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October 16, 2014
Testimony before the Basic Education Funding Formula Commission
Methacton School District (Demographics)
* Located in Montgomery County (Lower Providence and Worcester Townships)
* Area of about 30 square miles with about 34,000 residents
* Mean household income for Lower Providence Township was $111,850 and $154,290 for a household in Worcester Township
* The average residential assessment for a home in the Methacton School District is $180,767
* Ethnic makeup of the community includes 82% White, 10% Asian followed by Black or African American at 6%
Methacton School District (Operations)
* 5 elementary schools (K-4)
* 1 upper elementary school (5-6)
* 1 intermediate school (7-8)
* 1 high school (9-12)
* Enrollment is approximately 5,000 students
* 420 teachers
* 240 additional staff - teaching assistants, secretaries & administrators
* Contracts with external providers for transportation, food services, and substitutes.
Methacton School District (Funding)
* The district's 2014-2015 operating budget is $99,557,372;
* State provides 35% of the funding for public education
* Methacton School District receives $19,625,754.00 or about 19%
* Average tax bill being $5,043.40 per year which is about $1,125.18 higher than the average tax payer in the Commonwealth
Methacton School District (Performance)
* Methacton School District typically performs better than most of the State on standardized exams such as the PSSA (Pennsylvania System of School Assessment)
* Methacton School District was ranked 13th in the Commonwealth on the district (SPP) School Performance Profile and 3rd highest in Montgomery County
Mission
* Public Education serves the good of the community
* Fundamental issues of predictability, adequacy, equity, and sustainability of public education funding
* Commission needs to address these 4 fundamental issues in a sensible or practical manner
* Mandated costs such as PSERS costs, Special Education costs, and Charter School costs
Rising Mandated Costs
* Forcing school districts like Methacton, to divert substantial funding away from our core mission
* Delay our textbook and technology purchases
* Consider reducing elective and extra-curricular offerings
* Will have long lasting negative impact on our students and the quality of education
* Raising taxes to provide for technology, or other tangible programs that provide a direct student benefit is difficult enough
* seeking tax increases to fund a retirement system that is unsustainable, some say broken, well is, downright insane
PSERS issue for Methacton
An increase of nearly $7Million dollars during this 5 year span will go towards PSERS. How will this $7 Million help our students?
Requests for the Commission
* Continue work towards gathering input from across the Commonwealth
* Emphasize in your report that rising mandated costs from PSERS, Special Education, and Charter Schools MUST be addressed before making any substantial change to the formula
* Address the fundamental issues of predictability, adequacy, equity, and sustainability of public education funding while considering the sensibility of those actions or outcomes | web | http://basiceducationfundingcommission.pasenategop.com/wp-content/uploads/sites/68/2014/10/zerbe-1.pdf | 0.453046 | {
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Edible Fruit Pack
Blackberry - 'Darrow'
Moderate growth rate, up to 5 feet. Prefers moist to well-drained, sandy loam soils with partial to full sun. Not tolerant to dry, hot conditions. Primarily used as a food resource by humans and wildlife (blackberries have record diameter of 1 inch). This hybrid bears its large fruit over a long season from late spring through early summer. Fruits are borne on second
Blueberry - 'Blue Crop'
The most widely planted mid-season producing blueberry cultivar in the world. It can produce high yields of medium sized blueberries. It is a disease resistant and cold hardy blueberry plant produced by selective breeding. The plant can grow to a height of 6-8'. Blue crop blueberries are enjoyed by humans and animals.
Blueberry - 'Jersey'
Is a late season producing blueberry plant. It produces high yields of small blueberries. The plant is cold hardy and can grow in a wide range of soils when compared to other blueberry cultivar. Jersey blueberries are also enjoyed by humans and animals.
Raspberry - 'Latham'
This plant requires full sun to grow well. It typically flowers in the late spring and produces bright and tasty berries mid summer that are enjoyed by birds as well as humans. It grows to approximately 3-5' in height and has dark green leaves.
Strawberries - 'Jewel'
A common variety of strawberry that is widely grown and sold. The berries are large and wedge shaped that are firm and are abrasion resistant. This variety of strawberry is well known for its flavor and high quality berries. This plant also has longer yielding seasons than other strawberry plants. The flowers of the strawberry plant can attract pollinators and the plant and it's fruit are eaten by many animals. | web | http://monroecountyswcd.org/Forms/Tree%20and%20Shrub/2017/Edible%20Fruit_2017.pdf | 0.4236 | {
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Dalkeith Country Park 1
Distance/Time
2.9km/1hr approx.
Level of difficulty
Type of path
Waymarking
Setting
Start and finish
Parking
Toilets
Public transport
Recommended usage
Easy
Beaten earth
Yes
Mature woodlands
Car Park at entrance to Country Park
Dalkeith Town Centre
Dalkeith Town Centre
Regular buses to Dalkeith from Edinburgh
Pedestrian
Refreshments
On site, Dalkeith
Adjacent to Dalkeith this country park forms part of a working estate managed by Buccleuch Countryside Service. Starting at the entrance to the Country Park at the north end of Dalkeith High Street one is entering part of Scotland's historic past which visually is little changed to this day. Start in the field near the adventure playground and proceed north west for 0.5 km until reaching the Montagu Bridge over the river North Esk. Built by Robert Adam in 1792 the bridge affords excellent open views of the park. Continue over the bridge looking for a yellow way marker post on the left, At the post descend left into the woodland. Follow the path around to the left until the river. Continue upstream through a mature chestnut woodland passing
Dalkeith House on the opposite bank. The track bends to the right as it curves away from the river. You are in a managed hardwood forest. Lookout
for the many native wild plants and if you are very quiet perhaps you may catch sight of a Roe deer. Continue for 1 km to the junction of four paths. Turn right through the
woodland back over the Montagu bridge returning to the start point. You can leave the park or walk on left downhill to the old stable block where there is a cafe, shop and toilets.
This is an easy introductory walk but further extended walks can be taken throughout the estate. An entry fee may be charged for use of facilities within the park.
Explore Midlothian | web | http://www.midlothian.gov.uk/download/downloads/id/1080/walk_1_dalkeith_country_park | 0.488693 | {
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Albert Herring synopsis
The se&ng of our produc0on is 1935, the year of the Silver Jubilee of King George V.
In the town of Loxford Lady Billows gathers some of the town's leading ci0zens to choose a young woman to be crowned the Queen of the May. The good names of each of the girls suggested are found morally wan0ng by Florence, Lady Billow's housekeeper ~
with her cousin from Kent
"Except she went for a trip in a dog-cart one Sunday in Lent"
The gathering becomes despondent un0l Police Superintendent Budd wonders if the green grocer's son, Albert Herring, might be a suitable candidate to be King of the May.
At the greengrocers the butcher's assistant Sid tries to lure Albert away from the steadfast path of honor and virtue with ideas of
"Tickling a trout, Poaching a hare, FlighBng wild geese Is preDy good sport For a chap to enjoy".
Sid and his girlfriend Nancy depart, leaving Albert to wonderful if Sid's chiding holds any truth. Florence's arrival at the shop announcing that Lady B and her entourage are on their way sends Albert and his mother into a state, which is heightened by the news that he has been chosen as the King of the May ~
Reward for chasBty!
"In honour of your pure, virtuous life.
Official recogniBon of your modesty"!
Albert pushes back against the idea, but his mother, as always, takes control of the situa0on and demands that her son accept the honor, and the 25 gold sovereigns being offered by Lady Billows.
On the morning of the May Day celebra0on Sid and Nancy, as a joke, lace Albert's lemonade with rum. As the May Day Corona0on proceeds Albert drinks two full glasses and, without knowing what is happening to him, quickly begins to show signs of enjoying the lemonade's effect.
Back at the greengrocery later that evening Albert returns home s0ll 0psy from the a[ernoon's celebra0on.
He overhears Sid and Nancy speaking about him ~ "It does seem wrong Showing him off to everyone,
Like a sort of plaster saint, and decides to take ma\ers into his own hands.
Or the village simpleton".
Flipping a coin to decide yes or no seals his determina0on and he heads off for an evening of adventure.
The next morning the town is distraught that Albert has vanished and is assumed dead.
"
As they mourn the loss of him ~
Should live in vain,
That one so fine,
And die so young".
"Of a night that was a nightmare example,
Albert returns and proceeds to tell Lady B, her entourage, Sid, Nancy and his mother that his adventures
Of drunkenness, dirt and worse."
(which he did not par0cularly enjoy, but had to be done) have changed him, and that moving forward he will be a different man to the boy they have known. | web | https://music.uwo.ca/events/concert-programs/concert-programs-pdf/albert-herring-plot-synopsis.pdf | 0.424253 | {
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PUBLIC NOTICE: PLAGUE WARNING
Plague may be in this area. Plague can be fatal to people and pets unless diagnosed and treated.
Plague is caused by bacteria that can be transmitted by fleas and contact with infected animals, such as rodents, rabbits, and cats.
TO REDUCE YOUR RISK OF GETTING PLAGUE if you use this area
Avoid contact with wild animals; don't touch sick or dead animals
Use flea control products on pets; prevent pets from roaming and hunting
Take sick pets to a veterinarian
Use insect repellent (DEET on skin or clothes, permethrin on clothes)
CONSULT A DOCTOR IMMEDIATELY IF YOU SUDDENLY BECOME ILL
- Symptoms of plague include fever, chills, headache, muscle pain, weakness, and sometimes buboes (tender and swollen lymph nodes in groin, armpit, or neck)
- The earlier you see a doctor and get appropriate treatment, the better chance of recovery
For more information about plague, see www.cdc.gov/plague/.
Central District Health Department
Boise Office: [REDACTED_PHONE]
Idaho Dept. of Fish and Game
Southwest Regional Office: [REDACTED_PHONE]
State Offices are open 8:00 am – 5:00 pm Monday through Friday and closed on holidays. | web | https://www.cdh.idaho.gov/pdfs/News/2015/Plague%20Warning%20Flyer-Poster_IDAHO.pdf | 0.503771 | {
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Rachel Annie URQUART, nee McDONALD & John URQUART
17-11-1902 to 27-11-1949
Biography as published in 1985 & 1995
Rachel Annie was the seventh child and third daughter of Alexander John and Jessie McDonald, and was born at West Wail in the Wimmera. She was the only McDonald grand-child born that year, and shared her name with her Uncle D.Ws daughter Rachel Annie, born seventeen years previously in 1885. Her great-grandparents were Christina and Donald McLean.
In 1902 the Boer War ended in South Africa and Cecil Rhodes died. ln Australia, women gained the vote for federal elections and William Farrer's new wheat strain, Federation, was made available to farmers.
Raie was nearly two years old when she was baptised by the Reverend Thomas Gray on October 29, 1904 at the Presbyterian manse in Horsham. She attended the West Wail State School with her brothers and sisters, and other schools as the family moved. When her family settled in Geelong, Raie became secretary to Basil Collins, manager of Collins Brothers' woollen mill. She also taught secretarial practice at the Gordon Institute.
During the 1930s, Raie was married in Melbourne to John Urquhart. Known as Jock, he was born in New Zealand, the son of Duncan and Margaret Urquhart, nee Gordon. They made their home in Geelong where Jock was employed as a motor mechanic. There were no children.
During World War Two, Jock was in the army transport section. At this time Jim West, fiance of Muriel Forsyth, daughter of Raie's cousin Annie, was stationed at Flinders Naval Depot in Victoria. He made himself known to Muriel's relatives in Geelong and became a frequent visitor to their homes. Jock was transferred to an army depot at Karrakatta near Perth and Raie followed. While in Western Australia, Jock was best man at the wedding of Muriel and Jim in February 1944.
Raie and Jock were a very popular couple, and it was a sad day for their relatives and friends when Raie died of leukaemia, ten days after her 47th birthday. She was buried in the Eastern Cemetery at Geelong. A year later Jock died of heart attack, and was also buried in the Eastern Cemetery. There is a stained glass window in memory of Raie at St Andrew's Presbyterian Church, Geelong, and a plaque in the vestry in memory of Raie and Jock.
- SOURCE : This biography was from page 212 of "History of Ewen & Rachel McDonald & Descendants" by Jill McDonald which was originally published in 1985. It was republished as part of "The History of Donald & Christina McLean and Their Descendants" in 1995.
- COLONIALISTS : Christina and Donald McLean and their ten children migrated from Argyllshire to South Australia in 1837. This was in the earliest years of the colony. The McLeans initially settled near Adelaide where they grew the first wheat crop in SA. Then in about 1840 they pioneered the Strathalbyn area. There are now well over 20,000 descendants spread across Australia and elsewhere.
- CHANGES : Please contact us with additions, corrections or suggestions about any part of this family tree.
- CONTACT : Visit our website www.christinaanddonaldmclean.com or Strathalbyn Museum phone 08 8536 2656 to discover more about your family – and about privacy and copyright. | web | http://christinaanddonaldmclean.com/Stories/1985%20-%205187%20-%20Rachel%20Annie%20McDonald%20&%20John%20Urquart-%20.pdf | 0.48581 | {
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Inaugural Commemoration Service
Muslim Burial Ground Peace Garden
Horsell Common, Woking
Sunday 16 July 2017 at 2pm
بسم الله الرحمن الرحيم
In the name of God the most merciful the most kind
Muslim War Cemetery - Peace Garden
Opened by
HRH The Earl of Wessex KG GCVO
on
12th November 2015
Horsell Common Preservation Society Woking Borough Council
The Woking Muslim Burial Ground was completed one hundred years ago in 1917. It was commissioned by the India Office of the Ministry of Defence. The site at Horsell Common was chosen because it was close to the Shah Jahan Mosque.
The site first became the final resting place of 19 Muslim soldiers from the Great War 1914-1918. Later, a further eight soldiers from WWII were also buried at the site.
In 1969 the bodies were moved to Brookwood Military Cemetery. Then, after a period of disrepair and neglect, the site was restored to its original Indo-Saracenic architectural splendour.
As a mark of respect in commemoration of the soldiers once buried here, the Peace Garden was installed and formally opened by HRH the Earl of Wessex on 12th November 2015.
The service today will mark the anniversary of the first soldier who lost his life and was buried here on the 16 July 1915.
Welcome
The Mayor of Woking, Councillor Graham Cundy
Prayers
Imam Hafiz Hashmi, Shah Jahan Mosque
The Bishop of Guildford, The Rt Reverend Andrew Watson
Address
Councillor John Kingsbury, Armed Forces Champion,
Raja Rab Nawaz, Representing the High Commission of Pakistan,
Mohammad Monirul Islam Kabir,
representing the High Commission of Bangladesh,
Colonel Andrew Wood TD VR,
Deputy Brigade Commander (Reserves) HQ 11th Infantry Brigade
The Exhortation
They shall grow not old as we that are left grow old;
Age shall not weary them, nor the years condemn.
At the going down of the sun and in the morning
we will remember them.
All: we will remember them.
Kohima Epitaph
When you go home tell them of us and say:
For your tomorrow, we gave our today.
Last Post
One Minute Silence
Reveille
Laying of Wreaths
The Mayor of Woking, Councillor Graham Cundy
Colonel Andrew Wood TD VR,
Deputy Brigade Commander (Reserves) HQ 11th Infantry Brigade
Others
Music provided by The Band of The Royal Yeomanry
(Inns of Court & City Yeomanry)
Blessing
Father Stephen Sharkey,
Senior Chaplain from ATC(P)
Imam Azim Hafiz MA OBE
Islamic Religious Adviser
Ministry of Defence
National Anthem
God save our Gracious Queen,
Long live our noble Queen,
God save the Queen.
Send her victorious,
Happy and glorious,
Long to reign over us;
God save the Queen.
The Muslim Graves at the CWGC Brookwood Military Cemetery
The Muslim Graves are now looked after by the Commonwealth War Graves Commission. They can be visited every day. You’ll find them in the area shown above in red, alongside the Main Commonwealth Section.
The cemetery can be accessed on foot from Brookwood Station (through Brookwood Cemetery) or by car from Dawney Hill, Pirbright, Woking, Surrey GU24 0JB. | web | https://wokingmuslim.org/work/ww1/horsell-commemoration-booklet.pdf | 0.431054 | {
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Figures in a landscape
For centuries, we have trekked and clambered across ‘our’ national landscape, from Stonehenge to Scafell Pike. New work by the acclaimed British photographer Simon Roberts explores this experience.
Introduction by Stephen Daniels
Simon Roberts’ photographs explore how our collective and national identities are shaped, interpreted, defined and transformed by our relationship to the landscape. Made with a large-format camera, his works’ visual impact that comes from their expansive nature and scale. “Where possible, I’m looking for a high vantage point from which to photograph my subjects,” he says, “and more often than not this is from the roof of my motorhome (or using a free-standing stepladder when I’m not permitted to park near the scene). As a result,” Roberts says, “the viewer is often placed at a slight distance and removed from the subject so they are not part of the action but detached, critical viewers. In essence, I attempt to map contemporary life governed by forces that...”
River Stour at Flatford, East Bergholt, Suffolk, July 20 2014
Nyman’s Estate, Handcross, West Sussex, November 6 2014
Kielder Forest Park, Kielder, Northumberland, April 11 2014
Mullion Cove, Lizard Peninsula, Cornwall, May 9 2014
are not possible to see from a position within the crowd. The perspective echoes that of history painting.”
Roberts’ work explores senses of belonging in landscape. Since land inevitably belongs to somebody, landscape is closely linked to notions of ownership, whether by individuals or by institutions, and to wider larger worlds of nature and nation, beauty and history. The contemporary engagement with landscapes, particularly beauty spots, is connected to older worlds of journeying, to pilgrimage, as indeed many pilgrimages were secular as well as spiritual, since the landscape is itself a collective experience: people interact with each other, whether they like it or not, as well as with the landscape they go through.
His photographs reveal the degree to which landscapes are peopled in groups – hikers here, picnickers there – and to which the landscape is managed and shaped for historic use or for other commercial activities such as farming and forestry. They explore how people perform in such places – striking out into the landscape, taking in the view, or simply standing still – and how the nation as a people as well as a place, its landscape a social theatre as well as picturesque scenery.
“In most of these photographs,” says Roberts, “we see those who are visitors who interact with the landscape – diving into a river, cycling along a towpath – perhaps with no sense of the historic significance of the place, or of using or passing through. I’m also looking for minimal signals in the landscape and often there is a sense of tension just under the surface of my photos. For example, the path at Windermere Water, the jockeying for position to take a picture at Elsford Mill, the managed pathways at Stonehenge.”
In one of his photographs (overleaf) – a canoeist on Lake Windermere near Waterhead (the deepest lake in England) and towards Scafell Pike (the highest mountain) – we see a group of teenage girls in the foreground. The girls have turned away from the scenic view and are looking around the screen of a mobile phone. Similarly, our attention is focused as much on them as the view. What, we might ask, are they up to? Are they looking at a photograph, or are they watching a scene behind them? Are they, like more geographically-minded visitors, consulting a digital map of the area? Or are they texting a friend, perhaps sending a view of the scene? More likely, a sketchbook, or they are chatting to a person in another place, wishing themselves away from the landscape they have been brought up in the family car? Since the Lake District was first protected over 150 years ago as “a sort of national property”, to use Wordsworth’s phrase, its fells have silently witnessed many such figures. This is a portrait as well as a landscape, a social as well as a natural scene, a view to their place, as well as a view of the landscape itself.
This is an edited extract from “Landscape of the National Trust” by Stephen Daniels, Ben Cowell and Lucy Veale (published October 13, £30; nationaltrustbooks.co.uk). Simon Roberts’ “National Property” exhibition is a joint project – previous at Photo London and opens at Flowers Gallery, Cork Street, London W1, July 8–August 8, flowersgallery.com. Stephen Daniels is professor of cultural geography at the University of Nottingham.
Kielder Water Caravan Park, Kielder, Northumberland, April 11 2014
Wastwater, Wasdale, Cumbria, July 31 2014 | web | http://simoncroberts.com/wp-content/uploads/2015/05/FTWeekend_NationalProperty.pdf | 0.477003 | {
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There is a definite connection between food and emotions. Chocolate is a food commonly craved. However, science can’t pinpoint exactly why we’d brave a snowstorm for a chocolate bar, but never for asparagus.
Obviously, chocolate’s appealing taste is a big factor. And while you enjoy your chocolate Easter egg, consider the several other theories behind chocolate cravings.
**Caffeine:** Chocolate contains caffeine that, with other elements in chocolate, can affect mood. However, its caffeine content alone isn’t substantial. An average chocolate bar has 10-20 milligrams of caffeine, while six ounces of coffee can supply as much as 175 mg.
**Phenylethylamine** (PEA) is a substance in chocolate that occurs naturally in the brain, and may have a role in emotional arousal. Experts suspect it’s the PEA in chocolate that causes certain people to crave the treat when they’re depressed. The theory is still being researched.
**Theobromine,** another stimulant in chocolate, may also elevate mood, claim some researchers – but only mildly, say others. This theory also needs more research. Theobromine has similar effects on the body as caffeine; increased heart rate and energy level.
**Nutritional deficiencies:** When hormones are changing or out of balance, such as insulin or estrogen, cravings are strongest. For example, many women experience food cravings just before menstruation. Some experts suspect people who crave certain foods are trying to correct a chemical or nutritional imbalance. Cocoa is a rich source of magnesium, making some researchers wonder if chocolate bingers could be magnesium-deficient. But devil’s advocates point out, if magnesium deficiency is the cause of the craving, why doesn’t the body crave other magnesium-rich foods – like wheat germ?
**Allergies:** Some health experts believe people often crave foods they are allergic or sensitive to. Chocolate, or cocoa, is a common allergen, triggering migraine headaches in some people. Allergic reactions from chocolate can also be caused by its other ingredients; dairy products, nuts, fruits, liquors or other additives, flavorings and preservatives. Those allergic to chocolate can try substituting with products made from carob (a bean that’s caffeine-free) or white chocolate. White chocolate is really not chocolate at all. It’s made from sugar, cocoa butter, milk solids and vanilla. It has no caffeine, because it doesn’t contain any chocolate liquor – the thick dark paste left after cocoa butter is extracted from the cocoa bean. Unfortunately, white chocolate has the same amount of calories, fat and sugar as brown chocolate.
**Anandamide:** A recent study found chocolate contains small amounts of anandamide, which is produced naturally in the brain. This chemical activates the same areas in the brain that marijuana does. Combined with other chemicals, like caffeine, anandamide can mimic the effects of marijuana. However, researchers at the Neuro-sciences Institute of San Diego stress the effects are much milder than those caused by marijuana. Researcher Daniele Piomelli says his work doesn’t imply chocolate is as stimulating as marijuana: An average-sized adult would have to inject the equivalent of about five pounds of chocolate, at one time, to get the marijuana-like effects.
**Carbohydrates:** Chocolate treats contain sugar, a simple carbohydrate. Carbohydrates release serotonin from the brain, a hormone that has a calming effect. This theory seems to make sense because food cravers most often want high-carbohydrate or sugar-rich foods; no one has fantasizes about eating unsweetened chocolate.
**Psychologically soothing:** For many people, chocolate can simply be a comfort food, associated with happy childhood memories. However, using the food as an escape from stress or depression isn’t getting to the root of the real problem. If foods like chocolate become a regular coping tool, find other ways to relieve stress or improve your mood. If you can’t control the craving, talk about it or get counselling.
There is one other theory about food cravings that has been proven: Getting a hug from your “Easter bunny” is just as mood-lifting as a chocolate egg!
*Eve Lees, a former newspaper editor, has been a health and fitness professional for over 20 years. She is a Certified Nutrition & Wellness Specialist, a Certified Personal Trainer, health speaker and writer for several publications. See [REDACTED_EMAIL]* | web | https://www.artnews-healthnews.com/_files/ugd/d30a77_8fcf62b108e845aa899aad5a60e3dbf9.pdf | 0.433529 | {
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Volunteer Orientation & Training Ideas
Orientation
1. Give each new volunteer a copy of the,Living Curriculum Philosophy.Invite to read it through as it will give them the steps to presenting a Sunday lesson.
3. Give them the handout,So What About the Bible.This will give them an overview of Unity's view of the Bible and how the stories are used in the classroom.
2. Provide a copy of,The Simple Truth,from Unity Worldwide Ministries. This gives them a quick overview of Unity Principles that are simplified for children and makes sure they have a basic understanding of Unity Principles.
4. Schedule a meeting with your new volunteer(s) and review:
b. Review the three required readings to make sure they are comfortable with the materials and feel supported.
a. The logistics of the youth & family ministry program: teacher agreements; meeting times; classroom set up; supplies; curriculum, scheduling, etc…
5. Each new volunteer either observes and/or assists in a classroom with an experienced teacher for a least four Sundays so they feel comfortable being in the classroom. It also might be helpful to rotate them through the different age groups so they can figure out with what age group they most resonate.
Teacher's Meetings
1. Create a regular schedule of teachers' meetings. They can be done every other month or quarterly, depending on the size and needs of the program.I have found that meeting on Sundays, immediately following the Sunday Service works well as most of the teachers are either teaching or attending services.
3. Lunch is provided as it offers an opportunity for socializing and team building. Begin the meeting when the group is about half way through their meal.
2. Keep the meeting to one to one and a half hours.
4. Meeting topics can include: (Select only one topic per meeting and keep to your time frame)
b. Team building
a. Curriculum review
c. Brainstorming for new events, fundraising, new ideas
e. Learning a new skill such as:Multiple Intelligence; Ages/Stages of Development; Using the Bible; The Living Curriculum Questioning Strategy; Storytelling; HeartMath; Music; Engaging Children in Creative Experience, etc…
d. Questions & answers
f. Provide handouts and resources as needed.
Additional Trainings
1. Encourage participation in local and regional trainings that will enhance your team's skills.
3. Make sure your youth ministry budget has enough funding to financially support your volunteers in attending the events.
2. Encourage one or two people per year to attend the National Youth Ministry Training Week at Unity Village. | web | https://www.dianevenzera.com/resources/Youth-Director-Support/Volunteer-Orientation.pdf | 0.475576 | {
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Who Am I?
Benjamin Franklin
George Washington
1. I fought in the Revolutionary War.
Benjamin Franklin George Washington
2. I signed the Declaration of Independence.
Benjamin Franklin George Washington
3. I invented many things including bifocals and the lightening rod.
4. I am called the Father of My Country.
5. I was the first President of the United States.
6. I am famous for writing Poor Richard's Almanack.
7. I led the delegates who wrote the U.S. Constitution.
8. I worked as a printer.
9. I started a newspaper in Philadelphia.
10. I worked as a surveyor and a farmer. | web | http://eslteachersonline.com/constitution/Who_Am_I.pdf | 0.424983 | {
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R & D: a reading and language programme for the primary years
Jessie Reid and Margaret Donaldson
Basingstoke: Macmillan Education, 1986. Teacher’s book (108 pp.), Language book (72 pp.), 4 information books and 6 story books
This is the fourth and final level of what has proved to be a very well-received reading and language programme, the first levels of which were reviewed in this journal in Vol. 1 No. 2. In many respects, the top junior year is the most difficult to handle, in linguistic and literary terms. Many of the children are emotionally and intellectually ready for senior school; others are well behind. It is also an uncertain linguistic period: developments in language learning are undoubtedly still taking place, but there has been little research into what they are.
The authors have wisely selected for special attention several of the higher-order linguistic skills, such as reading for detail, selecting main ideas, note-taking, summarizing, drafting, and redrafting. The basic theme of language awareness continues to be addressed, and the children’s stock of technical language terms is further increased. The names of the main parts of speech have already been introduced in Levels 1–3, and this approach is continued here, with the use of prepositions and conjunctions. The basic subject/predicate structure of sentences is now explained, as are the main elements of clause structure—subject, verb,
object, adverbial. Several sentence-varying processes are also shown (e.g. negation, fronting). Among the more general notions introduced are footnote, asterisk, parentheses, metaphor, ambiguity, review, definition, and abbreviation. As previously, the strategy is to introduce these technical language notions in a more general way, e.g. the general concept of ‘structure’ is presented before the notion of sentence structure. Again, as previously, the various formal teaching points are selectively emphasized in the story and information books.
This fourth level confirms me in my impression that this is the best language-awareness programme currently available for this age range; it is full of ideas that could be adapted for use by teachers working with the language-impaired population. | web | https://www.davidcrystal.com/Files/BooksAndArticles/-4148.pdf | 0.426505 | {
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Protoceratops
(proh-toe-SER-uh-tops)
The very first dinosaur egg found was that of Protoceratops, an early dinosaur who was quite small. It was only as long as a small sports car.
Look at the pictures below. Number the boxes in the order in which they happened.
Dinosaurs lived on the earth millions of years ago, long before there were people, buildings or cars. Some were small but many were fierce looking giants.
Colour all the animals on this page that you think are dinosaurs.
What kind of noises do you think the dinosaurs made?
“Dinosaurs” is a special read-and-do science book. The activities have been designed to enrich children’s lives by sparking interest in reading and learning and by developing basic skills - skills that are important to their success in school.
