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Biomass Powered Fuel Cells Enabled by Metal-Supported SOFCs with Nanostructured Electrodes
Craig Jacobson
Cofounder and CEO
[REDACTED_EMAIL]
Affordable fuel cell systems for people without access to an electric grid.
Energy Challenge
- Over 1.2 billion people - 20% of the world's population - are still without access to electricity. Another 1 billion people have intermittent access.
- About 2.8 billion people use solid fuels—wood, charcoal, coal, crop residue, and dung—for cooking and heating.
PSP is developing biomass power systems for off-grid applications.
Energy Challenge
World Energy Consumption
Proportion from Carbon-Free Sources
PSP is developing biomass power systems for off-grid applications.
Most Advanced Form of Energy Storage?
charcoal sticks wood chips pellets
peat rice hulls straw
Over 450 million years of development!
Metal-supported solid oxide fuel cells
Rugged fuel cell technology invented when at Berkeley Lab:
- rapid heat-up/cool-down
- redox stable anode
- tolerates fuel impurities (C, S, etc.)
- highly manufacturable
- no clean room
- sheets cut to size
- weldable
Fuel Cells...
Technical success for 50 years!
3 barriers:
Cost
Cost
Cost
Nanostructured Coating on Pore Walls
Challenge: How to produce a continuous, electrically conductive coating on the wall of a micron scale porous network...
that’s stable to >800°C without filling the pores and blocking gas access in/out of the electrode...
in a low-cost scalable process?
20 – 100 nm connected network of almost any material!
Sholklapper et al., Electrochemical and Solid-State Letters, 9 (8) A376-A378 (2006).
What can we make with this?
VOTO
LED + Cellphone/battery charge
Status: Initial sales
Fuel: charcoal
Output: 1.5V (4W)
Weight: 0.5 lbs
Size: 1.5 x 3 x 8”
HALO
Charges smartphone, iPad, AA/AAA, etc
Status: Prototype
Fuel: propane/isobutane
Output: 5V (5W) USB
Weight: 1 lbs (including fuel)
Size: 4.5 x 4.5 x 5”
GEN3
Biomass generator/stove
Status: Development
Fuel: wood/biomass waste
Output: 20-1000 W
How do you get this?
Development in Kenya
How does it work?
Cooking up some Electricity with the VOTO
Fuel Cell unit
Portable handle
Fuel Cards
The fire supplies heat (>700°C)
Designed for “jiko” stoves found in East Africa
The fuel cell runs on CO+H₂ generated by the fuel card
No fuel clean up is needed
Full charge:
- 600mAh into cellphone or
- 30h of LED light
Not direct carbon, but *indirect* carbon fuel cell.
Transforms Lives
Replaces toxic, expensive kerosene with clean, bright LED.
Charging mobile phones at home saves time.
People produce their own power.
On-demand off-grid power.
Rain or shine.
Point Source Power
• 10 years metal-supported SOFC development while at Lawrence Berkeley Lab.
• For profit company spun out of LBNL October 2008 (do you remember what happened?).
• Started work in my garage (wife loved it).
• 2009 self-funded development for cookstoves and testing in India and Kenya.
• Series A from Khosla Ventures April 2010.
• We focus on small, biomass powered generators, often in combined heat and power applications (cooking).
• Licensing/partnerships for other applications (US/Europe, conventional fuels, gas separation, syngas production, etc.)
Point Source Power
R&D 100 winner, LAUNCH Energy Innovator
Over 130 issued and pending patents
Contact: Craig Jacobson
[REDACTED_EMAIL] | web | https://site.ieee.org/sfbanano/files/2013/09/Point-Source-Power-IEEE-Conference-November-9th-2013.pdf | 0.419271 | {
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the most well loved of Beethoven's symphonies.
BURNSIDE SYMPHONY ORCHESTRA
With the support of The Burnside City Council
1ST VIOLINS
David Bogle (Leader)
Jill Bennier
Russell Wheaton
Athalie Scholefield
Flora Harrison
Gordon Bar
Shelley Barrett
Richard Anderson
Susan Cutlip
CELLOS
Jennifer Eime
Elizabeth Radcliffe
Skye McGregor
Jill Lowe
Paula Sutcliff
CLARINETS
Colin Fass
Ellen Resek
TROMBONES
Greg Tillett
Rainer Fitzner
Ian Haines
BASSOONS
Neil Nilsson
Samantha Doley
TIMPANI
Kevin Reper
Peter White
2ND VIOLINS
Ernest Hirsch
Marietta Resek
Mee Yoke Ling
Frank Ashman
Phil Leane
Sarah Kirkland
Sally Warner
HORNS
David Hanphor-Smith
Dameen Berglas
Laura Cram
Robert Etherington
Martin Nilsson
CONTINUO
Glerys March
FLUTES
Robert Hecker
Linda Driver
TRUMPETS
Tim Simpson
Doug Pearce
OBOES
Rosemary Stimson
John Priest
PIANOS AND GRANDS
It is pleasing to hear our many valued and discerning clients claim that our instruments are the best they have seen, in tone, touch and value. New and old pianos, 10 year warranty.
LUCIEN PARENT PIANOS (Est. 1952)
304 Unley Road, Hyde Park
Phone: 271 3814 for appointment
THE BURNSIDE SYMPHONY ORCHESTRA
The Burnside Symphony Orchestra is a non-professional community orchestra, founded in 1956 by John Black, then Reader in Agronomy at the Waite Agricultural Institute. Subsequent conductors have included flautist David Cubben, violinist Robert Cooper, and, since October 1982 - 1989, conductor James Ferguson. Tonight's concert is conducted by Alphonse Anthony.
Alphonse Anthony studied conducting under the Israeli conductor Shalom Ronli-Riklis and has conducted in Singapore and Tasmania before coming to Adelaide. Apart from being a member of the Tasmanian Symphony Orchestra, he was also choirmaster of St Mary's Cathedral from 1972-75. Alphonse Anthony has been a member of the Adelaide Symphony Orchestra since 1976. As from the start of 1989, Aphonse Anthony has been appointed conductor of the Burnside Symphony Orchestra.
Soloist: James Crettenden
James began his first music studies on piano at the age of 5. At 12 he began Oboe studies with his father. Three years later he won a scholarship two years in succession to study with Jiri Tancibudek at the Elder Conservatorium. He is now in his second year of Associate Diploma of Music at Flinders St. School of Music and his ambition is to become a professional Oboist.
PROGRAMME
OVERTURE Der Freischütz Carl Maria von Weber (1786 - 1826)
The overture to "Freischütz" was the first genuine, romantic, programme overture, and laid a cornerstone for all later overtures. For the very first time the music consists almost entirely of themes and figures taken from the opera itself. These are worked out as if in the movements of a sonata, so that we can hear the most important thematic material and the emotional climaxes before the curtain has gone up. This overture, written in 1821, was Weber's most famous opera.
Holberg Suite Edvard Grieg (1843 - 1907)
Grieg's "Holberg Suite" was written in 1884 to commemorate the 200th anniversary of a dramatist, Ludvig Holberg. He composed it first for piano solo and only then, a year later, made the orchestral version. The vigorous Prelude leads to dance movements as in a Suite in the 18th century "olden style" - a rich Sarabande, a playful Gavotte with a drone bass Musette as its middle section, an Air described by a Viennese critic as "gentle" and finally a boisterous Rigaudon.
OBOE CONCERTO in G minor Johann Friedrich Fasch (1688 - 1758)
Allegro
Largo
Allegro
Fasch began his career as a choir boy and was a pupil at St. Thomas's School, Leipzig. He was a Court Composer to the Court Morzan at Lukavec, Bohemia. His works, dated from 1743, include operas, 12 masses, many church cantatas, 21 concertos and a variety of chamber music compositions. His concerto for Oboe, Strings and Continuo can be found in the Archives of the Saxony State Library in Dresden. This three movement concerto is from the high Baroque period in Germany.
INTERVAL
SYMPHONY no 7 in A Ludwig van Beethoven (1770 - 1827)
Poco Sostenuto - Vivace
Allegretto
Presto
Allegro con brio
This symphony was first performed in 1813 with Beethoven conducting. The composer Spohr describes the rehearsals which preceded it as ludicrous, owing to the deafness of the conductor. However, the work was an immediate success.
All four movements are entirely rhythmical and give an immediate impression of boundless energy. The slow second movement was so popular that it was occasionally inserted into the 8th symphony to increase its popularity. Today it ranks with the 5th and 6th symphonies as the most well loved of Beethoven's symphonies.
ACKNOWLEDGEMENTS
Burnside City Council,
Her Worship Mayor - Mrs June Schaeffer,
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Nemato Change a Life – Highlights
first Zip Zap Circus show
Liyema and Khanyile's first show at their four-year Zip Zap Circus training course in Cape Town. Liyema is flying high in the picture!
medal for Lunga in Tunisia
Our former manager and rower, Lunga, won his first ever international rowing medal: a bronze in coastal rowing at the African Beach Sprint Championships in Tunisia!
fire fighter training
Our member Sinoyolo is doing a three-month firefighter course in Limpopo. It’s one of many opportunities made possible by grants from our main funder, the Mike Thomson Change a Life Trust!
Lihle at National Arts Festival
Lihle, seen from the back with backpack, played the keyboard with soul pop artist Monde Fani at the largest African cultural festival, the National Arts Festival in Makhanda.
Nemato Change a Life offers a ‘cradle to career’ youth empowerment programme for disadvantaged youth from the townships in Port Alfred: Nelson Mandela Township (Nemato), Thorn Hill and Station Hill. We give our youth the mindset, knowledge, skills and support to escape from poverty, for success in life.
**self-managing team**
We continue to work on our self-managing team, a concept in which our beneficiaries run the organisation. This is in line with our mission of "success in life - for youth, by youth."
Self-managing teams are not easy to establish, especially for youth who are used to following orders at school and at home. When you add a dysfunctional community and a poverty mindset to the mix, it becomes clear that we have taken on a very difficult challenge.
But we do it because self-managing teams are a powerful tool for empowerment. They teach youth to take responsibility and ownership, be reliable and trustworthy, work hard, practice teamwork, gain confidence and be changemakers. All of these skills are essential for success in life.
**17th birthday**
17 years ago, on Youth Day, 16th June 2006, Minister Stofile officially opened Nemato Rowing Club, which marked the start of our organisation.
**Hatched Ensemble**
The dramatic death of the artist Vuyo Raymond Matinyana in 2001 ultimately led to the birth of Nemato Change a Life. Now, 22 years later, Vuyo’s friend Mamela Nyamza invited Nemato to the premiere of her new dance “Hatched Ensemble” at the National Arts Festival in Makhanda. The performance was a powerful and emotional experience, and it brought back memories of Vuyo's passion for the arts and his commitment to social justice.
**holiday activities**
During the winter holiday, our math class is closed, but our sports sessions stay open and we offer activities for our members. Senior members take two-hour shifts as activity leaders, called “respectionist”, a twist from receptionist. Activity hours are registered in our logbook and count towards gold membership, which gives members privileges like free time on the computers and special trips, such as a visit to a soccer match in Gqeberha.
In the picture, our youngest members get creative with finger painting.
Most youth spend twelve or more years in school. That’s a very long time. How ready are you for success in life when you finish school, whether it’s in a job or running your own business? How often do you use math and science in real life? Or biology, chemistry, and geography?
At Nemato Change a Life you learn practical skills that contribute to success in life.
Members are getting lessons for the learner’s test. Siyanda already passed and is now doing driving lessons.
Onele is building a new self-cleaning fish tank as part of our pilot project in fly and fish farming.
Simthembile is building our workshop with sandbags.
At nemato you learn how to wire an electrical plug with the colour coding for the wires. Mike is doing advanced level electrical, installing a colourful LED system in one of our classrooms.
Sipiwo is doing an Apps Script course to build advanced cloud based spreadsheet applications. For example, our coaches can register the attendance of our athletes on their phones and the attendance percentage is automatically updated on our website. The state of the art computer, donated by Telkom, was built by our members.
We built this table as a carpentry project for our members to learn about the mechanics of a strong table.
Thulani has been learning a lot of technical skills over the years at Nemato Change a Life. It’s paying off: he is now permanently employed by the internet provider Herotel.
Tyrese got a job based on skills he got from building and fixing our computers.
Siphelele was our most committed member at the Royal St Andrews Hotel’s coffee making course. He is now permanently employed by the hotel.
Port Alfred had the great honour of hosting the BRICS (Brazil, Russia, India, China and South Africa) Labour Summit at the Royal St Andrews Hotel. Two of our members, Siyanda and Siphelele, were working at the hotel and helping to make this major event a great success.
**overcome addiction**
On Fridays at 17:00 we have sessions helping people overcome addiction. It’s based on the concepts of Alcoholics Anonymous. It’s open for people from the community to join.
We are a proud founder member of the Sport for Social Change Network Africa.
Our rowing coaches and some of our rowers did a drowning prevention course by the National Sea Rescue Institute.
**PayPal**
Donating to Nemato Change a Life is easy now, we are on PayPal. You can donate from anywhere in the world with a PayPal account or a credit card. Scan or click the QR code. Thanks!!!
Our sports clubs offer five small Olympic sports: rowing, gymnastics, handball, fencing and futsal.
**rowing camp**
There are no rowing competitions at this time of the year, but our rowers attended a training camp with Rhodes University in Makhanda during the winter holiday.
**futsal**
Our new futsal club is up and running. Futsal is a form of football that is played on a hard surface with seven players. New members are still welcome to join.
**fencing competitions**
We had two provincial fencing competitions. The first competition was in Port Alfred, with our fencers winning all under 17 medals.
The second competition was in Gqeberha. First place for Thandwayo, second for Emihle and third for Siyolile in the combined under 17/20 and senior age group.
Nemato Change a Life
Registrations 220-298 NPO (Nonprofit Organisation)
[REDACTED_PHONE] (Section 18A Public Benefit Organisation: South African donations are tax deductible)
Level 1 B-BBEE contributor (highest level Broad-Based Black Economic Empowerment certificate)
Address 53 Tyali Street, Nelson Mandela Township (Nemato), Port Alfred, 6170, South Africa
Bank Account FNB Port Alfred, branch (sort) code 210917, swift code FIRNZAJJ, 1 Main Street, Port Alfred
Nemato Change a Life, account number [REDACTED_PHONE], cheque account
Website/Facebook nemato.org.za
Leadership
Simthembile Bari Chairperson [REDACTED_PHONE] [REDACTED_EMAIL]
Thando Ngoqo Treasurer [REDACTED_PHONE] [REDACTED_EMAIL]
Jan Blom Founder [REDACTED_PHONE] [REDACTED_EMAIL]
Board of Governors
Bunie M Matlanyane Sexwale [REDACTED_EMAIL]
Lesley Lambert [REDACTED_EMAIL]
Athenkosi Hlekani [REDACTED_EMAIL]
Simlindile Veto [REDACTED_EMAIL]
scan or click the QR-code
visit our website like us on Facebook donate
OUR MAIN SUPPORTERS
Change a life
Telkom
NLC
NATIONAL LOTTERIES COMMISSION
LOTTO FUNDED
Alexander van Assendelft
ROYAL ST. ANDREWS HOTEL | PORT ALFRED
GRACIOUS HOSPITALITY
NHL STENDEN
university of applied sciences
SPORT FOR SOCIAL CHANGE NETWORK AFRICA
EASTERN CAPE ACADEMY OF SPORT
Nemato Change a Life is proud member of: | web | https://matinyanafund.org.za/newsletters/NCAL-NEWS%2023-2.pdf | 0.489447 | {
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When Do Children and Teens Need Vaccinations?
Influenza
3
(6–59 mos)
(given for each influenza season)
1. Your infant may not need a dose of Hep B at 4 months of age depending on the type of vaccine that your healthcare provider uses.
4. If your child's vaccinations are delayed or missed entirely, they should be given as soon as possible.
2. Your infant may not need a dose of Hib vaccine at 6 months of age depending on the type of vaccine that your healthcare provider uses.
3. If your child is younger than 9 years and is getting vaccinated against influenza for the first time, they should get 2 doses spaced at least 4 weeks apart.
5. All girls and women ages 9–26 years should be vaccinated with 3 doses of HPV vaccine, with an interval of at least 2 months between #1 and #2 and 6 months between #1 and #3.
6. If you have a teenager who is enrolling in college and planning to live in a dormitory and hasn't previously been vaccinated against meningococcal disease, they should be vaccinated now.
Please note: Some children may need additional vaccines. Talk to your healthcare provider.
Immunization Action Coalition • 1573 Selby Ave., Ste. 234 • St. Paul, MN 55104 • ([REDACTED_PHONE] • www.vaccineinformation.org • www.immunize.org | web | http://www.co.shasta.ca.us/docs/HHSA/healthandsafety/when_need_shots | 0.445467 | {
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COLLABORATING IDEAS
THE COMBINED STRENGTH OF EACH MEMBER FORMS A TEAM
Uni Square Concepts
- All round growth
- Increased team-size
- Better & comprehensive innovative ideas
TM Uni Square Concepts TM
G-6/G-7/G-7A, LSC, Kanishka Building, Kalkaji, New Delhi-110019
Phone: +91-[REDACTED_PHONE]; 011-41094511
Email: [REDACTED_EMAIL] Website: www.unisquareconcepts.com
MONTHLY NEWSLETTER: July 2015 issue
CREATIVITY OF YOUR BRAIN
We are aware of the fact that brain is an essential part of our body. It is responsible for one's thoughts and feelings. It is that part of our central nervous system that includes all the higher nervous centres. The brain helps in boosting our creativity and a lot more things that you may or may not be aware of. Here are some interesting facts about your brain:
- Your brain is more active while we're asleep.
- When you are tired your brain works faster.
- A modern brain will retain up to 1 quadrillion pieces of information.
- Introversion and extra version form wiring in the brain.
- Your brain doesn't have pain receptors.
- During pregnancy, a woman's brain will shrink.
It tells how dedicated your brain is, towards its functioning. Stress interrupts the functioning of the brain therefore, the people are advised to avoid stress. Your ability to think and creativity hikes when your brain is under no stress. And creativity enhances the quality of your work. One should always try to be more creative, it helps you open up to new ideas and thoughts.
EXPAND WITH OUTDOOR MEDIA
Contact us to get designed fascinating HOARDINGS | POSTERS | BANNERS to draw attention your business deserves
UNI SQUARE CONCEPTS
G-6/G-7/G-7A, LSC, Kanishka Building, Kalkaji, New Delhi-110019
Phone: +91-[REDACTED_PHONE]; 011-41094511
Email: [REDACTED_EMAIL] Website: www.unisquareconcepts.com
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Grade 7 – Summer Work
Students entering seventh grade in the fall are required to read at least THREE books and are encouraged to work on math skills over the summer. Students are expected to come to school in September ready to actively engage in discussions about these texts.
Unless noted, families must either purchase or borrow their own copies of books. Digital format (Kindle) is acceptable, as is audiobook accompaniment for readers who benefit from it. Many digital books are accessible through Park's Digital Library: Sora and Hoopla via the Boston Public Library, available to all Massachusetts residents. Also, check out the Summer Reading Ideas page from the Librarians.
To strengthen the home-and-school connection, you are invited (but by no means required) to read these selections alongside your child. Most of all, please join us in promoting reading as a wonderful way to relax, and enjoy the summer.
English
If you have any questions about reading or obtaining these texts, contact Susan Bogue Myslik.
Our intention for summer reading is to promote a lifelong love of reading, enrich students' understanding of the world, and prepare them for Grade 7.
English books should be obtained by families: you may borrow from the library or purchase your own.
Students are expected to select books that they have not read before; If students have read all of these books, they are expected to re-read one. Students are expected to come to school in September ready to actively engage in discussions about these texts.
Students entering seventh grade should read a minimum of THREE books over the summer.
1. ONE selection from the Grade 7 Summer Novel List:
Readers should make mental note of overarching themes, character development, and storytelling techniques (ex, perspective, narrative arc) used by the authors
The Lines We Cross by Randa Abdel-Fattah
Hound of the Baskervilles (unabridged) by Sir Arthur Conan Doyle
The Curious Incident of the Dog in the Nighttime by Mark Haddon
Echo by Pam Munoz Ryan
The Seventh Most Important Thing by Shelley Pearsall
2. ONE selection from the Grade 7 Summer Novel in Verse
List:
Readers should make mental note of poetic devices and how form lends meaning to the text.
The Crossover and/or Rebound by Kwame Alexander
Enchanted Air by Margarita Engle
Diamond Willow by Helen Frost
The Red Pencil by Andrea Davis Pinkney
White Rose by Kip Wilson
3. ONE free read from the Summer Reading Ideas
Math
Just as students benefit from reading throughout the summer, regular practice with problem solving, computation, and math facts will maintain and strengthen the mathematical gains made during the school year. For students who would benefit from targeted skill practice, we recommend that families purchase the Spectrum Math Workbook. For students seeking more mixed skill review, we recommend Summer Math Skill Sharpener workbook. Please purchase the grade level your child just completed (Grade 6). Online resources, such as IXL and Khan Academy also offer great practice.
Math Stretch and Challenge
For additional stretch and challenge, we recommend Problems of the Week on the MathCounts website, previous AMC8 contest competitions and previous Purple Comet competitions.
Questions? Please contact Christy Keblusek. | web | https://resources.finalsite.net/images/v1623358805/parkschoolorg/g1rzg32qelxjti3unzc8/Requirements-Grade7-2021.pdf | 0.486554 | {
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Managing trees for the production of fruit
www.eurafagroforestry.eu/afinet/
Ascertaining and maintaining good production of fruit trees requires adequate management. Particular attention should be paid to the consistent pruning of the trees because this affects the light availability in the tree crown with increased light resulting initially in more flower buds that have to be pruned and later on in sweeter fruit of larger size and better color. The different stages throughout the lifecycle of a fruit tree require different pruning regimes. Right before or after planting the fruit tree, the main branch(es) which will constitute the lasting basis of the tree should be selected. Thereby, either 3 - 4 equivalent side branches can be selected and grow while the central leader is suppressed by pruning to approximately the same height as the side branches to create a wide crown. Alternatively, the central branch leader can be selected as a single main branch to create a smaller (and higher) tree. Thereafter, until the start of fruit production, yearly formative pruning is required to shape the tree. When trees start to bear fruit maintenance pruning is conducted to preserve the tree shape and produce sufficient quantities of high-quality fruits. The tree shape with one main (apical) branch generally results in a higher quantity of sweet fruit of better quality when compared to the type with 3-4 main branches where the inner branches often receive less light but the shorter ones are easier to harvest reducing man power needs. Trees of the former type furthermore generally start to bear fruit faster and are more easily to combine with the use of agricultural machinery because of their narrower shape.
Paul Pardon Bert Reubens
Research Institute for Agriculture, Fisheries and Food (ILVO) | web | http://agroforestrynet.eu/wp-content/uploads/2019/12/PA43_INAGROILVO_Managing-trees-for-the-production-of-fruit_Template.pdf | 0.432198 | {
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How to Lead a Discussion
A group discussion is a planned conversation between three to 10 people on a selected topic, with a trained discussion leader. The purpose is to express opinions and gain information on the topic and learn from the other group participants.
Group discussion is an effective way to
* Share ideas and broaden viewpoints
* Stimulate interest in problems
* Help participants express their ideas
* Identify and explore a problem
* Create an informal atmosphere
* Get opinions from persons who hesitate to speak
Preparing for a Discussion
Preparation is important to the success of any event. A discussion is no different. The following things encourage a good discussion to happen:
* The preferred seating arrangement is a circle, semicircle, U, or hollow square. All these formations allow everyone in the group to see one another.
HOW TO LEAD A DISCUSSION
* Make the room as comfortable as possible. Check the ventilation and lighting.
Leading a Discussion
* Have paper and pencil ready to record main points.
* Start and end the discussion on time.
* Encourage informality and good humor. Permit friendly disagreement on the point under discussion, not among personalities.
Guidelines for a Discussion
If you participate in a discussion, the following guidelines will help you contribute effectively to the group:
* Be an active part of the group.
* Work to solve common problems.
* Discuss completely, but do not argue.
* Contribute ideas related to the subject of the discussion.
* Ask questions to clarify ideas.
* Be clear and brief.
* Listen and learn.
* Write down good ideas.
If you lead a group discussion, the following guidelines will help you distinguish your role as the leader versus a participant:
* Help the group feel at ease. See that everyone knows everybody else.
* Give everyone a chance to talk. Let the person talking remain seated. More people will participate, and those talking will feel more at ease.
* Don't allow anyone to monopolize the discussion. Interrupt the "speech maker" tactfully, and lead the discussion to another person.
* Call on individuals who seem ready to talk rather than going around the circle.
* Direct rather than dominate the discussion by easing yourself into the background when the group gets into the swing of it.
* Be sure the discussion is of interest to all the participants.
* Keep the discussion on track. If it gets sidetracked, bring it
1
back to the main subject by suggesting more important points that need to be covered in the time allotted.
* If you feel that some important point is being neglected, mention it.
* Summarize periodically. Stop occasionally to review the points that have been made.
* Stick to the time limit. If there isn't time to cover the subject sufficiently, mention this in your evaluation, and take action to correct this before the next group discussion.
* Keep spirits high. Encourage ease and informality. Let everyone have a good time. Don't let the discussion drag or become boring.
* Quickly summarize the conclusions in such a way that everyone will realize the important facts brought out in the discussion.
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WE A RE
ENROL IN RARE DISEASE 101!
Did you know that in the UK, a RARE CONDITION is defined as one that affects <1 IN 2000 PEOPLE?
Rare diseases are individually rare but collectively common, with over 3.5 MILLION PEOPLE IN THE UK living with a rare condition and >7000 RARE CONDITIONS already identified.
AND WE
#daretothinkrare
It's impossible to know about >7000 rare conditions, so here at Medics4RareDiseases (M4RD), we have developed a new approach to rare disease education. You can teach medics the basic concepts relating to ~7000 rare diseases without going into the details of each.
Take a crash course in rare diseases by enrolling in Rare Disease 101, a first-of-its-kind educational series of online modules!
Rare Disease 101 not only explains the impact of living with a rare disease but also includes information that the average medical professional may not be aware of, with many stories, examples, tools, websites, knowledge sources and images from the rare disease community.
Start your training now and become a rare ally! It's never too soon to be the difference to your rare patients. Scan the QR code or visit https://learn.m4rd.org/ to sign up today! | web | https://www.m4rd.org/wp-content/uploads/2022/08/M4RD_RARE_101_ENROL_FLYER_220819_emotive.pdf | 0.435578 | {
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Factsheet 1
Introduction
On 1 September 2014 substantial changes were introduced to the Special Educational Needs system in England. The government reforms aim to improve outcomes and put parent's, children's and young people's views at the centre of the process. If your child already has a 'statement', you may not have noticed any real difference yet. However, you should be aware that at some stage within the next three years or so, the statement will be replaced by an Education, Health and Care (EHC) plan.
This pack has been designed not only for parents of children with 'statements' but for all parents who have concerns about their child's (or children's) speech and language development. It is intended to provide you with basic guidance through the new SEND reforms, tell you more about speech, language and communication needs, and where to go for additional help, advice and information.
Afasic is the UK charity representing children and young people with speech, language and communication needs, working for their inclusion in society and supporting their parents and carers.
About Afasic
Afasic was founded in 1968 as a parent led organisation. Today Afasic is recognised as an authority in its field and works in partnership with a range of other organisations and agencies.
* information sheets, newsletters and other publications
Afasic provides:
* a local support network
* a telephone and email helpline service
* website information
* training and conferences
* expertise in developing good practice
For more information on Afasic go to www.afasic.org.uk or ring our Helpline on 0300 666 9410. | web | https://www.afasic.org.uk/download/579/ | 0.431885 | {
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Living Energy Farm
March-April 2014 Newsletter
Upcoming Workshops
We've got some exciting workshops lined up for the spring and summer. Coming up on Saturday, May 24 th , from 1-3pm, Sean will be teaching a Sweet Potato Growing Workshop at Living Energy Farm (1022 Bibb Store Road, Louisa). Growing and shipping sweet potato slips is our biggest business; and workshops participants will learn about growing their own slips, variety choice, transplanting, sweet potato soil and water requirements, harvest, selecting seed potatoes, and storing sweet potatoes through the winter. Come out and learn about this very important staple crop of the southeast, and take home some slips for your own garden.
On Saturday, June 14 th from 1-3pm, Adam will teach a Hand Tool Sharpening Workshop at Living Energy Farm. This workshop will focus on sharpening simpler tools such as knives, chisels, and hoes. Adam can also touch on sharpening hand saws and other forestry and woodworking tools if there is interest.
Later in the summer, Nina Cohen will be teaching two all-day Introduction to Construction Workshops at Living Energy Farm. The first, on June 28 th , will be open to all, and the second, on July 12 th , will be for women only. The workshops will run from 9am to 4pm, with a potluck lunch. Nina will cover a number of elementary construction concepts, including the basics of accurate measuring, marking, and layout. The workshops will also include tutorials on several hand tools and power tools. This year we'll have more shelter and protection from the heat as the workshops will be held in our new kitchen!
We ask for a $25 donation for half day workshops and $40 for full day workshops, but no one will be turned away for lack of funds. Please RSVP [REDACTED_EMAIL] or call [REDACTED_PHONE] if you plan to attend.
Construction Update
Progress on the kitchen and main house has picked up considerably with the improvement in the weather. We packed straw bales into the walls of the kitchen a few weeks ago and applied the first coat of stucco on the outside, and earthen plaster on the inside. Drywall work on the composting toilet is moving along nicely as our crew hones their skills; the ceiling on the kitchen is complete and ready for blown cellulose to insulate the roof.
We compacted the dirt under the main house enough to bring in course gravel to go under the slab. This course gravel is the heart of our solar heating system: the rocks are big enough to allow hot air from the roof to pass completely under the building, while soaking up the heat and slowly radiating it back to the living space. The gravel is so large that there is no efficient way to move it except by hand, one rock at a time. We put out a call for help to spread the rock and got a great response. Thanks to everyone who came out, you made quick work of a daunting job!
The foundation before pouring the slab.
We have now poured the slab on the house and have begun framing, which is an exciting step forward!
Eating off the Land in Springtime
With the long cold winter finally over, early spring is a time to be enjoying the outdoors. Most of us can be found outside, working the garden and taking care of animal chores. But while spring is a time to put lots of time and energy into growing food, the harvest itself is still pretty sparse. Historically spring was the hungriest time for farmers living off the land because last year's harvest is at its lowest point, and the garden has not yet started really kicking in.
Luckily, some foods are at their best in spring. Our gardens are starting to crank out large volumes of fresh greens, and many wild greens like chickweed and dandelion are at their peak flavor in spring. Soon we'll be enjoying baby carrots and beets, as we thin out our early plantings, and fresh snap peas. Our nanny goat who kidded in February has excellent milk production as the wild brambles and brush leaf out. We're now making goat cheese nearly every day. While production from a single goat is modest compared to a cow (about two quarts per day) a little cheese goes a long way in sprucing up our spring salads.
But mostly spring is a time to plant, weed, and look forward to the bounty of summer and fall. After May 1st it is considered safe in our area to plant frost tender crops, which make up the the bulk of our seed production. This year, we've simplified our seed production in order to keep the focus on construction, but we're still growing all our favorites: peppers, okra, tomatoes, winter squash, and of course, watermelons. If you come out for a Saturday work day in the next couple of months, we're as likely to hand you a hoe as a hammer. Come on out and see what's growing!