Children are fascinated by dinosaurs! They will enjoy learning about the “terrible lizards” through the stories and challenging activities. Some of the skills presented include classification, word recognition, sequencing, following directions, drawing conclusions and visual discrimination.
Of special interest is the “Dinosaur Mobile” on pages 43-46 which children will enjoy colouring, cutting, assembling and proudly displaying. An answer key is also provided on pages 47-48.
You may want to read some of the stories to younger children. Review the activities as they are completed and give praise for a job well done! Working along with each child helps make learning fun! | web | http://files.hbe.com.au/samplepages/3450.pdf | 0.429375 | {
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World War 2 - Medal Entitlement
Soldiers of the 1 st Battalion served in North West Europe. The 2 nd Battalion did not serve overseas but many individuals were transferred to the 1 st Battalion and other regiments some earning medals other than the France & Germany Medal. Awards of the Africa and Italy Stars are known.
World War 2 medals were issued un-named.
Those soldiers that served only with the Herefordshire Regiment were entitled to the following medals.
| The 1939/45 Star Awarded for 6 months service in an operational theatre between 3rd September 1939 and 2nd September 1945. |
|---|
| The France & Germany Star Awarded for participation in operations in France, Belgium. Holland or Germany between D Day (6 June 1944) and VE Day (8th May 1945) |
The Defence Medal
Awarded for 3 years service for those who served in non-operational theatres subject to, or threatened by air attack.
The War Medal
Awarded to all full time members of the Armed Forces who completed 28 days of service between 3 rd September 1939 and 2nd September 1945.
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Phonics and Reading
at
St. Gregory's Catholic Primary School
At St. Gregory's Catholic Primary School we follow the Letters and Sounds programme when learning phonics (sounds)
Here are some useful websites to show the structure of the programme and some games you could play at home.
http://www.letters-and-sounds.com/ http://www.twinkl.co.uk/resources/literacy/letters-and-sounds
If you would like further information about how your child learns phonics to support them in their reading and writing, please speak to your child's class teacher.
Our reading scheme has Oxford Reading Tree at its core, but is supplemented by other schemes such as Big Cat Phonics, Project X and Songbirds. Again, if you would like any further support or advice, please speak to a member of staff. | web | http://stgregorys.cumbria.sch.uk/site-files/curriculum/phonics-and-reading.pdf | 0.462818 | {
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Aultman-Taylor Machinery Co. was founded in 1892 by Cornelius Aultman and Henry Taylor in Mansfield, Ohio—a company widely known for steam engines, threshing machines and ag machinery.
The first tractor to come off of the Aultman-Taylor production line in 1911 was “Old Trusty”—the legendary 30-60. It weighed more than 12 tons and was 9-feet wide, more than 11-feet tall and 18-feet wide. The rear wheels were nearly 8 feet in diameter. This powerful tractor was slated as one of the best tractors of its time due to its reliability.
The high-performing 30-60, which ran on gasoline, was built from 1911-24. The gearing system of this tractor was very peculiar, as a clutch in the belt pulley and one in the flywheel were operated by a single lever, which allowed the operator to move forward or back with ease. Built with a twin-horizontal...
4-cylinder engine, the cylinders were cast in pairs with a 7-by-9-inch bore and stroke operating at 550 RPM. While this workhorse could pull loads of more than 9,000 pounds, one of its limitations was that it could only reach a maximum ground speed of 2.5 MPH. The 1919 Nebraska tractor test indicated the 30-60 running on gasoline recorded 58.05 HP on the drawbar and 80.1 HP on the belt. In testing, the 30-60 produced 75 BHP with kerosene fuel. The tractor recorded 80 HP with gasoline.
The engine exhaust was able to terminate within the vertical stack nozzles thanks to an induced-draft radiator installed on the early 30-60s, which also worked to cool the engine. This system was later abandoned in favor of a large tubular radiator and a set of belt-driven fans.
More than 4,000 30-60s were built until 1924. To remain competitive in the small tractor market, Aultman-Taylor went on to produce several smaller models.
The Great Depression led to falling commodity prices, which combined with the declining export market, led to the demise of Aultman-Taylor due to financial obstacles. This company was taken over in 1924 by Advance-Rumely Thresher Co. of LaPorte, Indiana, who sold Aultman-Taylor tractors contiguous to their own products. | web | https://cdn1.mecum.com/assets/images/media_group/lots/ga0319-365613/aultman-taylor-1_582343.pdf | 0.424133 | {
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DISCUSSION GUIDE
AS THE DISCUSSION LEADER, THERE ARE A FEW THINGS TO KEEP IN MIND FOR YOUR SMALL GROUP:
* Pray for your group discussion time!
* Review your notes from the Sunday message and familiarize yourself with the discussion questions prior to your group meeting.
* Choose a few questions from the guide which you feel will generate the most discussion in your group.
GETTING TO KNOW ME (ICEBREAKER):
* What was your first job? What do you remember most about it?
* If you had to eat the same food for dinner for an entire week, what would it be?
* What was the most significant thing you learned from this week's Sunday morning message?
DISCUSSION QUESTIONS:
* Have someone in your group read Jeremiah 29:4-11.
* If you had been an exiled Israelite, how would you have reacted when God said that you were to settle down in Babylon, and to earnestly pray for the prosperity of the city?
* If it is through God's plans, and not our plans, that God's promises are fulfilled; why is it often times more difficult to follow God's plan for our lives, than it is the plans that we want to pursue?
* As a Christian, what does it mean for us to live in exile in our day? And what does it look like for us to influence our culture, rather than adapt to it, or isolate ourselves from it?
PRAY FOR OUR MISSIONARIES:
Doug & Jo Haag – Wycliffe International Hil & Leslie Del Rosario – Panama
UPCOMING EVENTS:
Sunday October 29 – All-Church Latin Lunch JBQ Fundraiser
Monday October 30 – Men's Rally @ Winter Haven Calvary – Guest Speaker Pastor Blackburn
Saturday November 4 – A Women's Choice Walk for Life @ Lake Hollingsworth | web | http://victorylakeland.org/wp-content/uploads/2017/10/Week-4-Discussion-Guide.pdf | 0.447732 | {
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Wood-carved church-screens in Cyprus of the period of Ottoman rule (1571-1878)
Marina Kyriakidou
We aim at tracing, recording, plotting and studying (via comparison, evaluation, dating) the "Wood-Carved Templa of Cyprus during the Turkish Occupation (1571-1878)", which up to this day, have not been studied in a methodical or comprehensive manner. We have located about 100 woodcarvings and their fragments (Sanctuary Doors, Crucifixes at the top of the iconostasis flanked by Theotokos and John the Evangelist [the so-called lypera]) which date back from the 16th century to 1878. No works have been traced back to the first 50 years of the Turkish Occupation (1571-1620). The 17th century templa follow the structure and adornment of the 16th century templa, with some minor variations, are to be found mostly in churches of villages or monasteries on the mountainous or semi-mountainous Cyprus and contain few inscriptions that have survived. More 18th century - especially of the second half - templa have been found. Much information regarding their painters, woodcarvers, the prelates, etc is derived from the inscriptions written or incised on the woodcarvings. Most of the templa that were constructed during the abovementioned century follow the standards of the 17th century and mainly belong to village churches. From the middle of the century a new type of templa, now in a baroque style, is also found in town churches and monasteries both in Cyprus and Greece. It is characterized by a more complex structure and rich and impressive decoration. A new, simple type of temple, with printed decoration and without gilding also emerges in the same period. The production of wood-carved templa continues through the 19th century with a 30-year interruption (1821-1851) due to the Greek War of Independence, during which we observe the construction of isolated parts but not of integral works. Only a small number of templa follow the standards of the 17th century, whilst most are constructed according to the new model which emerged in the mid-18th century, with some minor variations. One templon has been found to follow generally the simple type of the 18th century. Nineteenth century templa adorn mostly churches in villages and towns, while very few adorn monasteries. | web | https://www.ucy.ac.cy/aru/documents/PhD-theses-summaries/Kyriakidou_PhD-summary_EN.pdf | 0.437108 | {
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Interrupt rumination with 5-4-3-2-1
Use grounding skills to interrupt rumination.
Our minds spend a lot of time wandering between memories of the past and images of what might happen in the future. Some psychologists describe our minds as constant time travellers! Sometimes our minds get into the habit of time travelling as a way of coping with problems. They travel to places in the past associated with the problem when we felt regret, shame or failure. Or they travel to the places in the future where we worry about something bad happening. When we get into a habit of thinking around and around about the causes and consequences of problems, it is called rumination.
Rumination stops you from putting in place strategies to resolve the problem or moving toward acceptance if things can't be solved. Once your mind develops the habit of ruminating, it can be very difficult to control where your mind spends its time. You may have problems sleeping or concentrating because of your thoughts.
Where your mind spends its time is very important for managing your feelings.
REDUCING
VULNERABILITY
WHY IS RUMINATION UNHELPFUL?
Rumination is exhausting! A mind that constantly travels can wear you out.
Many people describe rumination as a way of trying to understand a problem. Or to solve a problem when they feel stuck.
But scientists have found that people who ruminate about problems have difficulty coming up with solutions.
Instead, they feel more distress or stuck or trapped.
Rumination is strongly related to anxiety, depression and other mental health problems.
© Deakin University 2015
REDUCING
VULNERABILITY
HOW DO OUR MINDS RUMINATE?
STOP RUMINATION WITH 5-4-3-2-1
5-4-3-2-1 is a grounding technique that stops rumination by training your mind to return to the present moment. Follow the prompts in each of the boxes, identifying...
PRACTICE & REFLECT
The goal is to notice when you are ruminating about a problem and to guide your attention back to the present moment. Practice 5-4-3-2-1 when you notice your mind ruminating every day this week. Tick it off in the calendar after you have had a go.
MON TUE
WED
THUR
FRI
SAT
SUN
Are there regular places your mind travels to that always end up making you feel worse? Give these places a name. 'Desperation Island,' 'The Land of All the Shit Things That Have Happened to Me'. Next time your mind travels to these places, try saying 'thanks, but no thanks' to your mind.
© Deakin University 2015 | web | https://eric.org.au/?jet_download=1308 | 0.480976 | {
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Osteoporosis seems like something we are not too concerned about until we reach our 60s. In fact, most people probably know it as something their grandparents complain about. But the reality is that osteoporosis, or bone loss, is a result of habits that are developed early. Proper eating and nutrition will not only help prevent osteoporosis, but also ensure better current health and bone strength.
Osteoporosis and bone loss result when the cells that destroy bone matter are doing so faster than the cells that form bones can make them. As a result, bones become weaker and prone to injury and pain as they cannot support the body.
Osteoporosis, which means “porous bones,” causes bones to become weak and brittle — so brittle that even mild stresses like bending over, lifting a vacuum cleaner, or coughing can cause a fracture. In most cases, bones weaken when you have low levels of calcium, phosphorus, and other minerals in your bones.
**PREVENTION**
Getting adequate calcium and Vitamin D is an important factor in reducing your risk of osteoporosis. If you already have osteoporosis, getting adequate calcium and Vitamin D, as well as taking other measures, can help prevent your bones from becoming weaker. In some cases, you may even be able to replace bone you’ve lost. One of the best ways to prevent osteoporosis is to protect and strengthen your bones at a young age. This includes getting enough calcium and Vitamin D in your diet.
Calcium, with Vitamin D, lowers the rates of bone loss and protects against fractures. While everyone hears about the importance of calcium, little notice is made about Vitamin D, which is a vital part to strong bones because it plays a central role in the body’s absorption of calcium and the process of turning the calcium into bone. Without enough Vitamin D, the calcium may not make it to the bloodstream. We need an abundance of both for healthy, strong bones.
The suggested consumption is 3 cups each day of low-fat or fat-free milk or equivalent milk products. Consuming milk fortified with Vitamin D ensures that there is enough Vitamin D to assist in the absorption of calcium. There are 100 mg of Vitamin D per 8 oz. fortified milk. The recommended dose is 200 mg up to 50 years of age, 400 mg from 51-70 years and 600 mg after age 71.
**FOODS HIGH IN CALCIUM**
- Dairy products such as milk and cheese
- Orange juice or soy milk fortified with calcium
- Yogurt (a dairy product and excellent source of calcium that many who are lactose intolerance can enjoy)
**FOODS HIGH IN VITAMIN D**
- Vitamin D fortified milk
- Fatty fish, i.e. salmon and tuna
- Fish oils, i.e. cod liver oil
- Supplements
- Sunlight (UV rays from sunlight trigger Vitamin D synthesis in the skin, about 15 minutes in the sun a day)
*Harvard Medical School 2003*
*National Institute of Health 2004 and 2008*
*Mayo Clinic 2008*
*USDA Dietary Guidelines for Americans 2005*
*Epicurean Group 2010* | web | https://www.idtcafe.com/wp-content/uploads/pdf/Osteoporosis.pdf | 0.426306 | {
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Associates in Pediatrics
11551 Nuckols Road, Suite F Glen Allen, VA 23059 ([REDACTED_PHONE] www.AssoicatesInPediatrics.net
SAFETY CHECK-LIST
1. Store all drugs, furniture polishes, and chemicals (insecticides, bleaches, detergents, drain cleaners, etc.) away from food and where children cannot reach them. Lock them in cabinets with Kinder Guard safety latches.
3. Double-check labels on medicines before you give or take them. Turn on the lights when giving you child medicine at night.
2. Put all medicines safely away after using them. Use child safety caps on all medicine bottles.
4. Keep substances in their original containers and never store poisons – such as kerosene and cleaning fluids – in bottles normally used for drinking.
6. Glasses used by children should be unbreakable.
5. Be sure there are no poisonous plants within you child's reach.
7. Turn pot handles toward the back of the stove. If possible, use rear burners and remove the burner knobs when the stove is not in use.
9. Keep the fireplace screen in place.
8. Keep you baby and all toys off the kitchen floor when you are cooking. The high chair should be at least two feet away from you working counters in the kitchen.
10. Keep electric cords of movable appliances (fry pan, toasters, etc.) out of reach so they can not be tripped on or pulled over and the baby can not chew the cord.
12. Stay with your pre-school child when he or she is in the bathtub.
11. Make certain all your baby's toys are free of splinters and too big for him or her to swallow.
13. Keep knives, pointed scissors, needles, pins, tacks, matches, nuts, and bolts out of reach.
15. Keep hot radiators and pipes covered or insulated.
14. Furniture and lamps should be heavy enough so that they can not be pulled over easily.
16. Fit all unused electric outlets with dummy plugs. Check all electrical cords to make sure they are in good condition; neither frayed nor damaged.
18. Keep attic and basement free of oily cloths.
17. Keep electrical appliances – especially TV sets – away from the bathtub. (TV that falls into a tub can electrocute.)
19. Place a gate at the head and foot of the stairs to keep your child from falling down or climbing up the stairs.
20. Keep all stairs well-lit and fitted with firm handrails and treads.
21. Properly screen all windows or bar them to prevent a child from falling out.
23. Slow down and take extra precautions in the 4-7 PM hours when everyone is tired and hungry.
22. Keep plastic bags out of children's reach.
24. Plan to use your car seat until your child reaches 40 pounds.
26. Remove the child from the crib when he or she is 35 inches tall.
25. Lower the crib mattress before the baby can sit unassisted. Have it at its lowest point before the baby can stand.
27. Set your hot water to no higher than 125 degrees F. (or low setting). Exposure to water 127 degrees F will scald in one (1) minute; compared to water 158 degrees F will scald in one (1) second!
29. Don not leave or turn you back on an infant on a changing table or open bed.
28. Do not put necklaces on small children. The can accidentally hang themselves with them.
30. Do not leave your child alone in the tub or near other bodies of water to answer a phone or do other chores. That intended ten seconds can unintentionally stretch to minutes and end in tragedy.
32. All-terrain vehicles (ATV's) are dangerous and should not be used.
31. All bike riders and passengers, parents included, should wear approved bike helmets. Toddlers should be strapped in a seat that has a high back for support and shields feet from contact with the spokes. Infants less than 6 months should never be carried on a bike. Skateboard riders should also wear bike helmets.
33. Riding mowers and tractors are not for recreation. Children should not be given rides.
34. Walkers are potentially a source of injury and if used, should be used with caution. | web | http://associatesinpediatrics.net/~cmqmmtji/images/Forms/SafetyCheckList.pdf | 0.482009 | {
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Boys' inter-class basketball teams serve two purposes—one to build up the class spirit that results from the competition with rival teams, the other to provide valuable preliminary training for eventual school squad members. The inter-class basketball schedule of six games for each class fulfills both of these objectives very ideally, as just as much enthusiasm is shown at the class games as we have exhibited at the inter-school games, while a check of squad members will reveal that most of them have had inter-class experience. The 1935 championship and trophy was won by the class of 1934 with six victories.
The 1936 inter-class schedule is half finished, with the class of 1935 leading with four victories and no defeats.
### 1936 Teams
#### FRESHMEN
- James Lenes
- Kenneth Lindberg
- Clayton Isaacson
- Clifford Olson
- Lloyal Harris
- Alton Gunn
#### SENIORS
- Alva Rowley
- Fred Cook
- Harold Ross
- Edgar Ramberg
- Phil Hegreberg
- Harold Nabben
- Earl Newhouse
#### JUNIORS
- Woodrow Evans
- Werner Weindorf
- Ray Oen
- Ray Higgin
- Morris Dahl
- Willard Clementson
- Waldemar Walter
#### ADVANCED
- Noel Hanson
- Olaf Dahlen
- Earl Lindberg
- Wayne Bellamy
- Ellwood Billberg
- Harlan Pester
- Glen Tasa
- Donald Gandrud | web | http://yearbooks.umcrookston.edu/pdf2/Aggie1936%20105.pdf | 0.469774 | {
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FOOD SAFETY GUIDELINES
Food-borne illnesses such as Salmonella, Shigella, and E. Coli can be avoided by safe food selection, handling, and preparation. This is always important, but it is particularly important during pregnancy, when your immune system does not fight infections as readily as it does otherwise.
We strongly recommend that you avoid the following foods during pregnancy:
Luncheon/Deli Meats – As they may be incompletely cooked, and often times are made with nitrates; sodium nitrate, a known carcinogen (cancer causing agent). ALL Applegate Farms and MOST Boar's Head products are free of additives, but may be incompletely cooked, requiring further cooking at home before consumption.
Unpasteurized Dairy Products
Uncooked or Undercooked Meat, Poultry, Fish, and Eggs
Fish – Many concerns - please refer to ( mass.gov PDF – Eating Fish Safely in MA)
Please take a minute to review the following handout entitled "A Guide to Eating Fish Safely in Massachusetts" for fish safety advisories and general food safety. For more information log onto www.fsis.usda.gov/Fact_Sheets/Basics_for_Handling_Food_Safely/index.asp You can then browse through the Fact Sheets tab to select the topic of your choice.
What about Caffeine?
The current recommendation is to limit caffeine to one moderatesized serving daily.
What about Herbal Teas?
What about Salt?
What about Sugar?
Most commercially available herbal teas are alright. Red raspberry, blackberry, chamomile, mint, lemon & nettle are fun teas. Ginger tea can help with nausea. Moderation allows for most any type of tea intake without worry. Some teas do contain caffeine. Many have pesticides. Consider an organic source. Avoid ginseng, pennyroyal, golden seal, and echinacea.
You need EXTRA salt during pregnancy. Salt your food to taste. You are making extra blood for the baby & need salt to maintain health. Salty snacks can help with relieving nausea. However, you may be advised by your clinician to limit your salt intake if your blood pressure goes up.
A glycemic index measures the impact that a food has on blood sugar levels 2 to 3 hours after ingestion. The lower the glycemic level, the lower the rise in blood sugar levels. Sugar has no nutritional value and suppresses the immune system.
What about substitute sweeteners? Worse than sugar is the artificial sweetener called Aspartame. It is known to cause headaches, joint pain, fatigue, depression, seizures and memory loss. It breaks down into formaldehyde, a known carcinogen and can interfere with DNA replication. Sucralose (Splenda) is currently considered by the FDA to be safe in pregnancy. Fructose is a natural sweetener with one of the lowest glycemic indexes of any food. However, you may be advised to avoid all added sugars if you develop gestational diabetes. Grade B maple syrup contains nutrients as does honey. Stevia, derived from a plant leaf, and prepared with a chicory extract, is a naturally sweet, fructooligosaccharide which also provides dietary fiber and promotes the growth of healthy intestinal flora. Research suggests that this can have a positive effect on carbohydrate metabolism and a stabilizing effect on blood sugar.
What about Alcohol?
Fetal Alcohol Syndrome is associated with daily intake of alcohol throughout the pregnancy. This robs both mother & baby of nourishment & disrupts normal fetal development. This syndrome is not created by a random incident of alcohol intake, such as that vacation or party before you were aware that you were carrying a passenger. Mother Nature provides something of a grace period between conception and time of your missed period, during which the connection between your circulatory system and the embryo is not fully developed. Make the clearest decision that you can, given the information available to you at that time. | web | http://concordobgyn.com/documents/food-safety-guidelines.pdf | 0.487928 | {
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STUDENT ACTIVATION
CAD (computer-aided design)
The use of software to create 2D and 3D models.
Visualization Engineer
Visualization is an emerging technology that helps scientists and engineers investigate physical systems virtually, often utilizing 3D technology, advanced CAD software, and virtual reality. The field uses psychology, graphic arts, data management, computer science, and other skills to create simulations of events or systems.
VISUALIZATION ENGINEER
Visualization engineers are the professionals who create the simulations, models, virtual reality environments, and reconstructions that allow others to visualize a system or event. They use critical thinking and modeling skills to aid in problem-solving or deconstructing system breakdowns. They assist others in thinking and seeing abstract concepts or events in three dimensions.
IS VISUALIZATION ENGINEER A GOOD CAREER FOR ME?
How does this career help me?
How does this career help the world?
Visualization, and specifically data visualization, is a facet of almost every industry. Therefore, odds are you will encounter visualization at some point during your career. Utilizing the cognitive skills of visualization can help you perform better at a number of tasks, which can make you valuable to teams and an asset to your employer.
Visualization helps team members and global consumers understand complex data, systems, or events easily and more quickly, making it easier to communicate important information universally. It also allows companies to act quickly and achieve success at greater speed, which benefits stakeholders and customers.
What are some similar careers?
Data visualization specialists use complex sets of data from multiple sources to develop dashboards and userfriendly visualizations to help users understand the data.
Data analysts analyze company data to help teams make informed decisions. Many utilize visualization technologies to do so.
Here are ways to practice the skills to be a successful visualization engineer:
* Take a class in which you can learn how to use CAD software to create detailed models.
* Recreate an event in 3D. See if you are able to communicate to others what occurred with your model or simulation. Solicit feedback about their ability to visualize the event based on your project.
* Research and investigate emerging technologies in the fields of engineering, aeronautics, and space exploration. | web | https://stemcareerscoalition.org/sites/default/files/career-profiles-documents/SCC-Boeing-StudentActivation-VisualizationEngineer.pdf | 0.491529 | {
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(30 pts) Approx. 3 days
The final part of the unit asks you to use what you've learned to design, simulate, and build a circuit to address the following situation:
A Board of Directors consists of a president, vice president, secretary, and treasurer. When they need to make a decision, they take a vote. If one side of the vote gets a simple majority (3 or 4 in agreement), then that side clearly wins. In the occasions where there is a tie in the voting (2-2), then the president's tie breaks the vote. As an example, if the president and treasurer both vote 'no' while the vice president and secretary both vote 'yes', then the tie is broken in favor of the president's 'no' vote.
The board would like a digital voting system with switches and lights because switches and lights are cool.
1. Create a truth table of the "Majority Vote" situation.
2. Use your truth table to make an unsimplified logic expression.
3. Use Boolean Algebra to simplify your logic expression.
4. HAVE MR. BENSHOOF CONFIRM YOUR SIMPLIFIED LOGIC EXPRESSION BEFORE CONTINUING!
5. Create an AOI circuit of your simplified logic expression.
6. Simulate your circuit in Multisim and confirm that it works as intended.
7. Build your circuit on your breadboard using the built-in switches and LEDs. Confirm that it works as intended.
8. Write/Draw a flow chart in your engineering notebook that describes this circuit design process. Include a few details about each step to summarize the work that goes in to creating a complete working digital circuit.
Achievement: Recreate your circuit (up through the Multisim simulation – no breadboarding) in which there are 5 board members, the president's vote is worth 2 votes, and the president's vote breaks ties. | web | http://www.mrbenshoof.com/Engineering/Rubrics/DE_2_3.pdf | 0.46034 | {
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Gathering for Attention
This Gathering has suggestions for introducing sections. Some sections use a timer / clock.
Words of the Day
As people arrive, ask them to write the Words of the Day and put them in the basket.
I would like to pay more attention to …
Opening
Chalice Lighting "We'll begin with the chalice lighting." Ask for a volunteer.
At a certain point you say to the woods, to the sea, to the mountains, the world, Now I am ready. Now I will stop and be wholly attentive. You empty yourself and wait, listening. . . Annie Dillard
The Basket "Now we'll read the Words of the Day. I'll start and pass to the right (left)."
Being Together
Sharing of Joys and Concerns "Now we'll share joys and concerns. I'll begin and we'll go around the circle. Will you go next?"
Silence, holding each other in support "Now a few minutes of silence" (2 or 3 minutes)
Shared Readings "I'll start the first Shared Reading. Will you go next?"
Attention without feeling, I began to learn, is only a report. An openness – an empathy – was necessary if the attention was to matter. Mary Oliver
To give one's full attention is to look closely, to linger upon, to delve, to immerse oneself into something that at first seems "other" but soon seems "one with." To give attention, in the end, is to be grasped. David Seaburn
I have always seen it as a kind of parental duty to show my own children beautiful stuff, and in so doing reveal to them an alternate world. Nick Cave
If we want to support each other's inner lives, we must remember a simple truth: the human soul does not want to be fixed, it wants simply to be seen and heard. Parker J. Palmer
Not everything that is faced can be changed, but nothing can be changed until it is faced. James Baldwin
Suppose people everywhere, simultaneously, stopped what they were doing and paid attention for only as long as it took to recognize their shared humanity. Surely the heartbreak of the world's pain, visible to all, would convert everyone to kindness. Sylvia Boorstein
What is this life if, full of care We have no time to stand and stare. William Henry Davies
There is no more time for pretending that everything can be all right without your care, without your attention. Rev. Theresa I. Soto
He's not the finest character that ever lived. But he's a human being, and a terrible thing is happening to him. So attention must be paid. He's not to be allowed to fall into his grave like an old dog. Attention, attention must be finally paid to such a person. Arthur Miller
That which you seek, you are. Huston Smith
Deep Listening and Sharing
Round 1. Deep Sharing. "Now we share reflections on Attention and the preparation." Begin, or if you're not ready, ask who can go first.
Round 2. Responses and Comments. After all have shared or passed, check the time. Say "We have about __ minutes for a 2nd round." Begin your response or ask who can start.
Closing
Closing Circle "We'll go around the circle and say a word or sentence about what we are taking away from the session. I'll go first, and would you be willing to go next?"
Chalice "We will extinguish the chalice." Read in unison or ask for a volunteer.
We extinguish this flame and we remember the warmth of our community, the light of our wisdom, the generosity of our sharing. We keep these in our heart until we meet again.
Song/Chime Ask for a volunteer.
Announcements
The Covenant
I commit myself:
* to come to meetings when I possibly can, knowing that my presence is important to the group
* to share responsibility for good process by watching how much time I take to speak, noticing what is going on for others, and considering problems if they occur
* to let the facilitator know if I will be absent or need to quit
* to do the reading and thinking about the topic ahead of time
to not gossip about what is shared in the group, and tell only my own story to others
*
* to refrain from cross-talk, judging, giving advice, or advocating a specific view
* to honor the safety of the group by listening to what others share with an open heart
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“B” Rated Weeds
A weed of economic importance which is regionally abundant, but may have limited distribution in some counties
Hoary cress whitetop
*Lepidium draba*
**Other common names:** Hoary cress, whiteweed, peppergrass, heart-podded, hoary cardaria
**USDA symbol:** LEDR
**ODA rating:** B
**Introduction:** Whitetop is native to southwest Asia. This invader is now distributed throughout the Pacific Northwest, primarily east of the Cascade mountains. It blankets significant acreages in Oregon competing with desirable grasses and forbs for early season water and nutrients.
**Distribution in Oregon:** The first documented site of whitetop in Oregon was 1909 in Union County. Grant, Baker Crook and Wheeler Counties are host to thousands of acres of the weed.
**Description:** Whitetop is a perennial mustard growing up to two feet tall from an extensive root system. Its lower leaves are blue-green and lance shaped and its upper leaves have two lobes clasping the stem. It produces many white flowers with four tiny petals, giving plant a white, flat-topped appearance. Three known species – lens-podded, globe-podded, and heart-podded whitetop are identified by different shaped seed pods. Whitetop plants die back to the roots in summer as the seeds mature.
**Impacts:** Whitetop is a common weed species on alkaline soils, but is not restricted to them. It forms dense patches that can completely dominate sites, restricting the growth of other species and degrading pastures. The species is not toxic to livestock, but it is not generally grazed either. Tens of thousands of acres can be found in Oregon.