Expanding our Bicycle Fleet
When we made a commitment to living without fossil fuels at Living Energy Farm, we knew it would take some years to divorce ourselves completely. Some things we were able to jump right into- like cooking with solar and wood, solar hot water, and photovoltaic lighting. Other aspects of life and farming have been more difficult. We still run our tractors on gasoline, as projects to build a wood gasifier and bring in draft animals have been are put on hold while we focus on getting a roof over our heads.
Transportation has been our other big challenge. We've been fixing up donated bicycles and have invested in two cargo bike trailers, and two kid trailers for bikes. We're now running about two town trips per week by bicycle, where someone does the errands for the group using a bike and bike trailer. We've also built a bike shed, so our precious fleet does not deteriorate in the rain.
In the future, we plan to do our over-the-road hauling by bike trailers or horse carts. But the real shift away from car
Our new bike shed is filling up fast!
culture does not mean simply replacing one technology (cars and trucks) with another (bicycles and draft animals). It means a shift in lifestyle- a general slowing down, planning ahead, and changing expectations. It's a big change from the normal American lifestyle, but we think a healthy planet is worth the trade-offs. | web | http://www.livingenergyfarm.org/newsletters/2014march-april.pdf | 0.493439 | {
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2020 M A R G A R E T FE I L M A N M E DA L
Recognising individuals or organisations who demonstrate meritorious achievement or service to heritage in Western Australia
Diana Frylinck has worked for the National Trust of Western Australia for over 20 years. During that time, she has made a major contribution to the understanding of the heritage and educational aspects of the Goldfields Water Supply Scheme (commonly known as the Golden Pipeline).
Diana Frylinck
Diana has been intrigued with CY O'Connor and the pipeline since 1996 when, as an employee of the Water Authority of Western Australia (now known as Water Corporation), she started work at No 1 Pump Station, Mundaring Weir. Her knowledge of the Pump Station, and of the Scheme, considerably benefitted the redevelopment of No. 1 Pump Station when it was taken over by the National Trust in 1999.
To coincide with the reopening of No. 1 Pump Station by the Trust in 2004, she co-authored the children's book, The Pipeline C Y O'Connor Built, with Joy Lefroy. Since then, she has worked tirelessly to ensure that the ongoing success of O'Connor's far-sighted scheme has been brought to life not only to thousands of visitors but to a generation of school children. As well as volunteering regularly herself, she ensures the Pump Station is open to visitors even when there is a shortage of other volunteers.
Volunteers know that everything will be in place especially when taking groups around the Pump Station. She has also volunteered many of her own hours into the programmes run by the Trust, for instance, Easter at Peninsula Farm, Family Fun at the Farm at Strawberry Hill, and Christmas Carols at Peninsula Farm.
In recent years, she has used her skills as an educator to enable school groups to appreciate the heritage importance of the Trust's other metropolitan properties, writing and implementing many programs to engage new generations in the history of Western Australia.
Diana has also made a major contribution to the Mundaring and Hills Historical Society (MHHS) where she has been a member for many years. She joined the Committee in 2005, was President from 2008 to 2009, and has been Secretary. She has been described as "wholeheartedly pursing the values of local history to the benefit of the local community with honesty and integrity". The MHHS was heavily involved in the creation of "Trek-the-Trail" with Diana being the driving force behind this. | web | https://www.nationaltrust.org.au/wp-content/uploads/2020/11/Margaret-Feilman-Medal-2020-Diana-Frylinck-Citation.pdf | 0.479382 | {
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NÁZEV
: Žákovské přezdívky jako součást školské jazykové komunikace
AUTOR
: School children´s nicknames as a part of the school language communication
KATEDRA
: Katedra českého jazyka
ŠKOLITEL
: doc. PhDr. Martina Šmejkalová, Ph.D.
ABSTRACT
The research project deals with children's nicknames from the linguistic and linguodidactic point
of view.
Nicknames are
verbal means
of realization
of the communication act of addressing and a manifestation of a specific communicative strategies in the classroom. A research of such kind has not yet been carried out in the Czech
Republic.
We used a questionnaire as a research method. The main research was carried out in two phases and its main purpose was 1.) description and characteristics of 562 nicknames of
8
th grade primary school pupils and of the same age group pupils attending "gymnaziums"
(eight-year grammar schools) focusing on the motivation of the origin of the nicknames; and
2.) detailed characteristics of 45 selected nicknames focusing on the functioning (perception and experience) in school language communication, from the perspective of the productor (a
group where the nickname originated and where it is used), the recipient (a bearer of the nickname) and independent evaluators.
Material analysis also allows partial conclusions about the quality of pupils' language competence, depending on the type of school they attend.
KEYWORDS
linguistics, antroponomastics, nickname, school nickname, small social group, research | web | https://dspace.cuni.cz/bitstream/handle/20.500.11956/82467/140052359.pdf?sequence=3&isAllowed=y | 0.482653 | {
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Congratulations
Mr. Smith (Entrepreneurship & Marketing Teacher/DECA Advisor) was recognized as the Stukent Teacher of the Month in September. Stukent is a digital courseware provider that believes in real world experiences in an educational setting. Mr. Smith utilizes his real world experience to bring meaning and learning among his students!
Virtual Manufacturing Skilled Trades Day at ACC: Oct 8, 9 and 13th
ACC hosted a Virtual Manufacturing Skilled Trades day for our students. Thirteen students from Eastern registered to attend. During this time, students engaged in 3 live zoom calls. In the first call, students learned about the Career Accelerator Program (CAP). The 2nd call involved live demos and the 3rd involved assembling a Marble Run Set. ACC programs highlighted were Machining, HVAC, Mechatronics and Welding.
What careers interest you? What high school courses relate to your career interest? What college offers your career program? What can you do now to be preparing for your career? If you want to discuss these questions or more, sign up for a Career Development Service appointment with Mrs. R. Johnson.
Our assignment in class was to choose a car or truck and we were going to make a scale model of that vehicle. So once we had picked our vehicles we used Onshape which is our CAD software, and the process was finding an image of our chosen vehicle and drawing off of that.
We did this so that we could get our desired shape but to have something to reference when doing things like grilles, fender flares, etc. During this assignment we learned a multitude of CAD strategies and tools that will help us in the future of this class, building and drawing larger and more complex designs.
Christopher Tapp, 11th grade CTE student
Other submitted models:
Friday, October 9, DECA members and Alamance community members engaged in the 1st DECA Quarter Auction.
So WHY DECA?
I joined DECA because I have been very interested in marketing and business ever since I took my first class in the subject at Eastern. Coach Smith’s classes were my favorite classes because they interested me and they helped me figure out what I want to do as a job and career. In the spring of my sophomore year, Coach Smith introduced me to DECA and I told him that I would join the following year. I love DECA because it not only helped me with public speaking, but it did it in a fun and interesting way through competitions, and meeting people at events. I have learned how to be confident in otherwise uncomfortable situations. Helping to organize the quarter auction both this year and last year helped me by allowing me to help put on a real event. Putting on a good event is challenging, but it is also very rewarding to see all your hard work go into a great event that everyone enjoys. We plan to use the money to go to states if we are able. If we are unable to attend the state competition due to the pandemic restrictions, we will save that money to help next year’s students to go. Joining DECA has been one of the best choices I have made in high school. Coach Smith is great and really cares about teaching us about business and marketing, and all of my fellow DECA members are great as well, they all care about the club and are willing to put in work for it.
Written and submitted by Camden Gerlach, 12th grade, CTE student & DECA President
CFNC College Application Week
October 19th-30th
2020 College Fair
North Carolina Independent Colleges & Universities
Connect Here | web | https://www.abss.k12.nc.us/site/handlers/filedownload.ashx?moduleinstanceid=78066&dataid=140396&FileName=CTE%20Newsletter%204.pdf | 0.508403 | {
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After reading the story over, please prepare yourself for the written test by answering the following questions. Respond to these on this sheet if possible. You may use your notebook if you feel it necessary for neatness and space.
Underline the correct response to multiple choice questions. Begin and end your sentence correctly, besides making sure that your sentence has a subject and predicate.
1. Where did the farmer’s daughter get the milk?
a. from milking goats,
b. from milking cows
2. How does the farmer’s daughter carry the milk?
a. In a pail balanced on her head,
b. In a jar set in a wagon
3. What is the first thing the milkmaid thinks she will get from the milk?
4. What does the milkmaid plan to do with the butter she makes?
5. How does the farmer’s daughter think she will get chickens?
6. What does the milkmaid plan to do with money she earns from selling chickens?
7. How does the milkmaid think that people will react to her at the dance?
8. Why does the milkmaid toss her head?
9. What happens when the milkmaid tosses her head?
a. The young men ask her to dance.
b. The milk spills onto the ground.
10. Why does the milkmaid think that she will have nothing to say to the men at the dance?
a. She is too embarrassed about her old dress.
b. She believes she is better than they are.
11. The moral of this story is “Do not count your chickens before they hatch.” What does this moral mean?
a. You should never think about what you want to do in the future.
b. You should not make plans that depend on something you don’t have yet.
c. You should always buy chickens instead of buying eggs.
VOCABULARY this week!
Fill in the blanks with the words from the word bank.
fine provide imagining vanish
1. The farmer’s daughter thinks that the milk will ________________ (supply) her with many things.
2. At the end of the story, the milkmaid’s plans ________________ed (disappear suddenly).
3. The milkmaid daydreams about ________________ (elegant) plans.
4. As the milkmaid walks, she is ________________ (forming a mental image) what she can do with the milk. | web | http://tuthill.wolcs.wateroflifecs.org/file/view/Milkmaid.pdf | 0.486234 | {
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TURN SIGNALS
Feel how your horse turns naturally
By Joe Wolter, as told to Lesli Groves
Too often, riders expect their horse to turn when the rider is ready, without considering whether the horse is ready. If the horse doesn't turn instantly or doesn't make a smooth turn, the rider might think the horse isn't being responsive. But maybe he is. Maybe he wasn't in a spot where he could react right away. Or maybe he turned when you cued, even though he was out of position, and the result was probably awkward.
Why does this happen? Think about how a horse is constructed. To turn left, for instance, his left front foot has to reach to the left. He can only do that as his left foot is coming up off the ground, while his weight is shifted slightly to his other legs.
To illustrate a point about how a horse turns, sometimes at our clinics I ask people to step down off their horses and pick up one of their horse's front feet. Notice how he shifts his weight so he can lift the foot. When I ask people to do this, they're usually focusing on that foot they want to pick up. They don't think about where his other feet are. A lot of times people don't put it together that their horse is leaning on them or pulling away from them because he can't balance on his other three legs. So the horse doesn't give the person the foot right away, he shuffles his feet a little, and the person thinks the horse is being stubborn, instead of smart.
Once we had a bunch of ranch mares to turn out where a friend of mine was living. I needed to trim the mares' feet before we turned them loose, so he held them for me. I'd reach for a foot and he'd say, "Don't pick up that one; pick up this one over here." And they'd practically pick their foot up for me. I'd trim that foot and go to the next and he'd say, "Wait a minute." And he'd rearrange the mare just a little and, again, she'd give me her foot. It might have gone over my head at that time if he'd tried to explain that he was arranging the three feet I wasn't going to pick up.
If you take a sideways step to the left, you'll naturally do so as your left foot is coming off the ground, and your weight is on your right foot. But if you mechanically thought out every step you took and every turn you made, you'd probably trip. That's why I don't encourage people to think about all this too much. It's much more important to learn the feel of a horse turning naturally than to mentally chart where all four feet are all the time.
It will help also to pay attention to where your horse's mind is.
Have you ever been riding along when your horse sees something he's unsure of? He shifts his mind, then his body, then his feet and then he's out of there. Notice the sequence.
Let your horse go where his mind takes him. Notice how it feels when he stops or turns on his own. That's the kind of feel you want to have when you cue him - like he's doing it on his own. Watch loose horse's minds and bodies as they move about. Imagine how it would feel if you were on them.
Sit on your horse like you enjoy being there, alive, in sync, moving along with him. Don't inhibit his movement with legs braced like 2x4s struck in the stirrups. Feel his movement. Go with it.
Notice how his ears, eyes, head, throat and neck are positioned. What is the saddle doing? Is the front tipping one way or the other? When you can recognize how he feels just before he turns on his own, you'll have a better idea when to cue him.
I feel it is best for you to find these things out for yourself, at your speed. Don't get hung up on intellectually knowing what foot follows another. If you think too long about mechanics, you'll ride mechanically. Develop a feel for what a horse does naturally and you'll become a more natural rider.
Trainer and clinician Joe Wolter spent his life on ranches in California and Nevada, where he was influenced by some great horsemen, including Bill Dorrance. | web | http://www.joewolter.com/uploads/7/4/7/0/74702491/turn_signals.pdf | 0.510039 | {
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Welcome to Palfrey Infant School
Happy Children Aiming High
This month’s value is Determination.
Each year group will be looking at:
- Healthy Lifestyles
- Diversity
Infection Control Measures in School
We are committed to keep everyone safe by:
• Additional mid-day clean of communal areas and toilets.
• Cleaning resources available in pods, communal areas and staff toilets.
• Hand sanitiser available across the site
• Children and staff follow healthy hygiene and regularly wash and sanitise their hands.
• All staff are strongly encouraged to get Flu and Covid vaccinations and booster Jabs.
School Vehicle Gates and Pedestrian Gates.
Supporting us to keep children safe
We now have new Pedestrian and vehicle gates. To keep everyone safe please follow the below advice:
Pedestrians – Please use the pedestrian gate and follow the fenced areas to the main school door. Please do not cross on to the car park.
Staff - Please ensure no one follows you into school. Visitors and Parents must use the intercom for them to be allowed access.
Visitors and Parents – Please use the intercom and speak to a member of the office staff. Please wait to be allowed access from the office staff.
Vehicles – When exiting please slowly drive up to the gates and stop at the highlighted line and wait for the gates to fully open. Gates are currently open in the mornings allowing staff access to the car park. Parents – please refrain from using the car park. Thank you.
Good Work Assemblies
Our weekly Good Work Assemblies are every Friday. We celebrate achievements and award children for good learning and bucket filling (kindness).
We talk about good attendance in school and award children with more than 96% attendance weekly. The winning class get 2 stickers and if the class gets 100% they get 3 stickers. This hopefully promotes teamwork to come to school whenever possible.
The class with the most stickers at the end of the term win a box of chocolates!
Year 2 Trip to The Black Country Museum
• Year 2 are so excited to visit The Black Country Museum this month. They have been learning all about toys past and present in History, so will be able to see how children in the 1900’s played with toys.
We are a NUT FREE School
Palfrey Infant School is a NUT FREE school.
We aim to protect children who have allergies to nuts yet also help them, as they grow up, to take responsibility as to what foods they can eat and to be aware of where they may be put at risk.
Please refrain from bringing in any types of NUTS as some of our children and staff have NUT allergies.
If you have any issues please speak to our office staff.
Key Dates
• 3rd June – Return to school – Open as normal
• 5th June – Cricket Starts
• 11th June – Class Photos
• 19th and 20th June – Year 2 trip to Black Country Museum
• 20th June – Phonics Tests
• 26th June – New Reception Head Teachers Meeting 2pm
• 27th June – New Nursery Head Teachers Meeting 2pm
Our Golden Rules
• BE KIND
• BE SAFE
• BE READY TO LEARN
Have You Filled a Bucket Today?
Share
Listen
Be Kind
Take Turns
Smile
Help
Be Polite
Compliment
Include Others
June 2024
The sixth month of the year, in the northern hemisphere usually considered the first month of summer.
ACTION FOR HAPPINESS Happier - Kinder - Together | web | http://www.palfreyinfant.co.uk/attachments/download.asp?file=127&type=pdf | 0.489541 | {
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DESCRIPTION: The western hognose snake is colored cream, black, light brown, and dark brown. It is predominantly dark brown on its dorsal (top) side, with large, dark brown patches within a light brown and cream speckled background. The ventral side is mainly black with a cream stripe down each side. The hognose snake gets its name from its upturned nose.
RANGE: The western hognose snake is indigenous to the western United States, and is found in the western two-thirds of Kansas.
HABITAT: Grasslands or sand prairie
ADAPTATIONS: The western hognose tends to use its upturned nose to dig up frogs and reptile eggs. The hognose snake detects its prey mainly by smelling or tasting the air with its tongue. A snake has a Jacobson's organ located at the roof of its mouth, which deciphers air particles for the sense of smell in snakes.
A snake has a unique adaptation to help it eat prey up to three times the size of its head. The top and bottom parts of the jaw unhinge, and the lower jaw separates in half, enabling the snake to maneuver large prey into its mouth and down its throat, and at the same time breathe while eating.
Being a smaller snake, the hognose has developed various mechanisms for defense. First, it will try to escape by crawling away. Next, it may try to hide its head, like the African ball pythons. It may also hiss while taking a defensive posture with its head up and neck flattened, and if it needs to, it will strike; however, the hognose snake strikes with its mouth closed. If none of these strategies work, it may violently twist its body as if it were in pain, regurgitate recently eaten food, and then roll over on its back with its mouth open to play dead; it can play dead for up to five minutes.
REPRODUCTION/GROWTH: Mating season begins in May for hognose snakes, with the eggs usually laid in July. The female will lay five to 20 eggs, every other year, in a nest a few inches below the ground. No parental care is provided by the western hognose snake.
LONGEVITY: Up to 20 years
PREY/PREDATOR:
Prey to larger animals, but not much is known about predators of hognose snakes Predator to frogs, small rodents, and small birds
DIET:
WILD:
Mainly frogs and eggs, but small rodents and small birds when they can catch one
SZ: Pinkies, or baby mice
STATUS: The Kansas Department of Wildlife and Parks considers the western hognose as a species in need of conservation. The main cause for the decline in the numbers of hognose snakes in the wild is habitat loss.
SPECIAL NOTES: Both western and eastern hognose snakes have an enlarged tooth on each side of the upper jaw and in the back of the mouth. It is thought that these teeth are used to puncture a frog when it swells up. A frog will usually swell its body up with air when captured to make it more difficult to eat.
BIBLIOGRAPHY
1. Busby, William H., Joseph T. Collins, and Jeffrey R. Parmelee. The Reptiles and Amphibians of Fort Riley and Vicinity. Kansas Biological Survey. U.S. Department of the Army. 1996. pg. 21-22.
2. Collins, Joseph T., S. L. Collins. Amphibians and Reptiles in Kansas. Third edition. University Press of Kansas. 1993. pg. 190-192. | web | http://www.ci.manhattan.ks.us/DocumentCenter/Home/View/1309 | 0.431081 | {
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The Strange Case of Origami Yoda Tom Angleberger Reviewed by: Paufa Phanachet, 14 Star Teen Book Reviewer of Be the Star You Are! Charity www.bethestaryouare.org
The Strange Case of Origami Yoda is a quirky novel that presents itself in the form of a casebook that includes testimonies from various characters. In the story, Dwight, a strange 6th grader, makes an Origami Yoda finger puppet and begins giving advice to his classmates in a bad imitation of Yoda's voice. The surprisingly good counsel causes many students to believe that the Origami Yoda has a connection to the force. Tommy, our protagonist, compiles this case file and convinces some of his classmates to write about their experience in an attempt to figure out if Origami Yoda is real or just Dwight pretending to be Yoda.
I found the book surprisingly entertaining and intriguing. The book has an air of mystery and humour while also touching on all the best things about a friendship drama. The book was designed to look like a child's crumpled notebook which just adds to the playful air. I would warn any Star Wars fans that there is not a lot of Star Wars references. The Origami Yoda is as much as you are going to get. This book is also very Diary-of a-Wimpy-Kid-esque. If you do not like that style then you might not enjoy this book.
I would definitely recommend this as a gift for an elementary or middle school boy. I am a girl and I enjoyed it, but the book mostly targets boys so that may be something to keep in mind. It is a book that is targeting young boys from around grade 4 to middle schoolers or around 8-12 years old. Some adults or older teenagers may enjoy it, but they need to have an open mind.
Recommended Titles:
- Diary of a Wimpy Kid series by Jeff Kinney
- The 13-Story Treehouse by Andy Griffiths (Book #1 of the treehouse Series)
- Dork Diaries series by Rachel Renée Russell
- Captain Underpants by Dav Pilkey | web | https://files.secure.website/wscfus/10307163/10082155/the-strange-case-of-origami-yoda.pdf | 0.438676 | {
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Stay Safe Arrive Alive
While driving you have to be very carful because anything could happen with you or anyone around you. Texting or drinking and driving can be life threatening, and are considered to be distracted driving. While people are driving you can't distract them because that could cause an accident. Seven years ago when my sister was about three months old my mom was going to my grandmas house with her. But she kept crying and crying distracting my mom while she was driving. She tried to keep looking at the road and not getting distracted, but then it got to the moment she thought she could quickly turn around and give her a bottle of milk. Reached for the bottle and gave it to my sister. When she turned back to look at the road she hit a truck. But the guy in the truck thought it was his fault, because he didn't have the blinker on when he was turning. There are many ways people can get into a car accident. Getting distracted or not turning a blinker on while turning. Cars have blinkers in them for a reason, one reason is for others to know where you are going or turning. Teenagers should mostly stay away from texting while driving. That could cause an accident or even death. One text could kill you or get you injured. | web | https://arrivealivecreativecontest.com/wp-content/uploads/2018/01/Kristina-Butenko-2016-2017.pdf | 0.515455 | {
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Keeping safe when gaming
Balancing online time
Avoid providing other players with your:
* full name
* address
* age
* phone number
If a player/s makes you feel uncomfortable:
* block the person
* leave the game
* report them to the administrator
* tell a parent or someone you trust
* change your player profile.
If you are cyberbullied when gaming:
* don't respond
* take screen captures to collect the evidence
* report serious cyberbullying to the Office of the Children's eSafety Commissioner.
In-app game purchases
Some apps allow you to buy additional content or services within the app. Avoid losing money by:
* turning off in-app purchases in the settings
* reading every message and by being alert
* li miting spending by using a pre-paid card.
Spending many hours gaming can affect your health, family and school work. Signs you might be spending too much time gaming include:
* headaches, eye strain and being tired
* arguing or lying to parents/carers about your gaming time
* not completing homework
* spending less face-to-face time with family and friends.
The golden rules of gaming
When gaming:
* treat other players how you would like to be treated
* in a closed group –assume other people will see what you post – be respectful of others and use appropriate language
* behave in a way, you would be happy for your teacher, parent/carer or your grandparent to read or see.
Complementary activities
Check out some of our gaming resources on the esafety website including:
* Balancing online time
* Online gaming
* Our #GameOn video series
Check out our games, apps and social networking page.
esafety.gov.au | web | https://www.esafety.gov.au/-/media/cesc/documents/virtual-classroom-resources/teacher-summary-sheet-keeping-safe-in-the-game.pdf?la=en | 0.441963 | {
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CAMPYLOBACTERIOSIS
WHAT IS CAMPYLOBACTERIOSIS?
Campylobacteriosis is an infection caused by the bacteria known as Campylobacter jejuni. A small amount of Campylobacter organisms can lead to infection. This is one of the most common causes of diarrhea illness in the U.S.
SIGNS AND SYMPTOMS
* Stomach ache
* Bloody diarrhea
* Fever
* Nausea
* Vomiting
205 DAYS
Symptoms typically develop 205 days after the infection and last about one week or less. Complications include irritable bowel syndrome (IBS), temporary paralysis, and arthritis. Campylobacter infections rarely result in long-term health problems.
HOW DOES IT SPREAD?
Campylobacter is spread through direct contact with the bacteria.
Contact can occur in different ways:
* Drinking contaminated water or unpasteurized milk
* Eating food that has been contaminated with bacteria like undercooked meat and poultry
* Swimming in a lake, river or pool with campylobacter contamination
* Contact with infected pets as well as farm animals
and accidentally ingesting the water
HOW IS IT TREATED?
Most infections typically clear up on their own. The only treatment is drinking a lot of fluids such as water to replace fluids lost due to diarrhea. If someone has a severe form of the illness, they are treated with antibiotics. During treatment, sex should be avoided until all sores are healed.
PREVENTION
* Wash your hands often especially when handling foods, working with animals, and after using the restroom.
* Do not drink water from unknown sources
* Keep pets away from food preparation surfaces.
* Cook all meats, eggs, and poultry thoroughly.
FOR MORE INFORMATION
Visit the CDC here: Campylobacteriosis - CDC
This fact sheet is for information purposes and is not meant to be used for self-diagnosis or as a substitute for consultation with a health care professional. | web | https://www.fortbendcountytx.gov/sites/default/files/document-central/document-central/Campylobacteriosis-Fact-Sheet.pdf | 0.429769 | {
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This semester, graduate students in multiple disciplines from UC Berkeley and the Autonomous University of Mexico City (UNAM) have created innovative products and services, with an eye to the “triple bottom line” – designing products to be good for the environment, serve a social need, and make a profit. This operationally focused course aims to develop the interdisciplinary skills required for successful product development in today’s competitive marketplace. Each student brings his or her own disciplinary perspective to the team effort in order to synthesize that perspective with those of the other students in the group to develop a sound, marketable product.
This project-based course is team-taught by Alice Agogino (Mechanical Engineering) and Jonathan Propp (Haas School of Business) from UC Berkeley, with assistance from graduate student instructor Euiyoung Kim (Mechanical Engineering). Each team is aided by a coach from a non-profit or industry, to provide advice on the design process. We are grateful for our coaches this year, including representatives of 44 Energy Technologies, Aditi Rao Design, Bridge Design, CCA, Clarify, Design4X, Google, Gravity Tank, Parc, Point Forward and Space X. Our projects this year are:
1. **Product-Science Connection** – Bring the adventure to life, App, software, and/or hardware interactive learning device to illuminate the connection between technological devices and the science behind them. It will allow kids to learn about science topics and inspire interest in science in an engaging and natural way.
2. **Compass** – A web-based application where users can read news stories and topics curated by experts and their opinions, allowing users to stay current on the latest developments and trends in areas of interest via trusted channels.
3. **The Design Lab** – For those design researchers seeking collaboration, we provide a platform to generate better ideas and increase collaboration. Co-Design Lab increases creativity and productivity and is sponsored by *theDesignExchange*.
4. **Bevolution** - A sustainable, user-friendly, and commercially viable solution for dispensing take away beverages.
5. **Teach Together** – A solution that enables teachers to work together across the country. Improves teaching by increasing collaboration, decreasing wasted work time, and providing a reliable, easy to use, supportive, and widely compatible set of resources and connections.
6. **UNAM – Neck Pain – Whiplash**. Safeguarding the integrity of the driver creating an innovative product that will mitigate whiplash through a system that is activated by changes in car speed.
7. **Ergonomic Laptop Case** – A laptop case with a built-in stand that
helps users keep neutral posture and alleviate neck pain while using their laptops. The case can raise the laptop to eye level and is equipped with a holder for a detachable keyboard to allow users to keep their arms in proper ergonomic position.
8. **UNAM - Bike Protection – Free Sustainable transport for students.** Bicycle program for universities to improve environmental, social and healthy life styles.
9. **Bike Protection – Integrating the locking device with the bicycle in a non-invasive manner.** The user is never without a lock and can safely secure their bicycle with a lower threat of it being stolen.
10. **Care Down There – To provide women with trustworthy products/services to ease the emotional pain points associated with menstruation.** Alleviating negative emotions surrounding traditionally anxiety-ridden, negative purchase and use experiences and empowering users with a sense of greater freedom.
11. **Garden Gate – To attract and enhance the Farmer’s Market shopping experience for both existing and new, unfamiliar shoppers.** Provide a service and experience to both new and existing shoppers that engages them to explore the intricacies and benefits of the farmer’s market. Farmer’s market shoppers that sign up for our service are provided with a handy reusable compartmentalized bag to store and protect their produce as well as a seasonal recipe that helps introduce them to new and exotic produce found at the market.
12. **Intelicrop – Intelligent problem-detection software for agricultural crops.** IntelliCrop helps growers identify and action field problems (e.g., pests, irrigation shortages, fertilizer needs, etc.) by automating the process of crop data integration, analysis, and visualization. IntelliCrop yields actionable insights that save growers both time and money.
13. **Smart Glove – A sensor-based, data tracking device mounted on an exercise glove that provides weight lifting feedback.** A high quality exercise glove with embedded sensors that passively tracks data, improves exercise quality with quantitative analysis and personalized coaching and makes the weight lifting experience more engaging with a social/gamified layer.
14. **UNAM – Design Collaboration Products – Improve the collaboration experience between team members as well as improve working efficiency of short-lasting meetings.** Physical devices enabling fast setup, easy screen and document sharing. Supports brainstorming with better focus.
15. **Design Collaboration Spaces – Developing a physical space, as well as possible IT solutions, to improve communication, interaction, synchronization and information sharing of geographically-together group and internationally cooperating projects.**
Visitors are welcome! The Haas School of Business is located on 2220 Piedmont Ave., across from the football stadium. Directions at: [http://www.haas.berkeley.edu/haas/maps.html](http://www.haas.berkeley.edu/haas/maps.html)
For questions, please contact Euiyoung Kim at [REDACTED_EMAIL] or Professor Alice Agogino at [REDACTED_EMAIL]. | web | https://best.berkeley.edu/wp-content/uploads/2015/10/NPD2013PressRelease_v8.pdf | 0.480825 | {
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NORTH OAKLAND CHAPTER
www.northoakland.wildones.org www.facebook.com/wildonesnorthoak
All about the Monarch Butterfly
Presented by Debbie Jackson, Monarch Watch Conservation Specialist
Wednesday, June 3, 2015
Doors Open @ 7:00 PM, 7:30 to 9:00PM Presentation and Q&A
St Daniel's Church, Cushing Center Hall (7010 Valley Park Dr, Clarkston)
From the time millions of years ago to today, monarchs and their Danaus cousins have brightly colored the Earth, their caterpillars eating Asclepias leaves from Africa to Asia, both North and South America and now southern Europe. These tropical butterflies have perfected their lifecycle by performing the longest insect migration known.
Once, clouds of orange wings darkened the sky as they soared south to the Mexican states of Michoacán and Mexico but today, they are a mere 5-10% of their previous healthy population. Come and explore their wonders and find out what difference you can make to preserve this wonder.
The public is welcome and encouraged to attend this free North Oakland Wild Ones event. Donations are always welcome to help bring future educational opportunities!
About Debbie Jackson
I myself became infatuated with [monarchs] as a young girl. My mother gave me a copy of "The Golden Book of Butterflies and Moths" where on page 39, I discovered what their caterpillars and host plants looked like. Off with a storage jar to put them in, I bicycled down the road in search of caterpillars. I easily raised them and the moment of eclosure became an addiction I'm still swept up in. | web | http://northoakland.wildones.org/wp-content/uploads/sites/20/2015/03/WONO_June_2015_Presentation.pdf | 0.48949 | {
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Albanus Mbuvi
Key Statistics
Age: 18
Dream Diploma: Information Technology
Dream College: Nairobi Aviation College
Duration: 2.5 years
Cost per year: $3,000
“I dream of becoming an IT specialist!”
Rookie Record
Albanus, tell us a little bit about yourself! “When I joined HHFL, I gained a completely new outlook on life. I have always been a very disciplined and organized person so I was able to adjust very quickly and well to my new surroundings. In 2012, I came first in my class and was named library captain. I love art and enjoy mentoring the younger HHFL kids during the holidays. At the moment, I am working at Nairobi Java House as a barista, a job that I am very proud to have gained!”
What does going to College or University mean to you? “College means meeting new people of all ages. After all, I’ve been going to school with the same people for twelve years! College means being more self-sufficient. The professors in college treat you like an adult which means they don’t stick their necks out to make sure you turn things in on time. College means increasing my chances of getting a good job!”
What inspired you to choose your dream career path? “Our country is becoming more and more technologically savvy. Everything is becoming computerized. I believe the field of IT will continue to have good career prospects in the future.”
Why do you deserve this opportunity? “I deserve the opportunity to go to the best college this is because I want my dreams of having a bright future to come true. Secondly I am working as a barista at a coffee shop so I can contribute toward my education which eases the burden for me and also for the project. I also want to have a chance to become a meaningful IT player in Kenya.”
If you could walk in someone else’s shoes for one day, who would you choose and why?
“I would choose Bill Gates so that I will be able to invent more computer programmes and packages which have not yet been invented and become great. When I become great, I will make sure our project stays great too. I know I will be great in this life – I am a victor and am going to emerge victorious.”
Please visit Wanafunzi Dream Team at www.hannehowardfund.org! | web | http://hannehowardfund.org/wp-content/uploads/2014/05/Albanus-bio-print.pdf | 0.43816 | {
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Executive Department
State of California
PROCLAMATION
Almost since man first fashioned words to communicate, he has expressed himself in poetry.
If man has used prose more than poetry through the centuries, it is probably because prose is more the language man uses to express himself in his daily affairs. For poetry, man must choose and fit his words into a form which calls for the greatest artistry, and this requires much contemplation.
To emphasize the place of poetry among our arts, and to encourage the people of California to recognize it, I proclaim October 15 as Poetry Day, as provided by a resolution enacted by the State Legislature.
IN WITNESS WHEREOF, I have hereunto set my hand and caused the Great Seal of the State of California to be affixed this ninth day of October, A. D., One Thousand Nine Hundred and Sixty Two.
[Signature]
Governor
[Signature]
Secretary of State
Assistant Secretary of State
FILED
In the office of the Secretary of State
of the State of California
OCT 8 - 1962
FRANK McJORDAN, Secretary of State
Assistant Secretary of State
Printed in California State Printing Office | web | http://library.ca.gov/Content/pdf/GovernmentPublications/executive-order-proclamation/4437.pdf | 0.447801 | {
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Book Study Groups Children's Lessons Based on Alchemy of the Heart
By Elizabeth Clare Prophet and Patricia R. Spadaro
Alchemy of the Heart offers powerful insights and tools for wholeness based on a deep understanding of the heart. It draws from the wisdom of the world's spiritual traditions to show you how you can nurture your soul through developing heart qualities of love and mercy.
Lesson Two (Based on pages 16 to 32) Stretching the Muscles of the Heart For Children ages 3 to 6
Parent/Teacher Preparation: This lesson is taken from chapter one, section three, "Stretching the Muscles of the Heart."
Review the section before you begin.
Review the lesson, including the activities. Please note that the text of what you can say to your child is in italics.
Gather the following materials you will need:
* CD and music (optional)
* Pink index cards (the ones used in lesson 1 and enough extras to make duplicate cards)
* Crayons and colored pencils
Note: There are a number of sections in these lessons that include discussion with your child. Discussion is a time for reflection. There are no right answers or wrong answers. The purpose of discussion is to provoke thought and gently lead your child into more practical and spiritual ways of thinking about life.
Set Your Environment:
Select a time when both you and your child are rested and happy.
Many parents like to use music to assist in creating a meditative atmosphere in the home. Harp music is associated with the heart. If you have a CD player and harp music, play it as you are preparing yourself and when you and your child begin. You may also wish to play it during brief meditations.
Suggested Music:
Harp music, such as:
Bridget Cruise/Jon O'Connor/George Brabazon Celtic Treasure: The Legacy of Turlough O'Carolan, Narada Collection Series.
Overview of the lesson
* Love more by opening your heart
* You can learn to love more
* When someone needs help, do something
How Saint Francis learned to love more
Saint Francis, who lived nearly 800 years ago, is known and loved by millions around the world for his loving heart. He loved all of God's creation so much that birds and animals came around him as he sang to them and gave them food.
Long age, when Saint Francis lived, there was a terrible disease called leprosy. Leprosy causes the skin to become very sick, turning white and sometimes coming off in patches. It is not pleasant to look at and it is contagious so people with leprosy were usually kept separate from the rest of the people in their town. People with leprosy were called lepers.
Saint Francis, born the son of a wealthy man, was terrified of lepers. One day as he rode his horse along a path, he saw a leper. He wanted to turn his horse and ride away as fast as he could. But he could not. He had learned to love God very much and he suddenly realized he could not say he loved God and turn his back on any part of God's creation.
So he stopped his horse and overcame his desire to run away. He gave the man some money and then he gave the man a hug and a kiss on the cheek. You can imagine the man must have felt so grateful since most people turned away and would not even look at him.
Francis wrote about that day later in his life. He said it was
a turning point in his life and after that, things that had seemed impossible to overcome became easy and even pleasant for him. He had learned to love more than he ever believed possible and it have him great joy inside.
Maybe there is someone in your life who is like Randy or the leper, someone who needs you and your loving kindness. Have the courage to open your heart.
Activity 1: Opening your heart
Think of someone in your life that might need a little extra kindness. Think of something nice you can do for that person.
Activity 2: How to love more
Draw a picture or act out a scene of someone opening their heart and being kind to someone everyone else is ignoring.
Don't just think about it, do it!
Have you ever been on the playground when someone fell and hurt themselves? They don't need you to ask them if you can do anything for them. They need you to help them up or get a wet paper towel to wipe their cut.
It is the same is someone is feeling sad. They may or may not want to talk about it. Maybe they just need you to go give them a big smile or a hug or tell them a joke. | web | https://raisingcreativechildren.org/wp-content/uploads/2022/10/Download-Lesson-2-Stretching-the-Muscles.pdf | 0.487557 | {
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Mollie & Makeely 2021 - supporting climate change learning
Goals for the year
Over the course of the year Mollie and Makeely worked in partnership with Green Adelaide, guest speakers and some of their peers to help their teachers educate the Year 4 cohort on climate change.
The older mentoring students answered the ones they could.
Mollie and Makeely were given an outline of the Climate Ready Schools project by the teachers coordinating the program, and were tasked with re-decorating the booklet and simplifying the questions and tasks for a Year 4 audience.
The cohort learnt about what global warming and climate change are, their current and future impacts on Earth, humans, plants and animals, and ways students themselves and communities like schools can help to mitigate the damage of climate change, or adapt to the changes.
The Year 4s learnt information and then completed activities and questions in the booklet in 'sessions'. Mollie and Makeely and their peers mentored the younger students and assisted them in answering their many questions to the best of their abilities. Their role was also to prompt ideas and solutions.
Finally, the Year 4s collaborated in groups to create a method of adaptation and or mitigation for climate change at the school. The designs and ideas were judged, and the winning group was a 'rooftop garden' upon the gym! The group included a powerpoint to illustrate how they would achieve their design.
Promotion and awareness
The winning group attended the Climate Ready Schools Expo in November at the Thebarton Community Centre to represent their school. They were able to share their climate change issue and design solution with guests from local councils, Green Adelaide, Kaurna elder Aunty Lynette Crocker and students and teachers from other schools.
Biggest success or achievement
One way the learning was captured was by the Year 4s writing down new things they had learnt, and their subsequent questions on sticky notes.
Mollie and Makeely really enjoyed working with the Year 4s from their school to help educate them on climate change and what they can do about it. They both feel strongly on taking a stand against the damage being done to our planet, and enlightening and inspiring people around them to take passionate action - no matter the age!
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Winds of the Summer
This score is dedicated to all those who enthusiastically participated in the downtown summer band 2003. Special thanks to Mr. Coady who pushed to make it a success.
A Note from the Composer
For the entire school year, we all look forward to the summer holidays where we can relax and do the things that we want. There is a jubilant feeling as the bell rings on the last day of school. Most of us are filled with eagerness, restless and can’t wait to get around doing the things we want to do. This eager and jubilant feeling is conveyed in the first section of the song. The ceremonial drum announces the beginning of the adventure and a simple theme develops portraying the happiness of the students. The theme builds up with more movement similar to the restless emotions on the last day of school.
The summer is about doing things but it’s also about resting and reflecting. A slower, reflective passage shows this. Think about the last time you were around a camp fire singing and talking to your friends. This content and relaxed feeling should be expressed here. Play each phrase smoothly and with feeling. Listen to each other at bar 45 for the next 4 bars. A one bar phrase is passed around. It is essential for it to be played in the same character throughout the group.
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OVERVIEW OF THE 4 PERIODS OF MESORAH
PERIOD I: MATAN TORAH (1313 BCE) TO PURIM (356 BCE): AGE OF TANACH; PROPHECY; PRE-GALUT
PERIOD II: PURIM (356 BCE) TO THE SEALING OF THE TALMUD (C.500 CE): AGE OF CHAZAL; CRYSTALLIZATION AND FORMALIZATION OF ORAL LAW; MISHNA; GEMARA
PERIOD III: SEALING OF TALMUD (C500 CE) TO SHULCHAN ARUCH (C1500): ANALYSIS AND DEFINITION OF PRACTICAL HALACHA; CODIFICATION; GEONIM; RISHONIM
PERIOD IV: SHULCHAN ARUCH (1500 CE) TO PRESENT DAY: UNIFIED PSAK; ACHARONIM
A] The sealing of the Talmud Bavli - חותמת התלמוד
1. רבבי ורבי נatan סוף המשנה, רב אשי ורבינא סוף הhora'ah
Rebbi and Rabbi Natan (c.200 CE) were the generation to bring about the ‘end of the period of “Mishna”’. Rav Ashi and Ravina (c.450 CE) brought about the ‘end of hora’ah’. We will see in this shiur what that means.
2. והתרעה מלך רב יוסי ובוימה סוף הhora'ה והראיה ואסתיים תלמודא
Rav Sherira Gaon (10C) wrote a historical document outlining the transmission on Torah to his day. In it he writes that the talmud was finally completed but the Savoraim (see below) in the time of R. Yosei (around 515 CE)
3. אחר בית דוד של רב אשי שחרב הגמרא וומר בפיו בנזקורי ישראל בכל הארץ בת מיזור יער והגעתי לקצות ואימ
The Rambam brings the reason for the sealing for the Talmud. After the time, the major academies in Bavel ceased to function as they had up to then. The Jews were scattered and persecuted and could not formulate the principals of Torah which would binds the whole nation. As the world slipped into the Dark Ages, roads became perilous and communication broke down. After that time, gezeirot and takanot would only be local - for groups of Jews - and never for the whole Jewish people.
B] Geonim 600-1000
C] Rishonim 1000-1500
D] Shulchan Aruch 1550
E] Acharonim 1500-present | web | https://rabbimanning.com/wp-content/uploads/2012/05/Torah-MiSinai-Crash-Course-Shiur-4-Rishonim-Acharonim-and-Modern-Psak.pdf | 0.436791 | {
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Background and Problem
Goal 1, National Action Plan to Improve Health Literacy 1 - Develop and disseminate health and safety information that is accurate, accessible, and actionable.
Older adults:
* Often are the target of health scams or quackery; fraudulent health claims are rampant over the Internet. 2-5
* Take multiple prescription 6 and over-thecounter drugs, supplements, and herbals to manage their health, thus, are at increased risk for drug interactions and adverse side effects.
Project Objectives
To enhance older adults':
* Awareness of websites (e.g., MedlinePlus) that provide reliable and up-to-date information on health, drugs, and dietary supplements
* Knowledge and skills in evaluating the accuracy and reliability of health information websites using a 9-item checklist.
Methodology
Over a 6-week period, MCPHS pharmacy faculty and students presented a 3-lesson series based on Modules 6, 7, and 9 of the NIHSeniorHealth Toolkit for Trainers (www.nihseniorhealth.gov/ toolkit/toolkit.html) to older adults at 4 local senior centers. Pre- and post-lesson surveys were used to assess if the project objectives were achieved.
Helping Older Adults Find Reliable Sources of Health Information on the Internet
Monina R. Lahoz, Fae Wooding, Paula Evans, Irena Bond, Nina Pang
Massachusetts College of Pharmacy and Health Sciences, School of Pharmacy – Worcester/Manchester
Helping Older Adults Search for Information Online: A Toolkit for Trainers
Results
Conclusion
MedlinePlus offers authoritative, reliable, up-to-date, and free health information in easy-to-understand language. Educating older adults of the website's features and how to navigate it is a strategy for achieving Goal 1 of the National Action Plan to Improve Health Literacy.
REFERENCES
1. U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (2010). National Action Plan to Improve Health Literacy. Washington, DC: Author.
2. 'Miracle' Health Claims: Add a Dose of Skepticism, October 2001. Federal Trade Commission. Available at http://www.ftc.gov/bcp/edu/pubs/consumer/health/hea07.shtm. Accessed February 22, 2012.
3. Health Fraud. (2010). MedlinePlus, U.S. National Library of Medicine, National Institutes of Health. Available at http://www.nlm.nih.gov/medlineplus/healthfraud.html. Accessed February 22, 2012.
4. Beware of Health Scams, September 2008 (updated July 2011). National Institute on Aging, National Institutes of Health. Available at http://www.nia.nih.gov/HealthInformation/Publications/quackery.htm. Accessed February 22, 2012.
5. Health Fraud and the Elderly: A Continuing Health Epidemic, 2001. Federal Trade Commission. Available at http://www.ftc.gov/os/2001/09/healthfraud.htm. Accessed February 22, 2012.
6. Hamburg, M. Changing the Future of Drug Safety: FDA Initiatives to Strengthen and Transform the Drug Safety System, 2009. Food and Drug Administration. Available at http://www.fda.gov/downloads/Safety/SafetyofSpecificProducts/UCM184046.pdf. Accessed February 22, 2012. | web | https://iha4health.org/wp-content/uploads/2015/03/Helping-Older-Adults-Find-Reliable-Sources-of-Health-Information-on-the-Internet.pdf | 0.436249 | {
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Golf superintendents who normally don’t expect grub problems until late summer may be caught off guard and discover high numbers of small grubs, sometimes 200 or more per square foot, damaging turf in late May or June. Black turfgrass ataenius (BTA) (*Ataenius spretulus*) should be suspected in this situation. This grub species causes sporadic, severe damage to golf courses throughout the cool-season turfgrass zones from New England and the mid-Atlantic states west to Colorado, and also in California. Unlike other grubs, which are largely restricted to fairways, tees, and roughs, the BTA also infests putting greens. Preventive action in April and May can help you to avoid BTA damage later in the summer.
BTA differs from other turf-infesting white grubs in that there are two generations per year throughout most of its range. The turf damage appears about mid-June and mid-August in the latitude of southern Ohio, West Virginia, and Nebraska, coinciding with the first and second annual broods of grubs. There is only one generation in the Great Lakes states, northern New England, Ontario, and other northern parts of the species’ range. The University of Nebraska entomology website ([http://ianrwww.unl.edu/ianr/entomol/turfrent/documents/ataenius.htm](http://ianrwww.unl.edu/ianr/entomol/turfrent/documents/ataenius.htm)) has excellent photos of BTA and an illustration of its life cycle. The book *Destructive Turfgrass Insects* (Ann Arbor Press) lists detailed management strategies.
Adult BTA are shiny black beetles, 3/16- to 1/4-in. (4.8–6.4 mm) long, with distinct longitudinal grooves on the wing covers. On warm, sunny afternoons in late March or April, the beetles begin flying from overwintering sites, usually wooded lots, to their preferred egg-laying haunts, mainly moist, thatchy golf course fairways, tees, and greens. In southern Ohio, the beetles begin emerging about when crocus and eastern redbud are blooming. Adults may be seen crawling on putting greens or fairways, and the beetles may be noticed in mowing baskets, among the clippings. Egg-laying continues through May, often into early June. Eggs hatch in about a week, and the grubs feed on fine roots and organic matter. Full-sized BTA grubs are small, about the size of Lincoln’s hair on a U.S. penny. Individual grubs take about a month to mature, then burrow down, pupate, and emerge as adults in late June and July. These beetles produce a second brood of grubs that damages the turf in late summer and early autumn. New adults emerge in September and October, mate, and fly back to overwintering sites.
Preventive control can be effective where BTA is a recurring problem. One option is a spray application to intercept the beetles as they return to the turf in the spring. Certain flowering plants are useful for timing because their blooming coincides with the pest’s egg-laying activity. Spraying when Vanhoutte, Bridal Wreath, or Bridal Veil spireas are in full bloom, covered with white flowers, can effectively eliminate the BTA adults before they lay eggs. Full bloom of horse chestnut, and first bloom of black locust also coincide with the treatment window. Or, you can watch for adults crawling on putting greens or showing up in mowing baskets.
Dursban® at 2.0 lb ai/acre has been the standard treatment, but recent field trials indicate that the pyrethroids—DeltaGard®, Scimitar®, and Talstar®—work equally well. Apply sufficient spray volume, or irrigate lightly to wash the insecticide off the grass blades, so that residues are deposited in the upper thatch.
Another option is to preventively control the grubs with a long-residual soil insecticide. Merit® (imidacloprid) applied in mid-May will eliminate BTA grubs as they begin feeding, as well as Japanese beetle, masked chafer, and other annual grub species that hatch later in July or early August. April applications may be too early—they’ll control the first generation of BTA, but the residues may be gone before the larger, annual grub species have hatched. MACH 2® applied in late May or the first week of June will control BTA and subsequent annual grubs.
BTA can also be controlled curatively by targeting the grubs with a short-residual soil insecticide (e.g., Dylox® or Turcam®). Irrigate after treatment to move the insecticide through the thatch. As with all curative treatments, the younger the grubs, the easier they are to control. | web | https://archive.lib.msu.edu/tic/turfx/article/2000jan3.pdf | 0.502228 | {
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Ectropion
Ectropion is the outward rotation of eyelid/lashes. It usually affects the lower eyelid.
Causes
Ectropion usually occurs when the eyelid tissue becomes weak as a result of aging. However, it can also result from eyelid scarring, injury of eyelid, or facial nerve palsy.
Signs / Symptoms
The eyelid margin turned away from the eye can cause exposure of conjunctiva and sometimes the inability to close the eyes completely. This leads to excessive tearing, mucous discharge and crusting of eyelid. This condition may also affect the vision.
Treatment
Surgical correction may be needed.
The information is for general education purpose and reference only. Should you have any queries, please consult medical professionals
Specialty Advisory Group（Ophthalmology）
First Published 2019
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Tree of the Month, September 2016:
Apple (*Malus pumila* ‘Lobo’)
Apples (*Malus pumila*) are among the most widely grown and eaten fruits on the planet. The species is a cultigen, which means it is known only in cultivation, the product of thousands of years of domestication. *Malus pumila* is descended from the wild apple species *Malus sieversii*, from the mountains of Central Asia, and European crabapple (*Malus sylvestris*). Apples thrive in temperate climates and are grown on every continent except Antarctica.
In the 1990s an orchard of Canadian heritage apple varieties was planted in VanDusen’s Canadian Heritage Garden. Although these apples were bred to be cold-hardy, they are susceptible to diseases such as anthracnose, apple scab and canker in our damp coastal climate. Over the years we have had to remove trees as they succumbed to infection and we are now embarking on a plan to replace the entire collection over the next couple of years. A few trees remain, and the healthiest of these survivors is a cultivar called ‘Lobo’.
‘Lobo’ was bred from ‘McIntosh’ in 1898 at the Central Experimental Farm in Ottawa, Ontario. The large red and gold fruits begin to ripen in late August, which is quite early in the apple season. The flesh is sweet, mildly acidic and good for eating fresh, baking or making cider.
Apples are mostly pollinated by bees and near the orchard we maintain hives of western honey bees (*Apis mellifera*) and nesting boxes for orchard mason bees (*Osmia lignaria*). The next step of the Heritage Orchard renovation will begin in October, when we will remove the last of the diseased trees and leave the area fallow for a year or more to eliminate disease-causing fungal spores. In preparation for planting, we are assembling a new collection of hardy apples and other fruit trees with an emphasis on disease-resistance and adaptability to our wet climate. ‘Lobo’ can be found in the Heritage Orchard near the Maze and Vegetable Garden. The fruits are already ripening!
MAP OF THE GARDEN
- **VEGETABLE GARDEN**
- **HERITAGE ORCHARD**
- **RAINBOW PONDS**
- **BEES CANADIAN MEDICINAL GARDEN**
- **AT CARTIER ST.**
- **MEDICINE WHEEL**
- **CHINESE HERITAGE CAMPUS GARDEN**
- **MAZE**
- **STONE HIMALAYAN GARDEN**
- **FERN GELL**
- **SINO-HIMALAYAN**
- **MEDITATION GARDEN**
- **KOREAN PAVILION**
- **JAPANESE COLLECTION**
- **RHODODENDRON WALK**
- **WITCHHAZELS**
- **TREE PEONIES**
- **EVERGREEN AZALEAS**
- **SINO-HIMALAYAN**
- **MECONOPSIS DELL**
- **WATERFALL HIMALAYAN**
- **HON. DAVID C. LAM CHERRY GROVE**
- **WEST 37TH AVENUE**
- **AT HUSSON ST.**
- **SERVICED GATE 3** | web | http://vandusengarden.org/wp-content/uploads/2015/02/2016-September-Tree-of-the-Month-Malus-pumila-Lobo.pdf | 0.42044 | {
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Tale of Two Parables
As the Jesus of Matthew's Gospel draws closer to Jerusalem, his parables about the kingdom of heaven come thick and fast. The 25 th chapter of Matthew's gospel is a "parable sandwich." Last week we heard the parable of the wise and foolish bridesmaids. Next week is the parable of the last judgment, and today we have the peanut butter in the sandwich. Whether we like it or not, we must confront the parable of the talents.
A harsh master who reaps where he did not sow and gathers where he did not scatter rewards servants who earn him profits and punishes the one who doesn't.
Not exactly uplifting reading, is it?
Jesus' parables are impossible to pigeonhole. Some seem to be allegories – or at least they start off that way. Others seem to be simple comparisons, but turn out to be more complicated than first meets the ear. And some, like this one, make you want to say to Jesus, "Really? Is that really what the kingdom of heaven is like? Those who have much get more and those who have little get even less?"
Perhaps it's helpful to begin with what this parable does not teach. It does not teach that it is God's will that "the rich get rich and the poor get poorer," or that those who fail to make lots of money are lazy, worthless people who deserve to be thrown into the "outer darkness" (which is Bible-speak for "hell").
The myth of the "deserving" and "undeserving" poor is persistent in our culture. It seems to go hand-in-hand with capitalism, and provides a good excuse for the "haves" to justify the plight of the "have-nots."
Walk on past that guy with the handmade sign. If you give him a dollar, he'll probably spend it on booze or cigarettes.
It's a shame people can't live on the minimum wage, but they should have stayed in school longer and made better choices when they were young.
Today's poor are like that first slave who buried his master's talent in the ground. It might sound harsh to say it out loud, but they deserve what they get.
Jill Duffield writes,
Studies on poverty and scholars who have conducted and written about those studies consistently debunk the myth that being poor is due to personal failings, yet it persists. No matter how many times the math is shown about a living wage, the cost of housing, the unavailability of affordable childcare, transportation or education, the belief belies the facts and those with one talent have even that taken away from them. 1
I doubt that the majority members of the House of Representatives had this parable in mind when they passed their tax-cut package last week, but their bill resonates with a portion of this parable: "For to all those who have, more will be given . . ."
A full 25% of the tax cuts in the House bill will go to the top 1% of the population – the super-rich. Independent analysts predict that some 13 million people will lose their health insurance due to the bill's crippling of the Affordable Care Act, and as the budget deficit rises, Medicare benefits will decline.
It's hard to imagine a more dramatic example of the rich getting richer while the poor foot the bill. "Take the talent from him, and give it to the one with the ten talents. For to all those who have, more will be given, and they will have an abundance, but from those who have nothing, even what they have will be taken away."
And people say the Bible is out of touch with modern life.
The truth of the matter is, people in Jesus' day were quite familiar with the kind of master described in this parable. He's all about measurable objectives and productivity quotas. He worships the bottom line. He wants results, and he doesn't care how he gets them. He rewards those who produce, and those who don't he dispatches to the abyss.
The master in this parable is not God, but he sure is familiar. We see his type in the halls of Congress right now, and sometimes we see him staring back at us in the mirror. He sits on our shoulder and whispers in our ear when we see people pull out
1 Jill Duffield, Looking into the Lectionary, Presbyterian Outlook blog.
their food stamp card at the grocery store. He tells us not to worry about the folks who are forced to use the emergency room for their primary health care. They made their bed. Let them lie in it.
Whatever else Jesus wants us to derive from this parable, surely, we are not to take it as an admonition to emulate the master in his story.
Most preachers, including me, tend to focus instead on the slaves in the story and how they manage the talents the master gives them. A "talent" was a measure of money. The footnote in my Bible informs me that it would have taken a laborer in Jesus' day more than 15 years to earn a talent's worth of wages. Even one talent was a lot of money. Five talents was a fortune in itself – representing two-and-a-half lifetimes of hard work.
It didn't take long for the word "talent" to take on another meaning, of course. Now it means a God-given ability or gift – something you discover you're good at. Something worth nurturing. Something you can use to the glory of God.
If this story is about using your talents, note these two points: First, the talents in the story don't belong to the slaves. They belong to the master.
We give thee but thine own, (goes the old hymn)
Whate'er the gift may be For all we have is thine alone, A trust, O Lord, from thee.
That principle applies to "talents" in the modern sense. In fact, it applies to all of life – "whate'er the gift may be."
Second, please note what motivates the slave with the one talent to get out his shovel and start digging. It's not because he doubts the value of what he has been given. It's because he's afraid. He knows his master to be a full-fledged jerk, and a nasty one at that. So, out of fear, he takes no chances. He plays it safe, and ends up in hell.
Fear-based decisions do not make for God-pleasing results. When we do put our talents to good use, it's not because we fear God's retribution. It's because we're thankful for what has been entrusted to us.
Clearly, this is a parable about accountability, but remember who is telling it. It is the Jesus of the Sermon on the Mount as well as the Jesuswho gets our attention with a story about a fearful slave and a disreputable master. It is the Jesus who both calls us to account and bids us find our rest in him, for his yoke is gentle and his burden is light.
Here's a modern parable I'd like you to hold alongside this ancient one. A few days ago, an envelope arrived in my inbox. Inside was a handwritten card, carefully printed. The card read,
Dear Sir,
Several years ago, I stopped by your office and asked you for a small cash donation as I was homeless and living out of my truck with my small dog, and the gas tank was almost empty. You opened your desk and handed me $30.00 which was like manna from heaven. I'm returning that now, plus a little more. I follow (your church) in the news, so keep up the good work. In Christ, (And he signed his name; his first name is Jerrod).
As I was reading the card, out fell a fifty-dollar bill. (That's a pretty good return on a $30.00 investment. Start with 3 talents. End with 5 talents. Not bad.)
Before that week was over, a homeless man came round with news of a job offer. "All I need is a pair of steel-toed boots, and I can go to work," he said.
I looked it up online. Steel-toed boots cost almost exactly $50.00.
Lord George McCleod, the founder of the Iona Community in Scotland used to say, "If you think that's a coincidence, I wish you a very dull life."
So, beloved, put these two parables together – the one that Jesus tells and the one that Jerrod tells. In both, hear some Good News for living toward the kingdom of heaven. | web | http://oldfirstchurch.org/docs/Sermons/sermon_11-19-17.pdf | 0.49123 | {
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Guided Notes: Copyrights & Online Media
Name:
1. When do creators get copyright protection?
2. What are some of the roles and people that were needed to create a video about a T-Rex autopsy?
3. Yes or No -- would teams of people work hard to make digital media if there was no protection. BE SURE TO EXPLAIN WHY YOU CHOSE YES OR NO.
4. Copyright laws give creators legal rights and control over their work. How does this motivate creators to make great digital media?
5. If there were no copyright protections, how would you feel about creating digital media? BE SURE TO EXPLAIN WHY YOU WOULD FEEL THIS WAY. | web | http://videokids.me/pdfs/copyrightsAndOnlineMedia.pdf | 0.452567 | {
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UOW College Hong Kong / Community College of City University Student English Enhancement Unit (SEE U) Daily English Practice
Week 10
#97 The US Government's search for aliens in the universe
Skills/ Objectives: To train students' reading, listening and writing skills
PART 1: Before you read…
Preparatory questions
Qt 1: Are you aware that the US Government has started a programme to search for the existence of life on other planets in the universe?
Qt 2: Why does the US scientist conduct its search for life in the universe on the basis of environments on Earth instead of another planet like Mars?
Qt 3: Do scientists who believe in the Fermi paradox think that life exists in the universe?
If you are not very sure what these questions are asking, don't worry. They are all explained in very simple terms in the main reading text cited below.
The answers to Qts 2 and 3 will be provided at the next set of Daily English Practice exercises.
Vocabulary
1. blue-ribbon (adjective): of top quality
2. assemble (verb): to put the parts together
3. at the behest of (preposition): under the order of
4. drumbeat (noun): the regular pace like that of playing a drum
5. probe (noun): investigation into hidden secrets
6. guinea pig (noun): a subject for experimental testing
7. trite (adjective): used so often that the saying has lost its appeal
8. exoplanets (noun): a planet that is outside the solar system
9. entail (verb): to lead to another matter
10. plays a hand (verbal phrase): takes up an active part in an event
11. prosaic (adjective): uninteresting
12. Fermi paradox (noun): The strange situation that life seems to exist in this universe but there is no trace of them found.
The following is/are answer(s) to relevant question(s) in the preceding set of exercises "Can we live on Mars?":
Qt 2: NASA is very certain that humans can live on Mars in the future since the "building blocks of life"
have been discovered on the planet.
Qt 3: Mars is the most similar to the environments found on Earth compared with any other planet in the solar system. For this reason, Mars is the best possible option for human emigration.
PART 2: Article for Reading
Why is the US Government so keen on finding other living beings in the universe? The article posted on the web below gives the details:
US scientists have laid out a plan to search for life in the universe https://qz.com/1418576/us-scientists-lay-out-plan-to-search-for-life-in-universe/
PART 3: Listening Comprehension
You should also listen to the following YouTube video clip to find out more on the topic, while practicing your listening skills at the same time:
Space Experts Discuss the Search for Life in the Universe at NASA https://www.youtube.com/watch?v=GNjuz6MO0eU
PART 4: Writing Practice
Did you notice the nice description in the following sentence in the main text?
"Indeed, the recently gained knowledge it highlights is the front end of a wave."
This sentence is well-expressed because it employs the use of figurative comparison like some examples described in previous exercises. The "front end of a wave" tells the enormous power and size of forthcoming knowledge which will follow after recent discovery of the knowledge. Note a similar use of this comparison in the following example:
Archaeologists are uncovering more and more ancient relics of human beings of the prehistoric age but what they have found is only the front end of a wave.
Can you write a sentence of your own using this expression "the front end of a wave"? Send your writing to: [REDACTED_EMAIL]. Remember! Our SEE U teachers are always ready to give you feedback. | web | https://www.cccu.edu.hk/seeu_main/seeu_main_daily_english_practice_097.pdf | 0.434774 | {
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TMJ / Temporomandibular Joint Disorder
Does it hurt when you chew, open wide to yawn or use your jaws? Do you have pain or soreness in front of the ear, in the jaw muscle, cheek, the teeth or the temples? Do you have pain or soreness in your teeth? Do your jaws make noises loud enough to bother you or others? Do you find it difficult to open your mouth wide? Does your jaw ever get stuck/locked as you open it?