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Remote Learning Timetable: Lupin Class
Class Email: [REDACTED_EMAIL]
There may be some slight changes this week as we are ensuring that the children at home are doing the same learning as the children at school.
End of day
Uploaded on to PurpleMash or emailed to [REDACTED_EMAIL] and to be submitted by 3.30pm
Teacher to feedback to pupils on the day's work completed. Any misconceptions that cannot be addressed through online feedback will be followed up with a phone call.
Home Learning Menu
Date: WB 25.1.21 Class: Year 1 Lupin Class
Handwrit
Paper and pencil ing
Click on the link to access
Access to the internet –
iPad/laptop /tablet.
below.
Also, if you somehow run out of things to do… have a look on the St James' website for loads of remote learning websites and apps! https://stjamesceprimary.co.uk/curriculum/remote-learning/
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Proximal sensing tools for early, quantifiable stress and disease detection
Why?
- If detection of TR4 was possible before notable visual symptoms appeared, isolation and plant destruction could occur earlier to reduce the increase in inoculum and minimise potential spread through soil movement.
- Quantification of stress severity in plants can offer objective measurements of leaf function.
- Potential use in 'ground-truthing' data from remote sensing technology (e.g. satellite imagery), and in rapid screening programs for new variety assessments.
How?
Chlorophyll fluorescence
Chlorophyll fluorescence is light energy which is 'reemitted' by a leaf because it has not been used for photosynthesis. Stress can reduce photosynthetic efficiency and result in an increase in chlorophyll fluorescence and emitted heat.
Leaf pigment concentration
The concentration of certain leaf pigments (chlorophyll, anthocyanins, flavonols) are influenced by stress. They can be measured by examining how light is interacting with the leaf tissue through the use of optical-sensing devices.
Stomatal conductance
Pores on the underside of the leaf (stomata) facilitate gas exchange and adjust their size in response to environmental conditions. A porometer can measure stomatal conductance (uptake of CO2) and provide information on the stress-status of a plant.
Plant temperature (thermal imagery)
Stressors which interfere with transpiration (movement of water from roots to leaves) will consequently affect a plants ability to regulate its temperature. Abnormal temperature increases may be detected through thermal imaging (infrared radiation).
Sap flow
Vascular clogging diseases (e.g. Panama disease) will interrupt normal transpiration. Changes to the rate and amount of water moving through a plant can be monitored using a sap flow meter.
Stress-indicative amino acids
Proline (an amino acid) has been found to accumulate in plants upon exposure to stress. Destructive sampling and lab-based analysis can be done to assess the concentration proline in leaf tissue and use it as an indicator of a plant's physiological condition.
For more information contact Katelyn Ferro on 07 4220 4123 or e-mail [REDACTED_EMAIL] | web | https://www.horticulture.com.au/globalassets/hort-innovation/resource-assets/ba14013-proximal-sensing-tools-for-early-quantifiable-stress-and-disease-det.pdf | 0.434478 | {
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Drinking Water State Revolving Fund
City of College Place
Christ Community Fellowship Consolidation Project
Christ Community Fellowship serves the College Place community as both a place of worship and school with a population of 100 students. Christ Community Fellowship's well was impacted by nitrates almost twice the maximum contaminant level. The initial compliance proposal was for Christ Community Fellowship to drill a new well, but City of College Place became involved and offered to connect the church and school to its municipal water system. In order to facilitate this connection, a new water main and well were needed. Given the large scope of work, the City phased the project over the course of three years. The City agreed to install the new transmission main first to allow connection of the Christ Community Fellowship, which happened in August 2019 in time to provide safe drinking water to the students for the 2019 school year. In addition, this project will provide City of College Place with a new well to better serve Christ Community Fellowship and improves the resiliency of College Place's water system in response to the declining aquifer in this area.
College Place received three DWSRF loans for a total of $5.9 million and each loan included 50 percent principal forgiveness since the project consolidated a troubled water system.
Public health and environmental benefits
Christ Community Fellowship church and school now receive safe and reliable drinking water from City of College Place. The new well results in College Place becoming more resilient.
Directional drilling of new water main. | web | https://doh.wa.gov/sites/default/files/legacy/Documents/4200/DWSRF-ProfileCollegePlace.pdf | 0.485524 | {
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Poachers Were Responsible for the Deaths of 100,000 African Elephants in Only Three Years
Earlier this summer, the world mourned the death of one of Africa's largest tuskers, the great Satao. A poacher killed Satao using a poisoned arrow and hacked out his tusks, which were more than six and a half feet long. The loss of Satao was particularly heartbreaking because of his status as one of the last remaining great tuskers in Africa. However, Satao's death at the hand of poachers was just one example of the devastating wave of poaching currently occurring in Africa. According to new research, poachers killed more than 100,000 African elephants between 2010 and 2012. Preliminary data from following years shows that the slaughter is ongoing.
A new study led by Save the Elephants Scientific Board Chairman George Wittemyer of Colorado State University provides one of the first reliable Africa-wide estimates of the number of elephants poached each year. Save the Elephants, founded by Dr. Iain Douglas-Hamilton, is one of WCN's fourteen Conservation Partners. Quantifying the illegal killing of elephants is a difficult but necessary undertaking that is essential to inform conservation. Save the Elephants' long-term monitoring of elephants in Samburu, Kenya provides the highest visibility and most accurate record of the impacts of poaching on elephants. This study is the linchpin for introducing global leaders and celebrities to the atrocities of poaching, and also serves as the key site from which scientific interpretation of levels of illegal killing in Africa were derived. You can support this research and monitoring by donating to Save the Elephants.
The study also found that Africa's wild elephant population dropped by 2-3% each year between 2010 and 2012, even when new births that replaced some of the losses from poaching are taken into account. These levels are unsustainable for the long-term survival of the African elephant species. Elephants are spread across many different areas of Africa, and the populations of 75% of these areas are declining. Many individual populations are decreasing by far more than the 2-3% figure. The poaching surge has left elephant populations with few prime- aged males for breeding, devastated family and social structures and created elephant orphans who struggle to survive on their own.
Researchers determined that illegal killing in Samburu, the location of Save the Elephants' monitoring program, began to surge in 2009. More than 20% of the known elephants in the area were killed between 2009 and 2012. The surge was directly correlated with a huge leap in local black-market ivory prices and a significant increase in the number of illegal ivory seizures increasingly destined for China - in Kenya's ports. Central Africa had the highest level of illegal killings on the continent, contributing to a 63.7% decline in its entire elephant population between 2002 and 2012.
The elephant poaching crisis is now so widespread and complex that it requires a coalition of leaders, NGOs, institutions, scientists, media and governments to solve. The Elephant Crisis Fund led by Save the Elephants and the Wildlife Conservation Network helps to build and support this coalition by providing crucial funding to on-the-ground projects that address poaching, ivory trafficking, and demand for ivory. | web | http://www.african-collection.co.za/wp-content/uploads/2016/09/Elephant-Poaching-Douglas-Hamilton.pdf | 0.427199 | {
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There are more than 400 children in the Central Vietnam living with HIV. Most of these children are from impoverished backgrounds, having lost one or both parents to the disease.
You can help!
$40 USD / month
Covers basic needs of food and health care services
$150 USD / year
Covers school fees, books, uniforms and notebooks
$900 US
Allows a family to participate in income generation activities and livelihood improvement
Viet Nam Health Improvement Project
Contact us:
[REDACTED_EMAIL]
www.vnhip.org
Vy is 7 years old and her brother, Tam, is 10 years old. Their mother died when Vy was only three months old, and soon after her father abandoned them. Because her paternal grandparents refused to raise Vy and Tam, they moved to her maternal grandmother’s house. Now, they are growing on the shoulders of their grandmother, Luyen.
Right after Vy was diagnosed with HIV, the news traveled fast to the whole village. Neighbors don’t let their children play with her. “If they won’t play with me, I know to simply walk away. I know to handle my condition and protect others”, Vy shares. Vy dreams of becoming a doctor, to take care of her grandmother.
Vy’s grandmother’s love and determination finally won her granddaughter the right to the education she had dreamed of but was denied. With VNHIP’s support, Vy’s grandmother was able to persuade the new principal to let Vy start school this fall. Vy loves school and is a good student. Her teacher and classmates are kind, and she does not mind having to sit alone or go home for lunch if it means she can play with her friends at recess.
“At lunch time, I take Vy home from the school. Vy loved to have lunch with her class-mates, but the parents of the other children reject her”, says Luyen, the grandmother.
Her kindergarten teacher allowed Vy to finish kindergarten, but pressure from parents and a prejudiced principal prevented her from going to primary school with her friends. Without school, Vy spent a sad and lonely year at home. She missed the company of her friends, whose worried parents now forbade them to play with her. Meanwhile Vy’s grandmother added teacher, nurse and playmate to her ever-growing list of responsibilities.
Unable to work full-time, Luyen supports the family by raising chickens and doing casual work when she can get it. They receive some financial support from the government, but it is not enough to cover their basic needs and they are the poorest family in town. Vy’s grandmother desperately wants to improve their situation. Luyen is considered too high a risk by government or bank lenders, because of her age and her inability to repay the 20,000,000 VND (1,000 USD) she borrowed to pay for her daughter (Vy’s mother’s) funeral and care for her grandchildren, and has applied for a VNHIP livelihood grant to raise more chickens and increase their income. | web | http://www.vnhip.org/uploads/1/3/4/5/13457220/vnhip-fundraisingflyer.pdf | 0.437706 | {
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HKMJ editor tackles sub-Saharan heat T H E B A C K P A G E
Eyes flashing, the angry young man brandished a battered leather satchel holding a copy of the Koran, as doctors, health workers, vaccinators, even the local mayor, pleaded with him to let his children be vaccinated against polio.
"The Koran will protect my children. I didn't let them be vaccinated against measles either and none of them have caught the disease." he insisted.
The arguments went back and forth as we crouched in the sand, watched by a group of little boys pretending to memorise passages from the Koran. Koranic texts were quoted in Arabic, pleas were made in Hausa, arguments held in French as the temperature climbed to 42 degrees centigrade.
This was medical communications Niger style. The confrontation took place in a village called Sabon Gari Jiarewa in Zinder, a province bordering Nigeria, and one of the hottest, driest and poorest places on earth. Although Niger was officially taken off the list of countries endemic for polio in 2006, the virus has been finding its way across the border ever since, keeping Niger's annual polio rate in double figures.
or even bullock carts and fight their way through sand and thorn bushes to reach villages and hamlets and spread the word about preventive health care, vaccination included.
Recently the cases have begun to accumulate more rapidly and genetics have revealed local transmission from a single imported case. Meanwhile the World Health Organization has reacted by assisting the local health authorities to step up the number of house-to-house vaccination campaigns.
These are now so regular (they are up to campaign no. 45) that there is growing resistance on either religious grounds (sparked by suspicions that foreign donors must have ulterior motives – like mass sterilisation – for giving children polio drops every month) or simple resentment that all the focus is on polio, not on other pressing problems like malnutrition and lack of water.
Hence the need for good medical communications, to explain to parents, religious leaders and village leaders that vaccination is not a sinister plot by western donors to control population growth in Africa, but something from which the rest of the world has also benefited.
In Niger, where less than 30 percent of the population is literate, the most effective way of delivering health information is interpersonal communication. But it is far from easy. Health workers pile into utility trucks, take motor scooters
When the health workers manage to reach villages their audiences are extraordinarily receptive. Getting information about health is so rare and precious that crowds gather rapidly. Mats are unrolled, a few chairs found and dusted off, benches dragged from nearby stalls and the audience settles down and listens spellbound, as if to a fascinating story.
Here in Hong Kong where bullock carts are a thing of the past, isolation is still something that demands good medical communications strategies. Recently, an article in the South China Morning Post described one such innovative use of communications by the Shatin Hospital. 1
They are using telemedicine to provide medical advice and follow-up for elderly patients isolated by age, infirmity and social circumstances in residential care homes and centres for the elderly. 1
Geographically, economically, and culturally, Hong Kong and Niger are separated by enormous distance. But when it comes to health communications all humans are essentially the same: they are hungry for relevant, clear and accurate information. The challenge is finding the right way to deliver it.
MARGARET HARRIS CHENG
Reference
1. Fong L. Telemedicine scheme proves popular with the elderly. South China Morning Post 2008 Apr 28. | web | http://www.hkmj.org/system/files/hkm0806p248.pdf | 0.493776 | {
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Hello Student-Athletes,
In professional sports (which is entertainment), there is only one goal– to have the most points at the end of a contest. However, in youth sports (which is education), there is a second goal– to produce young people who will be winners in life. To help our children get the most out of competitive sports, we need to redefine what it means to be a "winner."
Winners are people who:
* Make maximum effort
* Continue to learn and improve
* Refuse to let mistakes (or fear of making mistakes) stop them.
In the Friends Academy Athletic program coaches emphasize the personal philosophy of E.L.M., and the team concept of R.O.O.T.S.:
* Effort
* Learning & rebounding from
* Mistakes.
* Rules: We don't bend the rules to win.
* Opponents: A worthy opponent is a gift that forces us to play to our highest potential.
* Officials: We treat officials with respect even when we disagree.
* Teammates: We never do anything that would embarrass our team on or off the field/track.
* Self: We live up to our own standards regardless of what others do.
When a student is involved in our athletics program we want to provide them with a positive experience; helping them learn more about themselves through healthy competition, while forming bonds with classmates on and off of the playing field. I look forward to a new year of impacting the lives of youth through sport.
By signing this form, you understand and agree to the shared goals we have for youth sports at Friends Academy.
Student Signature:__________________________________________________________
Sincerely,
Michael Williams Athletic Director Friends Academy 1088 Tucker Road North Dartmouth, MA 02747 ([REDACTED_PHONE] x227 | web | https://www.friendsacademy1810.org/wp-content/uploads/2018/05/Student-Athlete-Letter.pdf | 0.426585 | {
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7 th Grade Science Book B Animals
Chapter Four: Birds and Mammals
Section One: Characteristics of Birds (pg 90-95)
For each word listed below, write the word on a piece of notebook paper, underline or highlight the word and then write the definition after the word. (Students are encouraged to take the definition from the actual text because that is the definition that will be used on quizzes and tests).
Answer each of the following questions on a piece of notebook paper, in a complete sentence, restating the question in your answer. Failure to follow these rules will result in the student having to rewrite the assignment to earn their points.
1. Describe four characteristics that birds have that reptiles do not.
2. What are the four jobs of bird feathers?
3. Why might birds peck at and eat small pebbles?
4. Besides wings and feathers, describe seven characteristics that assist birds in flying.
5. Suppose that a bird that weighs 325 grams loses 40% of its body weight during migration. What is the bird's weight when it reaches its destination?
***Bonus- How does Bernoulli's Principle apply to birds flying? | web | https://www.rainier.wednet.edu/cms/lib/WA01001947/Centricity/Domain/101/Bk%20B%20Chap%204%20section%201%20vocab%20and%20questions%20pdf.pdf | 0.446504 | {
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What is life like if you and those you live with share life and love but not faith in God? And what can your parish do to make a difference?
____________________________________________
What is Life Like?
"I'm not alone at home, but I feel alone at church."
"Although they didn't convert with me, my family supported me when I decided to become Catholic. I'm happy to come to Church on my own, but sometimes parish expectations make me feel guilty that my family aren't with me."
"Why should I go to Mass when my dad doesn't?"
"Other parishioners say, 'You never come to any of our things,' but when I tell them that I don't want to go alone and my husband wouldn't be comfortable, they just look blank, and I feel like screaming!"
"My children no longer believe; I feel that I have failed."
"My wife's not Catholic but she really supports me in my faith and my work in the parish. However, in 25 years of marriage, she's never been invited to so much as a single Church social. It's as if she doesn't exist."
"If I go with you on Sunday, I might lose my place on the team. Church is your thing, I don't know if I believe anymore!"
"How can I persuade my children to come to Mass with me when they and my wife want a lie-in?"
"We're really sad that our own children don't go to Church now. We'd love to share our faith with our grandchildren, but don't know how to do it without being seen as interfering."
"I feel like church always assumes two committed parents; it's not my fault I'm on my own."
Challenges for the Parish
Invite, include, involve
- Affirm that the non-believer matters by knowing them by name, answering questions etc
- Encourage without putting pressure on – if non-believers come to church don't look for signs of conversion. Respect difference.
- Allow young people to contribute to parish life: belonging banishes boredom!
- Recognise non-Churchgoing family members – treat everyone with respect
- Get to know people, build relationships so that people's different situations can be discerned.
- Support lone parents with their children at Mass - be available if they need extra help with their children during Mass.
- Avoid jargon and "them and us" attitudes
- Meet people where they are comfortable. Think about physical environment, eg meetings at home?
- Make full use of opportunities for contact presented by the liturgical year and sacramental preparation programmes.
It's especially vital to remember that families who don't share faith in God have, like all families, much to offer the church. There is thus a challenge, not only in serving their needs, but in enabling each family member to contribute to the life and mission of the parish as full members of the Body of Christ.
__________________________________________________________________________
Prayer and Liturgical Opportunities
Prayer is vitally important, both for families who are involved in the Church, and for those who aren't.
For those who do not believe in God:
"Let us pray for those who do not believe in God, that they may find Him by sincerely following all that is right." [From the 'General Intercessions for Good Friday']
For those who do not attend Church:
God, I am not sure if you really exist. Accept me with all my doubts and fears and show yourself to me in such a way that I can somehow move forward. Show yourself to me as love, forgiveness, new life, as the promise of a new beginning. Help me in my weakness and doubt as I open my heart to you, to know your love for me.
Reflecting on Scripture:
"Be tactful with those who are not Christians and be sure you make the best use of your time with them. Talk to them agreeably and with a flavour of wit, and try to fit your answers to the needs of each one." Col 3:5-6
"For the unbelieving husband is consecrated through his wife, and the unbelieving wife is consecrated through her husband." 1Cor 7: 14
"Do not let your hearts be troubled. Trust in God still… there are many rooms in My Father's house." Jn 14:1-2
Remember too:
- Christmas, Easter, Baptisms, Marriages and Funerals are excellent opportunities for welcoming those who only attend Church occasionally.
- Offer opportunities such as healing services or renewal of marriage vows at times when people who don't usually go to Church feel more comfortable about attending.
- Make sensitive use of Prayers of the Faithful: eg "We pray for all our family members not here with us. We thank God for those who support us in our faith."
____________________________________________________________________________
Number: 1097482 Company Number: 4734592
Helpful Resources
How to Survive Being Married to a Catholic, Redemptorist Publications, 2004.
Parish Family Groups offer a social meeting point for all family members, so that friendships can develop as well as a sense of belonging. www.pfgm.org
See Familiaris Consortio (especially section 78), Lumen Gentium and Gaudium et Spes. Available online from www.vatican.va or from Catholic booksellers
This leaflet is one of a series devised to assist parishes to become more welcoming, friendly and family-sensitive.
For further information contact: Marriage and Family Life Project Office, 39 Eccleston Square, London, SW1V 1BX Email: [REDACTED_EMAIL] | web | http://www.catholicfamily.org.uk/wp-content/uploads/2014/05/WILLUnsharedfaith2013.pdf | 0.493427 | {
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What's Up With Lyndon?: Medikidz Explain Osteosarcoma (Medikidz Explain [Cancer XYZ])
epubs
Childhood osteosarcoma, a cancer of the bone, is explained in graphic novel format in this informative story that makes the science behind cancer accessible to young readers. The Medikidz are a group of larger-than-life superheroes who live in Mediland, a living, moving virtual world within the human body. Each character is an expert on one component of human anatomy and the role it plays in fighting the disease: Axon is a brain specialist, Pump has the lowdown on the heart and blood vessels, and Skinderella knows all about the skin and bones. Appropriate humor and adventure offset facts about osteosarcoma, its treatment, and recovery, so young readers can understand Lyndon’s illness and become aware of the support and loving care that he needs.
Series: Medikidz Explain [Cancer XYZ]
Hardcover: 32 pages
Publisher: American Cancer Society (June 28, 2011)
Language: English
ISBN-10: [REDACTED_PHONE]
ISBN-13: 978-[REDACTED_PHONE]
Product Dimensions: 6.5 x 0.2 x 10 inches
Shipping Weight: 9.6 ounces (View shipping rates and policies)
Average Customer Review: 5.0 out of 5 stars See all reviews (1 customer review)
Best Sellers Rank: #2,975,347 in Books (See Top 100 in Books) #68 in Books > Health, Fitness
& Dieting > Diseases & Physical Ailments > Cancer > Leukemia #155 in Books > Teens >
Personal Health > Diseases, Illnesses & Injuries #1486 in Books > Children's Books > Growing
Up & Facts of Life > Difficult Discussions > Illness
Age Range: 12 - 13 years
Grade Level: 7 and up
This comic helps explain osteosarcoma to a youth in an entertaining and yet informative way. It is done well and will help anyone who reads it understand what is happening.
What's Up with Lyndon?: Medikidz Explain Osteosarcoma (Medikidz Explain [Cancer XYZ]) What's
Up with Our Dad?: Medikidz Explain Colorectal Cancer (Medikidz Explain [Cancer XYZ]) What's Up with Richard?: Medikidz Explain Leukemia (Medikidz Explain [Cancer XYZ]) 2011 Pediatric Cancer Toolkit: Childhood Bone Cancer - Osteosarcoma and Malignant Fibrous Histiocytoma (MFH) of Bone (Ringbound Book and DVD-ROM) Medikidz Explain Type 1 Diabetes: What's Up with Ashligh? Medikidz Explain Kidney Transplant: What's Up with Jonah? F'k Cancer - Coping & Coloring: The Adult Coloring Book Full of Stress-Relieving Coloring Pages to Support Cancer Survivors & Cancer Awareness ... Books & Swear Word Coloring Books) (Volume 6) Cancer Survivorship Coping Tools - We'll Get you Through This: Tools for Cancer's Emotional Pain From a Melanoma and Breast Cancer Survivor The Passage of Power: The Years of Lyndon Johnson The Path to Power: The Years of Lyndon Johnson Master of the Senate - The Years of Lyndon Johnson, Volume III (Part 1 of a 3-Part Recording) Means of Ascent: The Years of Lyndon Johnson Lyndon Johnson and the American Dream: The Most Revealing Portrait of a President and Presidential Power Ever Written The Path to Power (The Years of Lyndon Johnson, Volume 1) Faustian Bargains: Lyndon Johnson and Mac Wallace in the Robber Baron Culture of Texas Foods to Fight Cancer: Essential foods to help prevent cancer Anti-Cancer Smoothies: Healing With Superfoods: 35 Delicious Smoothie Recipes to Fight Cancer, Live Healthy and Boost Your Energy Nature's Cancer-Fighting Foods: Prevent and Reverse the Most Common Forms of Cancer Using the Proven Power of Whole Food and Self-Healing Strategies The Breast Cancer Survival Manual, Fifth Edition: A Step-by-Step Guide for Women with Newly Diagnosed Breast Cancer Breast Cancer and Iodine : How to Prevent and How to Survive Breast Cancer | web | https://epubs-6715e.firebaseapp.com/k35Op6ljYoQn/What%20S%20Up%20With%20Lyndon%20Medikidz%20Explain%20Osteosarcoma%20Medikidz%20Explain%20Cancer%20Xyz%20epubs.pdf | 0.422812 | {
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Dunholme St Chad's Church of England Primary School
Science and Technology:
* identify the effects of air resistance, water resistance and friction, that act between moving surfaces
* recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect.
* Find out about the work of different scientists and how they're work/inventions have affected modern society.
* use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
* select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
* use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
Arts and Creativity:
* Clay work
* appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians
* develop an understanding of the history of music.
Year 5 Autumn Term 3 Theme
How Have We Changed?
Context:
Britain in World War Two; local and physical geography and how the war altered the landscape; land settlement and use (the Land Army and 'Dig for Victory' campaign); trade links (evacuation and migration); local, regional, national and international connections – similarities and differences.
Place and Time:
* a significant turning point in British history
§ a study over time tracing how several aspects of national history are reflected in the locality
* a study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality.
* understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom
* use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
* use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
Language, Oracy and Literacy:
* Poetry – writing, rehearsing and performing classic poetry; narrative poems
* Short stories – mystery
* Argument and debate
* Talk about family and friends; list family members; discuss favourite hobbies.
Mathematics:
* Place-value
* addition and subtraction
* co-ordinates and interpreting graphs
* multiplication and division
* fractions and decimals
Physical and Emotional Health/Citizenship and Ethics:
* Tag Rugby and Gymnastics
* Negotiating and influencing
Faith and Belief:
* Religion in the Neighbourhood – looking at religious changes in the locality and how it's changed – local religion. | web | https://s3.eu-west-1.amazonaws.com/jotter2.files/4342855?response-content-type=application%2Fpdf&response-content-disposition=inline%3Bfilename%3Dterm-3-plan---y3---2016.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190522%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190522T024056Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=0b2c9a314d6f7cb98bdd5036b3d8b4db7dcec0077dde9df16af959bead3d608b | 0.467354 | {
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Guide on how to commemorate Australian National Flag Day
Model order of service
The Pause for the National Salute should be observed on Australian National Flag Day, 3 September at or around 2:30pm, being the time the Australian national flag was first flown at the Melbourne Royal Exhibition Building on this day in 1901.
Students assemble.
A speaker or speakers informs the assembly of the significance of the occasion, including a short history of the Australian national flag. Official Flag Day messages from the governor-general, governor, heads of government, opposition leaders and other dignitaries may be read.
Welcoming address by master of ceremonies.
All assembled to sing Advance Australia Fair.
The students are organised into the form of a hollow square facing the flagpole. When, at a given signal, the flag is raised, the boys should salute, and the girls stand to attention. Then all, placing the right hand on the left breast, should recite the National Salute (or another form of words approved by the school community) simultaneously:
Traditional style
Citizenship oath variant
I fear God,*
I love my country,
I honour her Queen,**
I salute her flag,
I promise to always obey her laws.
* Non denominational schools may substitute the words
I am an Australian
** Optional Anglican affirmation
Immediately afterwards, taking the time from the master of ceremonies, or some one appointed for the purpose, three cheers for the Queen may be given, the boys uncovering their heads.
Assembly ends.
The master of ceremonies thanks the assembly for their attendance.
As an Australian citizen, Whose democratic beliefs I share, Whose rights and liberties I respect, and Whose laws I will uphold and obey.
I pledge/affirm my loyalty to Australia and its people, | web | http://flagsociety.org.au/Guide_on_how_to_commemorate_Australian_National_Flag_Day.pdf | 0.433933 | {
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Glue ear
Glue ear – what is it?
Glue ear is a condition where fluid has collected behind the eardrum, and this reduces the ability to hear clearly, because the eardrum and the small bones in the middle ear cannot move freely. The sound becomes muffled, as though you have your fingers in your ears or are swimming underwater. It is very common in childhood, and can keep coming back. It may get better on its own. If it does not get better, help is needed.
Fluid in the middle ear may be associated with colds, or painful ears, but can occur without any symptoms except a hearing loss. You and your child may not know they cannot hear, and they may appear dreamy, inattentive, or unresponsive. They may also be late in developing their speech and language.
Once the condition has been diagnosed and he/she has had a hearing test, then the doctor may first treat your child with medicines. If the problem continues, an ENT (Ear, Nose and Throat) surgeon can operate to take the fluid away and put a very small tube (grommet) through the eardrum, to let air into the middle ear so it can heal. Sometimes the surgeon may wish to remove the adenoids as well, and very occasionally the tonsils. Once inserted, grommets will naturally fall out by themselves, after six months or so.
How to help your child with glue ear
* Always get your child's attention before talking to them – for example, by touching them and calling their name, until they look at you.
* Try to get face-to-face when you are talking to them, so they can hear you more easily.
* Reduce background noise when you talk – for example, turn down the TV/radio.
* Speak in short, simple sentences, using gestures and appropriate facial expression to help convey your meaning.
* Always let your child's teachers or other carers know about their hearing difficulties. Ask your child's teacher to seat them at the front of the class so they can easily see the teacher's face.
* Be patient. Your child may become frustrated at not being able to hear and understand. Repeat what you say, if necessary.
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CONNECTIONS News and Information from OUC—The Reliable One | FEBRUARY 2022
Follow us on Instagram @oucreliableone
NEW WATER TREATMENT PROCESS INCREASES EFFICIENCY IN PURIFYING WATER
OUC is upgrading each of its seven water treatment plants with a sidestream ozone-injection system like this one.
ozone and liquid oxygen (LOX). The reduction in ozone use also means less energy is needed to produce it at our water treatments plants, creating greater value to customers.
OUC is investing in new water treatment technologies that will reduce the amount of energy needed to produce clean, tasty water. The sidestream ozoneinjection system is a pipeline through which untreated well water flows as bubbles of ozone are injected into it. The process removes the pungent scent of hydrogen sulfide in water pumped from the Lower Floridan aquifer.