If you answered "yes" to some of these questions, you may have a temporomandibular joint disorder, or TMD. TMD is a group of conditions, often painful, that affect the jaw joint.
Signs may include:
Radiating pain in the face, neck, or shoulders; Limited movement or locking of the jaw; Painful clicking or grating when opening or closing the mouth; A significant change in the way the upper and lower teeth fit together; Headaches, earaches, dizziness, hearing problems and difficulty swallowing.
For most people, pain or discomfort in the jaw muscles or joints is temporary, often occurs in cycles, and resolves once you stop moving the area. Some people with TMD pain, however, can develop chronic symptoms. Your doctor of chiropractic can help you establish whether your pain is due to TMD and can provide conservative treatment if needed.
What Causes TMD?
Researchers agree that TMD falls into three categories:
Myofascial pain—discomfort or pain in the muscles of the jaw, neck, and shoulders;
Degenerative joint disease—rheumatoid arthritis or osteoarthritis in the jaw joint.
A dislocated jaw or displaced disc;
Severe injury to the jaw is a leading cause of TMD. For example, anything from a hit in the jaw during a sporting activity to overuse syndromes, such as chewing gum excessively or chewing on one side of the mouth too frequently may cause TMD.
Both physical and emotional stress can lead to TMD, as well. The once-common practice of sitting in a dentist's chair for several hours with the mouth wide open may have contributed to TMD in the past. Now, most dentists are aware that this is harmful to the jaw. In addition to taking breaks while they do dental work, today's dentists also screen patients for any weaknesses in the jaw structure that would make physical injury likely if they keep their mouths open very long. In that case, they may use medications during the procedure to minimize the injury potential, or they may send the patient to physical therapy immediately after treatment. In less severe cases, they instruct patients in exercises they can do at home to loosen up the joint after the visit.
While emotional stress itself is not usually a cause of TMD, the way stress shows up in the body can be. When people are under psychological stress, they may clench their teeth, which can be a major factor in their TMD.
Some conditions once accepted as causes of TMD have been dismissed—moderate gum chewing, non-painful jaw clicking, orthodontic treatment (when it does not involve the prolonged opening of the mouth, as mentioned above), and upper and lower jaws that have never fit together well. Popular theory now holds that while these may be triggers, they are not causes.
Women experience TMD four times as often as men. Several factors may contribute to this higher ratio, posture and higher heels.
TMD Diagnosis and Treatment
To help diagnose or rule out TMD, your doctor of chiropractic (DC) may ask you to put three fingers in your mouth and bite down on them. You may also be asked to open and close your mouth and chew repeatedly while the doctor monitors the dimensions of the jaw joint and the balance of the muscles. If you have no problems while doing these things, then the problem is not likely to be TMD. Your DC can then look for signs of inflammation and abnormalities. Sometimes special imaging, an x-ray or an MRI may be needed to help confirm the diagnosis.
If you have TMD, your doctor may recommend chiropractic manipulation, massage, applying heat/ice and special exercises. In most cases, your doctor's first goal is to relieve symptoms, particularly pain. If your doctor of chiropractic feels that you need special appliances or splints (with the exception of the "waterpack" and other guards against teeth grinding), he or she will refer you to a dentist or orthodontist for co-management.
In addition to treatment, your doctor of chiropractic can teach you how to:
Apply heat and ice to lessen the pain. Ice is recommended shortly after the injury or after your pain has started. In the later stages of healing, you need to switch to heat, especially if you are still experiencing discomfort.
Avoid harmful joint movements. For example, chomping into a hard apple is just as bad as crunching into hard candy (some hard candies are even called "jawbreakers"—for good reason). And giant sandwiches can cause the mouth to open too wide and have a destabilizing effect on the jaw.
Perform TMD-specific exercises. Depending on your condition, your DC may recommend stretching or strengthening exercises. Stretching helps to loosen tight muscles and strengthening helps to tighten muscles that have become loose. Special feedback sensors in the jaw can be retrained, as well, if needed. | web | https://my.chiromatrix.com/0004176/storage/app/media/aca-temporomandibular-joint-disorder.pdf | 0.439312 | {
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Making a Biodome
A biodome is a container for growing plants that does not need watering. Can you make one? We'll show you how.
Know before you begin
* This activity can be done inside or outside
* All supplies are easy to find, substitute or leave out entirely
* Adult supervision is recommended
* Please choose a safe space to play
Materials
* 3 two-liter soda bottles
* 1 bottle cap
* Thick string
* Scissors
* Thumb tack
* Potting soil
* Something to plant
* Tape
Instructions
1. Check with a grown-up before you begin. Cutting soda bottles can be tricky.
2. Start by removing the labels from 3 two-liter soda bottles.
3. First, cut the first bottle ½" above the top curve and then cut off the bottom of the same bottle ½" below the bottom curve.
4. Cut the top off the second bottle ½" below the top curve.
5. Cut the bottom off the third bottle ½" above the bottom curve.
6. Poke a hole in one cap with a thumb tack and enlarge it with scissors so you can get the string through. Attach the cap to the remaining top. Soak the cotton string in water and run it through the hole in the cap. The wick draws water into the soil.
7. Invert the capped top into the remaining bottom.
8. Slide the cylinder into it and add the short top as a cover.
9. Fill the bottom part with water until it touches the cap.
10. Add soil in the capped section but make sure that the string runs up into the soil and is not stuck along the sides.
11. Now you're ready to plant and watch things grow.
12. Poke a ½"-deep hole in the dirt and drop in a seed.
13. Cover the seed with some dirt.
14. Add a little water until the soil is moist.
15. Put the cap on and your biodome is all set. Everything your plant needs to live is in there! It's got nutrients in the soil, lots of air in the bottles and water that gets soaked up through the string. All you need to do is find a sunny spot to put this because plants need sunlight to make their own food! | web | https://ansp.org/~/media/Files/ans/science-from-home/camp/ASCFH_Week3_MakingABiodome.ashx?la=en | 0.437856 | {
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Dear Parents and Carers,
Welcome to Year 4! We have planned a year full of exciting learning opportunities for the children.
How Parents/Carers can help at home:
- Encourage your child to and /or listen to your read on a regular basis.
- Have a discussion with your child about their learning.
- Encourage your child to practise times tables up to 12x12
- Support and encourage your child to use computers/ technology in a safe and secure way.
Home Learning:
Spellings: will be given out on Mondays and the spelling test will be on Fridays.
Homework: will be given out on Mondays and will be due back the following Monday. These will be English and Maths.
Dates for your Diary
- Wednesday 12th September 2018 - Parent's Meet and Greet.
- Monday 15th October 2018 - Dress up as your favourite fairy tale character.
- Thursday 11th October 2018 - Harry Potter Studios Trip.
- Monday 29th October - Individual School Photographs.
- Wednesday 21st November 2018 - Cinema Trip.
Thank you, The Year 4 Team.
Nine Acres Primary School Autumn Term 1 2018
Year 4 Team
Miss Gardiner
Parent Information Leaflet
Year 4 Autumn Term 1 2018 - Theme: Potions
English
Science — What a state!
Religious Education
Our text this half term is going to be The Frog Prince…Continued by Jon Scieszka. Through the text children will learn the skills needed to write
in-depth character descriptions, recounts, diary entries, and finally, their own story.
Mathematics
Children will learn about states of matter. They will learn about solids, liquids and gases and their uses and importance. We will plan tests to see what happens to food items if we heat or freeze them.
In RE we will be learning about the concept of beliefs and their importance. They will learn about Christian beliefs and what is the value of what Christians believe about Jesus' miracles.
Theme
PE
and Our theme this half term is Potions, which will be linked with Science, states of matter. Children will learn about the development and importance of medicine (including the slightly gory details!) and everyday potions in our lives. They will be
This half term we are securing place value knowledge and then focusing on addition subtraction using expanded columnar and columnar method. Children will explore the number system to 10.000 using concrete resources, and will also use them to help them a d d a n d subtract when having to exchange.
designing their own potion bottles and potions to go with it and write instructions and warning labels that go with them.
Children will need their P.E kits on Fridays.
Please ensure jewellery is removed and long hair is tied back. | web | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1889362/user/C4UiKEzlLF?response-content-disposition=attachment%3Bfilename=Year_4_-_Autumn_1_2018_-_Parent_Information_Leaflet.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1563582205&Signature=CEaDiHsaPljJF87ly5ZeYyUxm9E%3D | 0.429094 | {
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How Programming Skills Helped Me in College
I was a student at Storming Robots from 6 th grade up until my high school graduation. Throughout the years, I have worked in RoboLab, RobotC, C, and the Arduino-Sketch. Of
course, the skills I developed at Storming Robots throughout my grade school years would have helped me pursue a traditional computer science degree, but they helped me in a slightly different way. Although my major was in Biomedical Engineering, my coding skills have proven to be a boost to my internship opportunity. Aside from making me feel really cool, programming and robotic projects have reinforced many soft skills, such as logic, concentration, teamwork, and perseverance. Since programming has become involved with a wide variety of professions, skills in programming have become applicable to a wide variety of majors. This is the primary reason why I feel experience in computer programming can be invaluable to many people.
Soon after entering college, I seeked an opportunity to join engineering design team focusing on medical devices. Before joining the team, I had to undergo an application process. During the interviewing, I was asked primarily about relevant prior experiences. These questions evoked memories of competitions, programming projects, algorithms and classes I engaged in over the years at SR. Interestingly, what did not come up in our conversation was my grades or test scores. The design team members were primarily focused on the skills I had developed within engineering, which I have learned so much throughout the years at SR. I believe my programming experience was critical to my admittance into the group. Later in the semester, I decided to join a research laboratory, which focuses on determining protein structures. Again, I was surprised to see how relevant computer programming was to my lab; and my computer programming skill has met one of the major criteria for being accepted into the research team.
Throughout my entire first semester at college, my time at Storming Robots helped me become a more involved engineer on campus. Between the actual programming experiences that allowed me to join the design team and research lab, and the soft skills that helped me in the classroom, computer programming focusing with computational thinking shaped my first semester at college for the better. Even my time at The Loose Gears helped me become a more effective communicator, as well as a more concise writer, which helps me as a member of the design team. The skills I have developed at Storming Robots over my teenage years have proved to be an valuable resource to me. - Nikhil Shah, 2015 | web | http://www.stormingrobots.com/prod/pdf/alumni/2015-NikhilShah.pdf | 0.425715 | {
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5 Ways to Wellbeing
Activity Sheet
Connect with the people around you: your family, friends. Spend time developing these relationships. Relationships build a sense of belonging and self-worth.
There are lots of ways to build stronger and closer relationships:
- If possible, take time each day to be with your family. This could include a fixed "family time" each day.
- Arrange a day out with friends you haven't seen for a while.
- Visit a friend or family member who needs support or company
What I already do…
What I could do more of…
Physical activity is thought to cause chemical changes in the brain, which can help to positively change our mood. Some scientists think that being active can improve wellbeing because it brings about a sense of greater self-esteem, self-control and the ability to rise to a challenge.
You don't have to go to the gym. Step outside. Take a walk, go cycling or play a game of football. Find an activity that you enjoy and make it a part of your life.
What I already do…
What I could do more of…
Be more aware of the present moment, including your thoughts and feelings, your body and the world around you. Some people call this awareness "mindfulness". It can positively change the way you feel about life and how you approach challenges.
Learning new skills can give you a sense of achievement and a new confidence. So why not start learning to play a musical instrument, or figure out how to fix your bike?
Most people would agree that giving to others is a good thing. On top of this, it can also improve your wellbeing.
Small acts of kindness towards other people, or larger ones – such as volunteering in your local community – can give you a sense of purpose. It can make you feel happier and more satisfied with life. Give your time, your words, your presence.
Today, you could:
- Say thank you to someone, for something they've done for you.
- Offer to lend a hand if you see a stranger struggling with bags or a pushchair.
Reference: NHS Choices (2016) Five steps to mental wellbeing. NHS [online]. Available from: http://www.nhs.uk/Conditions/stress-anxietydepression/Pages/improve-mental-wellbeing.aspx [Accessed 4th June 2017] | web | https://www.silverstoneprimary.org.uk/index.php?option=com_dropfiles&format=&task=frontfile.download&catid=337&id=1340&Itemid=1000000000000 | 0.443094 | {
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Year Two Overview
The purpose of the second year Experiences in Education practicum is to learn about the teachinglearning process through some lesson planning, including use of relevant Ontario Curriculum documents where applicable.
Candidates in second year must complete the equivalent of 15 days of practicum.
Primary-Junior (PJ) candidates should complete the placement in a primary or junior classroom (FDK to grade 6) or work with children ages 4-11.
Intermediate-Senior (IS) candidates are placed in a grade 7 to 12 setting or work with children ages 12-18)
Practicum Requirements
The candidate:
- Observes in the setting, learning spaces, and at other events hosted by the institution where applicable.
- Consults with Host to select students to observe in-depth (over the duration of the practicum), one of which is formally identified with an IEP, is At-Risk, or has special needs.
- Records and shares observations with host.
- Where applicable, prepares and discusses with Host a sample of a simplified IEP on one of the observed students. It is understood that IEP may already be in place for students.
- Co-plans and co-teaches three lessons in a traditional classroom setting, or to complete the equivalent co-planning, and co-implementation in a non-traditional setting such as working with a Special Education Resource Teacher (SERT), a Teacher-Librarian, a Student Success Teacher (SST), or with a Specialist High Skills Major (SHSM) program.
o In these cases, candidates are expected to take on responsibilities equivalent to such instruction, either with whole groups or with certain students. Rather than developing lesson plans they are encouraged to document their work with a log and supplement it with any materials or preparation that they do for this work.
Planning materials (such as lesson plans) and sample simplified IEP will be discussed with the Host.
Candidates are not expected to co-teach any more than the required three lessons. However, if the candidate is comfortable co-teaching a few additional lessons, this can be discussed with the Host.
Candidates complete the following Professional Studies course:
PROF 210 – Self as Learner; An introduction to planning for learning. This course explores universal design for learning, literacy, and diversity, with an emphasis on the use of assessment and evaluation as supports for learning. The learning needs of exceptional learners and the use of equitable instruction will be highlighted. | web | https://educ.queensu.ca/sites/webpublish.queensu.ca.educwww/files/files/Services/Practicum/Year%20Two%20Overview.pdf | 0.493937 | {
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NO YARD? NO PROBLEM.
Sugar Snaps and Strawberries
Simple Solutions for Creating Your Own Small-Space Edible Garden By Andrea Bellamy Photographs by Jackie Connelly
Pub Date: January 2011, ISBN: [REDACTED_PHONE] pp, full color throughout 7 3/8 x 9", paperback, $19.95
DO YOU ENJOY EATING CELERY, PEACHES, STRAWBERRIES, APPLES, BLUEBERRIES, NEC TARINES, BELL PEPPERS, SPINACH, KALE/ COLLARD GREENS, CHERRIES, POTATOES, OR
GRAPES? These are all delicious, but are considered to be "the dirty dozen". The dirty dozen are fruits and veg etables that consistently test higher for levels of pesticide residues. How does one avoid these harmful pesticides? Grow your own!
Bellamy goes beyond the surface and shows you how to:
Create and maintain healthy soil •
Decide what to plant, and when to sow • seeds and harvest
Enjoy the process—from gardening with • family to cooking the harvest
Make the most of any space—even the most • cramped urbanites can grow their own!
Andrea Bellamy gives you the dirt on growing gorgeous organic food with very little square footage. Simple, straightforward design and growing advice can help you transform a snippet of space into a stylish and edible oasis.
Picture that tiny nook, corner, strip, porch, alley, balcony, or postage-stamp-sized yard overflowing with fingerling potatoes, fragrant herbs, sugar snap peas, French breakfast radishes, and scarlet runner beans. Andrea's ideas are just what you need to join the grow-your-own revolution.
ANDREA BELLAMY WILL BE TOURING SPRING 2011
Don't miss your chance to set up an interview. Review copies, images and excerpts are available upon request.
www.timberpress.com | web | http://www.heavypetal.ca/sugarsnaps/wp-content/uploads/2011/01/SugarSnapsBookSheet.pdf | 0.425144 | {
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14 th October 2019
Dear Parents,
We hope you all enjoyed your weekend.
Last week the children worked hard making tudor-style portraits in art, finishing our kites in design, creating beautiful descriptive writing about Aunt Carew from our class reader 'Treason' by Berlie Doherty, solving maths problems involving column addition and subtraction as well as practising our harvest song with the year 6s. This was beautifully sung in our harvest assembly last Thursday. We also learned a lot about internet safety in our special lesson taught by a guest teacher from Barnardos.
This week we are very excited to have our Shakespeare workshop on Wednesday. We will be learning about Shakespeare and understanding and performing one of his plays.
Homework
Monday: Spellings to learn for Friday's test and to be written into sentences (due in on Thursday).
Monday: Maths – set online on Matific (due in on Friday)
Tuesday: SPaG work (due in by Thursday)
Friday: French homework set by Madame Al'Kattan
Spellings: Our spelling pattern this week is: more homophones and near homophones!
Children are to follow the read, say, cover, write approach to write the word 3 times in best handwriting. They are also to write the spellings into sentences to show they have comprehended the meaning of each word.
SPaG: This week we are focusing on similes and metaphors. The homework sheet asks the children to distinguish between similes and metaphors and group them.
Maths: Matific homework has been set on multiples and factors. Please let me know if there are any problems with logging onto and doing the tasks on Matific. Last week a challenging task was set for some of our more confident mathematicians. The information on that task from Matific was incorrect and it turned out to be a longer task and not related to what we had been doing in Maths during the week. I apologise if this caused worry to anyone. If a task is too difficult please just write me a short note to let me know, and of course no child will be punished if they are not able to do the work.
Reading: We have finished assessing each child's reading level and every child is reading at a level that is appropriate for their reading ability and comprehension. Please write a message in your child's reading record if you feel that they are ready to move up and I will re-assess their reading with our benchmarking scheme.
Please continue to use our new method of recording the children's reading with the use of their reading record book. We have noticed that some children have already stopped changing their book regularly – if this is because their book is quite long then of course that's absolutely fine as we understand they will need longer to finish reading it. If, however, they are forgetting to change it please help them by checking the dates in their book to improve their regularity of choosing new ones. Regular reading helps so much with learning grammar, punctuation and new vocabulary and having your support with this is so important.
If your child is asking for additional reading books and you are unsure as to which books are suitable for their age, please see this website for a list of age-appropriate books.
https://schoolreadinglist.co.uk/reading-lists-for-ks2-school-pupils/suggested-reading-list-for-year-5pupils-ks2-age-9-10
This week's spellings are as follows:
*All spelling patterns, which we concentrate on, have been taken directly from English appendix 1 of the national curriculum for year 5/6
If you have any questions or feel you need to talk to us about your child, and catching up with us at the end of the day won't give you enough time to speak to us fully, please make an appointment with the office.
Yours Sincerely,
Mr and Mrs Tapping | web | https://www.littlekingshillschool.co.uk/wp-content/uploads/sites/3/2019/10/Year-5-14.10.19-1.pdf | 0.514979 | {
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GOOD DREAMS
Transfusion
On the day of Pentecost, the disciples were all together in one place. And suddenly from heaven there came a sound like the rush of a violent wind, and it filled the entire house where they were sitting. Divided tongues, as of fire, appeared among them, and a tongue rested on each of them. All of them were filled with the Holy Spirit and began to speak in other languages, as the Spirit gave them ability.
Peter addressed the crowds, "Men of Judea and all who live in Jerusalem, let this be known to you, and listen to what I say, this is what was spoken through the prophet Joel: 'In the last days it will be, God declares, that I will pour out my Spirit upon all flesh, and your sons and your daughters shall prophesy, and your young men shall see visions, and your old men shall dream dreams". 20
1. Desire I ask the Spirit for help to live my Dream.
I find and hold an object that symbolises a dream I have for the future. With reverence and humility I open myself to the Spirit of Dreams.
I ask the Spirit for help to accomplish my dream.
2. Relish Today I live in the Dreaming Trinity.
I imagine I am surrounded by the Leading Trinity. Father, Jesus and Spirit, address me by name, saying, 'I have led you with cords of human kindness, with bands of love'.
Even in a place or time where past dreams have been shattered, I dare, with the help of the Spirit to dream a new future. I wonder what does God dream for me? I ponder, for a while, my dream in the mystery of the Dreaming Trinity.
I relish my dreaming.
3. Dream I breathe in the Spirit of Dreams.
I imagine the Spirit of Dreams breathing audacity, creativity and excitement into me. I breathe them in deep, pause, then breathe them out into my dream, my daily life, and all wild and desperate dreamers. I repeat as desired – breathing, audacious, dreaming.
I conclude, with thanks, ready for a first small step in making my dream a reality.
PRAYER TIME: 10 minutes.
20 Acts 2:14-18 | web | https://jesuitmission.org.au/wp-content/uploads/2021/11/Good-Dreams-FSE.pdf | 0.493006 | {
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A “good” wildlife photo is one that makes you feel proud. It often tells a story or makes the person looking at it feel something.
You don’t need expensive gear to get started. A phone camera can work. Start with the equipment you have and then decide later if there’s a need to upgrade it.
The best times to take pictures are early mornings and late evenings when most animals are more active. During the brightest part of the day, you will likely find fewer types of animals. Also, the light is more beautiful and photogenic during the sunrise and sunset.
When you leave for a photoshoot, always pack a bottle of water and a snack. You might end up spending a longer time searching/waiting in nature than you planned.
It helps if you have some knowledge about the animal species you’re trying to find and photograph. Learn about how they behave and where you can find them.
You also need to learn how to carefully approach animals without scaring them away or putting your personal safety at risk. Sometimes it’s better to stay back and let the animals approach you. Sometimes, if you get too close, the animals get scared and run or fly away. Not to worry! Learn from these mistakes and just be more careful next time.
A wildlife photographer must be very patient—and prepared for disappointments. It can sometimes take days or weeks to find something interesting to photograph. Luckily, the good days make it all worth it.
Spend as much time in nature as possible. Take photos of everything you see. Day by day, you will get better at what you’re doing.
Talk with other more experienced photographers who might have good tips for you.
Find (or organize) a local group for young photographers. Photographing is more fun with other people and you can always learn something new from others.
Don’t give up! Even if you feel like you are failing all the time, when you eventually get that perfect photo, it will be worth all the work. | web | https://www.hachettebookgroup.com/wp-content/uploads/2021/10/9780762471355_Activity_Sheet.pdf | 0.507324 | {
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Shining a Light on Our Shared Infrastructure
Did you know that you own a lot of Livermore? Roads, retaining walls, storm drains, streetlights, parks, and public buildings—they all belong to you. Altogether, Livermore's community-owned assets are worth over $3 billion.
What is Asset Management?
The City's job is to take care of it all. We call that asset management: caring for our shared infrastructure so that it lasts for future generations.
Asset management is a lot like taking care of a home or a vehicle (just at a much larger scale). Like your home or your car, City assets need regular upkeep to stay running smoothly, and eventually some parts must be repaired or replaced as they become obsolete.
The City conducts a detailed analysis of each part of every community-owned asset, asking key questions to make sure we use our limited budgets wisely.
What is the condition of the asset? 1
2 What role does it serve for the City?
3 What is the consequence if it fails?
4 Does the City have adequate funding to repair or replace it?
What policies are needed to ensure funding matches the desired quality of service? 5
Livermore's communityowned assets include:
Buildings
Pavement
Bridges
Sidewalks
Sidewalk Access Ramps
Curbs and Gutters
Trails
Streetlights
Traffic Signals
Traffic Signs
Landscape Areas
Parks and Plazas
Trees
Walls and Fences
Las Positas Golf Course
Livermore Municipal Airport
Stormwater System
Drinking and Recycled Water System (Livermore Municipal Water)
Wastewater (Sewer System)
The Livermore Asset Management Program
The Livermore Asset Management Program is dedicated to finding long-term solutions to keep our assets strong. Working with the public, we identify priorities and explore innovative ways to reduce costs and meet our future funding needs.
Core Considerations
Equity
We are dedicated to ensuring that all communities benefit from healthy infrastructure, particularly those areas that have been historically under-resourced.
Sustainability
Our decisions must not only meet today's needs but also look toward the future— keeping our assets and economy strong for coming generations.
Transparency
Keeping our decision making open and transparent (with many opportunities for public input) helps our community stay informed and engaged.
Get Involved!
Learn more about the Asset Management Program and download our fact sheets at LivermoreAssets/documents.net
Questions? Contact Debbie Bell at: [REDACTED_EMAIL] | web | https://www.livermoreassets.net/_files/ugd/2d9e9b_a75e625c679a4895ae48b257d11e60b8.pdf | 0.489466 | {
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Today’s proactive choices prepare San Diego for rising seas.
To prepare for the rapid increase in the rate of sea level rise (see other side), our communities need to implement short-term strategies directly linked to long-term solutions. This phased adaptation can help communities make small, manageable, and affordable changes in the near-term that will cumulatively result in long-term improvements. Today’s decisions should put us on the path to resilience before the high sea levels projected for mid-century irreversibly impact our beaches, our communities, our neighbors, and our homes.
Below is one example of a community adapting to sea level rise through a phased approach. Each community will have a different vision for the future. There is no one-size fits all when it comes to adaptation.
SOLUTIONS
2020 OUTCOMES: TODAY
Existing infrastructure, beaches, and natural resources are protected while long-term shoreline management plans are outlined.
2050 OUTCOMES: MID-TERM
Smaller projects have been put in place to buy time to implement larger, long-term solutions that will address rapidly increasing sea levels.
2080 OUTCOMES: LONG-TERM
Larger, more comprehensive solutions have been implemented to enhance commercial, recreational, and natural assets.
RESULTS OF NO ACTION: TODAY AND BEYOND
Delaying planning today could lead to irreversible impacts to our beaches, habitats, and communities.
Repetitive damage to infrastructure leading to expensive repairs
Reduced access to recreation due to shrinking beaches and public safety concerns
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Microbe Presentation Rubric
AP Biology/Biology II Honors
| Topic | Points Possible |
|---|---|
| Title Page | |
| Name of organism Student name, class and date | 1 2 |
| Introduction | |
| Type of Organism: Bacteria (+/-), Virus, or Fungus Photo of card | 1 1 |
| Content | |
| Origin of disease with map of region Disease(s) caused Mode of transmission/pathogenesis Area of patient affected (body parts) Prognosis/Treatment (s) Lethal/Non-lethal, recovery rate | 2 2 2 2 2 2 |
| Experimental Design | |
| Explain how your organism has evolved over time as a pathogen Come up with an experiment that will demonstrate, over time, that your organism population could change it’s phenotype with respect to antimicrobial resistance | 4 10 |
| Formative Assessment | |
| 4 quiz questions with answers (AP Style) | 8 |
| Visual Aids | |
| Short informational video that directly relates to the particular pathogen Model of your bacteria, virus or fungi | 4 5 |
| Layout | |
| In-text citation APA format Reference page in APA (min. of 3 resources) | 2 6 |
| Peer Review | |
| Summary Sheet with notes from each presentation | 12 |
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LEARNING MANAGEMENT
Faculty of Humanities and Social Sciences
Nakhon Pathom Rajabhat University
Course Code: 1552305Course Name: Children’s Literature Credits 3 ( 3-0-6 )
Curriculum: 4 Year Bachelor Degree
Teaching Instructors:
Aj. Nupong Phusri/ Aj. Nareema Sangwiman
Term/Academic Year: 1/2558
Learning objectives:
The course is to enable the students to:
1. become familiar with different types of literature forms in the area of children's literature.
2. understand the basic concept and identify the major elements of children's literature.
3. identify the major elements of each literary work, analyze it critically, and present in both oral and written forms.
4. develop the positive attitude toward the western literary forms of children's literature and simultaneously, be aware of sharing features of Thai and Western literary forms.
5. help students to have pleasure while reading.
6. enhance students' experience on research writing.
Course description:
A study of literature written for children, including traditional literature poetry, modern fantasy and contemporary realistic fictions with emphasis on the analysis of literary elements of selected works.
.
Course Schedule
Weeks
Contents
Activities
Materials
*Note: The teaching plan is subject to changes.
Teaching Methods
You are required to read assigned texts every week. After reading them, feel free to come to class with many questions. We will transform our class to be a community of reading that you can share your ideas and your questions with your friends. In class, the method employed in class will be lecture and discussion, cooperative learning, brainstorming and project.
Assessment and Evaluation
Participation and Attendance 10 points
Presentation 10 points
Quiz 1/2 10 points
Summary/ Essay 10 points
Assignments 10 points
Midterm test 20 points
Final examination
30 points
Assignment/ Activities
1. Read some folktales and choose one story that you like most. Prepare to tell the story to your class; you can use any techniques to interest your friends such as pictures, role play, or puppets. Have fun! 10 marks
2. In each class, we take a journey through many kinds of texts. Choose one text that you like most. Write a well-organized essay. In your essay, please include the summary of each text and write your response on it. 10 marks
Reference | web | http://pws.npru.ac.th/nareema/data/files/LEARNING%20MANAGEMENT%20Children%20lit%201552305.pdf | 0.423281 | {
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Curriculum Overview – BIOLOGY
All students will join us having already covered some of the foundations of Biological knowledge and practical skills in Year 7 and 8. Cell structure, for example, is covered in Year 7 and revisited at the beginning of Year 9 in greater depth and builds on the pupils' microscopy skills.
During the GCSE years pupils are taught topics in a logical sequence which builds upon prior knowledge and provides the scaffolding for future learning. Each topic is taught over several weeks and is assessed by a formal test, after which pupils have the opportunity to reflect on their progress and set targets for improvement. Whilst learning a new topic summative assessment takes the form of self and peer assessment in class in addition to online assignments, which allow for swift and personalised feedback. In all topics, relevant links are made to Chemistry and Physics to help students regard science as a single subject with interconnecting strands where each has a key purpose.
By the end of Year 11, students will have a comprehensive understanding of Biology encompassing a wide range of topics and the skills necessary, including both practical and analytical, to prepare them for A level. Through a range of practical activities students will have investigated a wide range of topics, for example, the action of enzymes, linking back to their work in Year 8. Students will have looked in more depth at genetics, variation and evolution, the building blocks of which were taught in Year 8, and the impact of recent genome research on the diagnosis and treatment of inherited diseases. Throughout the course pupils will have enrichment opportunities to attend lectures and take part in trips to enhance their learning. They also take part in the Biology Challenge in Year 10. Students will develop an appreciation of the importance of Biology in a wider context including current developments in Biology, for example medicine, ecology and biotechnology.
Studying Biology at A level allows students to develop a more sophisticated knowledge and understanding of topics already studied at GCSE but also introduces new subject areas such as Biochemistry and Genome Technologies. A subscription to Biological Sciences Review enables pupils to read beyond the specification, establish links between topics and other subjects. The range of student led Biological societies and clubs allow them to explore different potential career
pathways, fostering independence and leadership. There are opportunities to attend subject specific conferences and residential trips, and compete in the Intermediate Biology Olympiad and the British Biology Olympiad.
Key Stage 3
Key Stage 4 – GCSE Exam Board: AQA
Key Stage 5 – A Level Exam Board: OCR | web | https://www.patesgs.org/pgsuploads/Curriculum-Overview-Biology-2020-to-2021.pdf | 0.477727 | {
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Homework exercises for the 2 nd Year
1. I: Find definitions for electron shell, sub-shell and orbital.
II: For the element selenium:
(a) Sketch a log10 ionisation energy graph.
(b) Write the electronic structure in s,p,d,f-notation.
(c) Repeat (b) using electrons-in-boxes notation.
2. I: Find definitions for ionic, covalent and dative bonding.
II: Draw dot/cross diagrams for: (i) Ca3N2;
(ii) OBr2;
(iii) NH4 + I - .
3. I: What are the differences between polar and non-polar molecules?
II: State if the following molecules are polar or non-polar, and what intermolecular forces they have between molecules: (i) H2S; (ii) CO2; (iii) HF.
4. I: Find out what substances have the highest melting and boiling points. What structures do they have?
II: What structure do the following substances have?
(i) silicon; (ii) phosphorus trichloride; (iii) platinum; (iv) barium oxide.
5. I: Find out the trend in density going across period 2 of the periodic table. How is this linked to the structures of these elements?
II: Put the following elements in order of their boiling points:
(i) aluminium; (ii) chlorine; (iii) sodium; (iv) silicon. | web | https://www.ssag.sk/studovna/files/du2_8k844625.pdf | 0.41774 | {
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Agenda
[x] Who is RCL Foods?
[x] Raw Materials used
[x] Factors affecting SUSTAINABILITY
More food. To More people. More often
Vertically and horizontally intergrated company Currently employs 20 000 employees!
Berlin Feedmill
Turnover of R32m to R52 m/month Produce 6800 to 8400 tons/month 70% is on Raw Material costs We spend R30m on RM/month Use 240t/d or 9 trucks/d MAIZE Bought only 34 tons from EC R96k on maize from EC
of
RAW MATERIALS USED
RAW MATERIALS USED PER ANNUM
Why don't we buy from EC?
1. Sustainability of supply
2. Quality and quantity requirements
3. Quality product made from quality RM
FACTORS AFFECTING SUSTAINABILITY
FACTORS AFFECTING SUSTAINABILITY
* 1. ECONOMIC FACTORS
* Profits – farmers are price takers. Know your drivers!
* Government policies – Grants and their use? Recapitalisation?
Small and Medium enterprise development, BBBEE
* 2. SOCIAL FACTORS
* Land reform – support plan to keep transferred land productive
* Leadership succession – cooperation, competition, mentorship
* Relationships – industry, academia, community
SOCIAL FACTORS
* 3. FARMER DEVELOPMENT
* History of SA taught us that we cannot leave skills transfer to the market
* Sustainable food production depends on constant farmer development
* New farmers learn from previous generation within family
* Step up from Subsistence farming to commercial farming requires special intervention
* Farmers must understand business principles
How can we access the markets?
* 1. Know what your market is looking for!
* Understand specifications
* Delivery requirements
* Market prices
* 2. Adjust your production to meet the market
* Don't sell what you produce, but produce what you can sell
* 3. Commit to supply a specific market
* Jack of all trades, master of NON!
* 4. Be the best in your corner | web | http://erln.org.za/images/jevents/57d9110f7fde70.02541299.pdf | 0.425984 | {
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CultureTalk Uzbekistan Video Transcripts: http://langmedia.fivecolleges.edu Traditional Arts
Uzbek transcript:
Q: O'zbekistonda san'at masalasi qanday, hunarmandlar, hunarlar haqida.
F: Hunarmandchilikmi? Hunarmandchilik O'zbekistonda rivojlangan. Endi avval sobiq ittifoq davrida unchalik bunga ahamiyat berilmas edi. Mana hozirda shu to'qsan uchinchi, to'qsan to'rtinchi yillarda, mustaqillikdan keyin, tarixiy memoriy obidalar qayta ta'mirlangandan keyin, shular ichida, masalan, madrasa, yoki shu toqlar deyiladi bizlarda, o'shalrning ichida hunarmandlar o'zlarining ota kasblarini yana yarata boshladilar. Masalan , birinchi shu Buxoroning eski shaxriga borsangiz …birinchi madrasada…"Labi havuz" mad…"Labi havuz" atrofida uchta mahalla bor, eh, uchta madrasa bor. Shunung bittasi madrasa, bittasi xonaqo, bittasi nima karvonsaroyday. Shu madrasaga kirsangiz, ichida gilam to'quvchilar,
Q: Ismi nima madrasani? Ko'kaldosh?
F: Yo'q, Ko'kaldosh emas, bunisi.
Q: Nodirdevonbegi?
F: Nodirdevonbegi…Nodirdevonbegi. Shuni ichida gilam to'qish, keyin zargarlik, keyin misgarchilik, keyin ipak to'qish, eski usulda ipak to'qish, keyin yana jun mahsulotlaridan narsalar tayyorlash, hammasi qo'l mehnati, hammasi qo'l mehnati bilan. Bu birinchi navbatda ochildi. Undan keyin yana yuraversangiz toqlar boshlanadi. Toqlar bu savdo markazlari, shularning ichida ham shu kabi narsalar bor. Demak bu nimadan dalolat beradi. Bu shu hunarmandchilik kasbining avvalgi shu ota-bobolarimiz nima bilan shugullangan o'shalarning avlodi davom ettirib kelayapti. Shularni, shularni ko'rsangiz bo'ladi. Bundan tashqari yana qo'girchoq yasash san'atiyam bor bizada. Yana, gilam to'qish dedim, shu kabi san'atlar, shu kabi hunarmandchilik, qadimgi nimalar juda rivojlanib kelyapti. Shoyi to'qish, atlas, bizani xonatlas to'qish, shoyi to'qish. Ipakdan narsalar to'qish…nima…bular ham juda rivijlangan. Nimada shu "Labi havuz"ni endi g'arb qismida bir nima bor, ismi esimda yo'q, madrasami u, lekin shu…avval USAID yordam nimasi bor edi. Shu nima tomonda, information markaz tomonida, ana shu yerda kiraverish, kirgandan keyin o'ng tomon…eh, chap tomonda qadimgi usulda shoyi ipak to'qish nimasi bor, ustaxonasi bor, o'sha yerda necha yildan beri bir kishi ishlab turibdi, ishlaydi o'sha yerda. Shu har vaqt turistlar, sayyohlar kelgandan keyin, shu qanday to'qiladi, hammasi qo'lda, ya'ni nima bilan, cho'b…cho'bdan 1 *
Q: Yog'och.
F: Yog'ochdan taxlamgan. Hammasi shu bitta, bitta, bitta, bitta, oyog'I bilan ham nima qiladi. Shu kabi san'atlar rivojlangan.
1 cho'b – Persian word for wood
English translation:
K: How are you today?
F: Thank you, well. Are you well?
K: Are you not tired, not bored?
F: No.
K: Didn't you miss home?
F: No.
K: Well, let's talk about the art in Uzbekistan today. How about art in Uzbekistan, craftsmen, handcrafts?
F: Handcraft? Handcrafts are very developed in Uzbekistan. During the Soviet time it was not paid attention to. Nowadays in 1993 and 1994, after the independence, after the historical monuments have been restored, inside them, for example, inside the madrassahs or we call them domes, the craftsman are recreating the crafts of their great grandfathers. For example, if you go to the old city in Bukahara, the first madrassah, there are three mahalla's , oh, three madrasahs around " Labi havuz ". One of them is a madrassah, one is mausoleum, and one is caravanserai. If you go into this madrassah, there are carpet weavers inside.
K: What is the name of the madrassah? Kukaldosh?
F: Not Kukaldosh, the other one.
K: Nodirdevanbegi?
F: - Nodirdevanbegi…Nodirdevanbegi. Inside there is carpet weaving, then jewelry craft, metal carving, then silk weaving, weaving silk in old method, then also making things with wool, everything is handwork. It was first to open. If you keep walking the domes start to appear. The domes are the trade centers and the same kinds of things are inside them as well. So what does it mean? These people are continuing the crafts that used to be made by their ancestors. You can see them. Al so we have the art of puppet making. As I said, carpet weaving. So the art, the ancient crafts of this sort are reviving very much. Weaving silk, " atlas 1 , our "xonatlas" 2 , weaving things from silk…this is very developed. There is something to west of Labu Hoviz, I do not remember the name. Was it a madrassah? There was USAID help things there before. Towards this direction, near the information center, when you are entering, on the right side…oh, on the left there is a workshop for an old way of silk weaving. There is a man who has been working there for
1 kind of silk fabric
2 another kind of silk fabric
many years. Every time tourists come, they come to see, how it is woven, everything is handmade, with wood.
K: Wood.
F: It is made with wood. All of them, one by one. So this type of crafts is developed.
About CultureTalk: CultureTalk is produced by the Five College Center for the Study of World Languages and housed on the LangMedia Website. The project provides students of language and culture with samples of people talking about their lives in the languages they use everyday. The participants in CultureTalk interviews and discussions are of many different ages and walks of life. They are free to express themselves as they wish. The ideas and opinions presented here are those of the participants. Inclusion in CultureTalk does not represent endorsement of these ideas or opinions by the Five College Center for the Study of World Languages, Five Colleges, Incorporated, or any of its member institutions: Amherst College, Hampshire College, Mount Holyoke College, Smith College and the University of Massachusetts at Amherst.
© 2003-2008 Five College Center for the Study of World Languages and Five Colleges, Incorporated | web | https://langmedia.fivecolleges.edu/fileuploads/ctalk_transcripts/uz_art_uzbek_k1e2.pdf | 0.431044 | {
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PASADENA UNIFIED SCHOOL DISTRICT
John Marshall Fundamental Secondary School
Dear Students and Families:
Congratulations Incoming 9 th Grade ACI English Honors students! We have so many great experiences ahead, and I am thrilled to be a part of your educational and artistic journey as your English teacher. ACI Honors students must complete the following assignments. You are expected to complete all work with excellence. Summer work will be due the first week of school and scores will be included in the first semester grade.
Required Assignments:
1. Write a personal response/critique analysis after attending a live performance in either dance, theatre, musical theatre, or going to an art gallery. You should have some thoughts about what you viewed and write about the experience. Instructions on how to write the personal response/critique analysis are on the next page. (A list of places to see these things is provided).
2. Write a movie musical review. Movie Musicals are an art form that incorporates all elements of art music, dance, theater, and visual art all come together to create cinema magic. You are to write a 1 page movie review for one of the following movie musicals:
a. Westside Story (either version)
b. The Wiz
c. Newsies
d. In The Heights
e. A Chorus Line
f. Tick Tick Boom
g. Hamilton
h. Phantom of the Opera
i. Les Miserables
j. Singing In The Rain
k. Carousel
l. Sweet Charity
m. Hello Dolly
n. The Color Purple
o. Mama Mia
p. Musical Movie of your choice.
I am looking forward to teaching you AGAIN next year!
Sincerely,
Jessica Maker-Bilandzija ACI 9th & 10th Grade Honors English Teacher ACI Club Advisor
Writing Assignment #1 DIRECTIONS: Write a 1 page, double-spaced, 12 point Times New Roman font, personal response/critique for the LIVE show or art you viewed. Your response should include the following:
* Introduce the experience - where did you go and what did you see?
* Brief summary of what the show was about.
* What did you think about what you saw?
* What emotional reactions did you have?
* What stood out?
* What were the strengths and weaknesses of the production or the exhibit?
* What was the value of seeing the work?
Writing Assignment #2 DIRECTIONS: Write a 1 page, double-spaced, 12 point Times New Roman font, movie musical review. Your response should include the following:
* Introduce the movie - title & director?
* Brief summary - what was the movie about?
* Who were the lead actors and how did they portray their characters?
* How was the camerawork? What was the visual impact of the show in movie form?
* How was the music? Any songs that stood out to you? Strengths/Weaknesses?
* How was the dancing? Was the choreography impressive?
* Would you recommend this film? Why or why not?
Papers are due the first week of school.
Museums in LA:
https://www.timeout.com/los-angeles/attractions/essential-museums-to-visit-in-los-angeles https://www.nortonsimon.org/
https://huntington.org/
Live Theatre in LA:
https://www.broadwayinhollywood.com/
https://www.broadwayinhollywood.com/venues/detail/pantagestheatre https://www.anoisewithin.org/
https://bostoncourtpasadena.org/
https://www.pasadenaplayhouse.org https://www.musiccenter.org/tickets-free-events/tickets-free-events/
Dance in Los Angeles:
https://www.musiccenter.org/experience-learn/experience-learn/for-all-ages/glorya-kaufman-present s-dance-at-the-music-center/
https://versastyledance.org/events/
https://www.diavolo.org/
https://performingartslive.com/Events/Nancy-Evans-Dance-Theatre-presents-Works-2023-ThresholdsARC-A-Room-to-Create https://www.bodytraffic.com/ | web | https://resources.finalsite.net/images/v1720552926/pusdus/uyqottwyfza8zev7ktxf/24_259thGradeACIHonorsSummerWork1.pdf | 0.43564 | {
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Presentation Skills Workshop
Darshini Santhanam
I'm going to talk about the future of the Internet.
Interactions
learning
presenter audience
content engagement
Overview
- Engagement: Present like a Pro
- Content: Tell the story
- Content: The Elevator Pitch
- Practice
Present Like A Pro
LED backlight
Steve Jobs
Google Confidential and Proprietary
The 4 Ps
Power
Pitch
Pace
Pause
Body Language
Energy
Using your hands
Eye Contact
Confidence
Elements of Communication
TONE OF VOICE 38%
BODY LANGUAGE 55%
WORDS 7%
4 more Ps
Prepare
Practice
Present
Process - analyze your performance
Tell The Story
Telling a Story
Presentation Types
Presentation Flow
Illustration, Point
Using metaphors and quotes
Doing the real thing
Simulation
Discussion
Demonstration
Audio Visual
Lecture
Reading
Stupid things presenters say
“I hope you don’t find this too boring.”
“Sorry, I didn’t have time to prepare.”
The Elevator Pitch
Construct your sentence
Elevator Pitch sentence structure:
FOR (target customer), WHO HAS (customer need), (product name) IS A (market category) THAT (one key benefit).
UNLIKE (competition), THE PRODUCT (unique differentiator).
The first step is to identify the problem.
Practice!
Practice
Take 5 mins to write your pitch.
Present it to the person sitting next to you.
Observe and listen to each other present.
Give and receive feedback.
Reflection
Note things you did well.
Note 1-2 things you can improve next time.
Review
Elements of Communication
Body Language > Tone > Words
The 4 Ps
Power, Pace, Pitch, Pause
4 More Ps
Prepare, Practice, Present, Process
The future of work is not about robots taking over jobs, but about humans and machines working together to create new opportunities. This requires a shift in mindset and skills, and a willingness to embrace change.
THANK YOU
grow beyond with Google™ | web | https://d1b10bmlvqabco.cloudfront.net/attach/hs94ucsxscm1dy/hszp4pgdf5m1sv/hv4xuvn2w75j/Grow_Beyond__Presentation_Skills_by_Darshini_Santhanam.pdf | 0.436888 | {
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Ruta BARRANCO MAGRO
VILLAHERMOSA DEL RÍO
Tourist office:
Plaza de la Iglesia, sn
12124 Villahermosa del Río
Tel. [REDACTED_PHONE]
[REDACTED_EMAIL]
www.villahermosadelrio.es
Ayuntamiento VILLAHERMOSA DEL RÍO
In case of emergency, call 112 or 085.
Qr hiking trails
Qr City hall
Colabora: DIPUTACIÓ D' E CASTELLÓ
ROUTE RECOMMENDATIONS
- Do not light fires or smoke.
- Leave the place cleaner than when you arrived.
- Do not stray from the indicated path.
- Respect private properties.
- Take care of natural water, do not contaminate it.
- Always carry water.
- Do not cut or uproot plants.
- Observe the animals without disturbing them.
The route begins on the road CV-175 towards Castellón, where we find an indicative arrow in the entrance of the track that takes us to the beginning.
At the access to the ravine we found a panel indicating the route to take. We start going down some stairs that give us access straight to the ravine.
We follow the marked route, along which we meet different handles that we help to make the way and in case if there is water to cross these sections.
We'll come to a crossroads, if we head on the right, we can access another path that will show us some beautiful natural waterfalls belonging to the Bco. the Bibioj.
If we head to the left, we will arrive at the place called La Cura's house and we follow the path.
We advance the route following the directions, which leads us to the bridge where we once crossed gives you the opportunity to move on town, or link to the left with the Bco. the Hoz route, which ends in the recreational area of the swans, in the lower part of town.
The wealth of geology reigns in its journey. The erosion process of ancient mountains that took place in the Triassic, has remained exceptionally represented.
The main channel of the Bco is surrounded by small tributaries, ravines mostly rocky limestone.
Visit the ravine in the four seasons of the year, allows lovers of botany discover the plants that inhabit in its different states.
Before doing this route you must have note that the bco is a zone floodable and slippery. | web | https://villahermosadelrio.es/wp-content/uploads/2022/10/Folleto-Bco-Magro-INGLES.pdf | 0.497466 | {
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Breastfeeding - Commonly Asked Questions
How do I take care of my breasts during breastfeeding?
By the third or fourth day of breastfeeding, your milk will change from colostrum to what looks more like skim milk. Your breasts will also go from feeling soft to firm. If your nipples leak, use a nursing pad or clean folded handkerchief squares inside your bra to catch the leaking milk. Be sure to change these often. Do not use plastic-lined pads because they will prevent air from circulating around your nipples.
Between feedings, gently pat your nipples dry. This helps prevent them from getting irritated. You may also want to apply a little expressed colostrum, human milk or medical grade modified lanolin on your nipples to prevent dryness.
How often should I nurse?
Breastfed babies tend to feed more often than formula-fed babies, usually eight to 12 times a day. The main reason for this is that their stomachs empty much more quickly because human milk is so easy to digest.
Initially, your newborn will probably nurse every couple of hours, regardless of whether it's day or night. By the end of the first month, your baby may start sleeping longer at night. Let your baby feed on demand — that is, whenever he is hungry. Watch for different signals from your baby, rather than the clock to decide when to nurse. When your baby is hungry, he may do any of the following:
- Nuzzle against your breast
- Show the rooting reflex
- Make sucking motions or put hand to mouth
- Cry
It is best not to wait until your baby is overly hungry before you breastfeed.
Some newborns can be sleepy and hard to wake. Do not let your baby sleep through feedings until your milk supply has been developed, usually about two to three weeks. If your baby is not demanding to be fed, wake her if three to four hours have passed since the last feeding. If this persists, call your pediatrician.
How long does breastfeeding take?
While some infants nurse for only 10 minutes on one breast, it is quite common for others to stay on one side for much longer. Some feedings may be longer than others depending on your baby's schedule and the time of day. Some babies may be nursing even though they appear to be sleeping. If your baby has fallen asleep at your breast, or if you need to stop a feeding before your baby is finished, gently break the suction with your finger. Do this by slipping a finger into your baby's mouth while he or she is still latched-on. Never pull the baby off the breast without releasing the suction.
When you breastfeed, alternate between which breast you offer first. (You may want to keep a safety pin or short ribbon on your bra strap to help you remember on which breast your baby last nursed.) While you should try to breastfeed evenly on both sides, your baby may prefer one side over the other and nurse much longer on that side. When this happens, the breast adapts its milk production to your baby's feedings. Remember, your baby's feedings
control how much milk your breasts produce. It is important to let your baby nurse on both sides so that each breast gets stimulation over the course of a day.
You will soon get to know your baby's feeding patterns. Each baby has a particular style of eating, some slower, some faster. Learning your own baby's eating patterns makes it easier to determine when she is hungry, when she has had enough, how often she needs to eat, and how much time she needs for feedings.
For some mothers and babies, breastfeeding goes smoothly from the start. For others, it takes a little time and several attempts to get the process going effectively. Like anything new, breastfeeding takes some practice. This is perfectly normal. If you need help, ask the nurses while you are still in the hospital, your child's pediatrician, a lactation consultant or a breastfeeding support group. Remember, the most important keys to successful breastfeeding are proper positioning and correct latch-on.
Until you and your baby develop a feeding routine, stay positive and try not to get discouraged. Remember, your milk gives your baby more than just food. It also provides important antibodies to fight off infection and has medical and psychological benefits for both of you. Breastfeeding is the most natural gift that you can give your baby.
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Melvin El, owner of The Reading Reformation Inc., is a four-time national boxing champion who won the Olympic trials in 1988. Boxing taught him discipline, determination, and perseverance which were qualities that were reborn in him when he became a single father to his one-year old daughter after an untimely divorce. He began home schooling her and by the time she was four she was able to read the newspaper, recite all of her timetables and do triple digit addition and subtraction. After she was tested, she was placed in the second grade, which means she skipped three grades. The success he had with his daughter inspired him to create powerful reading programs that has taught children to read in as little as 3 to 7 days. His programs are currently being utilized in the public school system. Melvin, a certified reading teacher, has mentored and tutored inner city youth in academics, as well as sports. His skills as a motivational speaker have not only given him the opportunity to speak in front of hundreds of people, but also in classrooms filled with young students eager to learn. Melvin is on an inspired mission to connect children to the purpose of education and how their behavior and attitude will determine how successful they become in life. This mission has jumpstarted the creation of his new program, The Genius Connection. He knows that when children are excited about learning, limitations are non-existent.
Melvin has appeared on Miami’s WSVN Channel 7 News, Hot 105.1 radio station, and has spoken at many schools. The schools include, Booker T. Washington Senior High, Edison High School, Liberty City Elementary, and Orchard Villa Elementary just to name a few. Melvin Ell’s practical experiences, enthusiastic and passionate delivery, coupled with his love for encouraging others, have proven to be a winning formula for hundreds of students and adults alike. | web | https://www.circleofbrotherhoodmiami.org/_files/ugd/8183b7_a1acbff8605b4fec81c6a654612148bd.pdf?index=true | 0.43084 | {
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Finding My "Why": Questions to Ask Myself
1. What makes me smile? (Activities, people, events, hobbies, projects, etc.)
2. What are my favorite things to do in the past? What about now?
3. What activities make me lose track of time?
4. What makes me feel great about myself?
5. Who inspires me most? (Anyone I know or do not know: family, friends, authors, artists, leaders, etc.) Which qualities inspire me in each person?
6. What am I naturally good at? (Skills, abilities, gifts, etc.)
7. What do people typically ask me for help in?
8. If I had to teach something, what would I teach?
9. What would I regret not fully doing, being, or having in my life?
10. What are my deepest values?
11. What are some challenges, difficulties and hardships I've overcome or are in the process of overcoming? How did I do it?
12. What causes do I strongly believe in? Connect with?
13. If I could get a message across to a large group of people, who would those people be? What would my message be?
14. Given my talents, passions and values, how could I use these resources to serve, to help, to contribute? ( to people, causes, organizations, environment, planet, etc.) | web | http://www.dallasacap.com/uploads/1/9/0/2/19027711/finding_my_why.pdf | 0.427666 | {
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The clipping should begin the first finger of the right hand and end on the small finger. Then beginning with the small finger of the left hand, end with the thumb of the same hand. Lastly the nail of the right hand thumb be clipped. This means that the clipping of nails begin with the right hand and ended with the same hand.
While clipping the nails of the toes (finger of feet) it should began with the small toe (finger) of the right foot and end with the big toe of the left foot and with the small toes of the same foot.
PROBLEM:- Nail-biting is prohibited, there is fear of leprosy (as a sign of bad omen).
PROBLEM:- Mujahids (soldiers of Islam) while living in the territory of the enemy, they should grow their beard and moustache so as cause fear and awe in the hearts of the enemy.
PROBLEM:- Nail clipping every Friday is desirable if it may be inconvenient, then once in a fortnight. In any case, nails should not be allowed to grow more than forth days at a stretch.
PROBLEM:- Bathing once a week keeping the body and cloth her clean and removing the under navel hair is Mustahab, for all these Friday is the day of choice. To pluck the under hair is advisable for women (instead of using razor, blades etc) to pluck or remove the hair in the nasal is not welcome it cause disease.
PROBLEM:- Trimming hair (head) and clipping nail while one is sexually unclean (and needs bathing) is makrooh.
PROBLEM:- Eye brows when these outgrow may be trimmed. To shave hairs on chest and back is dot desirable. However hairs can be removed from hands,feet and belly. | web | http://sunnijamaat.com/pdf/islamic_etikates/method_of_clipping_nails.pdf | 0.442728 | {
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UNDERGRADUATE PROGRAMMES
FIRST SEMESTER END TERM EXAMINATION:
NOVEMBER - 2012
ENVIRONMENTAL STUDIES
Time: 3 Hrs. Maximum Marks: 70
Note: Attempt questions from all sections as directed.
SECTION – A (30 Marks)
Attempt any 5 questions.
Each question carries 6 marks.
1. Discuss the Scope of Environmental Studies?
2. Discuss the consumptive and non consumptive use of forest resources.
3. Define ecological succession using the example of Hydrosere?
4. Discuss various methods of Insitu biodiversity conservation with examples?
5. Discuss thermal pollution, its effects and its control measures.
6. Discuss the flow of energy in Ecosystems with special reference to ten percent rule.
SECTION – B (20 Marks)
Attempt any two questions.
Each question carries 10 marks.
7. Define the following terms: \((1 \times 10 = 10)\)
(a) Ecomarks
(b) Detritus
(c) Genetic Biodiversity
(d) Food chain
(e) Oil Spills
(f) Sustainable development
(g) Photovoltaic cells
(h) Biomagnification
(i) Autogenic Succession
(j) HIV/AIDS
8. Write short note on the following: \((4 \times 2.5 = 10)\)
(a) Aquifers and its types
(b) Hotspot of Biodiversity
(c) OTEC (Ocean thermal energy conversion)
(d) Acid rain
9. Write notes on any two of the following: \((2 \times 5 = 10)\)
(a) Dams: benefits and problems
(b) Eutrophication
(c) Ecological pyramids
10. Read following case study and answer the questions given at the end of the case study.
**Chernobyl disaster – A case study**
On 26 April 1986, at 01:23 reactor four suffered a catastrophic power increase, leading to explosions in its core. This dispersed large quantities of radioactive fuel and core materials into the atmosphere and ignited the combustible graphite moderator. The burning graphite moderator increased the emission of radioactive particles, carried by the smoke, as the reactor had not been encased by any kind of hard containment vessel. The resulting fire sent a plume of radioactive smoke into the atmosphere and spread over an extensive geographical area, including city of Pripyat. The plume drifted over large parts of the western Soviet Union and Europe. From 1986 to 2000, 350,400 people were evacuated and resettled from the most severely contaminated areas of Belarus, Russia, and Ukraine.
The disaster had severe effect on human health such as acute radiation sickness, Cancer, Down syndrome, Chromosomal aberrations and Neural tube defects. The disaster also causes the increased concentration of residual radionuclide in surface and groundwater.
It also affected the flora and fauna in the large vicinity of accidental sites and adjoining areas.
The United Nations Development Programme has launched in 2003 a specific project called the Chernobyl Recovery and Development Programme (CRDP) for the recovery of the affected areas. The programme was initiated in February 2002 based on the recommendations in the report on Human Consequences of the Chernobyl Nuclear Accident. The main goal of the CRDP’s activities is supporting the Government of Ukraine in mitigating long-term social, economic, and ecological consequences of the Chernobyl catastrophe.
Attempt following questions:
(a) Discuss various effects of nuclear radiations on human health and environment? (6)
(b) Discuss another Nuclear catastrophe that world has witnessed in 1945? (4)
(c) Define Nuclear Holocaust? (3)
(d) Discuss the principle of energy generation in nuclear power plants? (3)
(e) Discuss various methods for safe disposal of radioactive waste? (4) | web | http://jugaadin.com/uploads/2/2/6/2/22629116/enviromental_studies_2012_sem1.pdf | 0.426772 | {
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PESTICIDES NO. 11 May 2008
4620 Old Main Hill Logan, Utah [REDACTED_PHONE]
Howard Deer and Richard Beard
UTAH POISON CONTROL CENTER
TOXIC CHEMICALS
Many valuable chemical products, such as those used in the home and garden or in industry and agriculture are potentially toxic to humans and can cause poisoning if misused. Some of these compounds will cause illness if intentionally or accidentally inhaled, swallowed, or spilled on the skin or in the eyes. Before using any chemical product, be sure to read and understand the instructions on the container label.
WHAT TO DO IN CASE OF POISONING
Call a doctor or call the UTAH POISON CONTROL CENTER at [REDACTED_PHONE]. This is a national phone number so it may be dialed from anywhere in the U.S.
Identify yourself. Describe the victim by name, age, and sex. Have the package of poison nearby and identify exactly what the victim took and how much. Keep calm. You have enough time to act, but don't delay unnecessarily.
If you wish to obtain information stickers or cards, you may order them directly from the Utah Poison Control Center at the address below. The Utah Poison Control Center also has brochures and posters.
Dr. Martin Caravati, Medical Director
Dr. Barbara Insley Crouch, Center Director
Utah Poison Control Center 585 Komas Drive, Suite 200 Salt Lake City, UT 84108
[REDACTED_PHONE]
http://uuhsc.utah.edu/poison/
Howard Deer Richard Beard
Extension Pesticide Specialist
Extension Agricultural Engineer
Utah State University Extension is an affirmative action/equal employment opportunity employer and educational organization. We offer our programs to persons regardless of race, color, national origin, sex, religion, age or disability. Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture,
Noelle Cockett, Vice-President and Director, Cooperative Extension Service, Utah State University, Logan, Utah. | web | http://extension.usu.edu/files/publications/factsheet/Pesticides_No__11.pdf | 0.505959 | {
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Timetable for Easing Restrictions
2nd of April
- Stay home ends
- Stay local begins
5th of April
- Outdoor contact sport for 12-17 year olds
- Some return to college
- Click and collect for non essential items
- Gardening centres open
- Homeware shops open
- Key cutting shops open
- Mobility equipment shops open
- Baby equipment shops open
- Hairdresser and barber shops open
- Car showrooms and forecourts open
12/19th of April
- All pupils return to school full-time
26th of April
- A maximum of 6 people can meet from up to 3 households
- Travel within mainland Scotland
- All shops open
- Outdoor hospitality open until 10
- Indoor hospitality open until 8
- Mobile close contact services can open
- Gyms for individual exercise open
- Tourist accommodation open
- Work in people's homes allowed
- Museums open
- Galleries open
- Driving lessons open
- Wedding with up to 50 people
- Funeral with up to 50 people
- Libraries open
17th of May
- Hospitality open until 10.30
- Adult contact sports allowed
- Indoor group exercise allowed
- Cinemas open
- College and universities offer blended learning
- More in person support services
- Amusement arcades open
- Bingo halls open
- Small indoor events
- Small outdoor events
- Outdoor performances can resume
- In-home socialising up to 4 people from 2 households
Made with Boardmaker and PCS by Communication Friendly @SchoolsNlc | web | https://blogs.glowscotland.org.uk/glowblogs/public/communicationfriendlyenvironments/uploads/sites/8799/2021/03/17142227/easing-of-restrictions.pdf | 0.457004 | {
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BIOINFORMATICS APPLICATION IN AGRICULTURE
PLANT GENOMICS
* Objective - To reveal the genetic and molecular basis of all biological processes in plants that are relevant to the species
* Plant genomics knowledge allow:
* Efficient exploitation of plants as biological resources in the development of new varieties with improved quality and reduced economic and environmental costs
* Development of new tools for plant diagnostics
* Accumulation of information on plant characteristics of practical interest: resistance to pathogenic and abiotic loads, plant quality characteristics and reproductive characteristics determining the yield
* Provision of measures for diagnosis of plant health and quality
PLANT GENOMICS
* Main objectives of plant bioinformatics:
* To promote public access to all electronic data repositories
* To provide a rational annotation of genes, proteins and phenotypes
* To create and maintain electronic data exchange for plants as well as between plants and other organisms
CROPS
* Using bioinformatics tools, it is possible to derive the necessary information from the genome of specific plants
* The genome of two plant species is completely annotated:
* Arabidopsis (Arabidopsis thaliana) - small size genome, reproduction and generating a new generation for 5 weeks, key feature: plant yields can be increased
* Rice (Oryza sativa)
INSECT RESISTANCE
* Increased productivity and nutritional value of plants through incorporation of the desired genes
* Corn, cotton and potatoes have been made insect resistant through incorporation of Bacillus thuringiensis - a bacterial species which increases the soil fertility and protects the plants against pests
* use of Bt genes in the plants genome has made the agriculturists to use the insecticides in very little amount
BIOINFORMATICS IN PLANT SCIENCE
* Genome initiatives are under way for more than 60 different plant species
* The most important are those of the major food/feed crops, the grasses maize, rice, wheat, sorghum and barley; and the forage legumes soybean and alfalfa
* Plant genomics projects: to link seed stock and real genetic resources to virtual data on linkage and mapping data
* Useful web sites
* UK CropNet (http://uk-crop.net)
* the U.S. Agricultural Research Service (http://ars-genome. cornell.edu)
* Organism-specific resources, e.g. MaizeDB (http://www.agron. missouri.edu)
MANAGING AND DISTRIBUTING PLANT GENOME DATA
* Plant sequence data have been accumulating from
* Whole genome sequencing
* Sample sequencing of bacterial artificial chromosomes (BACs)
* Genome survey sequencing (GSS)
* Sequencing of expressed sequence tags (ESTs)
* Molecular plant breeding:
* To associate candidate genes, discovered in model species, with corresponding loci in crop plants
* Routine use of computer models to:
* formulate predictive hypotheses
* create phenotypes of interest from complex allele combinations
* construct those combinations by scoring large populations for very large numbers of genetic markers
MANAGING AND DISTRIBUTING PLANT GENOME DATA
* Rational plant improvement - implications of genomics with respect to food, feed and fibre production
* Genotype building experiments:
* Information for the DNA polymorphism and sequencing in different plant varieties and cultivars
* Analysis of the data for the polymorphism for a possible link with a quantitative trait of interest of the individual phenotypes (indirect markers) to be used in further selection purposes
CLIMATE CHANGE PERSPECTIVE
* Bioinformatics tools - required to predict the effect of global climate change on biological diversity and resources
* Collaborative actions of the use of modern DNA-techniques, novel macro-ecological predictive and null models, new climate change ensemble forecast models of species distribution, and powerful bioinformatics tools and statistics | web | https://biotechgo.org/uploads/04-Case-Studies/SM3_bioinformatics%20in%20agriculture_1_EN.pdf | 0.46967 | {
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Scriptural Basis:
Genesis 26
Overview:
A famine forces Isaac, Rebecca and their sons, Jacob and Esau, to move to Gerar, where Isaac lies to King Abimelech about his relationship to Rebekah (repeating a family sin). Because of his fear of the Philistines, Isaac says she is his sister, not his wife. Despite Isaac's fear of man and conflicts that arose over rights to water, God protected and blessed Isaac through his adversity and told him "Fear not, for I am with you."