By lessening the amount of liquid oxygen needed to treat water, OUC is reducing its vulnerability to possible shortages of the component, such as the one that occurred this past summer. For seven weeks, OUC customers cut back on water consumption while our water treatment capacity was impacted by a regional liquid oxygen shortage.
With this new ozone-injection process, OUC is able to deliver the same high-quality potable water to customers but use less
Three of seven OUC water treatment plant have undergone the upgrade so far. Each project takes about two years to complete.
LEARN MORE ABOUT HOW WE'RE CREATING VALUE AT OUC.COM/CONNECTED.
OUC HONORED FOR COMMUNITY INVOLVEMENT
For the seventh consecutive year, OUC was honored as a recipient of the Florida Municipal Electric Association's (FMEA) "Building Strong Communities" award. OUC earned the recognition for its extensive community involvement, touching upon everything from energy and water conservation to neighborhood revitalization to small business assistance.
provide community education, collect charitable donations, focus on crime prevention, and set up lights for playgrounds, ball fields and holiday
FMEA recognized 22 public power utilities for leading programs that improve the environment, displays. FMEA also presented awards to utilities for installing charging stations for phones and electric vehicles, participating in community celebrations and hosting blood drives and career fairs and more.
COLD WEATHER ENERGY EFFICIENCY TIPS
Did you know winter electric bills can be two to three times higher than fall or spring bills? Check out these tips to warm up to savings when cold weather comes our way.
* Keep your thermostat at 68 degrees. For every degree below 68, you can save $4 to $6 on your bill. rees.
* Set the A/C fan to 'auto'.
* Replace dirty A/C filters monthly. y.
* Install a programmable thermostat to adjust the temperature automatically.
* Keep drapes and blinds open during the day to let in the sun's heat.
* Set your ceiling fan to run clockwise to force warmer air toward the floor.
Find more winter safety and efficiency tips at OUC.com/coldweather.
2020 WATER QUALITY REPORT
Learn more about H2OUC via the 2020 OUC Water Quality Report at OUC.com/wqr2020. The report contains important information about the source and quality of your drinking water.
To request a printed copy of the 2020 Water Quality Report, call [REDACTED_PHONE] or visit OUC.com/ wqrrequest.
Para conocer más en español sobre el Reporte Anual de Calidad de Agua 2020, llámanos al [REDACTED_PHONE].
UPGRADE INSULATION AND GET A REBATE!
DOOR/WINDOW LEAKS CAN DRAIN YOUR WALLET
Adding attic insulation is one of the most effective and least expensive things you can do to increase the energy efficiency of your home. OUC offers residential customers a rebate of 10 cents per square foot on upgraded attic insulation with an R-30 value or higher.
Sealing door and window leaks can improve energy efficiency, leading to bill savings. Simple fixes can include installing weather stripping on doors and caulking around windows. Older homes can even reap major benefits from ENERGY STAR® windows and OUC can help with the costs with a $1.50/ square foot rebate.
Visit OUC.com/rebate for more on OUC's energy rebates.
Para ver esta edición de OUConexión, por favor vaya en línea a espanol.ouc.com.
@OUCReliableOne
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BIGNOR Holy Cross Diocese of Chichester SU9824614670
The church, mentioned in the Domesday Book, was rebuilt in the 13th century.
Bignor's 'two very large yews' were first noted in the 1858 Handbook for Travellers in Kent and Sussex .
In 1904 'admirers of yew trees' were advised to 'make a point of visiting Bignor churchyard'. Highways and Byways in Sussex E. V. Lucas
In the 1940s when Cornish was gathering information for The Churchyard Yew and Immortality he was informed by Major G.B.Hill that here were 'two old yews, the older reckoned to be 600 years'.
In 1952 the same correspondent directed Swanton's attention to the trees and in his 1958 book The Yew Trees of England , Swanton wrote about 'the yew in the middle of the churchyard. It is female, with a hollow trunk, 19ft. 6ins. in girth at 3ft. Diameter of umbrage 65ft. There is much ivy near it'.
Swanton was the last person to record the 2nd yew: 'A yew near the south door has been drastically pruned to prevent accidents. It is 15ft. 6ins. in girth at 3ft'.
It was likely that this drastic pruning led to the tree eventually being felled in 1982. Traces of its trunk were still visible in 2004.
The surviving yew, which grows SE of the church, has a deceptively solid looking bole. Close to the ground are two small gaps which not only reveal it to be hollow, but also that it contains a large girthed internal stem which can be traced to the tree's main branch.
Girth:
1958: 19' 6" at 3' Swanton The Yew Trees of England
1997: Height of 15m x 189 cm diameter @ 0.3m. The Sussex Tree Book - Owen Johnson
2004: 19' 8'' at 1'; 21' 5'' at 3' over twiggy growth - Tim Hills
2013: 19' 10'' at 1' 6''; 20' at 2' and 20' 8'' at 3' - Peter Norton | web | https://www.ancient-yew.org/userfiles/file/Bignor%20September%202014.pdf | 0.424192 | {
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It is possible to get out of financial trouble.
It can be done, but it takes:
- determination
- hard work
- honesty
- all the members of the family working together.
**Face the problem**
The first thing to do is to **face the problem**. If you get **letters** from people you owe money to (called creditors), **open** them. **Read** them. You must know where you stand with each creditor.
**Discuss the problem with your family**
If you have adult family members who **depend on your income**, discuss the situation with them. If your family wants to get out of debt, **everyone** in the family must cooperate. You must all **agree** on the **way forward** and **stick to the plan**.
**Draw up a budget**
Look at your budget. Tick off all your **needs**. Now look at **the things that are left**. These are the things you need to pay off and cut down on.
Sit down and **make a list** of all your **creditors** and **how much you owe them**, each one. Make it your goal to **pay off your creditors**! Work out how much you can afford to pay each one, leaving you just enough to live on. Avoid all **unnecessary** spending.
In the old days, savings clubs were simple and easy. Members knew and trusted each other. These days, a dishonest person can start a club and take your money. Our lives are busier and strangers come to live in our communities more often. We have to be more careful. Never give your money to a stranger who promises to start a new savings scheme. Despite these dangers, saving clubs are good for short-term saving, if you know and trust the people who run it and if the leaders of the club write everything down.
Choose your savings club carefully! Save only with people you know and trust!
The bank method
Saving with a bank is one of the ways to save for the medium and long term.
But why?
Your money is safe. No one can steal it. The bank has rules which protect you.
But I am scared of banks. I don’t understand them. I have never even been inside a bank.
Banks are there to help us! You have a right to go into any bank and ask the financial adviser to explain what services it can offer you.
Now is a good time to find out what banks do, and how they can help you!
Rule number 6
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Cartes Blanches
Serhiy Salov
Piano
Program
Modest Moussorgsky, « Prelude », from the Opera Khovanshchina
Modest Moussorgsky, A Night on the Bare Mountain
Modest Moussorgsky, Picture at an Exhibition
***
Digital Broadcast
From March 14 to Mars 28, 2021
Cartes Blanches
A Note from the Artistic Director
For this new season, we invite you to rediscover a very special era in the history of music, where the emphasis has been placed on the figure of the artist, his life and emotions. A music that speaks to our soul, that frees our senses and our mind; I’m talking, of course, about music from the Romantic period! And this, through a brand-new series: Cartes Blanches.
The trials we have recently had to overcome, and are still facing today, remind us of how undeniably we are linked to each other, but also invite us to rethink the bridges between generations, cultures and eras.
In their own way, initiating the Cartes Blanches Series, three renowned Canadian musicians, our contemporaries, our fellow citizens, our friends, will dialogue with the greatest composers of the Romantic period, offering us a unique opportunity to witness this deeply personal and intimate exchange.
Irina Krasnyanskaya
Serhiy Salov is recognized as an outstanding pianist, whose playing is both energetic and imbued with sensitivity. He is known for his remarkable technique, his exacting rigour and virtuosity, qualities that unwaveringly serve the poetry inherent in the music. Public enthusiasm and critical acclaim have amply confirmed his prominent status on the international music scene as a soloist and chamber musician. In addition, Serhiy Salov has achieved distinction for his piano transcriptions of symphonic works such as Tchaikovsky’s *Nutcracker*, Debussy’s *Nocturnes*, Mussorgsky’s *Night on a Bald Mountain*, and many others.
After beginning his musical training in Ukraine, Salov pursued his studies in London, obtaining a master’s degree from the prestigious Guildhall School of Music and Drama, followed by a Doctor of Music degree from the Université de Montréal. His gifts extend far beyond the mastery of piano technique: the disciplines of improvisation, musicology, and the study of languages complement his training and enable him to deploy a highly expressive individual approach.
A superlative concert performer, Serhiy Salov has collaborated with renowned conductors and numerous orchestras around the world. He is regularly featured at the foremost international music festivals and has been awarded many prizes in competitions worldwide.
*Biography provided by the artist*
We believe in culture as a vehicle of emotions!
Next Mélodînes Concert
Bruno Gauthier Bellerose
Guitar
Tickets
livetoune.tuxedobillet.com
Digital Broadcast
From March 28 to April 11, 2021
Pro Musica
2-4672, Saint-Denis Street
Montreal (QC) H2J 2L3
promusica.qc.ca | web | https://promusica.qc.ca/wp-content/uploads/2021/05/Programme-concert_Serhiy-Salov-2020-2021-EN.pdf | 0.478387 | {
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Participate in Research
The embodied experience of returning to school following an acquired brain injury: Body mapping with children following acquired brain injury
Principal Investigator:
Gillian King, PhD
Centres for Leadership:
Participation and Inclusion & Acquired Brain Injury
TO ASK QUESTIONS OR TO SIGN UP, CONTACT:
Laura Hartman
[REDACTED_PHONE] x3532
[REDACTED_EMAIL]
Date Posted: April 30, 2016
Version Date: January 22, 2016
Did you go back to school after having a brain injury? Consider participating in an arts-based research study about transitions back to school after ABI
What is this study about?
We want to understand what it's like for kids to go back to elementary and middle school after a brain injury. We will ask you to explain your journey back to school by making a life-size body map to draw and paint your answers to our questions.
Who can participate?
We are looking for:
- Children who have experienced an ABI and were in hospital (even for one night) in the past 2 years
- Be age 6-14 now
- Be able to understand questions in English and communicate answers through words or alternative communication methods and drawing
- Had your ABI at or after age 6
What's involved?
The study involves 3 arts-based body mapping sessions lasting approximately 1 hour each [can be after school or weekends if more convenient]. A body map is a life-size tracing of your body that is coloured and painted in with pictures and drawings about your life following ABI.
What are the benefits of participating?
- Making a body map can be fun!
- Participating will help us to understand what it's like for kids to return to school after ABI.
What are the risks of participating?
- Sometimes it can be uncomfortable or upsetting to remember difficult times, like having an ABI
- Participating may lead to fatigue
Participants will receive reimbursement for travel/parking costs and a small token of appreciation to thank them for their time. Participants may receive volunteer hours for their time.
REB #: 15-615 | web | http://research.hollandbloorview.ca/Assets/Research/Documents/Hartman%20Flyer.pdf | 0.428917 | {
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What To Do After A Fire...
A fire has caused damage to your home and property and you're not sure what steps to take. Use the information below as a guideline to cover all bases and put things back in order.
Who to Call First:
Contact your insurance agent or office as soon as possible. Their assistance is invaluable in arranging repairs of essential services: restoring the heating system, electrical power and patching windows or roofs. If you and your family are unable to live in the dwelling after a fire, the insurance company will arrange other living arrangements, assuming your policy covers this.
Inform your mortgage company of the fire and keep them updated on the progress in restoration of the property.
After you are settled, an accurate list of all lost items needs to be made. This is a difficult task if an inventory has not been made or kept up to date (now is a good time to make one if you haven't already!). Photos and videos work well, too. These should be stored in a fireproof box or a safety deposit box.
Others to Call (depending on the extent of the damage and what has been lost):
Ontario Ministry of Transportation-Drivers' licenses, car ownership(s)
Car, Property and/or Life Insurance Agent-Insurance policies, etc.
Financial Institutions-Bank books, bankcards, burned bonds/money/certificates
Employment and Immigration Canada-Passport replacement
Lawyer/Solicitor-Copies of wills, power of attorney papers, other legal documents
Human Resources Development Canada-Social Insurance Number (SIN) replacement
Land Registry Office-Copies of deeds and titles
Your Doctor-Medical records, prescription drugs replacement
Revenue Canada-Income tax information
Credit Card Companies/Stores & Businesses-Replacement of credit cards
Provincial/Local Registrars-Replacement of Birth, Marriage or Death Certificates, etc.
OHIP-Replacement of Health Card
Local Electric Utilities Company
Municipal Engineering Department/Town Works Department
Local Natural Gas Service Provider
Canada Post-Re-routing or holding mail. Contact your local post office outlet.
Cleaners-For walls, rugs, upholstery and household effects. Try a Fire Restoration Service
Can I Have a Copy of the Fire Report?
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CHARLOTTE BRONTё
Jane Eyre (1847)
Plot
Jane is a penniless orphan, brought up by her cold and hostile aunt, Mrs Reed. Jane is sent to Lowood Institution, a very strict school, where girls are not given enough food and clothing. She decides to accept a job as a governess at Thornfield Hall by Mr Rochester and soon falls in love with him. Her stay at the Hall is disturbed by strange noises and frightening events. After spending some time at her aunt's deathbed, Jane returns to Thornfield and Rochester proposes to her. She assents to marry him, but two nights before the wedding she wakes up and sees a figure sanding by her bed and her wedding veil torn into two pieces. The wedding is interrupted by Richard Manson who declares that Rochester is already married with his sister, Bertha Mason, a mad woman who lives on the upper floor of the house, looked up by Grace Poole. Rochester asks Jane to stay with him, but she leaves Thornfield. One night she hears Rochester's voice calling her and she returns to Thornfield Hall only to find out that the house has been destroyed by a fire caused by Bertha, who then threw herself downstairs and died. Mr Rochester was seriously injured in the attempt to save his wife from the fire; he is now blind and lives in another house. Jane visits him and assents to marry him. He finally recovers his sight just when his first child was born.
Mode of narration
The novel shows the consequences of childhood experience in the fully-grown character, and rests largely upon the author's own experience at the Clergy Daughter's School at Cowan Bridge, and at the Pensionnat Heger in Brussels, where Charlotte fell in love with Mr Heger but was not reciprocated. The use of the heroine as narrator is mainly responsible for the peculiar unity of Jane Eyre. All is seen from the point of view of the central character, with whose experience the author has identified herself, and invited the engagement of every reader. Jane continually occupied the centre, never receding into the role of mere reflector or observer. She gains awareness not by long introspection but by a habit of keeping pace with her own experience. The story is told in the first person; the language develops differently according to the style and mood of each character. This emotional use of language conveys the author's concern with the nature of human relationships.
CHARLOTTE BRONTё
Jane Eyre (1847)
Trama
Jane è un'orfana priva di mezzi, cresciuta dalla zia insensibile ed ostile, la Sig.ra Reed. Jane viene spedita all'Istituto di Lowood, una scuola molto severa, dove alle ragazze non vengono dati cibo e vestiti a sufficienza. Ella decide di accettare un lavoro come governante/ educatrice a Thornfield Hall presso il Sig. Rochester e s'innamora subito di lui. La sua permanenza presso Hall è disturbata da strani rumori ed eventi terrificanti. Dopo aver trascorso un po' di tempo al capezzale della zia, Jane ritorna a Thornfield e Rochester le fa la proposta. Ella acconsente a sposarlo, ma due notti prima del matrimonio ella si sveglia e vede una figura ai piedi del suo letto ed il suo velo da sposa strappato in due pezzi. Il matrimonio viene interrotto da Richard Manson il quale dichiara che Rochester è già sposato con sua sorella, Bertha Manson, una donna folle che vive al piano superiore della casa, controllata da Grace Poole. Rochester chiede a Jane di restare con lui, ma ella lascia Thornfield. Una notte ella sente la voce di Rochester che la chiama e fa ritorno a Thornfield Hall solo per scoprire che la casa è stata distrutta da un incendio provocato da Bertha, la quale dopo si è gettata al piano di sotto ed è morta. Il Sig. Rochester rimase gravemente ferito nel tentativo di salvare sua moglie dal fuoco; ora è cieco e vive in un'altra casa. Jane gli fa visita ed acconsente a sposarlo. Egli finalmente riacquista la vista proprio quando stava nascendo il suo primo figlio.
Metodi di narrazione
Il romanzo mostra le conseguenze del'esperienza fanciullesca nel personaggio completamente sviluppato/cresciuto, e giace ampiamente sull'esperienza personale dell'autrice alla Clergy Daughter's School s Cowan Bridge, ed al Pensionnat Heger a Brussels, dove Charlotte s'innamorò del Sig. Heger ma non fu corrisposta. L'uso dell'eroina come narratore è principalmente responsabile della peculiare unità di Jane Eyre. Tutto viene osservato dal punto di vita del personaggio centrale, con le cui esperienze l'autrice ha identificato sé stessa, ed invitato ogni lettore alla partecipazione. Jane occupava costantemente il centro, mai retrocedendo a ruolo di mero riflettore od osservatore. Ella acquista consapevolezza non attraverso una lunga introspezione ma attraverso l'inclinazione all'aumento de ritmo con le sue personali esperienze. La storia viene narrata in prima persona; il linguaggio si sviluppa differentemente a seconda dello stile e dello stato d'animo di ogni personaggio. Quest'uso emozionale del linguaggio rende l'interesse dell'autrice nei confronti della natura delle relazioni umane.
Gothic elements
The traditional "Gothic" convention is used, but in a personal way, from childhood terrors to all those mysterious and threatening sights and sounds that reveal the presence of some malevolent force that anticipate the tragedy at Thornfield. Charlotte leads away from conventional characterization towards new insights of human reality. In Rochester the old lustful villain is seen in a new perspective: he has the qualities of a "Byronic Hero", the stereotyped seducer becomes a kind of lost nobleman of passion.
Elementi Gotici
Viene utilizzata la tradizionale convenzione "Gotica", ma in maniera personale, dagli orrori dell'infanzia a tutte quelle viste misteriose ed intimidatorie ed ai suoni che rivelano la presenza di alcune forze malevole che anticipano la tragedia di Thornfield. Charlotte si allontana dalla caratterizzazione convenzionale verso nuove visioni della realtà umana. In Rochester il vecchio cattivo lascivo viene visto da una nuova prospettiva: egli possiede le qualità de "l'Eroe Byroniano", lo stereotipato seduttore diviene una sorta di perduto gentiluomo appassionato. | web | https://www.studentville.it/app/uploads/media/APPUNTI_FILES/charlotte_brontq_506.pdf | 0.492727 | {
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Monitoring and Addressing Global Environmental Challenges with Earth Observations
Despite occupying less than 4% of the terrestrial Earth surface, urban areas accommodate 55% of the global population and contribute about two-thirds of worldwide energy consumption and more than 70% of GHG emissions. The ongoing global urbanization is expected to bring 2.6 billion new urban dwellers by 2050, while about 60% of the urban land area required to accommodate these new dwellers has yet to be built. These facts present formidable environmental challenges for achieving a sustainable and climate-resilient future.
This talk will discuss the role of geospatial approaches with earth observations in tackling global environmental challenges in two geographical contexts, i.e., urban areas and natural ecosystems. The first part of the talk will introduce how nighttime light images can be used for monitoring inner-city urban land changes and how to address the associated technical challenges in nighttime light image processing. The second part will look into nature-based solutions and how we, as geospatial scientists, can maximize their potential to address climate and sustainability challenges.
Qiming Zheng
Research Assistant Professor
Department of Land Surveying and Geo-Informatics
The Hong Kong Polytechnic University
Dr. Qiming Zheng is a Research Assistant Professor in the Department of Land Surveying and Geo-Informatics at the Hong Kong Polytechnic University. Before joining PolyU, he was a Research Fellow at the Centre for Nature-based Climate Solutions at the National University of Singapore. His research centers on using geospatial techniques, environment and earth system models, and GeoAI approaches to address cutting-edge challenges in global environmental changes, urban sustainability, and climate change mitigation. He has published more than 30 peer-reviewed articles, including first-author publications in *Nature Communications*, *Remote Sensing of Environment*, and *ISPRS Journal of Photogrammetry and Remote Sensing*. | web | https://www.grm.cuhk.edu.hk/cab/dept-seminars/2023/Seminar20231025.pdf | 0.438511 | {
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French
In French this term we are learning:
* About the French culture and learning French songs.
* To greet people.
* To count to 12.
Art This term our focus is colour. We will be:
* Mixing primary colours to create other colours.
* Looking at how colour can be used for effect.
* Exploring the work of famous artists.
History
This term children will study the History of Britain from The Stone Age through to Romans.
R.E.
Music
We will be learning about Hinduism:
* The founder;
* Signs and symbols;
* Place of worship and ceremonies.
In Christianity we will be
learning:
* Names of the 4 gospels;
* The main events of Christmas;
* St Lucia and Christingle.
We will be learning to keep a beat and to match pace in music.
Design Technology
Designing and making a pasta dish.
P.E.
Children will be focusing on Football skills in their PE lesson every MONDAY. Children will go swimming every TUESDAY at Catchgate swimming baths.
Annfield Plain Junior School
Year 3 Autumn Term Mrs Taylor
English
In English we are covering a range of work on:-
* Familiar settings in story writing;
* Shape poems;
* The differences between play scripts and prose;
* Instruction writing;
* The use of dictionaries and thesauruses;
* A range of spelling, grammar and punctuation skills.
Please note:
Reading is a high priority in Year 3 please sign your child's book every night after they have read for 10 minutes and please hear your child read everyday or at 5 times a week. Asking them to read out loud helps develop reading fluency and clarity and also gives the parent a chance to hear where mistakes are being made. We ask your child to bring their reading book and record into school every day so their books can be checked and house points awarded for every signature. Children can earn up to 7 house points a week for home reading. This year spelling activity homework will be sent home each week for children to return and receive house points for.
Maths
In Maths this term we will be focusing on:-
* Times tables;
* Place value of 2 and 3 digit numbers;
* Reading, writing and ordering numbers;
* Addition and subtraction;
* 2D and 3D shapes;
* Symmetry;
* Data handling;
* Fractions;
* Doubling and halving.
Science
In Science this term we will be:
* Studying animals including humans;
* Investigating why a healthy diet is important;
* Learning about the skeleton and our muscles;
* Discovering how different parts of our body work.
I.C.T.
The main focus will be:-
* To have knowledge of and improve the use of the keyboard (touch typing);
*
To be able to word process simple texts;
* To be able to change font size and colour;
* To add pictures to text, using clipart and the internet and begin to make Power Point presentations.
How you can help at home?
* Hear your child read on DAILY and sign their reading record.
* Help your child to practise their spellings across the year and ensure they return their spelling homework each week.
* Encourage your child to learn their times tables. Particularly their 2x, 5x, 10x and 3x tables.
* Ensure that your child has their PE kit in for the entire term. (occasionally the school time table can change or PE kits are needed in other lessons, for this reason we ask that PE kits are available in school all week).
THANK YOU | web | http://www.annfieldplain-jun.durham.sch.uk/wp-content/uploads/sites/30/2014/07/Year-3-Curriculum-Booklet-Autumn-2018.pdf | 0.475256 | {
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Honolulu, HI
Thursday, January 26, 2006
Op-Ed
COMMENTARY
Alito confirmation could harm Isle waters
By D. Kapua Sproat
The U.S. Senate is now considering whether or not to confirm Judge Samuel Alito Jr. to a lifetime appointment to the U.S. Supreme Court. Unfortunately, many media outlets have failed to focus on Alito's extreme appellate court record of legislating from the bench on issues central to the protection of public health and the environment.
Alito's record threatens Congress' authority to enact laws under the Constitution's Commerce Clause — the legal basis for most federal environmental laws, and threatens Congress' ability to ensure that citizens have the right to go to court to enforce these laws. That's why he is the first Supreme Court nominee environmental groups have opposed since Robert Bork in 1987.
Alito imposed severe restrictions on citizen enforcement efforts under the Clean Water Act. In PIRG v. Magnesium Elektron, Alito was the decisive vote — ruling that evidence that people had stopped drinking water from, and swimming and fishing in, a river because of 150 uncontested, upstream violations of the Clean Water Act was not enough to show that they had standing to sue the corporate polluter.
The standard he embraced would have forced victims of illegal pollution to scientifically prove harm to the environment, even though they were harmed by clear violations of the act. The Supreme Court rejected this untenably restrictive standing test in Friends of the Earth v. Laidlaw, reiterating that the proper measure of standing is "injury to the plaintiff."
If confirmed, Alito could be the deciding vote in two of the most important Clean Water Act cases to come before the court in 30 years. In these cases, developers and polluters are arguing that headwater streams and tributaries, and all of the wetlands adjacent to these waters, must lose all existing federal anti-pollution protections.
What does this mean for Hawai'i? The majority of our streams, wetlands and other waters could lose all federal protection under the Clean Water Act if the polluters now making their case before the U.S. Supreme Court get their way. These represent the vast majority of waters that all of us in Hawai'i use for fishing, swimming, surfing, other recreation, and as an important source of food, as well as for filtering pollutants and helping to prevent floods.
The destruction of these natural and cultural treasures is not only damaging in and of itself, but will also harm the quality of downstream coastal waters, which we all use and love.
The theory proposed by the polluters currently arguing cases before the Supreme Court is extreme. It would mean that any waterway in Hawai'i that is being polluted but is not an actually "navigable" water (capable of supporting commercial navigation) could no longer be subject to any federal limits on discharges of sewage or other wastes, to restrictions on dredging and filling, to the requirements to clean up waters polluted by mercury or other contaminants, or to state conditions placed on federally licensed projects that can kill fish, destroy habitat or degrade water quality. Auwe.
This destructive theory of clean water law would not only threaten Hawai'i's clean streams and coastal areas, but would undermine efforts to clean up our already-polluted waters.
According to the Environmental Protection Agency, the state Department of Health has identified 241 waters too polluted to support recreation, fish or wildlife habitat or other uses. These waters are polluted by excess turbidity and nutrients, pathogens, ammonia, pesticides, metals and, in the cases of at least one water body, PCBs.
The Clean Water Act tools that we use to identify and create plans to clean up these impaired waters are at risk because the Supreme Court has taken up these cases, and an anti-Clean Water Act ruling would mean not only that
Hawai'i's already-impaired streams and coastal waters would not get cleaned up, but they would likely become more polluted.
For these and other reasons, we oppose Alito's confirmation and pray that our senators, Daniel Inouye and Daniel Akaka, will do the same.
D. Kapua Sproat is an attorney in the Honolulu office of Earthjustice, a nonprofit, environmental law firm. She wrote this commentary for The Advertiser.
Back
© COPYRIGHT 2006 The Honolulu Advertiser, a division ofGannett Co. Inc.
All materials contained on this site are protected by United States copyright law and may not be reproduced, distributed, transmitted, displayed, published or broadcast without the prior written permission of The Honolulu Advertiser. You may not alter or remove any trademark, copyright or other notice from copies of the content. | web | http://www.judgingtheenvironment.org/press/in_the_news/archive/1-19-06HonoluluAdvertiserSproatOpEd.pdf | 0.495126 | {
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For your second writing assignment, consider this exercise from the writer Bruce Ballenger’s textbook, *The Curious Writer* (2016):
“Think about things, ordinary objects, that you have held onto all these years because you simply can’t throw them away. They *mean* something to you. They are reminders of another time, or a turning point in your life, or a particular moment of joy, or sadness, or perhaps fear. Consider a few of mine: a green plaster Buddha, handmade; a glow-in-the-dark crucifix; an old pair of 7 X 50 Nikon binoculars; a 1969 Martin D 28 guitar; a brown-handled flathead screwdriver with a touch of red nail polish on the handle; a homemade lamp made from a wooden wallpaper roller; a red dog’s collar. While they are meaningless to you, naturally, to me each of these objects carries a charge; they remind me of a story, a moment, a feeling. The personal essay makes space for writers to explore the meanings of such ordinary things” (p. 75).
**Pick one ordinary object and explain its meaning to you in a two- to four-page essay, using specific single-moment evidence and details to tell a story.**
Here are two things that are particularly important to this assignment:
- Do more than tell a story. There must be a *purpose* behind telling the story that speaks in some way to someone else. It should, ultimately, answer the So *what?* Question – why does this matter in a larger context, beyond your particular experience?
- Be richly detailed. Seize opportunities to *show* what you mean rather than simply explain it.
**Purpose:** To use an object to open your readers’ eyes to something new.
**Audience:** Your choice, although it must be more than one person and appropriate to your purpose. Be sure to attach a **brief audience description** to your draft, using proper APA format for an Appendix.
**Due Date:** Writing Assignment 2 is due by midnight on Sunday, November 3. Final papers must at least two pages long, follow proper APA format, and be edited carefully. | web | http://sarakelm.weebly.com/uploads/8/9/0/1/89010872/202writingassignment2.pdf | 0.439353 | {
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orthodox doctrines could be expelled, whipped, fined, and even executed. The church was the center of each town, with all property owners paying taxes for its support. Though the Puritans had suffered persecution for their beliefs in England, they refused to allow freedom of worship in Massachusetts. Instead, they replaced one established church for another.
**New England Society**
Unlike the Jamestown settlers, a large proportion of Puritan immigrants came in families. Many originated from Norfolk, Suffolk, and Essex (together called East Anglia). Located directly across the North Sea from the Netherlands, East Anglia was the center of both the wool trade and Puritanism. By 1630, its residents had kept contact with European Calvinists for almost a century; entire congregations, ostensibly part of the Church of England, adopted Puritan ways. For decades they had worshipped freely, protected by the local Puritan gentry. Then during the 1620s and 1630s, the Puritans faced a series of hardships, including a depressed market for woolen cloth, poor harvests, and bubonic plague. Charles I and the Anglican church hierarchy, notably Archbishop William Laud, enforced laws against nonconformists, removing Puritan ministers from their pulpits. Many families migrated to Massachusetts, where they could make a new start under a congenial government. Some entire communities accompanied their minister.
In Massachusetts, the migrants created towns that often resembled the ones they had left. When a group arrived, its leaders petitioned the General Court for a place to settle and permission to establish a church and town government. The town meeting elected a board of selectmen who administered town business, including road building, maintenance of schools, and law enforcement. The town meeting also divided the town lands. The amount of land a family received depended upon its wealth and social status. Typically, a town followed one of two patterns of land distribution according to the kind of land tenure its founders knew in England. Emigrants from East Anglia generally chose the *closed field* system, in which families received individual farms, with house lot and land for planting, grazing livestock, and cutting lumber. These settlers also created commercial towns. In contrast, emigrants from Yorkshire, in northern England, chose the *open field* system, designating town lands for different purposes—house lots lined up in compact rows, fields, meadows, and wood lots. In Rowley, Massachusetts, for example, families received strips in the fields, where they grew crops in cooperation with their neighbors. Together they made many decisions, including which fields to plant and which to leave fallow. Families also received “stinting rights,” or permission to pasture animals on common lands. The number of cattle and sheep a family could pasture depended upon the size of their lands.
The Puritan notion of an ideal community defined the ways in which the Puritans acted toward one another and toward outsiders. If the model society were to succeed, everyone had to have a place in the family, church, and commonwealth. Like other English, the Puritans kept a hierarchical social order. In the family, the husband was superior to the wife, but together they ruled the children and servants. In the church, the minister and elders dominated the congregation. In the commonwealth, the officials led the people. Ideally, this hierarchy required little coercion, when people saw themselves as part of the community and worked for the common good, or “weal” (hence “commonwealth”), rather than for their own benefit. They understood that all humans | web | http://cjbibus.com/Ayers2ndEd_NewEnglandSociety_sectiononland.pdf | 0.493734 | {
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CANDLE Safety Tips
Candle users should always use caution, especially in cold temperatures and during power failures. An estimated 20% of candle fires involving fatalities occur concurrently with a loss of electrical power. While flashlights and battery-powered lamps are safe sources of light during lengthy power outages, candles are also considered reliable alternatives—if used safely. Follow these helpful tips to keeping your home safe, and find even more tips at www.candles.org.
Place burning candles at least
3 inches apart from one another so they don't melt one another or burn improperly.
Never burn a candle on or near anything that can catch fire. Keep burning candles away from furniture, drapes, bedding, carpets, books, paper, flammable decorations, electronics, etc.
To extinguish candles safely, cup your hand behind the flame before blowing it out or snuff out the flame with a metal candle snuffer. Sparks or embers, if blown from the candle, could ignite combustibles nearby.
Consider using pillar or broader-based candles during a power outage, as they're less likely to be accidentally knocked over. When possible, enclose candles within glass globes to prevent burns or fires.
GLOWING RECOMMENDATIONS
Never leave burning candles unattended. Extinguish them when leaving a room.
Keep candles well out of the reach of children and pets.
Place candles on a stable surface in a fire-resistant holder at least 12 inches away from anything flammable, including holiday decorations.
* Extinguish candles before going to bed, and never use one as a nightlight.
* Don't use candles to search for something in a closet or small confined space where clothes, papers or other combustibles could accidentally ignite.
* Never light a candle if you smell the odor of gas. Always check for gas leaks, especially during a power outage.
* Avoid moving a burning candle at any time, especially during power outages. Candle containers may be too hot to handle and could brush against flammable items in the dark.
* For added safety when the lights go out, candle holders may be placed on stable, nonflammable surfaces such as a metal cookie sheet, frying pan or ceramic dinner plate. | web | http://candles.org/wp-content/uploads/2018/10/10127-1302_NCA-Candle-Safety-Infographic_4-2.pdf | 0.509309 | {
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PERFORMANCE Breakthroughs
for Adolescents with Learning Disabilities or ADD
How to Help Students Succeed in the Regular Education Classroom
by Dr. Geraldine Markel and Dr. Judith Greenbaum
This practical book is recommended for teachers, special educators, psychologists, social workers, counselors, and school administrators. Because it is so readable, it should also prove helpful to adults and college students with ADD and/or LD as well as for parents of children with learning and attention problems.
* Break away from negative thoughts and expectations that impede progress
The authors present an integrative approach that encourages students to:
* Break out of old habits that interfere with academic success
* Break down barriers to learning and behavior management
CONTENTS
1 Introduction — an overview of relevant legislation; how learning and attention difficulties as well as problems of adolescence challenge students
2 Understanding the Instructional Process — roles of various professionals, components of an integrative approach, core steps in instruction
3 Understanding the Classroom and the Larger System — two case studies that contrast the features of productive and unproductive systems
4 Crisis Intervention — a systematic problem-solving process for crisis intervention; strategies for collaboration among crisis manager, parents, teachers, and student
5 Assessment — purposes of assessment, the referral process, components of a comprehensive assessment, the assessment team, role of the classroom teacher
reinforcement; how to balance conflicting philosophies, instruction needs, and system demands
7 Self-Management — strategies and skills such as self-observation, self-contracting, self-evaluation, self-recognition and reward, time management
The following chapters provide information to help students develop skills in specific areas:
8 Reading
9 Listening and Note Taking
10 Preparing for and Taking Tests
11 Academic Writing
12 Homework
13 Toward Performance Breakthroughs — important points and closing thoughts on ways to foster performance breakthroughs
Case examples are used throughout to illustrate educational and behavioral problems and their solutions. The large variety of checklists in the book provide handy teaching tools for teachers and self-management aids for students.
ISBN 0-[REDACTED_PHONE]
336 pages, $23.95 (10 or more $21.55 each)
Research Press
P.O. Box 9177 Champaign, IL 61826
Phone [REDACTED_PHONE] • Fax [REDACTED_PHONE]
6 Program Planning — steps in program planning; the IEP as a model; importance of motivation and
E-Mail: [REDACTED_EMAIL]
Website: www.researchpress.com
You're invited to visit our website at www.researchpress.com
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Jan/2004 | web | http://www.managingyourmind.com/files/performance-breakthroughs-flyer.pdf | 0.432016 | {
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GREEN GLOSSARY
As you implement or expand your green program, you will undoubtedly encounter some unfamiliar terms. Below are some basic definitions to get you started.
Biodegradable
Item, when left alone, will break down and absorb into the ecosystem.
Carbon or Environmental Footprint
The total amount of greenhouse gases, usually expressed in equivalent tons of carbon dioxide ( ), produced to directly and indirectly support human activities. This includes greenhouse gases produced through vehicle emissions, electricity use and fuel consumption. The bigger the footprint the greater the contribution to global warming.
Carbon Offsetting
The act of mitigating the greenhouse gas emissions you produce from your activities, from transportation to energy use, through payment of a fee to fund projects that reduce overall greenhouse gas emissions.
Climate Change
Increase in global surface temperature caused by man-made greenhouse gas emissions
Composting
A process whereby organic wastes, including food and paper, decompose naturally, resulting in a produce rich in minerals and ideal for gardening and farming as a soil conditioner, mulch, resurfacing material, or landfill cover
Corporate Social Responsibility
Corporate initiative to assess and take responsibility for the company's effects on the environment and impact on social welfare. The term generally applies to company efforts that go beyond what may be required by regulators or environmental protection groups.
Energy Efficiency
Methods and technology that can reduce the amount of electricity or fuel used to do the same amount of work.
Fossil Fuel
A fuel that is derived from the decomposition of fossilized plants and animals. Fossil fuels include coal, oil and natural gas.
Global Warming
Increase in global surface temperature caused by man-made greenhouse gas emissions.
Green
Green refers to practices, processes, and products that have minimal impact on the health of the ecosystem. The emphasis is on non-hazardous, recyclable, reusable, and energy efficient products and processes.
Green House Gases (GHG)
Certain pollutants that act like a blanket, trapping heat at the earth's surface. Examples include carbon dioxide, methane, nitrous oxide, fluorocarbons.
Green Supply Chain
A network of retailers, distributors, transporters, storage facilities and suppliers that all adhere to certain levels of environmental responsibility while participating in the production, delivery and sale of a product.
Greenwashing
A term merging the concepts of "green" (environmentally sound) and "whitewashing" (to conceal or gloss over wrongdoing). Greenwashing is any form of marketing or public relations that presents a positive association with environmental issues for an unsustainable product, service, or practice.
Life Cycle Assessment (LCA)
A methodology used to evaluate the environmental consequences of a product or activity holistically, across its entire life. Conducting an LCA will identify where in the process has the biggest environmental impact. This may also be known as a cradle-to-grave analysis.
Photovoltaic Panels
solar panels that convert sunlight into electricity. Power is produced when sunlight strikes the semiconductor material and creates an electrical current.
Recycling
Process of collecting, sorting, and reprocessing old material into usable raw materials.
Renewable Energy
Energy that is derived from resources that are naturally regenerative or are practically inexhaustible, such as biomass, heat (geothermal, solar, thermal gradient), moving water (hydro, tidal and wave power) and wind energy. Municipal solid waste may also be considered a source of renewable (thermal) energy.
Sustainability
Development that meets the needs of the present without compromising the ability of future generations to meet their own needs. Though sometimes used interchangeably with the term "green," sustainability is a resource management issue.
Triple Bottom Line
Model of corporate social responsibility reporting that focuses on People, Planet, Profits (Environment, Economics, Equity).
For more green vocabulary words, we recommend visiting the following green online dictionaries:
Environmental Protection Agency - Glossary LifeGoggles | web | https://www.pge.com/includes/docs/pdfs/b2b/purchasing/supplierdiversity/gogreen/DSGG_Green_%20Glossary.pdf | 0.482581 | {
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WHEN SHOULD YOU KEEP YOUR SICK CHILD AT HOME?
We encourage you to seek medical advice if you have any doubt about sending your child to school. Please remember that nose, mouth and eye secretions are the most common source of stomach and respiratory infections.
The secretions are usually spread by contaminated hands but coughing and sneezing can also spread infectious droplets through the air. GOOD HANDWASHING HABITS can prevent the spread of many illnesses. For more information or if you have any questions, please contact your School Nurse. | web | https://0o.b5z.net/i/u/10072662/f/When_you_should_keep_your_sick_child_at_home.pdf | 0.463274 | {
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Dear Parents and Guardians,
The 2017-2018 Intermediate students will be completing a summer reading assignment. The assignment consists of selecting a chapter book of choice or from the lists below, reading it before the new school year starts, and completing the attached worksheet to return to your homeroom teacher when the new school year begins. The books listed are books that we may be able to lend out copies of or ones that you could easily find.
**Grade 3 Options**
*Mr. Putter and Tabby (series)* by Cynthia Rylant
*Magic Tree House (series)* by Mary Osbourne
*Nate the Great (series)* by Marjorie Cohen
*How to Be Cool in the Third Grade* by Betsy Duffey
*Diary of a Wimpy Kid (series)* by Jeff Kinney
*The Baby-Sitters Club (series)* by Ann Martin Lewis
*The Family Under the Bridge* by Natalie Carlson
Any Beverly Cleary novel
**Grade 4 Options**
*Poppy* by Avi
*Superfudge (series)* by Judy Blume
*Stone Fox* by John Reynolds Gardiner
*Sarah Plain and Tall,* by John ReynoldsGardiner
*Wayside School is Falling Down,*
*The Chronicles of Narnia* by C.S.
*The Sign of the Beaver* by Elizabeth George Speare
*Shiloh* by Phyllis Reynolds Naylor
******Please find math assignments on back of this page.******
Third Grade Math:
We ask that the students practice counting forward and backward by 2’s, 3’s, 4’s, 5’s, 6’s, 7’s, 8’s, 9’s, and 10’s up to the tenth multiple (e.g. count by 4’s up to and down from 40). Student success in mathematics is greatly reliant on the student’s ability to quickly and accurately calculate simple addition, subtraction, multiplication, and division problems, so students are expected to practice these math facts daily. You can help your child gain practice math facts by simply using flash cards, but there are many other resources available, such as the app MadMath and games like the ones found at http://www.topmarks.co.uk/maths-games/7-11-years/mental-maths. We highly encourage students to continue using Think ThroughMath.com, and Kahn Academy.com. Practicing two to three times a week will make a big difference and can keep your child from feeling stressed when the new year begins.
Fourth Grade Math:
We ask that the students practice their times tables from 0’s to 12’s. The more practice the better. Flash cards are great and so are dice. Try rolling the dice and multiplying the face values. Make it an outdoor activity by playing freeze tag math where once you are tagged, the parent gives a multiplication problem. The first correct answer gets to be ‘it’ for the next round. You can also help your child by completing a multiplication chart. Start with 13 columns with the numbers 0 through 12. Next, extend the first column on the left for numbers 0 through 12. Fill in the chart anyway you like. Finally, students can continue to use Think Through Math.com, and we also like Kahn Academy.com, which is free and you only need a parent email to join. Each lesson starts with a video. Practicing two to three times a week will make a big difference and can keep your child from feeling stressed when the new year begins.
Best wishes for a happy and wonderful summer break. We look forward to seeing you soon!
Regards,
Holly, Michele, and Ciara | web | http://howardgardnerschool.com/wp-content/uploads/2012/06/Intermediate-Summer-Assignment-Intermediate-2017-18.pdf | 0.490811 | {
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Sustainable Sustenance Buddy's Buddies
Food waste in the US is a huge issue, a 219-pound-perperson sized issue. There are many steps we can all take to curb our food waste and one way is to use left overs! This recipe for dog treats uses pumpkin and bacon grease, two of the leftovers that are in my refriger ator today.
Dog treats are just like cookies for people and not something that your dog should have a lot of every day. These treats freeze well (just like people cookies do) and the recipe is very forgiving: if you don't have bacon grease you can use peanut butter or another fat. If you don't have whole wheat flour you can use all-purpose flour.
½ to 1 cup canned pumpkin 2 tbsp. to ¼ cup bacon grease, peanut butter, or other fat 2 eggs 1 tsp. baking soda 2 ½ cups whole wheat or all-purpose flour or a mix 1 cup oats Parsley (optional) ½ tsp. cinnamon (optional) 1 egg + 1 tbsp water
Mix all your ingredients together. Your dough should be stiff; these are dog treats and you want them to be crunchy! If your dough is too stiff for your mixer, you can always use your hands (kids would love that!). Once your dough comes together, turn it out on a lightly floured surface and roll out until ½ inch thick and cut into small pieces. The size of your treats should be in keeping with the size of your pooch!
Preheat your oven to 350 degrees. Place treats on a cookie sheet lined with parchment paper. Mix the egg with 1 tbsp. water or milk and brush on top of the treats,. Wait 10 minutes and brush more egg wash on the treats.
Bake for 30-40 minutes. Remember these should be crunchy! | web | https://lindsaywildlife.org/wp-content/uploads/2020/05/BuddysBuddies-1.pdf | 0.448042 | {
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These twenty foods are at the head of the pack in terms of health and nutrition. The TFW Warrior 20 are power foods, loaded with nutrients, vitamins, and minerals that help promote muscle growth and recovery as well as reduce painful and annoying inflammation so your body can heal. If you want to build more muscle, reduce the fat holding you back and feel better, this list below is all you need. Print out this list and place it on your refrigerator as a reminder to make healthy choices.
**PROTEIN**
- Whole Eggs
- Lean Meat, Poultry, Game
- Fatty Fish
- Fermented Soy
**LEGUMES**
- Beans
- Lentils
**GOOD FATS**
- Nuts (and nut butters)
- Seeds (flax, hemp, chia)
- Olive Oil
**FRUITS & VEGGIES**
- Tomatoes
- Spinach
- Cruciferous Vegetables (e.g., broccoli, cabbage, cauliflower, brussels sprouts)
- Avocados
- Citrus (orange, grapefruit)
- Berries
**DRINKS**
- Water
- Green Tea
**STARCHES & WHOLE GRAINS**
- Sweet Potatoes, Yams
- Quinoa
- Amaranth
More about the Warrior 20 can be found in Warrior Cardio.
www.trainingforwarriors.com
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WE BRING SCIENCE TO LIFE
NUTRICOAT
Edible Coating Systems For Fresh Produce
www.nutriac.com
Shelf-Life Extension Technologies
NutriCoat is a collection of pre and post-harvest edible coating systems that create a natural barrier between the fruits skin and the atmosphere. NutriCoat creates an odorless and tasteless thin film (only a few nm thick, practically invisible to the naked eye) around the fruits outer skin, adapting the fruit’s membrane gas permeability and changing the way it interacts with the atmosphere. In a nutshell, NutriCoat creates a MA (Modified Atmosphere) system on each individual fruit. The MA system is essentially lowering the respiration rate of the product and thus extending its shelf life. In addition the coating system is also proven to reduce the production and distribution of ethylene in the fruit container, further enhancing the shelf life of the fruits.
Pre/Post Harvest Edible Coating Solutions
- Ideal for the sanitization of fresh-cut and whole produce
- Pre and Post-harvest edible coating
- Completely odorless and tasteless
- Creates a modified atmosphere on each fruit
- Significant delay in maturation
- Membrane only a few nm thick
- Reduced production of ethylene
- Protects against browning, scuffing and bruising
- Water/color retention, maintained freshness
- Reduced softening, shriveling and chill injury
- Easy application by dip, spray or mist | web | https://www.nutriac.com/wp-content/uploads/2021/09/3.NutriCoat-Flyer-2020-EN.pdf | 0.42299 | {
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Duck with rice
Adult Cat
Naturals Range
The Naturals rangeoffers aselection of recipes that benefit from the finest freshly prepared protein sources.
The range provides a variety of recipes formulated for pets with sensitive digestion.
Why Duck?
Duck is a lean, nutrient-dense sourceof protein andalso provides nutrients suchas iron, selenium, Bvitamins andzinc whichcontribute towards generalhealth andwell-being.
Why Rice?
Rice is an easily digestible carbohydrate source ideal for cats with sensitive digestion.
Why do Adult Cats needaspecific recipe?
From 12months of age, catsrequire acomplete andbalanceddiet formulated for adults to help support their everyday health & well-being and provide everything they need throughout their adult years. Unlike dogs, cats cannot synthesize all amino acids within their body and so it is essential that these are provided in the diet to maintain their health.
Our adult cat recipe is a great source of quality protein, rich in essential amino acids including taurine and vitamin A to help support the heart & vision, along with omega 3 which also promotes good coat & skin condition. This complete diet provides the confidence that the cat has everything they require to lead a happy and healthy life.
Recipe Claims
43%Total Duck
Rich in essential amino acids, vitamins & minerals to promote every day health and well-being.
5%Freshly Prepared Duck
A highly digestible and palatable source of protein, ideal for cats.
Sensitive Digestion
With added chicory extract, a prebiotic to help promote the growth of healthy gut bacteria and support digestion.
ReduceStool Odour
Formulated with addedyuccato help reduce stool odour.
Healthy Skin & Coat
With added omega3supplement and seaweed, arich sourceof omega3 essentialfatty acidsto promotehealthy skin andashiny coat.
No Added Artificial Colours, Flavours or Preservatives
Naturally preserved with rosemary extract and mixed tocopherols.
v1a
Duck 43%(including Dried Duck 28%,Duck Fat 10%,Freshly Prepared Duck 5%), White Rice (23%), Brown Rice (15%), Prairie Meal, Potato Protein, Chicken Stock, Tomato Pomace, Minerals, Vitamins, Omega 3 Supplement (0.7%), Salt, Seaweed, Chicory (0.3%), Dried Carrot, Dried Cranberry, YuccaSchidigeraExtract (200 mg/kg)
KIBBLE SIZE
* Optimal kibble size andshapefor adult cats
* A crunchykibble texture.
NUTRITIONAL ADDITIVES PER KG:
Vitamins: Vitamin A 21,650 IU, Vitamin D3 1,730 IU,
Vitamin E 440 IU
Provitamins: Taurine1,000mg
Trace Elements: Zinc (Zinc Sulphate Monohydrate) 95 mg, Iron (Iron (II) Sulphate Monohydrate) 70 mg, Manganese (Manganous Sulphate Monohydrate) 30 mg, Copper (Copper (II) Sulphate Pentahydrate) 12 mg, Iodine (Potassium Iodide) 0.5 mg
| FEEDING GUIDE* | |
|---|---|
| Weight of Cat (kg) | Grams per day (g) |
| | Cat |
| 1- 2kg | 20 - 35g |
| 2 - 3kg | 35 - 45g |
| 3 - 4kg | 45- 55g |
| 4- 5kg | 55 - 65g |
| 5+kg | 65+g |
*BasedonNRCrecommendationsofanadultcat. All catsaredifferent andthe guidelines should be adaptedto take into accountbreed, age,temperament andactivity level of theindividual cat.Whenchangingfoodspleaseintroduce gradually over aperiod of two weeks. Always ensurethat fresh, cleanwater is available.
NUTRIX PETFOODS | web | https://www.nutrixpetfoods.co.uk/user/categories/thumbnails/CDN%20Adult%20Cat%20Naturals%20Duck%20&%20Rice.pdf | 0.419393 | {
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Debunking myths about electricity
When it comes to electricity, what you don’t know can kill you.
Sometimes we think we’ve got the facts but all we know are popular myths perpetuated by social media, movie exaggerations and unreliable sources.
That old saying ‘knowledge is power’ is very true, especially when electric power is involved. That’s why we take every opportunity we can to educate our consumers, young people and other folks in the community about electric safety.
One myth that could be particularly dangerous this time of year is the one suggesting that when a power line falls on the ground, it automatically becomes dead. You should always stay away, 30 feet or so, even if you don’t see sparks.
Assume a downed line is a live line. Call your electric cooperative or 911 immediately when you see a downed line so trained personnel can take care of the problem.
Along that same line: If you’re in a car that strikes a utility pole, stay in the car, call 911 and wait until the utility workers tell you it’s safe. Dropped power lines are hard to see, especially at dusk or at night. Stepping from your car may create a path to ground for electricity or you may walk into a fallen line and be electrocuted.
Among other electricity myths:
**MYTH:** Rubber gloves and rubber shoes protect you from electricity.
**TRUTH:** That’s true only if they are 100 percent pure rubber with no holes or tears (the kind that electric lineworkers wear and are regularly inspected). The gloves a lineman wears are laboratory tested to withstand 20,000 volts. Typical cleaning gloves and shoes, which are made with rubber mixed with cheaper materials, aren’t going to protect you in an electrical encounter.
**MYTH:** All power lines are insulated.
**TRUTH:** As a rule, power lines aren’t insulated. So, how come birds don’t get electrocuted when they perch on a power line? They don’t provide a path to the ground for electricity flow. If a bird were to touch two wires at once, or a wire and the ground, it would be electrocuted.
**MYTH:** Power lines outside carry the same 120-volt electricity we use in our homes.
**TRUTH:** Here in Indiana, most power lines carry 7,200 volts. Some carry up to 19,000 volts. You can’t tell the voltage by just looking at it.
---
**3 MISTRUTHS ABOUT ELECTRICITY**
**Power lines are insulated.**
**NOT TRUE:**
At least 90% of them are NOT insulated. Ones that might have been insulated could have lost insulation as a result of years of being exposed to the sun and weather.
**If a power line is not high voltage, it’s safe.**
**NOT TRUE:**
Despite what you may hear, voltage won’t kill you, amperage will. Just 1 amp will cause fatal heart irregularities. Between 100 and 200 amps run through an average house.
**A live wire will always spark when it fails.**
Sometimes, but not always. When the line makes firm contact, it will spark. If it doesn’t make firm contact, it won’t … but it could still be carrying its electrical charge and kill you. | web | https://www.sciremc.com/wp-content/uploads/December-2020-_-Myths-about-Electricity-_-Full-Page_0.pdf | 0.437681 | {
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I Feel the Same Way
(Compiled by Paul R. Blake)
Introduction:
A. A farmer had some puppies he needed to sell. He painted a sign advertising the pups and set about nailing it to a post on the edge of his yard. As he was driving the last nail into the post, he felt a tug on his overalls. He looked down into the eyes of a little boy. Mister," he said, "I want to buy one of your puppies."
"Well," said the farmer, as he rubbed the sweat off the back of his neck, "these puppies come from fine parents and cost a good deal of money." The boy dropped his head for a moment. Then reaching deep into his pocket, he pulled out a handful of change and held it up to the farmer. "I've got thirty-nine cents. Is that enough to take a look?" "Sure," said the farmer. And with that he let out a whistle,"Here,Dolly!" he called.
Out from the doghouse and down the ramp ran Dolly followed by four little balls of fur. The little boy pressed his face against the chain link fence. His eyes danced with delight. As the dogs made their way to the fence, the little boy noticed something else stirring inside the doghouse. Slowly another little ball appeared; this one noticeably smaller. Down the ramp it slid. Then in a somewhat awkward manner the little pup began hobbling toward the others, doing its best to catch up. "I want that one," the little boy said, pointing to the runt.
The farmer knelt down at the boy's side and said, "Son, you don't want that puppy. He will never be able to run and play with you like these other dogs would." With that the little boy stepped back from the fence, reached down, and began rolling up one leg of his trousers. In doing so he revealed a steel brace running down both sides of his leg attaching itself To a specially made shoe. Looking back up at the farmer, he said, "You see sir, I don't run too well myself, and he will need someone who understands." The world is full of people who need someone who understands.
B. Karen Gerdes, a social worker at ASU on empathy, the ability to perceive the world from other people's points of view and to feel what they are feeling. Empathy is a complex emotion because it involves both unconscious, involuntary responses and conscious, cognitive processes. For example, suppose you've had a traumatic experience, like losing a loved one. You see someone else who is going through that experience, and your brain automatically starts firing as if it's happening to you. That helps you to understand a little bit better about what that person is going through. People who are very empathic tend to be more understanding and have stronger relationships. When you have an empathy deficit, like Hitler did, you commit genocide. When you have appropriate empathy, those things don't happen because you interfere.
C. Rom. 12:15
1. Empathy - Identification with and understanding of another's situation, feelings, and motives. The ability to understand and share the feelings of another (Merriam-Webster)
I. DELINEATING EMPATHY
A. Compared to sympathy
1. Sympathy - An inclination to support or be loyal to or to agree with an opinion or position
2. Empathy - Understanding and entering into another's feelings. One may be sympathetic while not empathetic; the latter requires a deeper emotional involvement and commitment than the former
B. Empathy's place in the church
1. 1Cor. 12:26
2. "This command grows out of the doctrine stated in Rom. 12:4-5, that the church is one; that it has one interest; and therefore that there should be common sympathy in its joys and sorrows." (Barnes Notes)
II. DEMONSTRATING EMPATHY
A. Rejoicing with those who rejoice
1. Luke 1:57-58; Acts 11:22-23
2. Sharing in one other's happiness and success without envy or jealousy B. Weeping with those who weep
1. Psalm 35:13-14; John 11:33-35; 2Cor. 11:29; Heb. 13:3
2. How can we rise above simple sympathy for others to become empathetic?
III. DEVELOPING EMPATHY
A. Transformation by the renewing of our minds; changing how we think 1. Rom. 12:1-2, 10
B. Taking on the mind of Christ - Phil. 2:1-5
C. As one develops the mind of Christ, there will be no envy or jealousy to prevent true empathy. We will experience a true feeling with others.
Conclusion:
A. Jesus knows what we are going through. He has been here and felt that 1. Heb. 4:15-16, 2:18 | web | http://trchurchofchrist.com/sermons/outlines/edification%202012/I%20Feel%20the%20Same%20Way.pdf | 0.426331 | {
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CONGESTIVE HEART FAILURE (CHF)
Congestive heart failure (CHF) happens when the heart does not pump enough blood to the body for normal function and activity. When the heart is not pumping normally, fluid can build up in the lungs. This makes it hard to breathe and makes the heart work harder. Fluid can also build up in the rest of the body. This may make the eyelids, hands, and feet look puffy.
SYMPTOMS OF CHF
Your child may have one or more of these symptoms:
- Babies may eat less or take a longer time to eat
- Poor appetite
- Shortness of breath, trouble breathing, or rapid breathing, especially after eating
- Weakness or tiredness
- Irritability (grouchiness)
- Sudden, unexplained weight loss or gain
- A cough that will not go away, often with grunting sounds
- Faster than usual heartbeat
- Heavy sweating, especially with activity ("activity" for an infant includes eating)
DIAGNOSIS
To find out whether or not your child has CHF, the doctor will examine your child and will order one or all of these tests:
- Chest X-ray (Refer to the Helping Hand: *X-ray*, HH-III-17.)