Things to consider:
In this account of Isaac's maneuvers to preserve his family, it's clear that God was watching out for him. God provided refuge for Isaac and his family in Gerar, even when Isaac deceived the king of that land. Upon learning that he had been deceived, the king continued to provide protection over Isaac allowing him to prosper there. Clearly, the king was an instrument used to further God's plan for the future of His people. Not only did God provide refuge from famine, but He also made Isaac a rich man during that time. Isaac, though not perfect, obeyed and trusted God.
Bible Study for Preparation:
Read Genesis 26. Contemplate God's promise to be a loving father. How has this helped you trust and obey in the face of adversity?
Teaching the lesson:
A: Review (Birth of Jacob and Esau, and sale of the birthright)
B: Memory verse activity
C. Video
D. Additional activity | web | http://radiantfairbanks.org/radkids/SOG2/015_Teacher%20Page_God%20Provides%20Water%20for%20Isaac.pdf | 0.496215 | {
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Chinese New Year 2021: Ox Lantern
All Ages
Lanterns are displayed during the Chinese New Year because they symbolize the wish for a bright future. Red lanterns decorate streets during the Chinese New Year celebrations. Lanterns hung for the Chinese New Year are thought to scare away the hungry Nian Shou 年獸 monster and bring good luck. The first day of the Year of the Ox is February 12, 2021. Bringing a close to Chinese New Year festivities is the Lantern Festival on the 15th day of the first lunar month, which is February 26, 2021.
Lanterns are typically red, a symbol of happiness, and gold, symbolizing wealth.
In Chinese culture, the ox is a valued animal. Because of its role in agriculture, positive characteristics, such as being hard-working and honest, are attributed to it.
MATERIALS
- Lantern template: it can be printed on 11 x 17 red cardstock paper, or printed in white and colored in with red markers
- Scissors
- Tape or glue
- Markers to decorate your lantern (Gold markers if you have them)
INSTRUCTIONS
1. Cut out the ox lantern template around the outside of the box shape and the ox head. Do not cut the ox head off the rest of the box, and do not cut on the dotted lines.
2. Fold along all the dotted lines, all folding the same direction, so that the writing is on the outside of the box shape, rather than the inside.
3. Tape or glue the flaps inside the box, so that it becomes a sturdy box.
4. Optional: You can use the extra pieces of paper you cut off the template to cut a strip to glue on as a handle.
5. Decorate the lantern with the traditional red and gold colors of the Chinese New Year, or any colors you choose.
6. Place a battery operated tea light in the inside of the box, hang it up as decoration, or use it to hold things.
7. Happy New Year!
SHARE YOUR CREATION ON SOCIAL MEDIA using the hashtag #nortonfromhome.
福
Happiness
禄
Prosperity
寿
Longevity
NORTON
MUSEUM
OF ART
福
Happiness
禄
Prosperity
寿
Longevity | web | https://www.norton.org/storage/app/media/uploaded-files/Art%20Activity-OxLantern-merged.pdf | 0.434522 | {
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YEAR 5/6 NEWSLETTER SPRING 1
| Upcoming Dates for your Diary... | |
|---|---|
| Half Term Holiday | Break up: Friday 9th February Back to school: Monday 19th February |
| KS2 SATS | Week commencing: Monday 14th May |
| UPCOMING PD DAYS... | Monday 16th April, Monday 4th June, Friday 20th July, Monday 23rd July |
Please note, there was an error with a PD Day date on the last newsletter. The dates shown above are accurate.
Pharaohs
Year 5 will be travelling back in time 3000 years to the land of Ancient Egypt. We will be learning all
about the gruesome process of mummification, Howard Carter and his famous discovery of the opportunities to explore the ancient food that was eaten, the jewellery that was worn boy king 'Tutankhamun' and the ancient art of hieroglyphics. We will be taking part in 'Egypt's Got Talent'' and there will be by the Pharaohs and much more.
Year 5 will be visiting St Bernadette's on the morning of Wednesday 17th January as we will be watching their Ancient Egyptian topic assembly.
Year 6 will be continuing their Frozen Kingdom topic this half term and therefore will not be required to complete any topic homework this half term.
Home Learning
Homework:
Unless otherwise informed by their teacher, homework books should be returned to school on a Tuesday so that they can be marked before a new homework task is issued on Thursdays. Also, be aware that Year six children may occasionally be given additional homework linked to their SATs booster groups.
Home Reading:
Children have until the Easter holidays to reach 100 reads and claim another free book of their choice! The expectation, as always, is to read at home four times each week.
Year 6 Revision Workbooks:
It is crucial that at this stage of Year six, children are taking responsibility for their own learning. This means that, if they have found something tricky in lesson time, they are expected to practise more at home using their revision workbooks. Each workbook comes with a help book which should be used for guidance and teachers are always available to clarify anything if the children are still struggling.
REVISION GUIDES THAT HAVE BEEN ORDERED ARE IN SCHOOL TO BE PURCHASED AND COLLECTED NOW.
Y6 enjoyed a great day out at the Life Centre, Newcastle upon Tyne, full of experiments and activities to support the Frozen Kingdom topic. The day ended with an ice-skating session outside on the frozen plaza. The Life Centre staff were impressed with the enthusiasm and behaviour of the children and their readiness to learn in both the interactive zone and the laboratory. They were a credit to our school and their families. | web | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/112147/user/yg18wPlnJe?response-content-disposition=attachment%3Bfilename=Year_5.6_Newsletter_Spring_1.pdf&AWSAccessKeyId=AKIAJIR6B76NNU2A4JGQ&Expires=1527500616&Signature=EiW5JcrmsFOoINFiW3S9zLoLlX0%3D | 0.432504 | {
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ANGELA GOBLE
My name is Angela Goble. I was born in Croydon in 1952 and had a happy childhood with my mother, father and older sister. We moved several times, due to my father's work in the bank. Both my parents converted to the Roman Catholic faith, my father as a child with his parents and my mother as an adult, during the war years. I was consequently brought up as a Catholic and attended convent schools. My secondary education was at a convent boarding school in Letchworth, Hertfordshire.
At the age of 18, I trained to be a nurse at The Middlesex Hospital in central London and then did Midwifery in Oxford. In the late 1970's I worked with The International Grenfell Association in Northern
Newfoundland, returning to England in 1980.This was an interesting experience and ecumenical as the areas covered by the Priest were large and isolated, so the Christians denominations did support one another, although there were difficulties. On return I worked back in my training hospital and then moved on to be a ward sister at Roehampton.
In 1984 I married a Naval Officer, whom I had met at Greenwich and moved to Portsmouth, where I have worked as a nurse, in various roles, at Queen Alexandra Hospital. We have two girls, Katie and Lizzie, one now married and teaching and the other at University.
Until I married my faith journey had been varied in different parishes. Now, however I have been a member of St. Joseph's RC Church (Corpus Christi with St. Joseph) Portsmouth, for 27 years. I assist as a Eucharistic Minister and Reader and also help with Children's liturgy and the flower arranging. In the past I have helped with Confirmation.
The arrival of the FMDM Sisters at St. Joseph's Convent (now sadly closed) gave the parish support and really made a difference. It was suggested that I might like to become an FMDM Associate by Sr. Sheelagh, who is no longer with us. This was followed up by Sr. Josephine Lanigan and with her support and encouragement I finally made my first commitment in 2011 at St. Joseph's Convent. The support of the sisters and the welcome received at Ladywell on the first visit and every visit since, is second to none. I personally have found support, understanding and spiritual guidance from being an associate which helps me carry on trying to follow the Gospel of Jesus. The FMDM Charism of giving birth to Christ in our life is beautiful and St. Francis simplicity with the message of God's love and His wonderful creation being for everyone is gentle, though following the Gospel and embracing poverty is not easy.
I retired from nursing on 31st March this year so, it's new beginnings for me! | web | http://fmdminternational.co.uk/wp-content/uploads/7.-Angela-Goble.pdf | 0.507087 | {
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Sensor: Motion sensor
Overview:
By using a ramp and a model car, the motion sensor can be used to plot a distance time graph showing the movement of the car as it travels down the ramp. By adding layers of material, the friction of the ramp can be increased and the car's movement can be compared to those where the friction is less. It is hoped that this will show pupils how friction can effect the speed of the car and also by overlaying the graphs, how the graph changes as the speed of the car is altered.
Equipment required: LogIT Explorer
Ramp
LogIT Motion sensor
Toy car
Modelling clay
Card
Clamp stand (optional)
Hazards:
Materials to be placed on the ramp. eg. carpet, fine cloth etc
Take care if using clamp stands that they cannot fall off the bench.
Always check your local regulations or the school advisory service such as CLEAPSS or SSERC for guidance on the use of any hazardous material or procedure.
Setup:
This experiment can be done on the floor if space allows.
1. Put the ramp in front of the Motion sensor at a small angle.
3. Mount the sensor in a clamp stand or similar at least 200 mm in front of the closest point that the car will reach.
2. Connect the Motion sensor to channel 1 of Explorer.
4. Place a piece of card at least 10 cm square on top of the model car with the modelling clay.
5. Connect the Explorer to the computer and start the datalogging software. If using LogIT Lab select 'Autolog' when prompted from the 'Select New Activity' screen.
Note: The Motion sensor needs to be aimed at the card on top of the model car. If the sensor misses for any reason, then large 'peaks' will be seen on the graph where no reflected signal was recorded.
Method:
2. Start logging and release the car down the ramp.
1. Put the car at the top of the ramp.
3. Stop logging and note the material used.
5. Put a different material on the ramp.
4. Select 'Logging' and select 'Overlay' from the top menu.
6. Start logging and release the car from the same place as before.
7. Repeat from stage 3 for each sample.
Results:
Right click the 'Distance' field on the right of the screen under 'Elapsed Time' and select 'Smooth' to smooth the graph plot. From the plotted graphs, can the pupils see which material slowed the car the most? How can they tell?
Going further:
From the graph, you could get more advanced pupils to see if they can calculate the speed of the car for each material. Using the same procedure, the angle of the ramp can also be investigated to see the effect on the car's motion.
Schools can freely photocopy these activity sheets for use within their establishment provided copyright is acknowledged to DCP Microdevelopments Ltd.
©DCP Microdevelopments Ltd, 2005
"Motion and friction" | web | http://logitworld.com/files/pdf/resources/p/motion_friction.pdf | 0.497679 | {
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October 2024
Bureau of Rehabilitation Services
National Disability Employment Awareness Month
Observed annually in October, National Disability Employment Awareness Month (NDEAM) celebrates the contributions of America's workers with disabilities past and present and showcases supportive, inclusive employment policies and practices. This year's theme for NDEAM 2024 is "Access to Good Jobs for All" https://www.dol.gov/agencies/odep/initiatives/ndeam
happens, meet the team, and learn about the career pathways to register.
Rehabilitation Counselor
at FedEx.
National White Cane Awareness Day White Cane Safety
| Disability Rights Maine | receive the services they need to work and be a part of the community. This short documentary explores how politicians have left behind one of the largest minority groups in the United States, and what disabled voters want from their next commander in chief. Produced by the National Disability Rights Network in partnership with Disability Rights New York. Directed by Jack Rosen. After the film, join a panel discussion about the importance of voting featuring Secretary of State Shenna Bellows, and disability advocates Eric McVay, Jenny McCarthy, and Molly Thompson. The event is free, but registration is required! |
|---|---|
| Vertical Harvest | Meet the Human Potential team, learn more about job opportunities, ask questions about indoor vertical farming and hiring timelines. |
Maine Department of Labor provides Equal Opportunity in employment and programs. Auxiliary aids and services are available to individuals with disabilities upon request.
A Proud Partner of the American Job Center Network | web | https://www.maine.gov/labor/docs/2024/ndeam/NDEAMCalendar2024.pdf | 0.429087 | {
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0%
Name: Class: Total:
PAST SIMPLE
1. Put the correct form of the verb in brackets in the gap...
a. They another problem with the system last week. (find)
b. I on the news this morning that the police finally those bank robbers. (hear, catch)
c. I his name but then I it. (know, forget)
d. We to the management last month about your complaints. (speak)
e. Were you by the client on time? (pay)
f. I
her umbrella, so the rain didn't bother her. (bring)
g. My mom a great surprise party for my Dad's birthday last year. (plan)
h. I the new director last night. (meet)
i. Did you in Paris long? (stay)
j. She doesn't remember where she her notebook. (put)
2. Put the verb into past simple.
3. Circle the correct word.
a. Our train arrived/ arrived on time.
b. I workd/worked last Saturday.
c. Peter didn't write/wrote a letter to me last semester.
d. Sandra comes/came to see Laura last weekend.
e. Erika didn't know/knew where she was.
f. Did you phoned/phone her at the weekend?
g. My husband studied/study Arabic at university.
h. She eated/ate only vegetables last week.
i. We spoke/spoken Italian in Libya.
j. She didn't spoke/speak Italian, she spoke Arabic there.
4. Translate these sentences:
a. Nevymenil si košeľu, ale vymenil si sako.
b. Erika rozbila včera šálku.
c. Uvaril na večeru rybu, ale nejedol ju.
d. Povedala si mi všetko?
e. Kto rozbil okno?
f. Včera sme pozerali dobrý film.
5. Read this text and write a main idea this story.
When I was a child I had a friend called Michael. We were very similar. We loved the same girls and we often fought for them. We thought that they will love the stronger one. And they probably did, because I always lost and Michael was more popular than me. One day we wore our best clothes and we fought again. And Michael won again. But we fought in grass and our clothes got green. We washed them, but our mums knew because they were green from the grass. We became friends again.
Write themain idea this short story:___________________________________________________________
6. Read this text, underline all sentences in past simple and then answer the questions.
John Lennon was born in Liverpool in October 1940. In 1957 he met Paul McCartney. Paul joined John's group, The Quarrymen, and they started writing songs together.
In 1960 John and Paul formed a new group with George Harrison. They called the group The Beatles. Later Ringo Starr joined them as the drummer.
They recorded their first record, Love Me Do, in 1962. After that The Beatles had hit after hit and they became the most successful group ever. John and Paul wrote almost all of their songs. They completely changed pop music.
In 1969 John married the Japanese artist, Yoko Ono, and three years later The Beatles broke up. John continued to write and record songs, including his most famous song, Imagine. John and Yoko lived in New York. There in December 1980, John was shot by Mark Chapman. He died later in hospital.
a. How old was John when he died?
b. Who was Yoko Ono?
c. When did he meet Paul McCcartney?
d. How did their first record call?
e. When and why did The Beatles break up?
7. Find 10 words of family.
g r a n d d a d dp g a u n c l e az r u g t s k j um a n w b o u v go n t k r n y x ht d c o u s i n th m s i s t e r ee a b r o t h e rr f a t h e r z q
8. Look at the pictures, read and match. Write the correct numbers in the boxes.
9. Now change verbs from exercise 8 into past simple.
play read eat take
Sources:
http://0height.com/gifs/is-he-still-here?gclid=CPaP7O_Dv7oCFQhY3god3R4Axw http://www.englishteststore.net/
ffortlessenglishclub.com/7rules/?gclid=CPP_jr_Ev7oCFc1V3godqn0AGA | web | http://zs3.senica.sk/dok/a2_Minuly_cas.pdf | 0.502101 | {
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A workout at work?
WE ALL NEED TO GET UP AND MOVE, BUT WHAT CAN WE DO? In the spirit of public service (and because our boss made us), The Post’s infographics department tested exercises in and around our cubicles twice a day for a week to see which ones real people could incorporate into a workday. The moves were suggested by experts whose jobs involve studying motion, preventing obesity and generally getting people off their duffs. We rejected a few immediately — jumping jacks? Not in this bra! — but chose these 12. Our observations aren’t scientific, but they’re definitely real.
By Bonnie Berkowitz and Laura Stanton
1. RAISE THE ROOF (20 reps)
While standing in place, push toward the ceiling with your palms up and thumbs almost touching your shoulders. Make it harder by holding books or water bottles.
Pro: One person found it “comforting” to dust off a 1990s dance move.
Con: Brief moment of panic while you try to remember if you shaved your armpits.
2. TRICEPS KICK (20 reps)
While standing in place, bend at the hips about 45 degrees. Bend your elbows, then extend them behind you as if you are lifting weights.
Pro: Loosens your upper body.
Con: Awkward-looking. Several people accidentally whacked things behind them.
3. THE HULK (20 reps)
Keep your feet hip-width apart. With your elbows bent and fists together in front, move your arms back like wings. Try to touch your shoulder blades together.
Pro: Some people make funny sound effects.
Con: Draws attention to the chest area.
4. HAMSTRING CURL (20 reps)
Bend arms at the elbow. Bring one foot up toward your rear end while straightening your arm. Make sure your hands are down when your foot is up.
Pro: Not terribly noticeable.
Con: Requires caution to avoid kicking things behind you.
5. KNEE LIFT (20 reps)
Just like hamstring curls, except you lift your knee up in front as your arm goes down.
Pro: Wakes up the hip flexors and quadriceps.
Con: Requires extra concentration and coordination.
6. HALLELUJAH (20 reps)
Swing your arms, shape your head up and down again as you step side-to-side. Actually yelling “Hallelujah!” is optional.
Pro: Move so much... Lentils is flash mob food to even the least coordinated group.
Con: Not the slightest bit subtle.
7. PUNCHING (20 reps)
While rocking foot to foot, punch with alternating arms. To reduce elbow stress, try not to fully straighten your arms.
Pro: Cathartic; an outlet for aggression.
Con: Most workplaces do not allow you to actually hit anyone.
8. DESK PUSHUP (10 reps)
Place hands on edge of desk, shoulder width apart, legs out behind you. Push off with as much force as you can.
Pro: Not noticeable from across the room. Tough, in a good way.
Con: First, make sure your desk doesn’t slide easily.
9. SIDE LUNGE (10 per side)
Take a big step to one side. Point toes forward and bend one knee, keeping other leg straight. Push back up.
Pro: Doesn’t attract much attention.
Con: Can be hard on knees.
10. JUMP SQUATS (10)
Make sure you have space in front of you. Bend into a half-squat with your arms behind you, then jump and swing your arms up as if you’re accelerating.
Pro: Best calorie-burner of the moves we tried.
Con: Tall people (or high-hopping short people) will hit eight-foot ceilings.
11. CHAIR DIPS (10)
With your legs out in front of you, grab the edge of a chair (or desk) and lift yourself down in front of it and back up. At the end, you will be conveniently back in your seat.
Pro: The most discreet of the bunch. Really works triceps.
Con: Can bother coasts. Be careful if your chair has wheels!
12. WALK (30 min.)
Lap your block or a floor of your office. Try for a pace of 100 steps per minute, which is easy if you don’t stop to play with shoelaces on other people’s desks.
Pro: No one will notice. Great excuse for a stroll to Starbucks.
Con: Outdoor laps get outside weather, at the mercy of the weather. Takes more time than a few quick moves at your desk.
Sources: Toni Yancey, professor of health services at UCLA and author of the get-moving book “Instant Recess”; Alice Burton, exercise physiologist and spokeswoman for the American Council on Exercise; Catrine Tudor-Locke, who studies walking behavior at Pennington Biomedical Research | web | http://www.washingtonpost.com/wp-srv/special/health/workout-at-work/images/office-exercise-poster.pdf | 0.504755 | {
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FS Newsletter
Friday 6 th December 2024
Communication and Language
Stories and books we have enjoyed this week!
Literacy
Our focus story this week was The Gingerbread Man. In drawing club the children drew a character and later in the week we thought about another character that the little old lady might make. It has been lovely to see the children beginning to write words independently and practising writing their sounds. New vocabulary included; leap, accelerate, pursue, block, cunning, soggy, mocking and disappointed. Next week in phonics we will be starting phase 3
Maths
At home you could try:
* Talking about Christmas traditions within your family. Maybe you could find out about Christmas traditions from another country and share them with the class.
* Spotting shapes when out and about and saying how you know e.g. it has 3 sides, it has 2 long sides and 2 short sides etc.
* Practicing forming the letters shapes – r, n, and m remembering to start at the top.
* Practising play lines and songs.
Notes for Parents
The children have continued to work really hard on perfecting our Nativity play. We hope you will be impressed next week as much as we have been this week!
Next week there will be no Wellie Wednesday as it is our Christmas dinner and craft day. Please send your child to school in their uniform as normal!
Please check the 'Be the Teacher' time table to see when it is your child's slot.
Have a great weekend
The Foundation Team
This week in maths we have been looking at shapes and sorting them into sets such as shapes with 4 sides and shapes with not 4 sides. We have been using mathematical vocabulary to describe the shapes e.g. it's a square, it has 4 equal sides.
Understanding the World
This week we have been looking at Christmas traditions in our country and around the world. We found out that in Spain children feed a hollow log with a few morsels and keep it warm with a blanket, a character called Tió de Nadal. On Christmas eve the character gives out sweets, nuts and dried fruit in return! We also learnt about Christmas traditions in Denmark.
Expressive Arts and Design
The children have been performing on stage, practising our play songs and lines. They have also been creating pictures using shapes.
Be the Teacher Timetable
Please get your child to practise sounding out these words. If your child is struggling to read the words please sound it out for them, read the word to them and then get them to repeat it. E.g. s-a-t then say sat. It is important that your child sounds the word out before saying the word.
Lower case r letter formation patter - start in the clouds- down to the runway, up and over
Start in the clouds- down to the runway, up, over, down and flick
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Nieuw gemaakte Nepalese Boeddha op troon
- Materiaal: brons
- 25,9 cm hoog
- 16,3 cm breed en 10,6 cm diep
- Vuurverguld met 24 krt. goud
- Bhumisparsha mudra
- Nieuw gemaakt in zeer hoge kwaliteit!
- Gewicht: 2,14 kilo
- Afkomstig uit Nepal
- Nr: 3278-2
A rare and important gilt-bronze figure of Shakyamuni Buddha, Tibet, 18th century
Provenance: Private collection, Switzerland, acquired in the 1970s.
Dimensions: Height 23 cm (9 inches)
Condition: The figure is in excellent condition with no visible damage or restoration. The gilt-bronze surface is bright and lustrous, indicating good preservation. The blue turban and the ornate throne are intact, and the details of the figure's robes and the throne's decoration are well-preserved.
The figure of Shakyamuni Buddha is seated in the lotus position on a throne, which is adorned with intricate carvings and embellishments. The throne itself is a masterpiece of craftsmanship, featuring detailed floral motifs and geometric patterns. The backrest of the throne is decorated with a circular design, possibly representing the sun or moon, adding to the overall aesthetic appeal.
The figure of Shakyamuni Buddha is depicted with a serene expression, symbolizing his enlightenment and wisdom. The blue turban, a common attribute in Tibetan Buddhist art, signifies the Buddha's royal lineage and his connection to the divine. The figure's posture and the positioning of its hands suggest a meditative state, further emphasizing the spiritual significance of the piece.
This gilt-bronze figure of Shakyamuni Buddha is not only a work of art but also a valuable historical artifact, offering insights into the artistic and cultural traditions of Tibet during the 18th century. Its rarity and excellent condition make it a highly sought-after item for collectors and enthusiasts of Asian art.
A 24-karat gold statue of the Buddha, seated in meditation with his hands in the mudra of dharmachakra, is adorned with a crown of turquoise and coral. The statue is set against a black background, highlighting its intricate details and vibrant colors.
Bekijk op website | web | https://www.aziatischekunst.com/pdf/3278-2/nieuw-gemaakte-nepalese-boeddha-op-troon-uit-nepal-3278-2 | 0.42133 | {
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https://www.childrensmentalhealthweek.org.uk
Mental-health apps and online support sites, set up and run by qualified and experienced mental health professionals, can offer both support and counselling as well as helping to pro-actively look after one's own mental health; cope with difficult emotions; and learn to develop healthy habits around mental wellbeing.
Here are a few out there to consider.
Stem4 is a charity that aims at improving teenage mental health by 'stemming commonly occurring mental health issues at an early stage'. By raising awareness, sharing information on how to recognise the early warning signs and by providing effective coping strategies for friends, families, schools and teens themselves, the aim is to stop mental-health issues progressing. It has developed two handy apps: Calm Fear (anxiety) and Calm Harm (self-harm), that give teens the tools to work through specific issues online, as well as a range of 'Head Ed' videos to educate on a range of common mental health concerns for young adults.
https://stem4.org.uk/story/#
For younger children and teens, SmilingMind is a modern meditation app suitable for those aged seven years and upwards. There are tailored programmes for different age groups and it acts as a preventative, daily practice to allow youngsters the time and space to de-stress and find balance. It is an Australian introduction to Mindfulness.
https://www.smilingmind.com.au/smiling-mind-app
SuperBetter is a great resource for gamers. Created by game designers, playing the web and app-based programme actually helps build personal resilience; motivation and optimism in the face of difficult challenges. Mimicking the quests (daily life), obstacles (disappointments/set-backs), allies (friends) and power-ups (inner strength) that we find in real life, it helps build resilience, which has been proven to be key in boosting both physical and emotional wellbeing.
https://www.superbetter.com/how_it_works
This week's theme is Express Yourself.
Expressing yourself is about finding ways to share feelings, thoughts, or ideas, through creativity. This could be through art, music, writing and poetry, dance and drama, photography and film, and doing activities that make you feel good.
It's important to remember that being able to express yourself is not about being the best at something or putting on a performance for others. It is about finding a way to show who you are, and how you see the world, that can help you feel good about yourself.
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Kingdom of Saudi Arabia Ministry of Education Intermediate Stage
4
Mark:
Listening Exam
l
Name: ………………………………… Grade: third Int. class: …………………
IS THIS TOM? This is Jerry Wilson speaking.
Hi jerry. How are things? Where are you? Are you still at college?
Yes, but I `m in town for a few days.
How are you doing? I'm ok.how is your family? What's everyone doing?
Well we are all fine.my father is still working in the bank.
My mom is a happy grandma. she is watching Carol`s baby lots these days. Carol's married you know.
She is working at hospital. She has a little girl.
That`s great. How about your brother?
Frank is at college. He is studying computers.
Frank at college! That s wonderful and what are you doing?
I`m finishing high school this year.
No ,I mean what are you doing now? Nothing special. How about a pizza. Good idea.
Listen. then answer:
Jerry is talking to Tom, complete the chart about Tom`s family. Write what each person is doing.
Kingdom of Saudi Arabia Ministry of Education Intermediate Stage
Mark:
4
Listening Exam
l Name: ………………………………… Grade: third Int. class: …………………
-listen then answer:
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1712102/UCYA21A
Time : Three hours
Maximum : 75 marks
SECTION A — (10 × 2 = 20 marks)
Answer any TEN questions.
Each question carries 2 marks.
1. State EAN rule.
2. What is chelating agent?
3. Name the following complexes :
] Cl O) [Cr(H 3 3 2 , Cl ] Cl ) [Co(NH 2 4 3 .
4. What are the classifications of carbohydrate? Give an example.
5. Give any two methods of control of diabetes.
6. What is isoelectric point?
7. What are the functions of nucleotides?
8. What are conjugated proteins?
9. What is buffer solution? Give an example.
10. Define degree of hydrolysis.
11. What is crystallisation?
12. What are the applications of column chromatography? (any two).
SECTION B — (5 × 5 = 25 marks)
Answer any FIVE questions.
Each question carries 5 marks.
13. Explain the formation of 2 4 ] [Ni(CN) complex.
14. How is aluminium estimated using oxime?
15. What are the differences between glucose, fructose and sucrose?
16. Describe the secondary structure of protein.
17. What are the advantages and disadvantages of glass electrode?
18. Discuss the hydrolysis of salt of weak acid and strong base.
19. Explain the principle of volumetric analysis.
20. Explain principle and application of paper chromatography.
1712102/UCYA21A 2
SECTION C — (3 × 10 = 30 marks)
Answer any THREE questions.
Each question carries 10 marks.
21. What are the biological role of heamoglobin and chlorophyll?
22. Explain the interconversion of glucose to fructose and fructose to glucose.
23. Distinguish DNA and RNA.
24. What is corrosion? Explain any two methods of prevention of corrosion.
25. Discuss gas - liquid chromatography with neat diagram.
————————
3
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Story 1910 (1995 Tape 4)
Narrator: Güler Soytaş, 45, attorney
Location: Antalya, capital of Antalya Province
Date: August 12, 1995
Credibility: Nasreddin Hoca¹ vs Donkey
One day one of Nasreddin Hoca’s neighbors knocked on his door. When the Hoca opened the door, the neighbor said, “Hoca, could you please let me borrow your donkey for a few hours?”