- EKG (Electrocardiogram) (Refer to the Helping Hand: *EKG (Electrocardiogram)*, HH-III-6.)
- Echocardiogram and Doppler Study.
Picture 1 Members of the health care team are available to answer your question.
TREATMENT OF CHF
Treatment of CHF is different for each child. Your doctor, nurse, and health care team will decide the best way to help your child recover from CHF. The nurse will also show you how you can help care for your child while he or she is in the hospital. Your nurse will also teach you how to care for your child at home.
Special Instructions:
If you have any questions, be sure to ask your doctor or nurse. | web | http://www.nationwidechildrens.org/Document/Get/39701 | 0.484187 | {
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Summer Holiday 2018
Deputy First Minister’s Maths Challenge
GLASGOW 2018
The Scottish Mathematical Council
EUROPEAN CHAMPIONSHIPS GLASGOW 2018
Scotland.org
Official Partner
**TAM’S TAXI**
**CHALLENGE**
Tam drives a taxi in Glasgow and will collect people going to watch each of the Scottish-based events. He collects people from the city centre and then returns there waiting for the next customer. He takes one trip to each event on each day.
Fill in the kilometres Tam will have travelled each day and what the totals would read.
**EXTRA CHALLENGE**
Tam’s taxi can travel an average of 300km on a full tank of fuel. Tam likes to be well prepared and fills up the tank at night if he has travelled more than half of this distance.
If Tam fills the taxi up on Wednesday 1 August, what other nights should he refill his fuel tank?
Use the map guide below and the competition schedule on the next page to get the information you will need.
**MAP GUIDE**
- **Diving**
- Royal Commonwealth Pool
- 72km
- **Triathlon**
- Strathclyde Country Park
- 21km
- **Golf**
- Glenegalls Golf Course
- 72.5km
- **Synchronised Swimming**
- Scotstoun Sports Campus
- 7km
- **Mountain Bike**
- Cathkin Braes Mountain Bike Trail
- 11km
- **Cycling Track**
- Sir Chris Hoy Velodrome Emirates Arena
- 4km
- **Open Water Swimming**
- Loch Lomond & The Trossachs Country Park
- 33km
- **Rowing**
- Strathclyde Country Park
- 21km
- **Gymnastics**
- The SSE Hydro
- 4.5km
- **Cycling BMX**
- Knightswood Park
- 13km
- **Swimming**
- Tollcross International Swimming Centre
- 5.5km
Distance from Glasgow City Centre in red
---
**SCHEDULE ASSISTANT**
**CHALLENGE**
Ewan, Sophie and Heather are visiting the Championships in Scotland and attend each competition that is on while they are there. Ewan goes for the first four days. Sophie can only attend on Friday 10 and Saturday 11 August, while Heather goes from Monday 6 August for three days.
Who can attend the highest number of different competitions?
Rebecca plans to see two events per day. Is it possible for her to see each competition if she stays for the entire Championships?
Morven works for a television company covering the Championships in Scotland and has to make sure there is one television camera at each competition on each day to interview the competitors.
Work out the best schedule for Rebecca.
What is the smallest number of cameras Morven will need to cover all the competitions if they can be moved overnight?
Can you create some extra questions to puzzle yourself, your friends or family using the Competition Schedule below?
WHO’S SUPPORTING WHO?
Ranomi Kromowidjojo
Netherlands
Sport: Swimming
Height: 1.80m
Date of Birth: 20/08/1990
Titles to defend: Three
Athlete number: 314
Katie Archibald
Great Britain
Sport: Cycling
Height: 1.78m
Date of Birth: 12/03/1994
Titles to defend: One
Athlete number: 707
Joris Daudet
France
Sport: BMX
Height: 1.83m
Date of Birth: 12/02/1991
Titles to defend: One
Athlete number: 442
Ross Murdoch
Great Britain
Sport: Swimming
Height: 1.83m
Date of Birth: 14/01/1994
Titles to defend: Two
Athlete number: 888
Eleftherios Petrounias
Greece
Sport: Gymnastics
Height: 1.64m
Date of Birth: 30/11/1990
Athlete number: 420
Jessica Learmonth
Sport: Triathlon
Height: 1.68m
Date of Birth: 18/04/1988
Athlete number: 144
Victoria Thornly
Sport: Rowing
Height: 1.93m
Date of Birth: 30/11/1987
Athlete number: 840
Oleg Vernyayev
Ukraine
Sport: Gymnastics
Height: 1.60m
Date of Birth: 29/09/1993
Athlete number: 941
Logan is supporting a sportsperson who:
• has an athlete number that is even
• is competing in the women’s competition
• will have to travel through water in her event
• is in her 20s
Heidi’s favourite athlete:
• is defending one title
• shares a birthday with another reigning champion
• wears an athlete number that can be divided by 1, 2, 3, 4, 5, 6, 7 and 8
Daisy says the athlete she’s excited about watching:
• will be 24 years of age at the tournament
• is performing in their home country
• would be 1m 80cm tall if their height was rounded to the nearest 10cm
• has an athlete number that is the same forwards and backwards
Can you work out which athlete the three children are supporting? | web | https://www.edubuzz.org/law/wp-content/blogs.dir/1408/files/2018/06/DFMSummerMaths.pdf | 0.435285 | {
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TEACHING YOUR TEENAGERS ABOUT FINANCIAL RESPONSIBILITY
Financial responsibility may not top the list of unmentionables for conversations with your teenagers, but it certainly may be one of the most important.
Today's marketplace provides a wealth of alluring financial "opportunities," many of which may lead the adolescent mind down unsavory paths with catastrophic consequences. Easy credit. The latest (and most expensive) in fashion. The finest and swiftest in high-tech gadgetry. And, of course, the inevitable lure of the automobile.
Good advice, taken to heart, may help steer your teenagers away from the youthful transgressions that have plagued countless generations past.
Before your teenager (or young adult) takes to the open road, here are four financial life lessons that may help keep them on the straight and narrow:
1. Credit and debit cards: Handled incorrectly or irresponsibly, these plastic cards can lead your children or grandchildren into some hot water. One in four students leaving college has more than $5,000 in debt. 1 One in 10 have more than $10,000 in debt. College students are hot property for eager credit card companies. Teach your teenagers how to use both credit and debit cards and hold them responsible for how they're used.
2. Following a budget: It's never too late to teach children about developing and adhering to budgets. Budgets help foster financial discipline and provide an important lesson on the value of money. Start by having your teenagers write down their expected income, expenses, and savings. 2 Make sure they follow their budgets. Focusing on creating a personal budget early in life will create a very beneficial lifelong habit.
3. Establishing a savings account: Saving money can provide a few surprising and delightful benefits. Stashing away just $5 a week may sound boring, but once your teenager gets in the habit of saving, the easier it gets. Saving money helps develop discipline and reinforces the value of money. 3 Encourage your teenagers to save early and often.
4. Automatically save every month. Modern banking technology makes saving money even easier. Teenage life may be filled with distractions, sending earnest adolescents off into financial traps. But understanding and utilizing sound financial tools may help alleviate some of the heartache. Automated savings—through bill pay or regular money transfers to bank savings accounts—can make it feel like another weekly or monthly expense. 4 Saving money can become an ingrained habit.
If you would like to discuss your current financial needs or learn more about speaking to your teenagers about money management, we're happy to talk.
Page 1 of 2
SOURCES
1 https://www.thebalance.com/credit-card-companies-love-college-students-960090
2 https://pocketsense.com/importance-saving-budgeting-teens-3077.html
3
https://www.investopedia.com/articles/personal-finance/031215/why-saving-money-important.asp
4 https://www.discover.com/online-banking/banking-topics/automate-your-savings/
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DISTRICT
27
The 27th district is represented by Senator Jeannie Darneille, Representative Laurie Jenkins, and Representative Jake Fey, and is located in South Puget Sound. Data below is for Pierce County and the Tacoma School District.
LUPE'S STORY
In the summer of 2013, Lupe and her son Miracle finally found a place to call home. The previous few years had been spent
couch-surfing and staying in motels following the loss of Lupe's brother's home to foreclosure. After a brief stay in a transitional housing program, Lupe and Miracle were accepted into Tacoma Housing Authority's Families in Transition (FIT) program, which places homeless families into permanent homes in communities rich with services and individualized case management.
For Lupe and Miracle, their new home in the Salishan community in East Tacoma helped them turn a corner. Lupe says, "I had lost sight of who I was. The FIT program helped me to create a new beginning with a firm foundation." Together with her caseworker, Lupe created an individualized plan for her family, which included achieving her own employment goals. "We were blessed that our case manager motivated and encouraged us in ways that built a strong bond in my family."
Lupe is now an advocate for the various services provided in the Salishan community. She joined the Salishan Community Health Advocates, she volunteers with the Salishan Association in running BINGO night, and regularly volunteers to pick up garbage in the community through Litter Crew. She is also working with her neighbors to develop a grassroots resident advisory forum for the Salishan community. Through a stable and affordable home, Lupe and Miracle thrive as members of a supportive community, which has been key to their success.
Lupe recently graduated from the FIT program, and has moved on the Family Self Sufficiency program; a 5-year employment program that provides incentive payments for achieving selfsufficiency milestones. Miracle, now 18, is close to high school graduation and hopes to attend college to become a psychologist.
House, person, bed and hands Icons made by Freepik, Madebyoliver and Vectors Market from flaticon.com.
Data sources can be found at www.wliha.org/LDStories
2,706
Housing Trust Fund supported homes
1,762
people counted without a home during the Point in Time Count, 494 unsheltered
homeless school children
1,747
$16.79 PER HOUR
income needed to afford a 1-bedroom rental, $21.65 per hour to afford a 2-bedroom
families who are severely cost burdened and need access to affordable homes
23,095
$254,800
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Come One! Come All! The Wray Public Library is going to READ UNDER THE BIG TOP with their Summer Reading Program! This free library program is open to all young people, ages 3* to 17, with four appropriate age groups. Readers are challenged to read one or more hours per week as their progress is tracked with reading punch cards, all readers are welcome to stop by the library during the program to have a librarian punch their reading card. However, all reading cards must be turned in by July 12!
**Reading Cards**
Each reading punch card represents a certain number of hours, dependent on the age group the child is in.
Upon completion of a card participants are encouraged to come see the librarians on selected days to receive a prize. Coins are added to the trunk for each hour read. When the trunk is full of coins, we can have our READ UNDER THE BIG TOP Pool Party! Readers will receive one punch for every hour read (or read to.)
To complete your punch card, fill out the reading slip included in your bag or pick up some slips at the library. Prizes for completed cards are available on June 11, June 25 and July 12.
**Age Groups**
*must be 3 by May 1st, 2021
*grade based on the 2021/2022 school year
WCLC Tiny Tumblers
- 3 years - Kindergarten Lion Tamers
- 1st grade - 3rd grade Acrobats
- 4th grade - 6th grade Magicians
- 7th grade - 17 years Ringmasters
**Programs**
Throughout the summer each group will have programs, designed just for them. During these events, we may be crawling on the floor or building something messy, you just NEVER know, so we ask that children are dressed appropriately for these programs!
**Activity Pages**
Come to the library entryway and pick up some activity sheets to complete and return to the library Monday through Friday for tickets to add to the Read Under the Big Top trunk. Each week features new activity sheets, which include coloring pages, crafts, games, and tons more!
**Read Under the Big Top**
Masks are NOT required, but ask that if you are feeling ill to please stay home and refrain from participating in events and activities.
June 2021
July 2021
Be sure to follow us on FACEBOOK
Wray Public Library
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LIFE GROUPDISCUSSIONGUIDE SUPERMAN– PART4 HOW TO HEAL
Scripture: Mark 9:14-‐29
Pastor Miles McPherson, 02 Aug 2015
Pastor Miles began with observations that there are many signs of the times happening around us and it would be wise to be prepared today so we can be better equipped in the future to minister to our neighbors and community. This series on healing was about getting back into alignment with God's kingdom by overcoming the damage and hurt in our past through supernatural healing. We learned today there are many different ways Jesus healed by the authority and power of Heaven. Through the Holy Spirit working in us, we can also be a vessel of God's supernatural work. It is not a formula; it is a relationship. The only pattern Jesus used was that He trusted in God.
MEMORYVERSES
"Heal me, O Lord, and I shall be healed; save me and I shall be saved, for You are my praise". Jeremiah 17:14
DISCUSSIONSTARTERS
1.As a kid, almost all of us have tried tossing something trash can, (or some other random act of chance) and said to ourselves "If I make this shot, then ________________(some positive thing would happen in the future)". EXAMPLE: If I make this piece of paper into the trash can, then I will get an "A" on the test today.
Compare a random act of chance being the predictor of an unrelated future event with the expectation of supernatural healing when we pray for someone.
Share one of the things you have hoped for or predicted would happen based on making that random act of chance.
2. In light of all the current events taking place around the world and here in the U.S., what would you say or include in a "State of the Christian Union" speech to encourage all the believers?
STUDYQUESTIONS
READ the Scriptures from Sunday's Sermon:
Mark 9:14-‐29
1. Look at verses 14-‐16. Are there any people around you (unbelievers or religious) who try to hinder your faith or try to dispute with you when you are sharing the Gospel or the love of Christ? Share your experience.
2. Why do we wait to ask God for healing as a last resort?
3. After asking God for healing, how do we show trust?
4.What are examples of being 'politically correct' verses being Biblically correct?
5. How can we be examples of living Biblically compared to submitting to the pressure of being 'politically correct'?
BREAK UP INTO SMALLER GROUPS OF 2 OR 3 and share the following questions.
6. In verse 24, the father asks Jesus to "help his unbelief". What areas do we have unbelief and how can we encourage those when there is some unbelief?
7. How can we be a fighter for God and not just a church attendee?
8. Was there a time when there was frustration, anger or bitterness toward God that was causing some level of unbelief? How did you overcome that?
PUT ITINTOPRACTICE
Activity 1 Have you ever said or heard someone say, "This is just how I am"? Discuss how this can go against God's desire to realign to His Kingdom purpose.
Activity 2 Ask if there are any volunteers to have hands put on them for healing (Physical, Emotional, Relational or Spiritual). Follow the prayer for healing model below.
TAKE ITHOME!
4. ReviewPrayer for Healing Model:
2. Ask if you believe that God can heal. Mark 9:23
1. Ask or describe what needs to be healed. Mark 9:21
Say: "Jehovah Rapha , The Lord Who Heals, ' Loves you" Exodus 15:26
4. Invite the Holy Spirit to heal and restore.
3. Ask if repentance is needed for anything like bitterness, a lack of faith, or resentment Mark 9:24
5. Ask how you/or the person you are praying for feels. (it is OK if no instant response)
Listen to the praise song "I am healed" by Donald Lawrence:
https://www.youtube.com/watch?v=FjDpAwG3Lts
More Resources:
Right Now Mediahttps://www.rightnow.org | web | http://www.sdrock.com/uploads/docs/discussionquestions/2015-08-02-sgquestions.pdf | 0.448005 | {
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CHAPTER THREE
STORIES OF NINE DECADES WHAT HAPPENED AT THE MARATHON IN KOŠICE 70 YEARS AGO
Zabala's record finally broken.
At a time known as the Northern or Scandinavian era, when runners from this corner of Europe won all but three of the eleven first post-war marathons in Košice, the organizers tried to draw the highest quality competition available to the starting line. Many of them began to sweat immediately upon being asked about whether anyone would ever break Zabala's course record from 1931.
But a smile finally appeared on the face of the Swede Gösta Leandersson, who in 1950 came to Košice for his second victory and an historically fast time of 2:31:20.2 on the course to Seňa and back.
He had no shortage of fans even before the start, as he had come to Slovakia following a victory in Boston from 1949, which made him the clear favourite. After the start, he hid for a while from the wind, but at the turnaround point in Seňa only his countryman Jansson was still in step with him, and in the second half of the race Leanderson, who had triumphed here in 1948, too, clearly dominated.
Košice resident Anton Holzbár also took his place at the starting line that year. Like all amateur athletes of this time, he had to make a living somehow and based on club membership we can assume that he worked in some capacity on the railways. So, the fact that his colleagues from work covered for him the hours he needed to train more intensively for the autumn marathon still looks like a gesture of goodwill today. In the end, he didn't do too badly: from among the 91 runners who officially completed the race, he finished in 53rd place in a time of 3:11:09.6.
RESULTS Medzinárodný maratón slobody, October 9, 1950
Muži | web | https://www.kosicemarathon.com/wp-content/uploads/docs/pribehy/2020/PDD032020-ENG.pdf | 0.462783 | {
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William Albert Greentree was born on the 18th March 1897 and was baptised in this Church on the 19th May 1897. The Greentrees lived in Water Lane. On the 1911 Census William was working as a houseboy aged 14.
William served in the London Regiment. He was killed at the Battle of Cambrai on the 2nd December 1917. He was aged 20. He has no grave but is remembered on the Cambrai Memorial, Louverval.
1. Memorial
2. Baptismal Register
3. 1911 Census
4. Medal Rolls Index Card
5. Army Register of Soldiers Effects
6. Note on Cambrai Memorial
In Memory of
Private
William Albert Greentree
682428, 1st/22nd Bn., London Regiment
who died on 02 December 1917 Age 20
Son of William and Celia Greentree, of Watery Lane, Albury, Guildford.
Remembered with Honour
Cambrai Memorial, Louverval
Commemorated in perpetuity by
the Commonwealth War Graves Commission
**Signature:** William Albert Greenstreet
**Date:** 1911
**Place:** London, England
---
**Note:** This is an example of a census record for William Albert Greenstreet in 1911. The information provided includes his name, age, occupation, marital status, religion, and nationality. The record also includes details about his place of birth and current residence.
| Residence | Address |
|-----------|---------|
| | |
| Correspondence Address |
|------------------------|
| |
| Details |
|---------|
| |
**Details**
- **Occupation:** Farmer
- **Marital Status:** Married
- **Children:** 2
**Notes:**
- Soldier was injured in action on 01/01/1918 and received a pension.
- Soldier's wife passed away on 01/01/1919.
**Signatures:**
- Soldier
- Witness
- Regimental Sergeant Major
---
**UK Army Registers of Soldiers' Effects, 1901-1929**
Name: Cambrai Memorial, France
Address: Louverval Military Cemetery,
D930,
Louverval,
France
Summary: The Cambrai Memorial commemorates more than 7,000 servicemen of the United Kingdom and South Africa who died in the Battle of Cambrai in November and December 1917 and whose graves are not known.
Wars Commemorated:
First World War
Craftsmen: Designer Harold Chalton Bradshaw Sculptor Charles S. Jagger
Date of Ceremony: 04/08/1930
Notes: Unveiled by Lieut-General Sir Louis Vaughan on 4 August 1930.
http://www.cwgc.org/find-a-cemetery/cemetery/79300/CAMBRAI_MEMORIAL,_LOUVERVAL (http://www.cwgc.org/find-a-cemetery/cemetery/79300/CAMBRAI%20MEMORIAL,%20LOUVERVAL)
Related People:
Armsworth, Wilfred Clifford (/person/115213)
Ayres, Stanley Frank (/person/109742)
Badcock, William Cuthbert (/person/22)
Baker, Arthur Robert (/person/110228)
Barney, Charles John (/person/36)
Bennett, Bertram John Edward (/person/113484)
Bernstein, Louis (/person/109641)
Bird, Francis Thomas (/person/112294)
Bishop, Benjamin George (/person/110681)
Board, George William (/person/112296)
Boxall, Charlie (/person/97674)
Brown, George Arthur (/person/84)
Buskell, Francis Henry (/person/113717)
Carter, Joseph (/person/96901)
Cattley, Cyril Francis (/person/94651)
Cooper, Alfred D (/person/113598)
Cropley, Trefelyn Roland (/person/113462)
Cubitt, The Honorable Alick George (/person/94674)
Everest, Basil Herbert (/person/112827)
Field, Arthur Charles (/person/110062)
Fisher-Smith, Fereday (/person/114170)
Furlonger, Arthur Frank (/person/113605)
Geerts, Ferdinand Louis (/person/97198)
Gibson, Arthur (/person/94719)
Greentree, William Albert (/person/114515)
Gumbrell, James Thomas (/person/114304)
Humphrey, James Henry (/person/109537)
Humphreys, Stanley Howard (/person/112396)
Jode, Edward (/person/112753)
Kemp, Eric Arthur (/person/111780)
Le Page, Douglas John (/person/113618)
Lucas, Frederick Charles (/person/94758)
Mason, Robert Godfrey (/person/97729)
Osborne (Mantelow), John (/person/110474)
Pannell, Stephen (/person/502)
Perkins, Edward (/person/111453)
Perryman, Nathaniel (/person/96596)
Rice, Ronald Richard (/person/114777)
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Sargant, Henry (/person/110182)
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Tomlin, Frank (/person/111919)
Tooley, Clifford William (/person/681)
Tozer, Thomas (/person/684)
Windeler, Herbert Wheelwright (/person/113773)
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Email (will not be published) (required) | web | http://www.alburyhistory.org.uk/attachments/WW/William%20Albert%20Greentree.pdf | 0.418355 | {
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Guide to Catholic-Related Records in the West about Native Americans
See User Guide for help on interpreting entries
Archdiocese of Portland in Oregon new 2006; rev.2007 OREGON, MARYLHURST
Holy Name Heritage Center, United States-Ontario Province Sisters of the Holy Names of Jesus and Mary
W-411
Marylhurst University 17425 Holy Names Drive Lake Oswego, Oregon 97034 Phone [REDACTED_PHONE]
History: The Sisters of the Holy Names of Jesus and Mary made their first United States foundation by establishing the Oregon Province in 1859, which merged with the United States-Ontario Province in 2006. The Oregon Province staffed the following Indian missions and schools:
1864-1870s (no longer
Indian)
St. Peter Church (Washo), The Dalles, Oregon
1874-1880
St. Michael the Archangel Mission and School (Grand Ronde), Grand Ronde, Grand Ronde Reservation, Oregon
1914-ca. 1920
Our Lady of Lourdes School (Spokane), Spokane Reservation, Washington
Holdings of Catholic-related records about Native Americans:
Inclusive dates: 1874-1880, n.d.
Volume: 2 volumes
Description: Grand Ronde house chronicles, 1874-1880, 2 volumes; additional records, which are unprocessed and unidentified, may pertain to Grand Ronde and/or other Indian missions and schools. | web | https://www.marquette.edu/library/archives/NativeGuide/OR/W-411.pdf | 0.424288 | {
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CHACE
Campaign for Housing and Civic Engagement
US Congress: Virginia
District 7 fact sheet
* • • • Stable homes build strong communities. • • • •
Rents in District 7 are quickly outpacing incomes.
Between 2000 and 2016, the average rent in Henrico County grew by 58%, from $676 to $1,065. At the same time, median household incomes only increased 30%, from $49,185 to $63,699.
2000 US Census; 2012-2016 American Community Survey
The Gap
For every 100 District 7 households in need of a home within their budget, the following # are affordable and available for:
Extremely Low Income Very Low Income Low Income
NLIHC tabulations of 2009-2013 Comprehensive Housing Affordability Strategy (CHAS) data
82% of Virginia Voters agree that people who work in the community should be able to find a home there.
CHACE & CNU Wason Center public opinion poll results (2017)
Affordable housing developments in District 7 help lift our neighbors out of poverty.
Better Housing Coalition's Winchester Greens Community in Chesterfield County is a mixed use community consisting of 240 two and three bedroom rental homes, 174 apartments for seniors 55 years and older, a community health center, a child care center, retail and office space. The community was initially financed using tax exempt bonds and A HUD Grant. Later development was financed with Low Income Housing Tax credit program funding, traditonal debt, and Chesterfield County CDBG funding. Residents of Winchester Greens enjoy access to a fitness center, swimming pool, and multiple playgrounds. While not income restricted, the community accepts housing vouchers.
In 2015, the housing industry in Virginia produced $47.8 billion in economic activity, part of which supported 314,000 jobs. 2017 HPAC Report
Average rents in Henrico County have risen 28% faster than incomes since 2000. Working families now have less money to spend in the local economy.
2012-2016 American Community Survey
Secure housing remains out of reach for families at various income levels.
In Spotsylvania County, a person earning minimum wage would need to work 166 hours a week to rent a modest 1 bedroom apartment at fair market ($1,561).
Source NLIHC Out of Reach, 2018
When families cannot afford secure homes, their children suffer. Number of students identified as homeless in the 2015–2016 school year in District 7:
~2,461
in hotels/motels
512
1,810
doubled up
15
unsheltered
124
in shelters
Project HOPE & NCHE
The eviction process disrupts a family's life making it harder for them to meet their basic needs.
CHACE | web | https://chaceva.files.wordpress.com/2018/09/chace-district-7-fact-sheet-final2.pdf | 0.482674 | {
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she never said she was perfect – only free
" YOU NEVER SAID YOU WERE PERFECT, YOU ONLY SAID YOU WERE FREE. I THANK YOU FOR TRYING SO HARD TO KEEP IT THAT WAY FOR ME."
These lines came from a song I wrote for America's bicentennial back in 1976. As we celebrate another year of being the melting pot of the world, I thought it'd be nice if I shared with you what I think about when I think about this country of ours.
* When the oppressed cram into boats to get away from their broken homelands, it's America that their hearts always pointed to.
* You can see the greatness of America when you go to the library. There are rows of biographies about people who come from humble, often times awful backgrounds, and become great achievers and valuable contributors to our world. Most countries cannot offer you those stories.
* The homeless family in Mississippi has as much say in which our next leaders will be as the affluent family in Beverly Hills.
* A country where dreamers are still encouraged to take their best shot.
* A country where a baby girl is not closed down and rendered a second class citizen, but can reach for her stars, wherever they may shine.
* Where freedom is sacred... even to those who would abuse it.
* Where belief in God can be freely expressed, no matter how far off the beaten path it may be.
America... A country that has been bruised so many times but continues to keep growing and moving forward.
I was a teenager during the 60's. This was a time when America threw up. We were protesting wars, burning our draft cards, flags and cities, shooting our President, Senators and Civil Rights leaders, smoking pot, promoting free sex and generally challenging everything that the "Leave-It-To-Beaver" generation worked so hard to preserve. Ah, the 60's... America at it's worst... and America at it's best. That's what I like about this country. We go through some pretty awful times that would devastate other countries. But in America, these trying times always seem to make us all the stronger.
We didn't survive the Civil War, we came out stronger because of it. We didn't survive the gangster days of prohibition, we came out stronger because of it. We didn't survive the 60's, we came out stronger because of it. And you can be certain that America will not just survive the environmental issues that we face today, but it will lead the way in helping the world come out better because of it.
Sure, as a writer I could write volumes on the many infractions that this country stumbles through. I could write a column about what is wrong with this country and have enough material to keep the column in ink for a long, long time.
But the truth of the matter is that all the flag burners, protesters, fanatic groups and odd-balls do not condemn this country nearly as much as they reflect what is good about this country.... why those boats full of oppressed people still point to the shores of America for more than 200 years. They call it freedom for ALL.
Yes America, you never did say that you were perfect... you only told us that you were free. I really am thankful that you've worked so hard to keep it just that way for someone like me. Happy Birthday.
Just A Thought | web | https://tkrwritenowwebsite.files.wordpress.com/2023/03/freedoms-pricetag.pdf | 0.497143 | {
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I begin with apologies to those of you who are unfamiliar with the wonderful game of cricket. A cartoon picture originally shown in an old British magazine called Punch, features a village cricket team. Each member of the team has a speech bubble above his head stating why he plays for the team. My favourite is the umpire who says, 'Of a sense of power. Like a Roman emperor, thumbs down and I can ruin a man's weekend.' The local vicar is one of the players, and he says, 'A merry topical quip in my Sunday sermon about Saturday's match keeps my flock happy.' I can identify fully with that sentiment. In my first post as a parish priest, I was a regular and reasonably useful playing member of the local cricket club. They liked having the vicar in the squad as the typical banter showed. Whenever I went out to bat or came on to bowl, a teammate would inevitably comment that we could now expect some divine intervention. So I suppose my success, when it occurred, was an important part of my mission. The next day, Sunday, I would sometimes offer my flock a 'merry topical quip' about the game, confident that they would receive it with great joy!
Members of the church, the congregation, are often referred to as the flock. It is hardly surprising because the image of the shepherd and his sheep is one that recurs time and again in the Bible, as a description of God's relationship to people. Today's Psalm (23) is an obvious example. And there is a lovely image in Isaiah 40: 'God will feed his flock like a shepherd; he will gather the lambs in his arms, and carry them in his bosom, and gently lead those that are with young.'
In the New Testament, the Gospel writer, John, very naturally ascribes the God-as-Shepherd image to Jesus who in the chapter from which today's reading is taken is described as the Good Shepherd, whose sheep hear his voice, who follow him, and in so doing will never perish.