Nasreddin Hoca did not wish to make such a loan to this man, but he did not want to offend his neighbor by flatly refusing his request. Instead, he answered, “My donkey is not here right now.”
But the Hoca’s donkey was actually in his stable, and right at that moment it began to bray loudly. Hearing this, the neighbor said, “Aren’t you ashamed of yourself, Nasreddin Hoca? You are a grown man, but you have just now told a lie!”
Nasreddin Hoca answered very calmly, “You are the person who should be ashamed. How can you give more credence to the statement of a donkey than you do to my statement?”
¹A hoca is the preacher and religious leader of a community. In the pre-Republican era the hoca was also the community’s teacher, for education was then the responsibility of the clergy. Separation of “church” and state in the Republic required that teachers be people with secular rather than religious training. Nasreddin Hoca belonged to the earlier period. For centuries he has been Turkey’s most beloved comic folk character. | web | http://aton.ttu.edu/narratives/wmVol_63-1910_Credibility--Nasreddin_Hoca_vs_Donkey.pdf | 0.429192 | {
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AGRICULTURAL
SYSTEMS
Plant Improvements Improve Livelihoods
Variations in climate, soil, resources and customer demand require plants that are bred and adapted to specific farming regions. Environmental changes cause new pests and diseases to emerge that create the need for improved plant varieties that can withstand these pressures. Landgrant universities are home to some of the world's leading plant breeders and variety programs to keep people adequately fed and farm operations profitable.
SUCCESSFUL EXAMPLES INCLUDE:
* Researchers in Washington are working to help grape growers roll back a devastating virus that withers vines and shrivels harvests. Grapevine leafroll disease is the most complex viral disease affecting wine grapes worldwide, costing growers millions of dollars in damaged vines and lost productivity. Uncontrolled, it can cause $25,000 to $40,000 in damages per hectare, reduce yield and harm fruit quality. The researchers discovered a genetic approach to successfully replicate one of the main culprits behind the disease, a virus known as leafroll 3. The advance opens the door for experiments and treatments to protect valuable Washington vineyards. Studies are in progress to infect grapevines with synthetic copies of the virus to unravel the many intrigues of leafroll disease in a systems biology approach for designing novel control strategies.
researchers are using molecular markers linked to resis tance to identify disease-resistant plants that may lead to more effective breeding procedures. Next-generation gene sequencing technologies are helping to identify candidate genes for resistance. The goal is to provide chile farmers with a disease-resistant plant variety that can lower the risk of crop loss.
* Efforts made by Georgia researchers to supply stress-tol erant turfgrass and more efficient cultivars contribute to a healthier environment and economic benefits for the grow ers and their customers.
* Chile pepper processing in New Mexico is an industry worth more than $500 million. Chile wilt disease can totally destroy fields, with potentially devastating economic and cultural effects throughout the state. Planting resistant vari eties is the best way to manage the disease. New Mexico
* Helping the vital potato industry continue to thrive is of utmost importance for potato researchers in Oregon, Washington and Idaho. This tri-state collaboration has produced 40 improved potato varieties with better resistance to diseases. In the past 10 years, the value of tri-state varieties has increased by approximately $190 mil lion. These varieties are now grown on more than 143,000 acres in the Pacific Northwest, with value to growers esti mated at $600 million.
www.landgrantimpacts.org
AGRICULTURAL SYSTEMS
ABOUT LANDGRANTIMPACTS.ORG
The Land-Grant University System is a uniquely American institution, and has operated successfully for more than a century. The landgrantimpacts.org website documents and demonstrates the collective and individual impacts of the national system of joint teaching, research, and extension institutions.
Prepared by the National Impacts Database Communications Subcommittee, supported by ESCOP, ECOP and USDA/NIFA.
02/2020
Photograph provided by the USDA. | web | https://landgrantimpacts.org/wp-content/uploads/sites/3/2020/03/Ag-Summary1-ImprovingPlants.pdf | 0.423292 | {
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HW 1
Problem 1
Is an "efficient" steel beam or steel connection "economical"? Why or why not? Most steel beams are I shaped in section ("wide flange beams") – what makes these sections efficient, what is it about them that makes them not efficient but economical?
Problem 2
Read MSC article on "How Steel is Made" posted as a PDF on the class website. "We take steel beams for granted as the bones of new buildings, but how are they made?" What did you learn from this article that you did not know before? This should be a quick paragraph of text or so.
Problem 3
On website you will see link to "AISC Steel Manual 14th Ed Section Props PDF". Open it and find a wide flange beam named... W12x19. Draw this beam on your 8.5"x11" sheet of paper to 1:1 scale using the data shown bf, tf, d, etc etc. Point to what is web, what is flange, and what does the 12 and the 19 mean in the W12x19?
Problem 3
Draw the stress-strain diagram for A36 steel (note Fy = 36ksi) - this is what we did in class.
Problem 4
Read the info on load paths on the assigned reading on the website "AISC Architects Guide Systems" - notice figure 2, and draw a load path of how the BEB building works structurally. To understand load paths, just imagine you are standing on the structure and describe how your weight gets transferred through the structure to the earth in discrete steps (slab to joists, joists to beam/girder/walls, etc). If you are unsure about how the column or wall loads transfer to the earth, you can assume it is on a spread footings or pile caps. Draw figures and describe each step. Also most strength of materials books will help you understand this (for example, see fig 4.15,8.35, 13.21, 13.26, 16.13, 17.1, or 18.2 of "Understanding Structures" or figure 1.4(c) of the book "Structures" in library for an example of describing the load paths of a structure).
Problem 5
Statics Review: Calculate the magnitude and direction of the Resultant force on this system (answer should be a vector with magnitude and angle from horizontal)
Problem 6
Statics review: The force F = 4 kips and the angle shown is 25 degrees, what the moment about point A?
Problem 7
Statics review: What are the 2 reactions for this beam…. (hint: just the reactions, we will do moments and beam design later) | web | http://structuresworkshop.com/files/2017_RISD_2154_HW_1.pdf | 0.498562 | {
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Graduated Approach – Great Teachers, Great Learners
Phase 1
This is a flexible model of assessment and intervention in school to help all children through a plan, do review cycle at every phase. The approach recognises that there is a continuum of SEND (from low to high need). Where necessary, increasing specialist expertise can be sought to address the difficulties that a child may be experiencing.
High Quality
Planning for All
Differentiation for All
Child Discussion
CPD, Supervision
Appraisal
Individual
Reflection
Peer Support
Team Support
Key Stage
Support
Subject
Specialist
Support
Observations /
Phase 3
IEP: Highly Flexible Personalised Response
Rigorous Monthly
Feedback
Phase 4
Direct
External
Support
TAM
Phase 5
Multi Agency
Involvement
+
Feedback
EHCP
Phase 2
SENCO Consultation
Specialised
CPD
Group
Surgery /
Consultation with EP
Coaching
+
+
SEND Support: When a class teacher identifies that a pupil is making little or no progress, he or she will provide support, which is additional to or different from the usual differentiated curriculum. The class teacher remains responsible for working with the child on a daily basis and for planning and delivering an individualised programme.
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http://nottinghambonsaipa.com
Chinese Elm – Ulmus parvifolia
Origin: Asia
General info
Easy care tree that can be keep indoors or outdoors, good first bonsai can be styled in many forms. Zone 5-10
Over Wintering
Can be keep indoors were it will maintain leaves all winter. Outdoors will drop leaves with first frost and can be stored in unheated garage or shed. Be sure to check every couple of weeks and water if dry. If plant is keep outside bury the plant to top of pot or root ball to keep insulated throughout winter and water if needed when above freezing
Lighting
Indoors bright indirect to full sun the more light will give you better foliage. Outdoors half day of sun is best. Full day sun will require much more watering.
Watering
Water when soil is dry on top. Water plant thoroughly making sure all the soil has been moistens and not again until dry on top. Over watering main reason for failure so if not sure don't water
Feeding
Can use any houseplant food apply according to label
Training
Tree can be wire or trained by allowing shoots to extend to 3-5 nodes and then cut them back to fewer leaves
Repotting
Spring repotting is best, remove third of root ball and repot back in same pot with good well-draining potting mix | web | http://nottinghambonsaipa.com/Caresheets/ChineseElm.pdf | 0.494767 | {
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} | 89f906af3f0ee0ca62bd6a525f5836ed2af25bada9763a49817e524a28984f35 | ||
In the years 307-325 A.D. the eastern part of the Roman Empire was ruled by Emperor Licinius. Licinius fought against Constantine and tried to eliminate Christianity from the lands he controlled.
In one of the legions of the Roman army there were forty Christians who came from Cappadocia.* All were brave and well-trained soldiers, among the best in the army. In 320 their legion was staying in the Armenian town of Sebaste (now in Turkey).
The commander of the army, Agricola, ordered his soldiers to bring a sacrifice to the pagan gods. The forty Christian men refused to do that. Agricola, who was very hostile towards Christianity, tried to force the Cappadocian men to abandon their religion. First, he promised the soldiers different favours from the emperor. When that did not work, he began to threaten them with cruel punishment. The Christian soldiers were thrown in prison where they prepared to die for the holy faith. In prison they prayed and supported each other.
The next day, the soldiers were taken to a lake. It was winter, and the water was icy cold. The soldiers were stripped of their clothes and ordered to stand in the lake the whole night. To make the punishment worse, warm baths were set beside the lake as a temptation. One soldier could no longer stand in the freezing water. He ran towards the baths but fell dead to the ground before reaching them. The other soldiers continued to pray to the Lord asking Him for strength.
Next morning, the guards saw that the holy soldiers were still alive. In the air, above their heads, appeared thirty-nine radiant crowns. One of the guards, Aglaius, seeing the miracle of the true God, shouted, “I am a Christian too!” With these words, he took off his clothes and ran into the lake.
The soldiers were brought back to prison and tortured until they died. The Forty Holy Martyrs of Sebaste remained faithful to Christ to the end.
The bodies of the soldiers were burned, and their bones thrown into the river. The clergymen of Sebaste found the bones and secretly buried them with honour.
* Территория Каппадокии расположена в современной Турции. В древние времена страна отличалась сильными христианскими традициями. Многочисленные пещерные монастыри Каппадокии сохранились до наших дней.
Licinius [lə'si nɪəs]
Cappadocia [ˌkæpəˈdouʃə]
Armenian [əˈmɪnɪən]
Sebaste [seˈbaːstə]
Turkey ['tɔːki]
Agricola [əˈɡrɪ kə lə]
Словарь к тексту
eliminate, v. [ɪˈli mi neɪt] устранить, исключить, уничтожить
sacrifice, n. [ˈsæk rɪ faɪs] жертва
abandon, v. [əˈbænd dən] покидать, оставлять
favour, n. [ˈfeɪvər] услуга, посул, благосклонность
threaten, v. [θretn] угрожать
punishment, n. [ˈpʌnɪʃmənt] наказание
temptation, n. [tɛmpˈteɪʃən] соблазн, искушение
guard, n. [ɡɑːd] стражник
radiant, adj. [ˈreɪ di ənt] сияющий, светящийся
torture, v. [ˈtɔːtʃə] мучить
honour, n. [ˈɒnə] честь, почтение
Exercises
A. Ответьте на вопросы по тексту.
1. What part of the Roman Empire did Licinius rule?
2. Where did the martyrs come from? What was their profession?
3. In what country was Sebaste located at that time?
4. How did Agricola find out that forty of his soldiers were Christians?
5. How did Agricola try to make the soldiers abandon their faith?
6. What made the torture in the freezing lake especially cruel?
7. Where did the soldiers find strength?
8. Did all of them remain in the lake the whole night?
9. What did the guards see in the morning?
10. What did one of the guards do?
11. Who buried the bodies of the saints?
В. Найдите на карте территорию Каппадокии. Скажите по-английски, употребляя в каждом предложении подходящую форму глагола *to be*.
1. Каппадокия находится в Малой Азии.
2. Малая Азия расположена между Чёрным и Средиземным морями.*
3. В Каппадокии есть горы.
4. Остров Кипр расположен к (то) югу от Каппадокии.
Малая Азия — Asia Minor [əˈziəˌmaɪnə]
Кипр — Cyprus [ˈsaɪprəs]
Средиземное море — Mediterranean [ˌme di təˈreɪ ni ən]
* Названия морей в английском языке употребляются с определённым артиклем. На картах артикли не пишутся для краткости.
С. Первый ученик выбирает святого, житие которого описывалось в одном из уроков, не называя имени святого своему товарищу по парте. Второй ученик с помощью общих и специальных вопросов должен догадаться, кто этот святой. Диалог заканчивается, когда второй ученик спрашивает *Is it Saint…?* – и называет правильное имя. Потом ребята меняются ролями.
Примеры вопросов:
*Where was this saint born?*
*When was this saint born?*
*Who were the parents of the saint?*
*When is this saint’s feast day?*
*How long did the saint live?*
*How did she or he serve the Lord?*
*Is this saint a martyr?* и так далее.
D. Запишите перевод новых слов. Из выделенных клеточек выпишите буквы по порядку и прочтите имя одного из святых мучеников Севастийских.
1. светящийся, сияющий
2. честь, почтение
3. соблазн, искушение
4. жертва
St. Martyr ___ ___ ___ ___ ___ ___ ___ of Sebaste
E. Word-Building: Фразовые глаголы
Когда к глаголу в английском языке добавляется послелог, глагол меняет значение. Послелогом мы называем служебную часть речи, которая стоит после глагола. Послелоги часто по форме совпадают с предлогами, например: to make up – сочинять, выдумывать, make out – увидеть, разглядеть, различить.
К глаголам могут добавляться существительные (take place – происходить, случаться, take part – принимать участие, take effect – вступить в силу) и наречия (look back – оглядываться, let down – подвести, разочаровать, hand out – раздать). При этом значение глагола тоже изменяется, и образуются устойчивые сочетания (идиомы).
Устойчивые сочетания, образовавшиеся соединением глагола с послелогом или другой частью речи, называются фразовыми глаголами.
Один и тот же глагол может употребляться в разных сочетаниях, каждый раз при этом изменяя значение.
get up — вставать, подниматься
get over — оправиться от неприятности (или болезни)
get away — уезжать
get along — уживаться с людьми
get back — возвращаться
get together — собираться всем вместе
При переводе текста нужно быть внимательными, чтобы избежать дословного перевода фразовых глаголов. Распространённые фразовые глаголы указываются в словарях. Ниже приводятся примеры глаголов с послелогами.
carry on продолжать
call off отменять
catch up догнать
find out выяснить, узнать
look after заботиться о ком-то
look for искать
look up to восхищаться, брать с кого-то пример
pass away умереть
put off откладывать на потом
run into случайно встретиться, наткнуться на кого-то
talk into убедить, уговорить
throw away выбрасывать
Переведите предложения.
1. The story about the adventures of young King Edward VI, written by Mark Twain, takes place in sixteenth-century England.
2. His parents do not want him to go to summer camp this year, but he hopes to talk them into it.
3. The little boy respects his father very much and always looks up to him.
4. It is difficult to find something in his room because there are too many things in it. He never throws anything away.
5. Please do not put off this work until tomorrow. There is no time left.
6. Our family was very sad when our dear grandmother passed away.
7. Everyone in our class was disappointed when the camping trip was called off due to (из-за) bad weather.
8. I was ill for several days while our class studied new material in algebra. I hope I shall be able to catch up soon.
9. The two old friends were glad that they ran into each other and had a chance to talk.
F. Прочтите цитату из Первого Послания Коринфянам св. Апостола Павла вслух, вслед за учителем. Найдите её в Библии на русском языке.
So faith, hope and love abide, these three; but the greatest of these is love.
1 Corinthians 13:13
A. Найдите в словаре перевод следующих слов.
prodigal
inheritance
embrace
merrymaking
deserve
welcome
B. Прочитайте текст. Предложения, выделенные курсивом, цитируются из Евангелия от Луки (15:11-32) Найдите их в русском тексте Евангелия.
The Parable of the Prodigal Son
Once, Jesus told a parable about a man who had two sons. The younger son decided to leave his father’s home. He asked for his inheritance and received it.
Then, the younger son went to a far away country and, in a short time, spent all of his father’s money. Famine came to that country, and the young man suffered from hunger and need. Then he remembered his father. “I will rise and go to my father, and I will say to him, ‘Father, I have sinned against heaven and before you; I am not longer worthy to be called your son; treat me as one of your servants.’” (Luke 15:18-19)
The young man returned home. When his father saw him at a distance, he ran towards him, and embraced and kissed him. The father ordered his servants to bring the best clothes for his son and prepare a great feast to celebrate his return. “… let us eat and make merry; for this my son was dead, and is
alive again; he was lost, and is found.” And they began to make merry. (15:23-24)
The man’s older son was working in the field. As he was coming home, he heard the merrymaking. From the servants he found out that the celebration was for his younger brother who had returned. The older son was upset because he thought his brother did not deserve such a welcome. His father then told him, “Son, you are always with me, and all that is mine is yours. It was fitting to make merry and be glad, for this your brother was dead, and is alive; he was lost, and is found.” (15:31-32)
In this parable Jesus shows us how joyous our Heavenly Father is when a sinner repents and comes back to Him.
C. Найдите в таблице следующие слова и обведите их.
radiant clergy feast guard repent joyous spiritual martyr holy crown
| H C G U A R D K I R R I |
| O C M D P O M L G E A S |
| L G O I C W R B R P D P |
| Y L C L E R G Y A E I I |
| W A D Y C R O W N N A R |
| P F N G K I S M T T N I |
| O Y E Z O R L A L A T T |
| K O E A F U R R V E R U |
| H B O W S R S T I P R A |
| W I S E B T H Y J H Y L |
| J O Y O U S H R T B T S |
D. Найдите в большом англо-русском словаре несколько примеров употребления глагола *come* с послелогами. Выпишите их вместе с переводом.
1. ___________________________ ___________________________
2. ___________________________ ___________________________
3. ___________________________ ___________________________
4. ___________________________ ___________________________
E. Выучите наизусть цитату из урока. | web | http://englishforrussianorthodox.com/files/Lesson20.pdf | 0.472634 | {
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Contact:
NEWS
Minnesota Power Honored for Mercury Reduction Efforts
07-13-04
(Duluth, Minnesota) — — Minnesota Power's efforts to combat mercury pollution have been recognized with an international environmental award.
The company has been named winner in the Industry and Business category of the Lake Superior Binational Program's environmental stewardship awards program. It tied for the honor with Pinehurst Inn at Pikes Creek, Bayfield, Wis.
The Lake Superior Binational Program is a partnership of American and Canadian government agencies, First Nations/Tribes and citizen stakeholders working to protect and restore the natural environment of the Lake Superior Basin. Its U.S. branch is coordinated out of the Sigurd Olson Environmental Institute, Ashland, Wis.
The group praised Minnesota Power for having attacked the mercury emissions issue "from both the production and consumption side." It noted the full-scale mercury emissions control technology testing at Laskin Energy Center, Hoyt Lakes, Minn., and the company's design and construction of a model energy-saving house, the Millennium Star, in Duluth that consumes minimal electricity and thus reduces the demand for fossil fuel-fired generation.
Minnesota Power has been a national leader in the search for ways to reduce mercury emissions for more than 10 years. In the early 1990s, Minnesota Power volunteered to be one of eight sites around the country for a comprehensive assessment of emissions, including mercury, by the U.S. Department of Energy. The survey would become the industry benchmark.
In the late 1990s, Minnesota Power actively participated in the Minnesota Mercury Reduction Initiative, culminating in a voluntary agreement with the Minnesota Pollution Control Agency to work toward reducing mercury emissions and also mercury use in the workplace, where it can be found in electronics and instrumentation. As part of that effort, by the year 2000 Minnesota Power had reduced its mercury emissions by 15 percent to 20 percent compared to 1990 levels, becoming the only utility in Minnesota to be recognized by the MPCA for achieving a quantifiable reduction.
The Laskin research is part of an Electrical Power Research Institute study, but Minnesota Power is also testing promising technologies at other of its generating stations.
The Millennium Star, completed in late 1999, was designed for maximum energy efficiency, built with materials and techniques intended to achieve that. It has an annual heating bill of less than $300. Until it was sold late in 2003, tours of the house were offered to show how a housing space can be both livable and energy-efficient.
recycled paper
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Born Dayton, Ohio, June 27, 1872. Father died when a lad. Mother's eagerness for him to graduate from high school. Saving of his poems in the drawer of the kitchen table. Joy at first little gray book, "Oak and Ivy". Second volume, "Majors and Minors." Mother immortalized in "Malindy" Discovery by William Dean Howells. Famous article in Harper's Magazine, which made Paul. Famous dinner in New York. Reciting of poem, when called on to speak. Eager-ness of magazine editors to have poem, and his gleeful showing of rejection slips from a dozen editors present. The poem:
THE POET AND HIS SONG.
A song is but a little thing
And yet what joy it is to sing;
In hours of toil it gives me zest,
And when at eve I long to rest;
When cows come home along the bars,
And in the fold I hear the bell,
When Might, the shepherd, herds his stars,
I sing my song and all is well.
There are no ears to hear my lays,
No lips to lift a word of praise
But still, with faith unfaltering,
I live and laugh and love and sing.
What matters yon unheeding throng,
They cannot feel my spirit's spell,
Since life is sweet and love is long,
I sing my song and all is well.
My days are never days of ease,
I till my ground and prune my trees,
When ripened gold is all the plain,
I put my sickle to the grain.
I labor hard and toil and sweat,
While others dream within the dell;
But even while my brow is wet,
Sometimes the sun, unkindly hot,
My garden makes a desert spot;
Sometimes a blight upon the tree
Takes all my fruit away from me;
And then with throes of bitter pain
Rebellious passions rise and swell;
But--life is more than fruit or grain,
And so I sing, and all is well.
THE WASHINGTON EAGLE
"UNBRIDLED SERVANT OF THE PEOPLE"
907 YU STREET, N.W.
WASHINGTON, D.C.
Output of work in the ten years in which he was actively working quite extensive.
Four novels
Four books short stories
Ten books of poems
Libretto for three musical comedies
Essays and film criticism.
Was fond of defining his limitations. In fact one of his most amusing poems is called "LIMITATIONS"
If you's only got de powah fe' to blow a little whistle
Keep ermong de people wid de whistles,
If you don't you'll find out shortly day yyou's thowed yo' fines' feelin's
In a place dat's all a bed of thistles.
Waint no use agoin' now ez sho ez you bo'n,
A-squeakin' of yo' whistle 'gainst a great big horn.
If you ain't got but a teenchy bit o' victuals on de table,
What's de use o' claimin' hits a feas?
Fu de folks is mighty 'spicious, an' deys' ap' to come a-peerin',
Lookin' fu de scraps you lef' at leas.
W'en de meal's a hidin' from de meal bin's top,
You needn' talk to hide it; if you sta'ts, des' stop.
If you min' can only carry half a pint o' common idees,
Don' go roun' a-sayin' hits a barl.
Ca'se de people gwine to test you, an' dey'll fin' out you's a -lyin'
Den dey'll twis all your sayin's in a snarl.
Wuss ting in de country day I evah hyeahed--
A crow dat sat a squawkin', "I's a mockin' bird."
A charming philosophy of life is exemplified in
DIFFERENCES
My neighbor lives on the hill
And I in the valley dwell,
My neighbor must look down on me,
Must I look up?--ah well--
My neighbor lives on the hill,
And I in the valley dwell.
My neighbor reads and prays,
And I--I laugh, God wot,
And sing like a bird when the grass is green
In my small garden plot;
But ah--he reads and prays,
And I--I laugh, God wot.
His face is a book of woe,
And mine is a song of glee;
A slave he is to the great "They say,"
THE WASHINGTON EAGLE
"UNBRIDLED SERVANT OF THE PEOPLE"
907 YOU STREET, N.W.
WASHINGTON, D.C.
But I—I am bold and free;
No wonder he smacks of woe,
And I have the tang of glee.
My neighbor thinks me a fool,
"The same to yourself," say I:
Why take your books and take your prayers,
Give me the open sky"
My neighbor thinks me a fool.
"The same to yourself," say I.
Which suggests his quatrain on
THEOLOGY
There is a heaven, for ever, day by day,
The upward longing of my soul doth tell me so.
There is a hell, I'm quite as sure, for pray
If there were not, where would my neighbor go?
This section of the United States will be interested in his poem commemorating the Battle of the Brandywine. In old volume of Skinner's Myths and Legends of Our Own Land he came across the brief story of Black Samson, and incorporated it into the ballad
BLACK SAMSON OF BRANDYWINE
Gray are the pages of record,
Dim are the volumes of old,
Else had old Delaware told us
More than her history held;
Told us with pride in the story,
Honest and noble and fine,
More of the tale of my hero,
Black Samson of Brandywine.
Sing of your chiefs and your nobles,
Saxon and Celt and Gaul,
Breath of mine ever shall join you,
Highly I honor them all.
Give to them all of their glory,
But for this noble of mine,
Lend him a tithe of your tribute,
Black Samson of Brandywine.
There in the heat of the battle,
There in the stir of the fight,
Loomed he an ebony giant,
Black as the pinions of night.
Swinging his scythe like a mower,
Over a field of grain,
Needless the care of the gleaners,
Where he had passed amain.
Straight through the human harvest,
Cutting a bloody swath,
Woe to you, soldier of Briton,
Death is abroad in your path!
907 YOU STREET, N.W.
Flee from the scythe of the reaper,
Flee while the moment is thine,
None may with safety withstand him,
Black Samson of Brandywine!
Was he a freeman, a bondman?
Was he a man or a thing?
What does it matter? His bravery
Renders him royal, a king.
If he were only a chattel,
Honor the ransom may pay,
For the loyal, the royal black giant,
Who fought for his country that day.
Noble and bright is the story,
Worthy the touch of the lyre,
Sculptor or poet should find it,
Full of the stuff to inspire.
Beat it in brass and in copper,
Tell it in storied line,
So that the world may remember,
A dialect poem not so well known as others is pertinent just now, with the presidential campaign letting loose scores of orators upon a defenceless public. Dunbar pays his respect to the campaign orator in
**SPEAKIN' AT DE COURTHOUSE**
Dey been speakin' at de courthouse,
An' laws a massy me,
Twas de beatenes kind o' doin's
Dat ever I did see.
Of cose I had to be there
In de middle of de crowd,
An' I hollahed wid de others,
W'en de speaker riz an bowed.
I was kind o' disappointed
At de smallness of de man,
Case I'd alers pistered great folks
On a mo' expansive plan;
But I t'ought I could respect him
An tek in de words he said,
Fu' dey sho was somep'n knowin'
In de bald spot on his head.
But hit did seem sort o' funny
Af'ah waitin' fu' dat
Dat de people kep'
But hit did seem sort o' funny
Aftah waitin' fu a week
Dat de people kep' on shoutin'
So de man des' couldn' speak;
De ho'ns dey blared a little,
Den dey let loose on de drums,--
Some one tol me dey was playin'
"See de Conkerin' hero comes."
"Well," says I, "you all is white folks,
But you's cuttny actin' queer,
What's de use of heroes comin'
Ef dey cain't talk when dey's he'e?"
After while dey let him open,
An' dat man, he waded in,
An he fit de wars all ovah,
Winnin victories lak sin.
W'en he come down to de present,
Den he made de feddahs fly.
He des waded in on money,
An he played de tariff high.
An he said de colah question,
Hit was ovah, solved an' done,
Day de black man was his bro'dhan,
Evah blessed mothah's son.
Well he settled all de trouble
Dat's been pesterin' de lan',
Den he sat down mid de cheerin'
An de playin' of de ban.
I was feelin' moughty happy,
'Twell I hyeahed somebody speak,
Well, dat's HIS side of de business,
But you wait fu' Jones nex' week."
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2018-2019 ImPACT Concussion Management Program Consent Form
For the 2018-2019 school year, it is mandatory for student-athletes participating in the sports below to complete the ImPACT Concussion Management Baseline Test before regular season tryouts begin. We are requiring ALL athletes in grades 7-12 to complete the baseline test every two years. These specific sports were identified as "higher-risk sports" after consulting with physicians, neuropsychologists, the Hawaii Athletic Trainers' Association and other experts in the field.
FALL SPORTS
WINTER SPORTS
SPRING SPORTS
* Volleyball
* Basketball
* Cheerleading
* Soccer
* Judo
* Wrestling
* Canoe Paddling
* Softball
* Sailing
* Intermediate Tennis
* Varsity Tennis
* Track & Field
* Waterpolo
The ImPACT program will assist our registered nurse and school personnel in evaluating and treating head injuries (e.g., concussions). In order to better manage concussions sustained by our student-athletes, we have acquired a software tool called ImPACT (Immediate Post Concussion Assessment and Cognitive Testing). ImPACT is a computerized exam utilized in many professional, collegiate and high school sports programs across the country to indicate and manage concussions. If an athlete is believed to have suffered a head injury during a school competition, ImPACT is used to help determine the severity of the head injury and when the injury has healed. This test is used as an indicator, not a diagnosis. An injured athlete will need to seek medical attention to diagnosis a concussion.
The ImPACT test will establish a baseline score prior to beginning practice or competition in a contact sport. If an athlete has received a concussive injury, the injured athlete is reassed and the scores are compared to the baseline score. Athletes will only be considered to return to their activities if the post-injury scores are comparable to the baseline scores. Although it is our goal to test all athletes prior to the tryouts for each season, we may be administering the tests during the season due to limited resources and due to the challenge of testing a large number of athletes.
The non-invasive ImPACT test is set up in "video-game" type format and takes about 20-30 minutes to complete. It is simple, and many athletes enjoy the challenge of taking the test. Essentially, the ImPACT test is an athletic physical exam of the brain. It tracks information such as memory, reaction time, speed, and concentration. It is not an IQ test.
If a concussion is suspected, the athlete will be required to re-take the ImPACT test. Both preinjury and post-injury test results are evaluated by our nurse and/or the Pac- 5 athletic trainers, who may consult with a neuropsychologist/neurologist as part of the evaluation process. The information gathered can also be shared with your family doctor. The test data will enable health professionals to determine when return-to-play is appropriate and safe for the injured athlete. If an injury of this nature occurs to your child, you will be promptly contacted with all details.
We wish to stress that the ImPACT testing procedures are non-invasive, and they pose no risks to your student- athlete. Please sign and return this page.
For more information about the ImPACT test, please visit Edline/ Athletics/ ImPACT Test. If you have any further questions regarding this program please contact Missy Kilbey, Athletic Director.
I have read the above information. I understand its contents. I have been given an opportunity to ask questions and all questions have been answered to my satisfaction. I agree to participate in the ImPACT Concussion Management Program.
Student-athlete name (please print):
Grade: Sport(s):
Signature of Parent/Guardian:
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Homily For 26th Sunday Of Ordinary Time October 1, 2018 Fr. Christian Bui
As we celebrate on this twenty sixth Sunday of ordinary time, we thank and praise God for the gift of his Spirit to all of the Spiritual leaders, including the spiritual leader of St. Edward community
Today, our first reading and gospel have a lot in common. Both of them are manifestations of the fact that God has no favorite (Act 10, 34). He chooses and uses those that please him for his mission. It also proves that the Spirit of God is the one that empowers to do good. In both readings, we see men outside the "camp and the group of disciples" prophesying and preaching in the power of the Holy Spirit; and also casting out devils in the name of Jesus respectively. We also see the zealous and envious disciples getting afraid and worried. Being afraid for their own positions and the authority of their masters, they made efforts to stop them from participating in the ministry and mission of God.
In both cases, Moses and Jesus refused to yield to the fears and request of their disciples. This is because, it is in line with the will of God that all men should receive the spirit of God and be motivated to do good works. This good work includes, prophesying and preaching the good news of the kingdom of God. This was why Moses responded: "…If only the whole people of the Lord were prophets and, the Lord gave his Spirit to them all." And Jesus told his disciples : "You must not stop him; No one who works a miracle in my name is likely to speak evil of me…" So for both Moses and Jesus, it was a good development. Their responses to their disciples simply show that they were opposed to the spirit of envy over the gifts of others. It also shows how modest and meek their hearts are.
Today, St. James warns us against oppression, suppressions and injustices of all kinds against the weak, the poor and those who do not belong to our, group, fold or class. Rather than oppress and suppress them, we should build and help them to grow up physically and spiritually. We should not strangle the true spirit of God at work in others due to envy or by being overzealous. Doing this means being unjust like the oppressive rich that James condemned in today's second reading. Rather, we should be messengers of justice, peace, progress, charity, mercy and compassion. This is what the Holy Father Pope Francis is calling all Christians and Catholics at all levels of faith to do.
Finally, another important lesson we must learn today is that God works in mysterious ways and does not reason like us humans. Therefore, he tells us through the prophet Isaiah: "My ways are not your ways, and my thoughts are not your thoughts. Just as the heavens are higher than the sky so are my thoughts and my ways higher than yours" (Is 55:8-9). This is simply to say that by allowing his spirit to operate in those outside the camp of Moses and the disciples of Jesus, God sees much better than us humans. He chooses whoever he wants and empowers him or her for his mission. Also, it is his desire that all of us his children be filled with his spirit in order to work for the establishment of His Kingdom in all hearts. | web | https://saintedward.org/documents/2018/10/Bui%209-30-18.pdf | 0.435501 | {
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Disease surveillance thresholds
14 September 2023
Key points
The above standards apply to refugee camps and to out-of-camp (including urban) situations.
Prepare an outbreak preparedness and response plan. Ensure that sampling materials and transport media are available onsite for the infectious agents most likely to cause a sudden outbreak.
Train healthcare staff and community health workers to detect and report potential outbreaks. Provide refugees and host populations with simple information on the symptoms of epidemic-prone diseases; inform them where they can go for help.
A disease outbreak occurs when the number of cases of disease exceeds what would normally be expected in a given community, geographical area, or season.
An epidemic occurs when an infectious disease spreads rapidly to many people.
Overview 1.
A disease's potential to cause an outbreak determines whether it should be under surveillance. An 'alert threshold' (or 'epidemic threshold') indicates the level of incidence above which a disease requires an urgent response. Each disease has a specific threshold that depends on its infectiousness, other determinants of transmission, and the degree to which it is locally endemic.
Disease control measures must be specifically developed to halt transmission of the disease agent that causes the outbreak. Often, knowledge of the agent is already available to guide the design of appropriate control measures. In general, response activities include: controlling the source or preventing exposure (for example, by improving water outlets to prevent cholera); interrupting transmission or preventing infection (by mass vaccination to prevent measles, or use of LLINs to prevent malaria); or modifying host defences (by prompt diagnosis and treatment, or
Main guidance 2.
Emergency standard
Diseases for which a single case may indicate an outbreak: cholera, measles, acute flaccid paralysis/polio, yellow fever, viral haemorrhagic fevers.
Malaria: 1.5 times the baseline over the previous 3 weeks.
Watery diarrhoea: 1.5 times the baseline over the previous 3 weeks.
Bloody diarrhoea: 5 cases.
Meningitis: 5 cases or 1.5 times the baseline over the previous 3 weeks.
Longer-term standard
The above standards apply to emergencies and long-term situations.
Links 3.
UNHCR Public Health iRHIS The Sphere Handbook
Main contacts 4.
UNHCR Public Health Section, Division of Programme Support and Management. At: [REDACTED_EMAIL] | web | https://emergency.unhcr.org/print/pdf/node/552 | 0.480489 | {
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State of New Hampshire Department of Safety
Homeland Security and Emergency Management
110 Smokey Bear Boulevard, Concord, N.H. 03301 Mailing: 33 Hazen Drive, Concord, N.H. 03305
FOR IMMEDIATE RELEASE
Saturday, April 20, 2019 Paul D. Raymond, Jr. Community Outreach Coordinator NH Homeland Security & Emergency Management C: ([REDACTED_PHONE]
PRESS RELEASE
NWS ISSUES FLOOD WARNINGS, HSEM URGES RESIDENTS TO BE PREPARED
CONCORD, NH – The National Weather Service in Gray has issued several Flood Warnings in New Hampshire. Flood Watches remain in effect in other parts of Coos, Grafton, Carroll, Belknap, Merrimack, Cheshire and Sullivan counties. The entire State of New Hampshire is currently under a Hazardous Weather Outlook.
"A flood warning is issued when flooding is imminent or already occurring," HSEM Assistant Director Jennifer Harper said. "If advised to evacuate, do so immediately."
"A flood watch means there is potential for flooding based on the current forecasts," Harper continued. "Those living in areas prone to flooding should be prepared to take action should flooding develop."
The National Weather Service in Gray issued the following Flood Warnings:
- The Pemigewasset River at Woodstock until Sunday afternoon.
- The Ammonoosuc River at Bethlethem until late Saturday night.
- The Saco River at Conway until late Sunday night.
- The Androscoggin River at Gorham from this evening until Sunday evening.
- The Pemigewasset River at Plymouth from this evening until late Sunday night.
- The Connecticut River at North Stratford from late tonight until Sunday morning.
- The Connecticut River near Dalton from this evening until further notice.
- The Connecticut River at Wells River/Woodsville from Monday morning until further notice.
Widespread minor to moderate flooding is possible. Residents should remain alert for flooding of small rivers and streams and urban street flooding and avoid driving on flooded roadways.
Harper also offered the following recommendations:
- Monitor local conditions, particularly in areas that have flooded before.
- Have what you need and know what to do to be safe.
- Heed evacuation requests from local public safety officials.
- Do not drive through flood waters on roadways. Adjust speeds for road conditions – even ponding on roadways can be hazardous.
- Stay clear of downed power lines and assume they are live. Call your utility, police or fire department to report downed power lines.
- Report power outages to your electric utility.
- Check on the welfare of elderly or handicapped relatives or neighbors.
- Visit ReadyNH.gov to learn what to do to stay safe.
Follow NH HSEM on Twitter at https://twitter.com/NH_HSEM and Facebook at https://www.facebook.com/NH.HSEM. Also, sign up for NH Alerts to receive emergency information via your mobile and landline phones, including severe weather alerts from the National Weather Service and emergency information from NH HSEM. To learn more about NH Alerts and other preparedness tools, visit: www.readynh.gov or call HSEM at ([REDACTED_PHONE]. | web | https://www.nh.gov/safety/divisions/hsem/news/documents/2019.04.20-1300-FloodWarningRelease.pdf | 0.488187 | {
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A GUIDE TO:
STAYING CREATIVE IN QUARANTINE
REVAMP YOUR WARDROBE
Try putting together new outfits or reworking old clothes. For example, you could give your denim a more distressed look, tie-dye a white shirt, or make scrunchies out of extra fabric.
WRITE IN A JOURNAL
For the majority of us, today's circumstances are unlike anything we have ever lived through. Keeping a journal is worthwhile in that it will allow you to recall specific details about this time. It also gives you an opportunity to let out the many emotions you are probably dealing with right now.
LEARN TO COOK
Why not use this time to get crafty in the kitchen? Try following a funky recipe or even coming up with your own. Once you're comfortable, try cooking a meal for your family.
SET UP YOUR PLAYLISTS
Listening to music is a great way to pass the time and keep your spirits up in quarantine. Try sorting your favourites into a series of playlists for different settings.
MAKE A POST-QUARANTINE BUCKET LIST
If social distancing has taught us anything, it's to never take the joys of everyday life for granted. Try making a list of things you are excited to do once restrictions are lifted.
LEARN A NEW SKILL
Try using this time to learn something you have always wanted to. Whether it be painting, learning a new language or anything in between, now is the perfect time to give it a go.
WHAT ARE YOU WAITING FOR? GET CREATIVE!
This guide is brought to you by the Peer Tutors of Gleneagle Secondary School
By Lucy and Riley | web | http://www.sd43.bc.ca/school/gleneagle/_layouts/15/download.aspx?SourceUrl=/school%2Fgleneagle%2FPublications%2FStaying+Creative+in+Quarantine+(2020)-+pdf+(5).pdf | 0.431187 | {
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STRATFORD PUBLIC SCHOOLS
BOARD OF EDUCATION
ADMINISTRATION
JASON KORZAN, PRESIDENT JOHN COTHREN, VICE PRESIDENT SCOTT MILLER, CLERK SHAWN MANN, ALT. CLERK JIMMIE JARRELL, MEMBER
MICHAEL BLACKBURN, SUPERINTENDENT PAUL SAVAGE, HIGH SCHOOL PRINCIPAL TONY PRICHARD, HS ASST. PRINCIPAL TRACY FELAN, MIDDLE SCHOOL PRINCIPAL ANGELA MARTIN, ELEMENTARY
Dear Parent:
Stratford School feels it is important to inform you about the dangers of meningococcal disease, commonly known as meningitis, a potentially fatal bacterial infection that can strike teenagers and college students. The disease can come on quickly and may cause death or permanent disability within hours of the first symptoms, although rare the disease may be prevented through vaccination.
The U.S. Centers for Disease Control and Prevention (CDC) now recommends routine meningococcal disease immunization at the preadolescent doctor's visit (11 to 12 years old). For those teenagers who have not been previously vaccinated, immunization also is recommended at high school entry and for all incoming college freshmen who will live in a dormitory (only one shot required).
Teenagers and college students have an increased rate of meningococcal infection compared to the general population, accounting for nearly 30 percent of all U.S. cases annually. Of those who survive, up to 20 percent suffer longterm disabilities, including brain damage, loss of hearing, organ failure and limb amputations.
Meningococcal disease can be misdiagnosed as something less serious, because early symptoms are similar to those of influenza or other common viral illnesses, including high fever, headache nausea and stiff neck. That is why immunization is so important. A conjugate meningococcal vaccine is now available that public health officials anticipate will provide longer protection against four of the five strains of bacteria that cause meningococcal disease. Although teenagers and college students are at increased risk for contracting the disease, up to 83 percent of cases in this population may be prevented through immunization.
I encourage you to speak to your child's physician about meningococcal disease and to consider immunization. For more information about meningococcal disease and immunization, you can visit the CDC web site at www.cdc.gov.
Sincerely,
Michael Blackburn | web | https://s3.amazonaws.com/scschoolfiles/393/meningitis_letter.pdf | 0.434402 | {
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Mercury
This photomosaic of Mercury is composed of images taken by the Mariner 10 as it flew by the planet after the first encounter in March 1974. The image shows the Caloris basin at the left of the terminator surrounded and filled by younger smooth plains deposits. This 1,300 km diameter impact basin formed about 4 billion years ago when a large asteroid or comet struck Mercury. The smooth plains resemble the lunar maria, the smooth, dark lava plains that are concentrated on the Moon's near side. However, the Mercurian plains display less contrast in reflectivity with heavily cratered terrain shown on the right, top and bottom than is seen between the lunar maria (dark) and the lunar highland (light). (Courtesy of NASA) | web | http://records.viu.ca/~mcneil/somerville/19.pdf | 0.435717 | {
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英文科試題卡-範例
試題編號：
001
題 型 ：
單題： ■字彙題、
□對話題
題組題：□綜合測驗、□閱讀測驗
共 小題
（閱讀題組）文章內容：
試題內容：
Because of crop failure, millions of people are starving and in need of food _____.
選項：
（
A
）
lack
（B）hunger
（
C
）
aid
（D）crisis
正 確 答 案 ：
C
難度預 估： ■易 □中
□難
命題理念： 基礎單字
出處出版 地：
網 址：
書 名：
出版書局： ◎◎出版社
出版年月：
作 者：
頁 次：
命題者
命 題 者： 陳小華
日 期： 105 年 05 月 09 日
英文科試題卡-範例
試題編號：
A-01
題 型 ：
單題：
□字彙題、 □對話題
題組題：■綜合測驗、□閱讀測驗
共 5 小題
（閱讀題組）文章內容：
Many adults can still remember seeing lots of fireflies when they were kids. Children these days, 1 , seldom have the opportunity to see these wonderful creatures. This is because fireflies, particularly the females, are affected by light pollution. To preserve these glow worms, we have to protect them 2 light and other threats. A popular site for watching fireflies is the low-lying mountains of Taichung, 3 in forest parks where tens of thousands of the insects glow in the dark. Of about 55 species of fireflies known in Taiwan, nine species 4 here. The largest number of fireflies displaying their lights can be seen between early April and mid-May. Other times of the year to see fireflies 5 the months of July and November. The warm and wet climate during these periods is ideal for fireflies to find their mates.
試題內容：
選項：
（A）therefore
（B）moreover
（C）likewise
（D）however
正 確 答 案 ：
D
難度預 估： ■易
□中 □難
命題理念： 轉折語的用法
出 處 出版書局：
網 址：
http://www.chinapost.com.tw/travel/taiwan-central/taichung/2009/05/0 4/206680/Stars-on.htm
書 名：
出 版 地：
出版年月： May 4, 2009
作 者： Priya L. Purswaney
頁 次：
命題者
命 題 者： 陳小華
日 期： 105 年 05 月 09 日 | web | https://tcte.edu.tw/index.php?mod=TVETest/enlist/fn/Enlist_ENG_template.pdf | 0.442359 | {
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Largest Arch Bridge in the World
Over 50,000 Tons of Steel to Span Sydney Harbour
Last month we related how the proposals for the Sydney Harbour Bridge gradually developed into a definite scheme, and we described the bridge in detail. This month we deal with the problems involved in its construction and of the difficulties with which bridge-builders have to contend.
The erection of any bridge—and especially of such a huge structure as that which is to span Sydney Harbour—calls for the highest skill and engineering knowledge. Nothing can be left to chance, for the loss of hundreds of lives and of vast sums of public money might be the result of the slightest error in calculation. For years, therefore, work has been going on, on paper, in respect of this bridge, and calculations of strains and stresses, of the resistance of metals, and a hundred and one other things. Every small part has been fitted into position in theory. The place of every rivet and every bolt has been determined, and a legion of draughtsmen have been and still are at work on the detailed plans—the "blue-prints" of the engineering world.
Not the least of the many problems that confront the builder of bridges is the strength of his materials. A faulty girder or a badly cast truss may spell disaster or at least the ruin of many months of work, and consequently the most rigorous tests are applied, in a manner that will be described shortly.
Enormous Strains and Stresses
The Sydney Harbour Bridge will be called upon to resist enormous strains and stresses. Apart from its own tremendous weight of more than 50,300 tons, it will have to withstand the constant force of the wind and in a gale of hurricane violence the strain from this cause alone will be terrific. Quite apart from such outside causes as this, a tremendous strain will be imposed by the ordinary day's work of the bridge. The structure is designed to carry 160 trains, 6,000 vehicles and 40,000 foot passengers per hour and it is calculated that with a full load the deflection at the centre of the bridge will be $4\frac{1}{2}$ inches.
The greatest pressure that each of the steel bearings—there will be two at each end—will have to carry will be 40,190,000 lb. Of this tremendous stress 73 per cent. will be due to the | web | http://nzmeccano.com/MMrecompile.php?desc=Largest+Arch+Bridge+in+the+World+%28p2%29+%28Jan+1927%29+%28created+2012-08-30+13%3A08%3A02%29 | 0.478955 | {
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Maturity Checklist
I. Being responsible for actions, attitudes and responsibilities'
A. Knowing and doing our personal responsibilities
* Pay careful attention to your own work, for then you will get the satisfaction of a job well done, and you won't need to compare yourself to anyone else. For we are each responsible for our own conduct Gal 6:4-5
1. Doing our work
2. Being responsible for controlling our actions, words and attitudes
3. Controlling our spending and our time
B. Working without supervision
* Obey your earthly masters in everything you do. Try to please them all the time, not just when they are watching you. Serve them sincerely because of your reverent fear of the Lord. Work willingly at whatever you do, as though you were working for the Lord rather than for people. Col 3:22-24
C. Not blame shifting, denying our faults
* If we claim we have no sin, we are only fooling ourselves and not living in the truth I Jn 1:8
D. Accepting correction from the authorities over us
* A single rebuke does more for a person of understanding than a hundred lashes on the back of a fool. Prov 17:10
E. Learning from our mistakes
* As a dog returns to its vomit, so a fool repeats his foolishness Prov 26:11
II. Knowing that we will reap what we sow
A. Making and following plans for the future
B. Investing our time, money and energy for optimum results
* Don't be misled—you cannot mock the justice of God. You will always harvest what you plant Gal 6:7
* Good planning and hard work lead to prosperity, but hasty shortcuts lead to poverty. Prov 21:5
C. Recognizing danger and avoiding it
* A prudent person foresees danger and takes precautions. The simpleton goes blindly on and suffers the consequences. Prov 22:3
III. Understand what our role in life is
A. Family roles
1. Role of parents
* Direct your children onto the right path, and when they are older, they will not leave it. Prov 22:6
2. Role of children – First time obedience to authority
* Children, obey your parents because you belong to the Lord, for this is the right thing to do. "Honor your father and mother." This is the first commandment with a promise: If you honor your father and mother, "things will go well for you, and you will have a long life on the earth. Eph 6:1-3
* Only a fool despises a parent's discipline; whoever learns from correction is wise. Prov 15:5
B. Roles in society
1. As workers
* Even while we were with you, we gave you this command: "Those unwilling to work will not get to eat. II Thes 3:10
2. As citizens
* Everyone must submit to governing authorities. For all authority comes from God, and those in positions of authority have been placed there by God. So anyone who rebels against authority is rebelling against what God has instituted, and they will be punished. Rom 13:1-2
C. Roles in the church
* Guard yourselves and God's people. Feed and shepherd God's flock—his church, purchased with his own blood—over which the Holy Spirit has appointed you as elders. Acts 20:28
* Obey your spiritual leaders, and do what they say. Their work is to watch over your souls, and they are accountable to God. Give them reason to do this with joy and not with sorrow. Heb 13:17
* As each part does its own special work, it helps the other parts grow, so that the whole body is healthy and growing and full of love. Eph 4:16
IV. Having emotional maturity
* A person without self-control is like a city with broken-down walls. Prov 25:28
A. Have self-control over our emotions, attitudes and sexual drives
* Don't be selfish; don't try to impress others. Be humble, thinking of others as better than yourselves. Don't look out only for your own interests, but take an interest in others, too. You must have the same attitude that Christ Jesus had. Phil 2:3-5
* "Beware! Guard against every kind of greed. Life is not measured by how much you own. Lk 12:14
* The Holy Spirit produces this kind of fruit in our lives: love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control. Gal 5:22-23
B. Have control over our anger, fears, and stress levels
* Don't sin by letting anger control you." Don't let the sun go down while you are still angry, for anger gives a foothold to the devil. Eph 4:26-27
V. Having relational maturity
A. Being able to forgive others and to seek forgiveness
* Be kind to each other, tenderhearted, forgiving one another, just as God through Christ has forgiven you. Eph 4:32
B. Being able to communicate clearly with love
* Don't use foul or abusive language. Let everything you say be good and helpful, so that your words will be an encouragement to those who hear them. Eph 4:29
C. Being able to work through conflict with others
* Never pay back evil with more evil. Do things in such a way that everyone can see you are honorable. Do all that you can to live in peace with everyone. Rom 12:17-18
D. Being able to resist unhealthy peer pressure and to select healthy relationships
* Don't team up with those who are unbelievers. How can righteousness be a partner with wickedness? How can light live with darkness? II Cor 6:14
E. Having good social manners and civility
VI. Having spiritual maturity
* If you try to hang on to your life, you will lose it. But if you give up your life for my sake, you will save it. And what do you benefit if you gain the whole world but lose your own soul? Is anything worth more than your soul? Mat 16:25-26
A. Have a biblical relationship with God
* Jesus replied, "The most important commandment is this And you must love the LORD your God with all your heart, all your soul, all your mind, and all your strength.' The second is equally important: 'Love your neighbor as yourself. Mk 12:29-31
* If you love me, obey my commandments. Jn 14:15
* If someone claims, "I know God," but doesn't obey God's commandments, that person is a liar and is not living in the truth. 1 Jn 2:4
B. Being able to give an account for our faith
* You must worship Christ as Lord of your life. And if someone asks about your Christian hope, always be ready to explain it. But do this in a gentle and respectful way. I Pet 3:15-16
C. Knowing our spiritual gifts and using them to serve others
* God has given each of you a gift from his great variety of spiritual gifts. Use them well to serve one another. I Pet 4:10
D. Have the attitude of a learner
1. Daily prayer and study time with God
2. Growing in biblical knowledge
3. Attending church to learn about God and His ways
E. Having a moral character
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Crocodilian Species in India
Why in News
Recently, Odisha's Kendrapara district has earned the distinction of being the only district in India where all three species of crocodiles, salt-water, gharial and mugger, are found.
Key Points
Mugger or Marsh Crocodile: //
Description:
An egg-laying and hole-nesting species, also known to be dangerous.
Habitat:
Mainly restricted to the Indian subcontinent where it may be found in a number of freshwater habitat types and also in coastal saltwater lagoons and estuaries.
It is already extinct in Bhutan and Myanmar.
Threats:
Habitat destruction, fragmentation, and transformation, fishing activities and use of crocodile parts for medicinal purposes.
Protection Status:
IUCN List of Threatened Species: Vulnerable
CITES: Appendix I
Wildlife Protection Act, 1972: Schedule I
Estuarine or Saltwater Crocodile:
Description:
Considered as the Earth's largest living crocodile species, infamous globally as a known maneater.
Habitat:
Found in Odisha's Bhitarkanika National Park, the Sundarbans in West Bengal and the Andamans and Nicobar Islands.
Also found across Southeast Asia and northern Australia.
Threats:
Illegal hunting, habitat loss, and antipathy toward the species because of its reputation as a maneater.
Protection Status:
IUCN List of Threatened Species: Least Concern
CITES : Appendix I (except the populations of Australia, Indonesia and Papua New Guinea, which are included in Appendix II).
Wildlife Protection Act, 1972 : Schedule I
Gharial:
Sometimes called gavials, are a type of Asian crocodilian distinguished by their long, thin snouts which resembles a pot (ghara in Hindi).
The population of Gharials is a good indicator of clean river water.
Known to be a relatively harmless, fish-eating species.
Habitat:
Mostly found in fresh waters of the himalayan rivers.
The Chambal river in the northern slopes of the Vindhya mountains (Madhya Pradesh) is known as the primary habitat of gharials.
Other himalayan rivers like Ghagra, Gandak river, Girwa river, Ramganga river and
Powered by TCPDF (www.tcpdf.org)
the Sone river are secondary habitats.
Threats:
Illegal sand mining, poaching, increased river pollution, dam construction, massivescale fishing operations and Floods.
IUCN List of Threatened Species: Critically Endangered
CITES: Appendix I
Wildlife Protection Act, 1972: Schedule I
Conservation Efforts:
Odisha has announced a cash award of Rs. 1,000 to conserve gharials in Mahanadi River Basin.
The Crocodile Conservation Project was launched in 1975 in different States.
PDF Refernece URL: https://www.drishtiias.com/printpdf/crocodilian-species-in-india
Source: DTE
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Bloomsbury Books
Reading Group Guide
What Casanova Told Me By Susan Swan
The discussion questions that follow are designed to enhance your group's conversation about Susan Swan's What Casanova Told Me, a sumptuous novel that links a timid present-day traveler with her bold ancestor, who 200 years earlier embarked on an international journey of freedom, love, and discovery with the legendary sensualist Jacob Casanova.
About this book
Luce Adams, a young Canadian archivist, is traveling to Crete to attend a memorial service for her deceased mother, Kitty, a controversial archaeologist who specialized in ancient goddess-worshiping religions. Luce's travel companion is Lee Pronsky, Kitty's lover, a gruff woman determined to overcome her wariness of Kitty's sullen daughter. Luce eludes Lee's company by delving into the 18 th -century travel journals of her ancestor, Asked For Adams, cousin of then-President John Adams. It is Luce's responsibility to deliver the journals to a museum in Venice, and her pleasure to vicariously experience Asked For's courageous journey from Venice to Greece to Turkey. As the diaries reveal, Asked For dared take her fate into her own hands, abandoning her coarse Yankee fiancé to discover worlds of sensual pleasure and exotic culture with the infamous Jacob Casanova as her aged but eager guide. Losing herself in the exquisitely detailed journals, Luce far prefers Asked For and Casanova's company to the harsh reality of her mother's death.
As Luce travels in Italy and Greece to pay tribute to her mother, she follows a path similar to Asked For and Casanova's romantic voyage. The span of two centuries between Luce and Asked For closes, and Luce finds herself increasingly receptive to the beauty of exotic lands and intriguing people, and newly liberated to experience worldly pleasures.
For discussion
1. Asked For Adams comes from Susan Swan's imagination; no such woman existed. Jacob Casanova, however, is an actual historical figure. What do Asked For's fictional adventures reveal about Casanova? What do they reveal about 18th-century society?
2. Luce and Asked For Adams are on similar journeys of personal discovery. What is each woman seeking? Do Luce and Asked For find what they are looking for during their travels?
3. When she first arrives in Venice, Luce believes "she would rather collapse into a book and let the world come to her. Because no matter what her ancestor said, travel was dangerous" (10). What events in Luce's past have made her wary of travel? How does her attitude toward travel evolve over the course of her journey? How does she reconcile her bookish nature with her change in attitude?
4. Why does Asked For abandon her fiancé – and her father's dying wish for her to marry Francis Gooch – to travel with Casanova, who is practically a stranger to her? What type of allure does Casanova hold for Asked For? How is her relationship with Casanova based on deception and disguise?
5. Why does Luce bring the pendulum kit in her luggage? How do her inquiries of the pendulum kit about love (111) and travel (230) suggest a change in perspective? Is Luce breaking away from her sensible nature, or can her logic and faith coexist?
6. Asked For and Luce have both been in the position of feeling responsible for a parent. What similarities can be found between Asked For's father and Luce's mother? What duties do Asked For and Luce fulfill, and in what ways does each character rebel against her parent's ideology? Does either woman come to terms with her resentment toward her parent?
7. Discuss the character Lee Pronsky. Is she a sympathetic character? What are her motivations in traveling with Luce?
8. Asked For Adams claims she learned from Jacob Casanova "the one lesson worth learning: Never try to realize the ideal, but find the ideal in the real" (8). How does Casanova live by this principle? Are there instances in which his actions contradict this lesson?
9. Lee tells Luce in a letter that Kitty died while trying to help Constantine, a Greek man for whom she felt maternal love (235). How does this revelation alter Luce's perception of her relationship to her mother? How does it affect Luce's relationship with Lee?
10. Over the course of her travels, Asked For appears to undergo a physical transformation, from the mannish "shape of My Poor Friend" (19) to the awe-inspiring likeness of a goddess (207, 265). What brings about this perceived transformation? To what degree is Asked For's physical self a reflection of her state of mind?
11. Luce tells Ender that her personal faith is "a belief in the importance of keeping records'" (263). How does Luce's belief compare to the five faiths that Asked For lists in her diary as the most important and the most pleasurable (8)?
12. Asked For admits that she had figured out that Casanova forged Aimée Dubucq de Rivery's love letters (291). Why did Asked For allow Casanova's deception about Aimée to continue? What might have happened if she had stopped his charade?
13. Susan Swan has commented, "I had the idea of the novel really being in only one tense – the historical present" (Vancouver Sun 1/8/05). Does Swan succeed in smoothly interweaving the historical and present-day elements of the novel? Which scenes blend the past and the present most seamlessly?
14. In addition to the poignant stories of love and adventure in the past and present, What Casanova Told Me is part travelogue. How are Italy, Greece, and Turkey appropriate settings for Luce and Asked For's expeditions of self-discovery? What does the novel reveal about this part of the world?
15. In accordance with Casanova's second Primary Principle of Travel (9), Luce writes down two wishes: first, "'I want to meet someone like Casanova,'" then instead, "'I want to meet someone who can show me that love doesn't mean disappointment'" (111). Later, the epilogue implies that Luce has found a partner in Ender Mercid, the Turkish art historian who translated part of Asked For's adventures. Which of Luce's two wishes has come true? Does Ender resemble Casanova? Does he represent a possible end to Luce's skepticism of love?
16. Asked For never sees Casanova again after he leaves her in Constantinople, and she never returns to her family in America. Despite these woes, can the remainder of Asked For's life be seen as a happy ending? What were her later accomplishments? Do they outweigh her heartbreak?
17. According to reviewer Aritha van Herk, Susan Swan is "one of the finest Canadian chroniclers of inveterate fictional travelers, lusty women who look down on the world from a superior height, unafraid of encounters in dark alleys or caverns, but less sure about their own shadows" (Toronto Globe and Mail 9/18/04, p. D6). How does this character description fit Luce and Asked For, and how does it differ?
Suggested reading
Giacomo Casanova, The Story of My Life; A. S. Byatt, Possession; Carol Shields, Stone Diaries; Andrei Codrescu, Casanova in Bohemia; E. M. Forster, A Room with a View; Louis de Bernieres, Captain Corelli's Mandolin; Elizabeth von Arnim, The Enchanted April; Julian Barnes, Flaubert's Parrot; Frances Mayes, Under the Tuscan Sun.
Susan Swan is the author of The Wives of Bath, The Biggest Modern Woman of the World, and The Last of the Golden Girls. She lives in Toronto. | web | http://susanswanonline.com/wpress/wp-content/uploads/GUIDE-What-Casanova-Told-Me.pdf | 0.425373 | {
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Improving Wound Healing with Nutrition
Effective wound healing is best achieved in a person who is well-nourished. The healing process is an intense cellular process that requires energy, nutrients and good vascular flow. Inadequacy in any of these areas will slow down the healing process. To help supply cellular energy and insure proper methylation, Methylation Basics is a good formulation to begin with. Protein intake is absolutely essential for wound healing. To rebuild damaged tissue, the body requires the amino acids found in protein. Perfect Protein Powder is a hypoallergenic, complete protein supplement that provides the amino acids found to be most helpful in restoring muscle mass and enhancing wound healing.
There are other additional nutritional agents which can help to facilitate wound healing. Vitamin C has been shown to encourage collagen formation and effective wound healing. Vitamin A and Zinc also help support the cross-linking of collagen for effective wound healing. And the plant enzyme bromelain helps to speed wound healing by digesting damaged tissue and reducing pain.
However, wound healing definitely will be jeopardized if there is impaired blood flow to the wound area. Nitric oxide (NO) is one of the most important cardiovascular regulators in the human body. By enhancing nitric oxide, blood flow and oxygen delivery can be increased throughout the body, which will improve wound healing. However, illness and disease can impair NO production, and ultimately, effective wound healing. Nitric Oxide Formula, which contains the amino acids L-arginine and L-citrulline, is helpful in supporting healthy NO levels and increasing blood flow and oxygenation into a wound.
Finally, using a nutritionally sound liquid supplement like Fruits and Greens Energy Drink can help insure that all of the nutrient components required for proper healing are in place. Effective wound healing can be a challenge. However, with proper nutrition and supplements to enhance the process, successful wound healing can be accomplished. | web | https://static.spacecrafted.com/d7a7f81afb99448e8c8b0917a98f6089/r/c4ce3f0af2c843529c19b2febdada8c4/1/Wound%20Healing%202020.pdf | 0.430702 | {
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