Is it any wonder that the shepherd image became attached to the ministry of the Church, particularly its pastoral, meaning its shepherding ministry - the Bishop as chief shepherd or pastor of his or her area of responsibility, the diocese, with the symbolic crook or staff; the parish priest or vicar as the pastor who represents the Bishop locally, all providing a focus, an example, a good one hopefully, of the compassionate and careful leader who values each individual because each one is important to our shepherd God. The shepherd ministry demonstrates the Christian mission of searching out and bringing in those who have gone astray or who are not yet in the fold. It also speaks of unity and
community within the Church, and the hope and calling of all who follow Christ of genuinely becoming one flock under him, the one Shepherd.
The Middle Eastern shepherd led his sheep; they followed him. He did not drive or coerce them. And he used the crook both ways: to hook it round the sheep's neck to pull it into line or out of danger, and also to push it out beyond the immediate security of the fold, to find the pasturage. Pastoral ministry involves both aspects: the rescuing and the seeking out, the encouraging and the feeding; and also the sending out, the commissioning for service, the letting go of the flock as a community and as individuals into the ministry and mission fields of daily life.
Both aspects of pastoral ministry – the nurturing and the commissioning - are represented in our worship. God calls us, brings us together here to speak to us, to strengthen and nourish us. Then he sends us out into the world to get on with it – to find our way as Christians in the world of every day with all its routines and challenges. God lets us be. God trusts us, takes risks with us. How will we respond?
Jesus came, lived, died and rose again to give us life as God would wish it to be lived. He gave us all a way of life, an example to copy. He does not compel us to follow or obey him. He calls, he invites, he encourages.
One thing that is thankfully absent from his model for ministry is power and control. There is no place for that in the Christian life at any level. Authority, yes, but authority practised and welcomed as it is exercised through encouragement and education, compassion, and care. And it needs to be remembered that the shepherds, the pastors, remain disciples, meaning learners, never infallible, sometimes vulnerable, and who gratefully receive the encouragement and the advice of those they are called to serve.
In Christ we find the true Shepherd who provides for all the needs of us, his sheep. But to each other, and to all the people of this world, especially in our own parts of it, we are all, each one of us, called to have a share in his shepherding, his pastoral ministry. Clergy and other ministers may be leaders in that work, but they are certainly not the only doers. The Church, the Christian community is created to be an every member ministry, a priesthood of all believers.
Christian faith is never a private thing. Being Christian means being church, part of a community called together by Christ. And part of being church is looking out for others who are in the church, and welcoming and encouraging those who are trying to find their way in. Shepherding the flock as we ourselves would want to be shepherded, and without favour or reserve is the responsibility of all of us if we consider ourselves to be followers of Jesus Christ, who welcomed all, the so-called saint and sinner alike. We are the body of Christ on earth now. In the Gospel chapter from which we read, Jesus says, 'the Father and I are one.' That means that all of us who live in him are one with the Father too. The Father, God, is unconditional Love. We, like Jesus, are called to reflect and demonstrate that love. | web | https://admin.brizy.io/customfile/3eaf539c56d8c13a4952a9f2fe81591a.pdf | 0.484545 | {
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Mecklenburg Soil and Water Conservation District is pleased to announce our 44th Annual Tree Seedling Sale. This annual event will be held on Saturday, March 7, 2015 from 9:00 a.m. to 12:00 p.m. (or sold out) at 700 North Tryon Street, Charlotte, North Carolina, 28202 (Hal Marshall Service Center - Auditorium 1 & 2).
A wide variety of species will be offered ranging in price from $1 to $2 plus tax (see page 9). Seedlings can be used for developing green buffers to protect water quality, cleaning the air by removing carbon dioxide, improving wildlife habitat and reforestation.
Those who pre-order seedlings are not only guaranteed selection, but will also receive a 10% discount off the purchase price of their pre-ordered seedlings (discount applies to pre-orders only). Seedlings are sold on a first-come, first-served basis while supplies last. The deadline to pre-order seedlings is on Friday, January 2, 2015; pre-payment is required at the time of order. The order form is on page 10.
Rain Barrels are a great way for citizens to conserve water while helping to protect our streams and lakes. Capturing water flowing off of your roof keeps rain water out of storm drains and allows it to flow slowly into the earth, replenishing the ground water supply. Not only are rain barrels ecologically friendly, but they are pocket friendly too. Rain Barrels provide a free source of chemical-free water for your yard, garden and other outdoor water needs; reducing the need for municipal water.
Thousands of gallons of water run off a roof in a rain storm. This water picks up sediment, oils, and chemicals and flows directly into our creeks! Help reduce that runoff by using a rain barrel.
Rain Barrels are offered through a partnership with Charlotte-Mecklenburg Storm Water Services, allowing us to sell them to the public at a discounted price ($95.00 plus tax - 60 gallon rain barrel / $110.00 plus tax - 80 gallon rain barrel). Rain Barrels are for sell year-round and will be available for purchase at the annual tree seedling sale.
Buttonbush, Eastern Redbud, Flowering Dogwood, Oakleaf Hydrangea, Pawpaw, Pecan, Persimmon, Possumhaw Viburnum, Red Chokeberry, Red Maple, Spicebush, Sweetbay Magnolia, Sweetshrub, Waxmyrtle, Eastern Red Cedar. | web | https://www.tuesdayforumcharlotte.org/wp-content/uploads/2015/02/150224SeedlingSale.pdf | 0.490686 | {
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Your baby was born early and may be at a high risk for certain health problems compared to full-term newborns. Some babies born between 34 and 36 completed weeks of pregnancy seem healthy at first and may be significantly larger than very premature infants. However, they can have breathing problems, jaundice, feeding difficulties, low blood sugar, unstable body temperatures, or other medical conditions.
“A ‘Late-Preterm’ baby is an infant born between 34 and 36 completed weeks of pregnancy.”
“You’re not alone! Most babies born prematurely are considered to be “Late-Preterm.””
“Late-preterm” babies account for most babies born prematurely! In 2008, there were 372,161 late-preterm births in the United States, representing 8.8% of live births.
Source: National Center for Health Statistics, final natality data.
The lungs and the brain are the last organs to fully mature when a baby is inside the mother’s womb. Because your infant was born before these last important weeks, it is important for you to be extra aware of his or her possible related needs. The good news is that the more you learn, the better you can help keep your late-preterm baby healthy.
I National Center for Health Statistics. Births: Final Data for 2008. National Vital Statistics Reports. December 2010, vol 59, No. 1.
Some things that you, as a parent of a late-preterm baby, should know:
**FEEDING**
Whether you are breast-feeding or bottle feeding, your infant may tend to feed slower than a full-term baby and may not be able to take in as much nourishment at each feeding. To adjust to this, you may want to feed your baby often — especially for the first several weeks. If your infant begins to refuse feedings, even for less than a day, you should contact a healthcare practitioner.
**BREATHING**
Even at this late stage in a nine-month pregnancy, a baby’s lungs may not be able to work properly on their own. If your baby shows any signs of struggling for breath, or any trouble breathing at all, get medical help, or call 911.
**SLEEPING**
It is possible that your baby will be sleepier than most full-term infants and may sleep through feedings. Contact your baby’s healthcare provider to see if you should be waking your baby for feedings every three to four hours. As always, all babies should be put to sleep on their backs.
**TEMPERATURE**
Your baby may have less body fat than full-term infants and may have difficulty keeping his or her body temperature constant. All newborns should be kept away from drafts and you may want to dress your baby in one more layer than you are wearing.
**INFECTIONS**
Because many late-preterm infants have underdeveloped immune systems to fight infection, you should watch your infant for any signs of illness, such as:
- fever
- breathing problems
- changes in skin color
- changes in behavior
- changes in feeding pattern
To help fight infection, you may also choose to avoid taking your baby to crowded places, such as the mall, supermarket, or large family gatherings, and limit visitors to your home who may be ill. Always ask anyone who will be touching or holding your baby to wash their hands before doing so.
Source: AVHONN Late Preterm Infant Initiative
**IMMUNIZATIONS AND FOLLOW-UP APPOINTMENTS**
All babies should be seen by their healthcare provider within 24 to 48 hours after leaving the hospital and should return for medical follow-up and immunizations as recommended. It is important to note that there are certain vaccines available to help prevent some infections. Speak to your healthcare provider about what is right for your baby.
This information is for educational purposes only and is not intended to substitute for professional medical advice. Always consult with a healthcare professional if you have any questions about the health of your child. | web | https://www.txp2p.org/Media/NICU/Late_Preterm_Baby.pdf | 0.501758 | {
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Children and Young Adult Book Review
Elementary School Ada's Ideas: The Story of Ada Lovelace, the World's First Computer Programmer by Fiona Robinson
Student Reviewer: Faith Tucker
Educator Reviewer: Madalene Ramsey
Robinson, F. (2016). Ada's Ideas: The Story of Ada Lovelace, the World's First Computer Programmer. New York, NY: Abram's Books for Young Readers.
ISBN: [REDACTED_PHONE]
Pages: 30
Student Review:
I thought it was a wonderful story! The author picked a boring topic and made it a joy to read! Although, I don't think it used many facts about who she was, but it was still so much fun to read and that I was learning something was hard to believe! I thought it was a great book, but I would recommend it to younger audiences. But all in all I thought it was a fun learning experience and I would recommend it to any elementary students.
Faith Tucker
Colham Ferry Elementary School, Watkinsville, Georgia 5th Grade
Educator Review:
The book Ada's Ideas: The Story of Ada Lovelace, the World's First Computer Programmer describes the life and visionary ideas of Ada Lovelace. The reader is taken through Ada's
childhood and upbringing to discover how a young girl's dreams and imagination intersect with her background in mathematics. When Ada's path leads her to meet an inventor, Charles Babbage, she is able to use her creative and analytical skills to create an algorithm for his newest invention and become the world's first computer programmer.
Ada's Ideas: The Story of Ada Lovelace, the World's First Computer Programmer would most appeal to an upper elementary student. The content lends itself to many research opportunities for students to dig deeper and make connections to historical information they may already be familiar with at that age. The beautiful illustrations, sentence structure, and vocabulary usage would appeal to a more mature elementary audience as well. Many elementary schools across the nation are implementing S.T.E.A.M. programs and pursuing S.T.E.A.M. certifications, and Ada's Ideas would align perfectly with these initiatives.
My only concern with this book is the explanation of Ada's algorithm on pages 26-27. It attempts to take a complex algorithm and simplify it for a child to understand. However, it is very confusing and could be simplified further. I also feel that these pages would be better suited at the end of the book because they are a different writing style than the rest of the story that the reader interacts with in the book. I would suggest adding these pages as an appendix to be read and explored by students after finishing the story.
Madalene Ramsey Colham Ferry Elementary School 5 th Grade Teacher
139
"The author picked a boring topic and made it a joy to read!" -Faith | web | http://jolle.coe.uga.edu/wp-content/uploads/2016/11/138-139_CYALReview_-Adas-Ideas-The-Story-of-Ada-Lovelace-the-Worlds-First-Computer-Programmer.pdf | 0.447984 | {
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These fatty lumps don't absorb your medication in the same way as healthy tissue, and can lead to variable blood glucose levels and increased medication dose requirements.
www.hcs.es
DIABETES TREATMENT
There are a number of treatments available to manage and treat the differents types of diabetes.
TYPE 1 DIABETES
It usually appears in puberty and early adulthood.
In type 1 diabetes, the body does not produce insulin. Insulin is a hormone produced by the body, when it needs to get glucose from the bloodstream into the cells of the body.
TYPE 2 DIABETES
It affects 90-95% of people with diabetes.
Type 2 diabetes is a disease that keeps your body from using insulin the way it should or for a insulin resistance.
If you can't maintain your target blood sugar level with diet and exercise, your doctor may prescribe oral pills, although over time you may end up requiring insulin therapy.
Healthy eating, regular exercise and to avoid being overweigth is the main treatment in both types of diabetes .
OTHER TYPES OF DIABETES
- GESTATIONAL DIABETES : This type of diabetes occurs during pregnancy due to insulin-blocking hormones produced during this period and it usually disappears affer childbirth.
INSULIN ADMINISTRATION
1. Wash your hands with soap and water.
2. Mix the insulin by slowly rolling the bottle between your hands or gently tipping the bottle over a few times. (ONLY FOR CLOUDY INSULINS)
3. Attach a new needle onto the insulin pen.
4. Dose 2 units. With the pen pointing up, push the bulb in until at least one drop of insulin appears.
5. Pinch the skin and push the needle into the skin at the selected site.
6. After the dose has been injected, hold the needle in for a good 10 seconds to help insulin get delivered and prevent any of the dose escaping out.
7. Remove the needle and safely dispose it away in a sharps container. remove the needle from the pen unscrewing. Leaving the needle on the pen can result in leakage or air bubbles.
8. Keep an insulin pen in the fridge until open it (between 2-8ºC) ; after that, you can store it at room temperature (between 15-25ºC), away from ligth. | web | https://hcs.es/web/download_file.cfm?file=40847&area=4695&open | 0.423624 | {
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The Brightest Star: An Advent Children's Sermon
The Rev. Jeremy D. Collins '14 Associate Pastor, First Presbyterian Church of Bakerstown (Pennsylvania)
Ever wonder how many stars there are up in the sky? There are about 10 billion galaxies in the observable universe, and, on average, the number of stars in a galaxy is about 100 billion. That's a lot! So it means there are about 1,000,000,000,000,000,000,000 (that's 1 billion trillion) stars in the observable universe—and God created every single one of them.
God created every tree, every blade of grass, every animal, and he created you and me. He created us to be in relationship with him, but we messed it all up. Fortunately, God had a rescue plan in place from the very beginning, and he decided to use a star to announce this plan.
Listen to what the Bible says in Matthew chapter 2, verses 1-6:
In the time of King Herod, after Jesus was born in Bethlehem of Judea, wise men from the East came to Jerusalem, 2 asking, "Where is the child who has been born king of the Jews? For we observed his star at its rising, and have come to pay him homage." 3 When King Herod heard this, he was frightened, and all Jerusalem with him; 4 and calling together all the chief priests and scribes of the people, he inquired of them where the Messiah was to be born. 5 They told him, "In Bethlehem of Judea; for so it has been written by the prophet:
6 'And you, Bethlehem, in the land of Judah, are by no means least among the rulers of Judah; for from you shall come a ruler who is to shepherd my people Israel.'"
You see this was the greatest news ever told, and God wanted the world to know that his Son had been born, that the rescue plan was finally happening. God was coming to save his people. So he sent angels to Mary and Joseph and to shepherds—and he made one of his billion trillion stars to shine brighter than all the rest.
God was showing us that the light was coming to push away the darkness, that the little baby born in Bethlehem was the Savior of the world.
One day this little baby boy named Jesus would grow up and save God's children. Jesus even said, "I am the light of the world. Whoever follows me will not walk in darkness, but will have the light of life" (John 8:12).
This was God's plan—to send Jesus to shine as bright as that star, so that all his children would not walk in darkness but have life in him, the Light of all the world. | web | https://www.pts.edu/UserFiles/File/resources/Publications/Advent%20Devotional%202019/The%20Brightest%20Star%20-%20Jeremy%20Collins.pdf | 0.482984 | {
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TITLE: Eliminate
IMPACT: Breaks the ice in a new group; calms down a rowdy group; focuses attention.
RISK: Low
GROUP SIZE: 8 or more
TIME REQUIRED: 5 minutes
DIRECTIONS:
2. The facilitator walks around the circle and taps one person on the hand. That person becomes "it."
1. Everyone stands in a circle with eyes closed and hands behind their backs.
3. Now everyone can open their eyes and hold hands.
5. The "squeezed" person passes the squeezes to the next person, but squeezing one fewer time than s/he was squeezed (i. e., if "it" passes 5 squeezes, the next person passes 4 squeezes, and so on).
4. The person who is "it" quietly squeezes the hand of the person to the right or left as many times as s/he wants.
6. The person who gets one squeeze announces it and guesses who was "it." If s/he guesses wrong, s/he is out. If s/he guesses correctly, "it" is out. | web | http://thefoodproject.org/sites/default/files/Eliminate.pdf | 0.443202 | {
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Is there a TIGER in your yard?
The Asian Tiger Mosquito (Aedes albopictus) has been in Rockland County since 2011.
This mosquito:
- Bites all day long, not just at dusk and dawn
- Lays its eggs in common items that hold water around your home
- Doesn’t fly far, so if you see them, they are probably living close by
For more information: rocklandgov.com/health or call: [REDACTED_PHONE]
Want To Hunt The Tiger?
The Asian Tiger Mosquito grows up in standing water around your house and can potentially spread the Zika virus!
This is what mosquito larvae look like.
Some common containers that hold water and could breed mosquitoes are:
- Bird Baths
- Toys
- Flower Pots and Bases
- Pet’s Water Dishes
- Even small items like cups and bottle caps!
Hunt the Tiger by checking for water in outside containers at least once a week. Get rid of the items or empty the water out and scrub the container so that the Tiger Mosquito won’t live there.
Did you know?
According to Rutgers University, 1 birdbath can produce over 400,000 mosquitoes in a single summer! | web | http://keeprocklandbeautiful.org/wp-content/uploads/2019/04/2019-Asian-Tiger-Mosquito.pdf | 0.439857 | {
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Walking directions to the Chichester Campus (Bishop Otter) from Chichester train station
Exit Chichester train station by the main door and turn left into Southgate Street. Take the footpath on the left hand side of the road and follow around to the pedestrian crossing on Avenue de Chartres. Cross over here following the footpath to the right. Stay on this footpath all the way up South Street to the Cross. Continue past the Cross into North Street (pedestrian precinct).
Once the precinct ends, take the right hand footpath to the top of North Street. Now take the underpass. When you emerge from the underpass take the stairs immediately to the right. Take this footpath all the way along Oaklands Way (running parallel to the Northgate Car Park) until it reaches the corner of College Lane (opposite the Co-Op).
Keep to the left hand side of College Lane and take the exit that leads up onto a separate pathway that runs parallel to the road (do not walk on the lower pavement as this is quite narrow) until it ends and then cross over into the campus.
A few facts about Chichester
CATHEDRAL
CHICHESTER GATE
At the centre of Chichester for over 900 years, the Cathedral is open all year to visitors, as well as hosting a variety of services and events.
NOVIUM
Chichester District's museum and tourist information service, which is built above the remains of a Roman public bath house.
PALLANT HOUSE
Pallant House Art Gallery situated in the centre of Chichester city centre houses one of the best collections of 20th century British art in the world.
GOODWOOD
Encompassing a country house, horse-racing track and motorsport circuit, Goodwood hosts the annual Festival of Speed, Revival Festival and many other events through the year.
BEACHES
Chichester is situated close to picturesque West Wittering, a Blue Flag sandy beach.
Chichester Gate offers a large range of places to eat and drink, and social activities including bowling, cinema, trampoline park and a gym.
CHICHESTER FESTIVAL THEATRE
One of the UK's flagship regional theatres with a thrust stage design and an international reputation for producing work of the highest quality.
LOCAL AREA
The South Downs National Park is England's newest National Park, stretching from Winchester in the west through the counties of Hampshire, West Sussex and East Sussex, ending at Eastbourne in the east. Chichester Harbour is a large natural harbour to the South West of the city and is both an Area of Outstanding Natural Beauty and a Site of Special Scientific Interest.
SURROUNDING AREAS
* Portsmouth is a 30 minute train journey
* Brighton and Southampton are less than an hour on the train | web | https://d3mcbia3evjswv.cloudfront.net/files/All%20Walking%20Maps%20Jun%2019%20R%204%20WEB%20BOC%20to%20Rail.pdf | 0.482463 | {
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A Breath of Fresh Air
Like many Alameda residents, I live in an older home. Ours was built in 1927, or thereabouts. The house is lovely, in my opinion, but it does have one issue. Our windows are original, and many of them don't open. Some have broken sash cords (the cord that connects a weight to the window, holding it steady in the open position), and some have been painted shut. We have looked into having our windows replaced with new wood windows, but we've found it prohibitively expensive. And, this house was built with nice materials – the windows are made of old growth fir and antique glass, so it's hard to imagine throwing them away for something new that couldn't possibly be of the same quality.
That's what brought me to Patty Spencer and her company – Fresh Air Sash Cord Repair. Patty is an engineer by training and learned how to fix sash cord windows by renovating her house. She was surprised by how hard it was at first, but eventually, through trial and error, she mastered the process. She started her company in 1999 and has been a fixture in the community ever since. She donated sash cord repair to Alameda School for their auction when her kids went there, and it was always a popular item.
Patty is EPA certified to control lead paint that is disturbed with the repair of old windows. Most Alameda homes have lead paint - it was widely used on home interiors and exteriors when this neighborhood was developed. Especially if you have kids, it's important to keep lead as contained as possible during any household renovation.
When we met, Patty estimated the cost of fixing one of my windows at $300 – which is less than half what I was quoted for new windows.
I also had worried that we were losing a lot of heat through our windows, and that might be a reason to replace them, but when we had a guy from the Energy Trust of Oregon come to our house a while back, he said that we weren't losing much energy through our windows – our main energy inefficiencies were (and still are) our uninsulated attic and our 30-year-old furnace. So, fixing a window costs less, is more environmentally responsible, doesn't make a big difference in heat retention (especially if you have storm windows) and maintains the style and integrity of a home. I've had friends in the neighborhood who have had Patty fix their windows, and they've been thrilled with the results. I'm sold – as soon as we have the money (which I'm sure will be any minute now), we're going to have Patty repair our windows. Now, if only she could insulate our attic… | web | https://freshairsash.com/pdfs/Fresh%20Air%20Sash%20Cord%20Article%20Spring%202010%20ACA.pdf | 0.433435 | {
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EATING THE RAINBOW
Different coloured fruits and vegetables have different vitamins, minerals and phytonutrients (healthy chemicals which give plant foods their bright colours). These nutrients all help our bodies in different ways, which is why we need to make sure we eat a range of different coloured fruits and veg!
RED
ORANGE/ YELLOW
GREEN
Healthy heart
Reduces risk of cancer
Q: What did the father tomato say to his son when we was walking too slow? A: Ketchup!
Healthy eyes
Healthy skin
Strengthens immune system
Q: How do you know carrots are good for your eyes?
A: You never see a rabbit wearing glasses!
Reduces risk of cancer
Healthy heart
Good digestion
Healthy eyes
Healthy bones
Q: What's a broccoli's favourite type of music? A: Broc N Roll!
BLUE/ PURPLE
Good for memory
DID YOU KNOW that blueberries are one of the only naturally blue foods that exist?
WHITE/ BROWN
Lowers cholesterol
Good digestion
DID YOU KNOW
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Year 1 Home Learning Pack
Handwriting Focus
In Year 1, handwriting is a huge focus of ours. This week can you focus on lower case letters, ensuring your tall letters are tall and you short letters are all similar sizes… Parents, you can be the judge to how neat their writing is.
For a challenge, can you write out this sentence in your best handwriting.
Phonics
In Year 1, phonics is hugely important so it is key that the children keep practicing their sounds and learning new ones. Phonics play has had an update so the new link is below. Please feel free to have a play around as the website has now changed. If you type on resources at the top, all the games are underneath with a tab for all the different phases.
https://new.phonicsplay.co.uk/
-
Please carry on using this sound mat to help children with their phonics.
Literacy
Mr Watson wrote a few sentences about spring over the weekend… However, I personally don't think they are the best… Please can you fix his sentences ensuring you follow our writing tools!
there Are lotsof flowers in my Garden?
springis my favourite seasoN.
the Weather is becomingmuch Warmer, lambs are born inthe SPring!
Challenge: Can you extend my sentences using are conjunction?
and so but because
Write a short story based on the picture below. Remember to include Capital Letters, Finger Spaces, Full Stops. Use lots of adjectives, verbs and adverbs to make your story exciting.
What is happening here? Why/how is the carpet floating? How is the boy feeling? Was he expecting this to happen? How is the dog feeling? How do you know? Does this bedroom belong to the boy? What does the setting tell you about his character?
Maths
This week for maths the focus is on money and measurement. If you have any loose change at home you can show the children different coins to see if they can identify the value. | web | https://www.prestonhedges.northants.sch.uk/wp-content/uploads/10513/Year-1-31st-March-Home-Learning-Pack-4.pdf | 0.44252 | {
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On 20 to 21 November 2019, HDCS Chaurjhari Hospital Rukum conducted 2 days free medical camp at Takasre East Rukum 3 days far from Hospital by foot (12 hour by Jeep).
The images depict the process of transporting goods in a mountainous region, likely in Nepal. The top left image shows people loading items onto a vehicle at night, while the top right image shows individuals unloading boxes from a vehicle during the day. The bottom image captures a group of people carrying boxes through a rural area with mountains in the background. This suggests a logistical challenge in accessing remote areas where traditional transportation methods like porters and vehicles are used to move supplies and goods.
Medicine and Supplies transportation.
Program inauguration by Chief Minister of Province 5
OBJECTIVES:
- To provide free health services to the community people.
- To screen and detect any abnormalities.
- To counsel and refer diseased cases to hospital.
Queue for registration.
Registration.
Taking vital sign.
STATISTICS:
Altogether, 596 people participated in the medical camp for free health check-up at Taksera. Most of the cases were, musculo-skeleton pain, APD, Pelvic Inflammatory disease (PID), Upper respiratory tract infection (URTI), worm infestation. We diagnosed various cases and referred some cases to the hospital.
400 were female. We diagnosed various cases and referred some cases to the hospital
Consultation with ultrasound.
Medicine distribution.
A traditional stone house in the Himalayas, with people sitting on the porch.
Sanitation and hygiene is big challenge.
The women of the village are busy with their daily chores, including carrying firewood and wool. The narrow stone pathways and traditional architecture add to the rustic charm of the village.
Comment of the local government and leaders: - Local government leaders, school teachers, were very supporting and happy with the HDCS- hospital and medical camp. Total cost of these camps was Euro 4998 Including medicine, supplies, transportation, food, advertisement, and other.
Thank you to our donor partner for great support. This Vision wouldn’t have been possible without the dedicated and serving hearted staff and involvement of Community. We thank local leaders, school teachers and Nepal police. HDCS-Chaurjahari Hospital wishes to express its gratitude to Gossner Mission and its support in making it possible to provide this service to the poor people.
The children were very excited to see the butterfly and were eager to learn more about it.
Thank you for your great help to us. | web | https://www.hdcsnepal.org/wp-content/uploads/2019/11/2.-Medical-Camp-Report-At-Takasera-East-Rukum-Nepal.pdf | 0.479254 | {
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Segment 2
Older generations often complain about the slow pace at which young people are moving into adulthood today, but what scientific evidence shows, strong scientific evidence is that a slower path into adulthood today is often beneficial. And that it's a fast path that can be very risky when it comes to relationships, education, work and living situations. So why is a slower path beneficial? Taking time to figure out what young people want, need in a relationship before they marry and parent. And to have time together as a couple before children arrive. Those things are associated with much stronger marriages and more resourceful parenting. Taking time to pursue education or training after high school brings stable and stronger attachment to the labor force. Similarly, taking time to explore jobs and build skills creates stronger labor force attachment and greater satisfaction at work. Living at home too can be a smart decision. If it allows young people to be in school when they otherwise wouldn't be able to afford it or if it allows them to take low pay or no pay internships that will help them on the job market. Or if it allows them to save money for a stronger launch when they do go. I wanna emphasize that a slower course into adulthood is not the same as a slacker course, quite the contrary. It means doing everything you can to gain credentials and experience that will help carry you over the long haul and help manage uncertainty. A slower course also doesn't mean that young adults shouldn't have responsibility, of course they must and they must also come to know failure. Learning and recuperating from failure is an extraordinarily important growth experience and helps build both resilience and maturity. In contract, why is a fast path so risky? Well, in many ways we should be much more concerned about young people who are going too fast than we are with young people who are going too slow. Quick marriages are much more likely to result in divorce and to involve kids. Quick parenting makes it difficult to attain education and full-time work. And a quick departure from home before young people are ready leaves them with fewer resources for getting by, let alone for investing in their future. In addition, staying at home keeps many young people out of poverty. And the reality is that if one bypasses education or some sort of training beyond high school, it's harder to go back when there are other responsibilities such as caring for young children. | web | https://youth.gov/sites/default/files/Settersten-Transcript-Segment-2.pdf | 0.437239 | {
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The history of zoological discovery in British Columbia, and parts of the Rocky Mountains of western Alberta, is closely linked with Ian McTaggart-Cowan, one of Canada’s foremost and best-known zoologists and conservationists. Dr. Cowan’s life spanned the golden age of biological exploration and linked him with some of the important early collectors and naturalists whose specimens and observations revealed the distribution of birds and mammals in the province during the first half of the 20th century. Ian was a pioneer among pioneers, in a career that began as a summer student on collecting trips in the field and led to an academic career as professor of zoology, department head, and dean of the Faculty of Graduate Studies at the University of British Columbia.
*The Legacy of a Pioneering Biologist, Educator and Conservationist* is primarily an appreciation of Ian and his many accomplishments. The book is a celebration of a remarkable man’s life and his numerous roles and adventures. It was originally designed to be a comprehensive compilation of his lifetime publications and intended as a surprise 100th birthday gift to be presented to Ian on the occasion of his centennial birthday celebration on June 25, 2010 at Government House in Victoria. However, Ian passed away 61 days before that occasion was to be held.
Subsequently, our volume evolved and expanded in scope both as a tribute to Ian, and to preserve his legacy as an educator, researcher, and conservationist. The heart of the tribute consists of over 100 recollections from former students, colleagues, and friends in a section on their memories of association with Ian. These range from the amusing to the poignant, and reveal many facets of his life and personal qualities.
The book is a valuable documentation of the history and evolution of biological discovery and research in British Columbia, and the emergence of a conservation ethic. It is illustrated with hundreds of black-and-white and colour photographs including images of early family life, students and colleagues, and wildlife.
This memorial volume is nearing completion. It has been enhanced by the diligent peer-review of Dr. Alton Harestad, Peter Ommundsen, and Dr. Spencer Sealy, all University of British Columbia graduates in zoology. The book has been a voluntary undertaking by the authors and reviewers since its inception in February, 2010 and will be published in association with the Biodiversity Centre for Wildlife Studies, 3825 Cadboro Bay Road, PO Box 55053, Victoria, BC. V8N 6L8.
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Lesson Six: Preparation for the Online Interview
In today’s environment, the online interview is very common; however, people often feel apprehensive about online interviewing. To help you feel more comfortable with online interviewing, this lesson is self-guided and allows you to investigate online tools. You will also video yourself multiple times answering routine interview questions. The goal will be to feel more comfortable with the camera.
STANDARDS ALIGNMENT
North Carolina Career Development Coordinator Standards
• Standard IV.b. Help students develop global employability skills.
North Carolina Guidance Essential Standards
• P.SE.3.2 Explain how body language and vocal expression affect the effectiveness of communication.
• P.SE.3.3 Use communication skills that build and sustain relationships with a wide range of people
ISTE Standards
• Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
North Carolina Community College System College and Career Ready Adult Basic Education Standards
• T.6 The student will demonstrate an ability to utilize Internet and other telecommunication resources.
Workforce Development Standards
• 20 CFR Parts 676, 677, and 678: Workforce Innovation and Opportunity Act is designed to help job seekers access employment, education, training, and support services to succeed in the labor market and to match employers with the skilled workers they need to compete in the global economy. Programs are based on eligibility.
At the close of the lesson, learners will be able to say… I can:
• Record and re-record myself to improve my responses.
• Navigate popular online communication tools.
• Prepare effectively for online interviewing.
MATERIALS NEEDED
• Computer (laptop preferred), internet access, and ability to watch a PowerPoint
• I can statements on poster board or handout
• PowerPoint with self-guided activities (send link to participants one minute before entering session)
• https://bit.ly/GADJC4L6
DELIVERY SUGGESTIONS
The suggested time for the following lesson is 45-60 minutes. Participants should have computers or phones with headphones and camera (laptops preferred) and a place to record. Maximum number of participants: 12-15 (space needed to record privately).
The following lesson is appropriate for:
☑ high school students
☑ adult learners
INSTRUCTIONS
1. State and share I can statements with participants, so they will know the purpose of the lesson.
2. Begin the session by taking a selfie with the class. Then change the phone to record and ask them to tell you their name as you walk through the classroom. SAY: How many of you have taken selfies? Do you video yourself? Did you feel comfortable introducing yourself on our video? Today’s lesson is going to be a self-guided activity to help you feel more comfortable in an online interview.
Continued on next page...
3. **SAY:** To get started, everyone will need access to a PowerPoint. Check your emails for access. Let’s load the PP for viewing on your device. After you can access the PowerPoint, you can proceed on your own. When you have finished, please give feedback on the session by completing a survey which I will send to your email. If you have any questions, I am available to help. Thank you for coming today.
*Remember to set up space for individual recording. This lesson works well remotely.*
Participant survey link:
https://conta.cc/3Cx9sSO
**RESOURCES**
From THE BALANCE website of professionals:
- [https://www.thebalancecareers.com/information-required-to-complete-a-job-application-2061573](https://www.thebalancecareers.com/information-required-to-complete-a-job-application-2061573)
Web sources include:
- [https://www.ssa.gov/](https://www.ssa.gov/)
- [https://www.dmv.com/nc/north-carolina/renew-replace-id-](https://www.dmv.com/nc/north-carolina/renew-replace-id-)
- [https://www.whitepages.com/](https://www.whitepages.com/)
**LESSON CONTRIBUTOR**
Christina Harris
(Retired)
NC Department of Public Instruction
[REDACTED_EMAIL] | web | http://riverseastwdb.org/wp-content/uploads/2022/01/4.6_Preparation_For_Online_Interviews.pdf | 0.502208 | {
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Dear Parent/Carer
The Christmas Tree Place
Thank you to all those families who bought their Christmas tree from the Christmas Tree Place. We came second and received a prize of £100.
Charity Donations
Thanks also to parents who attended the Reception Nativity in December and generously put money in a box for the Hospice of St Francis. You gave a total of £143.88.
Nursery Open Morning
There was a lovely atmosphere in Acorn Class on Thursday morning, as parents spent time looking through their children’s folders and finding out about life in the Nursery. We urge any parents not yet using Tapestry to activate their accounts; this online Learning Journal gives you a fantastic insight into your child’s experience at school. Don’t forget you can have more than one account per family (one for each parent) – please contact Miss Bradford if you would like an additional account.
Happiness and Well-Being Update
At the Parent Forum in December, we discussed the programme of mindfulness, meditation and other activities to promote happiness and well-being that have been happening in school since last September. Members of the forum felt it would be good to raise the profile of these by having a regular update in the newsletter. So here is the first of these:
During the autumn term children throughout the school were introduced to age-appropriate meditation techniques. These often involve soothing music and sitting or lying very still, focusing on breathing. Some classes listen to stories from books written specially to encourage relaxation and mindfulness. Some classes have these sessions daily, at key moments such as after registration or playtime, in order to get them into the right mindset for learning.
Star of the Week
Acorn
Olivia for beautiful listening and participating in class.
Maple
Sam for having a fantastic attitude to learning.
Oak
George for trying hard in all areas of his learning.
Beech
Maisie for trying extremely hard with both her reading and writing.
Cedar
Georgia for always showing she’s ready to learn.
Hazel
Ruby for such brilliant effort in maths.
Year 2 have introduced a ‘What went well?’ session into their weekly timetable, encouraging a positive mental attitude and allowing them to really focus on their achievements.
**Well-Being in the School Office**
Staff well-being is also important to us, so please help our office staff manage theirs in the following ways:
- If your child is to be picked up from school by someone other than the usual adult, please let the office know as early in the day as possible so they have enough time to pass the message on to the class teacher.
- On days when your child is absent, please phone the absence line in the morning, before registration, giving a reason for the absence. This enables the office staff to record the absence as ‘authorised’, without having to phone you.
Caroline Crozier
Head of School
**Value Champions**
This week our value has been:
**Perseverance – Keeping going against the odds**
Xavi – Albie – Will – Annie - Esme
**This week at St Peter’s**
Children between the aged 7 and over are invited to come along to ‘A Be a Chorister afternoon’ at St Peter’s church in Berkhamsted on this Saturday – 26 January – between 1:30pm and 5:00pm. The free event gives children from any background, any religion or none, the chance to find out what’s it like to sing in a vibrant choir before performing choral evensong at 6:00pm to parents and other guests.
The afternoon will be very informal and is all about having fun, learning a new skill, meeting other children and understanding what it’s like to sing in a choir – from learning to sing beautiful music to trying on cassocks, exploring the unseen parts of the church including the tower and enjoying the buzz of singing in harmony. No previous experience is required, just enthusiasm to try singing!
To find out more and to reserve a space, or to join St Peter’s choir, please email [REDACTED_EMAIL] or call 01442 878227.
**School and VSA Diary Dates**
*Please check the website for most up-to-date information*
- **Thursday 24 January**
- Open Morning – Nursery
- VSA Disco
- **Tuesday 5 February**
- E-Safety Day
- **Wednesday 6 February**
- Church Service – KS1
- **Mon 11 – Fri 15 February**
- Feeling Good Week
- **Tuesday 12 February**
- Yoga Workshops
- **Wednesday 13 February**
- Parent Forum
- **Thursday 14 February**
- Chinese Dance Workshops
- **Friday 15 February**
- Half Term
- **Tuesday 5 March**
- Maple Class Assembly
**Information sent out this week**
- Year 2 Legoland visit letter
- Year 1 and 2 – Free Game On Course
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Karvonen Films Ltd
Common name
Rabbit tick, grouse tick
Scientific name
Haemaphysalis leporispalustris
What's Bugging Wild Critters?
Fact sheet #23: Rabbit/grouse tick
Rabbit/ grouse tick (Haemaphysalis leporispalustris)
in Alberta
Rabbit tick is yet another benign companion of wildlife. It rarely, if ever, feeds on humans and is not considered a significant health risk.
Significance
What? Where? How?
See the fact sheet on winter tick and wood tick for basic information regarding ticks.
Transmission Cycle
Like winter tick and wood tick, this tiny tick with the long name is also a hard tick. It most closely resembles the wood tick (although to most people all ticks look the same anyway!) and has a threehost life cycle. Larvae and nymphs may live on rabbits and hares but also make use of a variety of small mammals and some birds, notably ruffed grouse. Each tick stage takes a blood meal, then drops to the ground to moult. The new stage, fresh from its moult, gets back on a mammal or bird to take another blood meal. Some individuals may provide habitat for all 3 stages at the same time; however, the preferred habitat for adult ticks is rabbits or hares. In colder climates it may take more than one year to complete the cycle from egg to adult and back to egg.
Distribution in Alberta
This tick is not seen or reported often in Alberta but undoubtedly many snowshoe hares and jackrabbits and probably many grouse support healthy tick populations. The population of adults apparently peaks during early summer.
Pub.No:
I/182 ISSN: 1710-4327 ISBN Print: 0-[REDACTED_PHONE] ISBN Online: 0-[REDACTED_PHONE]
Rabbit/grouse tick in Alberta
(Haemaphysalis leporispalustris)
Importance for Wildlife Management
Prevention/Control
Rabbit tick is not a management concern in Alberta.
Public Significance
Rabbit tick very rarely bites humans and is not considered a health concern in Alberta.
There is no need to control this harmless native species in Alberta.
Summary
By far the majority of ticks and tick species in Alberta pose no threat or concern to wildlife or human health. Rabbit tick is a benign little critter that is common on snowshoe hares and jackrabbits throughout the province but causes little or no problem.
Additional Information
Parasitic Diseases of Wild Mammals, Second Edition. Edited by William M. Samuel, Margo J. Pybus and A. Alan Kocan. 2001. Chapter 4 – Ticks.
Canadian Lyme Disease Foundation: http://www.canlyme.com/alberta.html Health Canada, Canada Communicable Disease Report:
http://www.hc-sc.gc.ca/pphb-dgspsp/ publicat/ccdr-rmtc/99vol25/dr2518ea.html | web | http://aep.alberta.ca/fish-wildlife/wildlife-diseases/documents/RabbitGrouseTick-2004.pdf | 0.497115 | {
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Money Monsters Learn About Giving
One day, Foozil went to her best friend Gibbins's house to visit. Foozil and Gibbins are Money Monsters. They come from a different universe and are learning all about how things work here. This is a story about how the Money Monsters learned about giving.
When Foozil arrived, Gibbins was busy cleaning his room.
"Wow, Gibbins," she said, looking around the room. "You have a lot of stuff!"
"I know. I sold some of my things when I was saving money for my bike, but I still have more," Gibbins sighed as he picked up a toy from a pile on the floor. "I don't know what to do with it all. Should I throw it away?"
Foozil shook her head. "No way!
"There are a lot of places where you can donate nice things you don't need any more."
"What does donate mean?" asked Gibbins.
"It means to give something to a person or a group that can use it," Foozil replied, moving some books off a chair so she could sit down.
Gibbins was puzzled. "You mean when I gave you my crayons at school yesterday, I donated them to you?"
"No, I just borrowed your crayons and then gave them back to you," Foozil explained. "When you donate something, you give it away for good."
"Oh, I get it!" Gibbins nodded. "Like when my family gives food to the food pantry to help people who are hungry."
Foozil
"Exactly," said Foozil. "We can even donate our time and our money, too. When we donate our time, that's called volunteering."
"I volunteer!" said Gibbins. "I love helping out at the animal rescue where I got my cat Tiger."
"That's great, Gibbins! I want to come volunteer there with you sometime."
"So I already donate my time and now I'm donating some of my things," Gibbins smiled. "I think I like giving!"
"I do, too," said Foozil, jumping up with excitement. "Let's find more places to volunteer and give!"
"We can give throughout the whole year!" exclaimed Gibbins.
"That's a great idea, Gibbins," Foozil said. "I'm glad I have such a kind friend!"
Gibbins | web | https://files.consumerfinance.gov/f/documents/cfpb_building_block_activities_money-monsters-learn-about-giving_story.pdf | 0.474663 | {
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Scouleria marginata E. Britton
marginate splashzone moss Scouleriaceae
status: State Threatened, BLM sensitive, USFS sensitive
rank: G3 / S2
General Description: A dapted from Flora of North A merica (1993+) and Lawton (1971): P lants clustered in tufts, dark green to nearly black, attached to rocks by rhizoids. Stems 4-10 cm long. Leaves erect to ascending and somewhat contorted when dry, spreading when wet, 2.5-4 x 0.8-1.2 mm, usually about 3 mm long; margins toothed or entire, bordered throughout by 3-5 layers of thick-walled cells , except at the base and tip, where the margins are 2 -layered. C osta ends just before the tip.
Reproductive Characteristics: P roduces male and female sex organs on separate plants. Seta short, 1/3 to 1 /2 capsule length. C apsules glossy black, nearly spherical when wet, lac king a peristome. Spores 40-55 µm.
Identification Tips: Scouleria marginata often grows mixed with or near the more common Scouleria aquatica. However, S. aquatica can be distinguished by its 32 peristome teeth and its leaf margins, which are usually only 1 cell thick (but often 2 cells thick in some area). In contrast, the leaf margins in S. marginata are multistratose, forming a thick, ropelike border around the edge of the leaf. P eristome teeth are lacking in S. marginata. Field identification of this species c an be difficult; it should be confirmed with a microscope.
Range: Endemic to western N.A ., from southeastern B.C ., ID, WA , south to central C A .
Habitat/Ecology: O n bedrock or large boulders at the waterline of perennial rivers and streams; rock may be volcanic or granitic in origin. T his taxon is frequently submerged by high water, but usually exposed at low flows. It has extremely strong rhizoids that remain attached to rock through turbulent flood events. E levations throughout its range: 0-1300 m (0-426 5 ft).
Comments: T here are fewer than 4 extant sites for this species in WA . It is also rare in O R and possibly extirpated in C anada. T hreats include in-stream alterations, dam construction, siltation, changes in water flow or water quality, and some recreational activities.
References: British C olumbia Bryophyte Recovery T eam 2007; Flora of North A merica 199 3+, vol. 27; Harpel 2005; Lawton 19 71.
Adapted from
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Dino Foot-Race
Just like modern animals, some dinosaurs were faster than others. How do paleontologists know how fast these dinosaurs were? We can look at a series of footprints and use a mathematical calculation to figure out the speed the dinosaur was moving when it made the footprint. Another way paleontologists can measure the speed at which a dinosaur could move, is called the Hind Limb Index. This is calculated by taking measurements of the hind limb bones of the dinosaur.
To calculate the Hind Limb Index, you measure the length of the tibia (shinbone) add it to the length of the metatarsal and then divide that number by the length of the femur (thigh bone). The Hind Limb Index is usually in between 1 and 2. The higher the number, the faster the animal can run. (Hint: The tibia is the larger of the two bones in the lower leg)
Example: Human
Human Hind Limb index:
Human
Femur
Tibia
Metatarsal
𝟏𝟏. 𝟑𝟑𝟑𝟑𝟑𝟑𝟑𝟑
Dino Foot Race
2
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General
The 5 highlights of October 2018
Life is busy! So you might not always have the time to keep up with imec's latest news and achievements. On this page, you can find a quick overview of what imec has been doing in the past month.
Imec releases Neuropixels neural probe to global neuroscience community
On October 31st, imec released important news for the global neuroscience community – with the introduction of its state-of-the-art, high-density neural probe 'Neuropixels'.
With almost a thousand electrodes and 384 recording channels on a single shank, the Neuropixels probe is the most advanced neural electrophysiology probe to date – providing an unprecedented resolution for mapping brain activity. As such, it holds the promise of revolutionizing the way neuroscience research is conducted and of propelling our understanding of complex brain processes and diseases. The probes are designed and fabricated on imec's advanced silicon platform.
Information on how to access and use the Neuropixels probes is available on the Neuropixels website at www.neuropixels.org or www.neuropixels.info. Read the press release here.
Imec and ASML intensify collaboration in the domain of EUV Lithography
Building on almost 30 years of joint research, imec and ASML announced on October 22nd that they will intensify their collaboration. The aim is twofold: to advance high-volume production with current EUV lithography, and to develop future EUV systems.
A first concrete outcome of the intensified collaboration is the installation of ASML's most advanced and high-volume production dedicated EUV scanner (NXE:3400B) in imec's cleanroom. Combining ASML's lithography and metrology equipment with imec's infrastructure and advanced technology platforms, imec and ASML researchers – as well as partner companies – can thus proactively analyze and solve technical challenges (such as defects, reliability and yield) and accelerate EUV technology's industrialization.
1/3
A second component is the foundation of a joint high-NA EUV research lab, where researchers from both organizations will experiment with the next generation of EUV lithography at higher Numerical Aperture (NA). Systems with a higher NA project the EUV light onto the wafer under larger angles, improving resolution, and enabling printing of smaller features. More specifically, the new high-NA EUV system that will be installed in the joint research lab will have an NA of 0.55 instead of 0.33 in current EUV systems. Read the press release here.
ESA mission takes imec chip to smallest and innermost planet in our solar system
Saturday, October 20th, marked the start of the European Space Agency's BepiColombo mission – the first European mission to Mercury, the smallest and least explored planet in our inner solar system. Amongst the project's key research objectives are: investigating the planet's interior structure and composition, detecting surface processes (such as vulcanism), mapping the structure of Mercury's exosphere, and monitoring the origin and evolution of a planet that travels through space closely to its parent star.
Imec's role? At the heart of one of the on-board instruments is the TIMPO32 chip that was designed and flight model qualified by imec – with the help of Microtest. To give you an idea of the chip's roadmap: its design started in the early 2000's – and the final chips were delivered in 2013. It will now take another 7 years before the spacecraft – and the imec chips – reach Mercury.
Imec 's elPrep software significantly speeds up genome sequencing analysis
At ITF Health (San Francisco, October 19th), imec showcased its elPrep 4.0 – a powerful software tool to speed up human DNA sequencing analysis. elPrep accelerates whole genome and exome processing pipelines up to an order of magnitude, saving a typical lab hundreds of hours of compute processing and thus allowing more and faster DNA tests.
elPrep is designed as a multi-threaded application that runs entirely in memory, avoids repeated file I/O, and merges the computation of data of several DNA sequencing preparation steps. As a result, in a typical run, elPrep is up to ten times faster than other software tools using the same resources.
elPrep has been designed as a seamless replacement that delivers the exact same results as GATK4.0 developed by the Broad Institute. elPrep has been written in the Go programming language and is available through the open-source GNU Affero General Public License v3 (AGPL-3.0). Read the press release here.
Imec and RVO-Society welcome 11 engaged youngsters at 'YOUCA' Action Day 2018
On October 18th, imec and RVO-Society once again took part in the 'YOUCA' (Youth for Change and Action) initiative. Eleven youngsters – from high schools across Belgium – worked at imec for one day and donated their wages (€ 50) to projects of committed young people in the South (this year, there was a particular focus on projects in Ecuador), as well as to a number of projects in Belgium.
2/3
Apart from the charity component, 'YOUCA' also proved to be a good way for the students to catch a glimpse of imec's various research tracks. Activities they assisted in included: testing AR screens and VR glasses, chemical analyzation, cleanroom operations, etc. A new generation of imec employees is born!
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Activity for staff meeting
In this folder there are some mapping documents to help ensure staff know where British values are taught in the curriculum and how these values are evident within the ethos of the school.
The four values are listed on the left hand side (highlighted below).
A fifth has been added: Controversial issues and safe space for debate. This is because a key element of Prevent is to allow young people to discuss these issues with someone they know and trust.
Ofsted are likely to ask staff about how the school ensures students are taught British Values and it's something I would urge all members of staff to consider.
For a staff training session load up either the primary or secondary document onto a projector and discuss what British values are. It's useful to have staff from different curriculum areas or different key stages working together on this so that all teaching staff can become more aware of how other people meet this requirement.
If you hover over the Practical tools and skills box you will see some suggestions of how these values might be met.
You can also hover over the boxes with a comment in to see how a subject might address this value in class.
Some subjects will be able to meet more than others. For example in RE the number of lessons in which these values are addressed will be huge.
In groups get staff to think about and give examples of where in the curriculum they can point to good practice in covering these. You may also want them to highlight where they think they can make covering these issues more explicit.
It would be useful to then collect evidence of good practice across the school. Hopefully it will become apparent that as an institution you will already be covering these issues regularly.
If it becomes obvious that an area needs more work staff can then address together, alternatively you can contact Tom Llewellyn-Jones who will help you develop further resources on these topics.
As a school you will also be addressing these values in the ethos of the school, for example, if you have an elected school council then that helps demonstrate you teach the importance of democracy and that we all have a voice.
If you would like training on this or additional resources please contact Tom: [REDACTED_EMAIL] | web | https://www.towerhamlets.gov.uk/Documents/Education-and-skills/Tower_Hamlets_prevent_resources/Activity_for_mapping_British_values_in_a_staff_meeting_2.pdf | 0.522282 | {
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THE STORY
Mulunda Miaka Orphanage was founded by Pam and Menda, a Zambian couple seeking to make a difference in their community. While working in the pediatric ward at Mukinge Hospital, Pam was distraught by the condition of many of the children. Orphaned children would be brought in by extended family members to be treated, many for malnutrition. While treatment was usually successful, these same children would return time and time again as their extended families could not provide the proper nutrition. With the devastating AIDS pandemic, this story is all too common. For this reason, Pam and Menda decided something had to be done. Already taking care of several extended family members, Pam and Menda opened their arms and hearts and founded Mulunda Miaka Orphanage. With the help of devoted Zambians and missionaries living in Zambia, the dream began. With completion in sight, we invite you to join us on this journey. To learn more, visit our website, www.mmorphanage.org.
PAM
Founder and Executive Director of MMO. As a nurse at Mukinge Hospital, Pam was moved to care for the basic needs of children coming in malnourished without parents to care for them.
Serving at Mukinge Hospital as a missionary from Wisconsin, US. Lynn is the treasurer for MMO and has been involved in the vision, planning and implementation.
CONTACT INFORMATION
Phone: +[REDACTED_PHONE]
E-mail: [REDACTED_EMAIL]
Lynn Hacker: [REDACTED_EMAIL]
Pamu Menda: [REDACTED_EMAIL]
MULUNDA MIAKA ORPHANAGE PO BOX 120019 KASEMPA , ZAMBIA
www.mmorphanage.org
Mulunda Miaka Orphanage is dedicated to raising children in a Christ-centered home, emphasizing sustainability, empowerment and community development.
Opening December 2010!
DEVELOPMENT PLAN
- Finish Construction, including necessary infrastructure
- Purchase vehicle for transportation
- Sustainability Projects
DONATION OPTIONS
- For tax deductible donations from the U.S. send a check addressed to: Madison County Community Foundation, 33 W 10th St., Suite 600, Anderson, IN 46015. Please make payable to MCCF with Mulunda Miaka Orphanage in the memo field.
- Send a check to Mulunda Miaka Orphanage, P.O. Box 120019 Kasempa, Zambia, Africa
- For bank transfers, contact us
- Donate online at www.mmorphanage.org/donate
SUSTAINABILITY
Money raised will be used to complete construction at MMO and will put MMO on the road to sustainability by implementing the projects listed below.
Food products will be used to benefit those at MMO with excess products being sold in the local marketplace, supporting the financial needs of the organization.
- Chickens: Already a source of income, operations will be expanded once MMO opens.
- Bee Hives: With two harvests a year per hive and little maintenance, honey will act as a key means of income for MMO.
- Goats: Milk for children and cheese to be sold.
- Fish Ponds: In the future MMO is interested in entering the fish business.
- Cattle: Raising livestock will help ensure children receive enough protein in their diet.
-
Gardens: Nutritious food will be grown year round.
- Orchard: Traditional African fruit trees have already been planted.
SCHOOLING AND HEALTH
- Children will attend public school in order to receive their education while maintaining a normal social environment.
- Committed to ensuring children obtain education through grade twelve and/or learn a trade.
- Children will be accepted regardless of pre-existing health conditions such as HIV/AIDS.
- Pam and Menda, who will live at MMO, are both health care professionals.
- Additional health care is available at nearby Mukinge Hospital.
IMPACT
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Top 5 Items Wanted in Recycle, Compost & Garbage
Complete sorting information at: Seattle.gov/utilities/WhereDoesItGo WHEN IN DOUBT, FIND OUT.
Paper 0
Plastic bottles & containers e
Cardboard - flattened 0
Metal cans 0
Glass bottles & jars 0
Food scraps
Pizza boxes, napkins & paper towels
Compostable bags
Compostable food packaging
Yard waste & plants
0
Plastic bags, wraps & wrappers
Bubble envelopes & mailers 0
Diapers & pet waste - bagged 0
Styrofoam & food foam trays e
Hygiene products & personal protective equipment 0
Items that need special disposal
Furniture
Electronics
Batteries & fluorescent light bulbs
Medicines & syringes
Cooking oil & motor oil
EcycleWashington.org
Hazwastehelp.org
LightRecycle.org
Property manager or builder
owner schedule at
Seattle.gov/SpecialItems
Place up to two
one-gallon jugs next
to recycle containers
MedicineReturn.org
For service requests and collection reports call
To learn more visit:
([REDACTED_PHONE].
For help improving recycle and compost, call
Seattle.gov/utilities/MultiFamilyResidents
([REDACTED_PHONE]
MF2-12-21.
Composting Your Food Scraps is Important
It's good for the environment, it's easy, and it's the law!
* When food waste goes to the landfill, it produces methane — a greenhouse gas that contributes to global warming.
* In Seattle, we collect food waste to make compost — a nutrient-rich soil used in local parks and gardens. Composting helps reduce the negative environmental impacts of food waste.
FOLLOW THESE THREE EASY STEPS
Use ANY reusable container to collect food scraps
0
SPU provided food scraps container
Place food scraps into the compost cart at your building
Wash your food scraps container & use it again!
ANY container you have handy at home
Keep Plastic and Pet Waste Out of the Compost!
Need More Help?
How to Reduce Odors
* Ask your property manager for a food scraps container, they can request them by calling ([REDACTED_PHONE] or emailing [REDACTED_EMAIL]
* Compostable bags may make it easier to collect food scraps. Make sure they are clearly labeled with the word COMPOSTABLE
* If your building doesn't have a compost cart, ask your property manager about it. You can request help at bit.ly/requestbins
* Take out your food scraps every couple of days
* Put a lid on the container
* Sprinkle baking soda on top of food scraps
* Store compost container in fridge or freezer
MF2-12-21 | web | https://www.seattle.gov/documents/Departments/SPU/Services/Recycling/Top5ItemsWanted-GarbageCompostRecycling-Flyer.pdf | 0.424226 | {
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Steps, Stairs & Ladders
Changes in elevation are a major source of slips, trips and falls. Whether you are climbing or descending stairs, ladders or steps it is important to observe the area and understand and reduce the potential risks in front of you.
Simple rules to follow to help prevent a slip, trip or fall.
- Always use handrails and maintain 2-point contact while climbing or descending stairs.
- Make sure stairways are well lit and clear of any obstacles.
- When carrying objects up and down stairs be sure you are able to see where you are going and hold onto the handrail if possible.
- Maintain 3-point contact when using ladders by having both hands and one foot on the ladder at all times.
- Clean footwear prior to using ladders.
- Work with both feet on the same rung or step. Keep the soles of your feet in the centre of the rungs or steps.
- Make sure ladders are level and on a firm surface. Secure the ladder at the top and bottom by tying it off or have another person hold the ladder.
- Always face the ladder when going up or down.
Protect yourself
Always make sure you use your ladder safely and follow these simple recommendations.
- Use spike foot ladders for soft surfaces.
- Use non-slip foot ladders for hard, smooth surfaces.
- Use nonconductive ladders for electrical work. | web | https://amhsa.devcogroup.com/wp-content/uploads/2020/05/Steps-Stairs-Ladders-Poster-Quick-Print-8.5x11-05.12.2020.pdf | 0.433607 | {
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