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LIVING ON THE FRONT LINE
STOP THE WAR AGAINST ANGOLA & MOZAMBIQUE CAMPAIGN
PUBLIC MEETING WITH SPEAKERS
ARMANDO GUEBUZA
VICE-MINISTER OF DEFENCE IN THE PEOPLES REPUBLIC OF MOZAMBIQUE
SWAPO A REPRESENTATIVE FROM NAMIBIA
GUS JOHN
3 PM • 27 JUNE 1981 • MAIN DEBATING HALL
STUDENTS UNION • OXFORD ROAD • MANCHESTER
SPONSORED BY M.A.G.I.C MANCHESTER ANTI-APARTHEID & NORTH WEST TRADES UNION
ANTI-APARTHEID LIAISON COMMITTEE CONTACT ADDRESS 40 ERRWOOD ROAD MC 19
CHILD CARE AVAILABLE
For many years it was difficult to draw a 'front-line' in Southern Africa. One day it was a valley where Frelimo fighters had ambushed a Portuguese military convoy... the next day it was snarling police-dogs facing striking workers in Johannesburg. Now the front-line was a police station in Sharpeville... then it was a napalmed village in Angola... or millions of gallons of Ian Smith's petrol vanishing in a plume of smoke. It was a prison cell... or a defiant march of thousands... a hangman's gallows... or a SWAPO cadre addressing a village meeting.
Suddenly it changed! Following the victories of Frelimo in Mozambique, the MPLA in Angola, and ZANU and ZAPU in Zimbabwe, the front-line became a line on the map. With its back to the wall, struggling to maintain its hold on Namibia and South Africa, the apartheid state is reacting with a fury and cruelty never seen before. These are the facts:
- a raid on the capital of Mozambique by the South African army in January 1981 left several South African nationalist exiles dead;
- the price Mozambique paid for supporting the Zimbabwean nationalist movements was massive economic destruction and thousands of civilians dead and wounded;
- in the last three years the cost of South African aggression in Angola has been 1800 dead, 3000 wounded, and material damage worth 7 BILLION U.S. dollars;
- the Reagan administration is trying to repeal the Clark Amendment which may result in direct U.S. military support for UNITA, a rebel Angolan group fighting alongside the South Africans;
- many of the aircraft used by the South Africans in their attacks across the front-line were originally supplied by British companies and are still maintained by these companies;
- tens of thousands of South African troops occupy Namibia while Western companies drain the country dry of its resources.
There are many reasons for these acts of aggression. One is that the South African regime not only sees hostile states developing on its borders... it also sees the beginnings of an opposing economic system. Socialism is being born in Southern Africa. In the desperate hope of destabilising and retarding this process a war is being waged... a war which is actively and passively supported by the Western powers, including Britain.
And what of Britain? We also have our front-line running through Bristol and Brixton... visible at the doors of a Welsh steel mill and in the streets of Belfast... Our front-line is the dole queue, and the racist attack. Immigrants originally brought to Britain for their cheap labour now find themselves in the ranks of the unemployed as companies close factories here and export their capital to South Africa where it will earn higher profits from cheap, non-unionised labour. The fight against unemployment here is closely linked to the struggle against apartheid.
Show your support for those LIVING ON THE FRONT-LINE... Come to the meeting. | web | https://www.aamarchives.org/archive/history/front-line-states/fls04-living-on-the-front-line/download.html | 0.482747 | {
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Hair of the dog?
I've watched TV documentaries that show people's pets receiving chemotherapy. It doesn't seem to cause them to lose their fur or hair, unlike humans. Why?
Follicles go through cycles of growth, degeneration and rest, and then regeneration and another growth phase. During growth, the follicle cells divide to create the hair shaft. The natural length of this shaft is controlled by the extent of this phase. To conserve energy, in most animals, growth stops when the shaft reaches an appropriate length.
Lead astray
How much lead was used in the manufacture of leaded petrol before it was banned, and where is that lead now?
- Leaded petrol was phased out in most industrial nations in the late 1990s, with the last significant quantities being made in 1997. In that year, 22,250,000 tonnes (about 30 billion litres) of petrol were manufactured for use in the UK, of which 6,140,000 tonnes (8 billion litres) were leaded using the "anti-knock" engine-protection compound tetraethyl lead (TEL).
The answer to the question about the amount of lead in the UK was that deposits of the metal or its oxide could be swept out of combustion chambers by adding a halide compound to the petrol, which converted them to low-melting lead bromide. (Older drivers may remember the pale grey look of exhaust pipes. That was caused by this compound.)
Being water soluble, it results in lead ions getting into the food chain very easily, and they build up in top predators, such as humans. But in countries with regular rainfall, lead bromide is fairly rapidly washed out of soil, lakes and inland waterways. So the answer to the question is: It is in the sea. The decline of lead in the UK has been so rapid that it should have been 10 times longer than the 2.5 hours I claimed in my earlier answer, that is 25 hours (6 January). I clearly cannot read the display on my calculator.
Mike Follows
Sutton Coldfield, West Midlands, UK
This week’s questions
LOAD OF RUBBISH
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Do you want to help your student learn more about setting money goals, or making a budget, or even how they can open up a bank account of their own?
Check out these other resources and extend the learning!!
LEARNING RESOURCES:
From our community friends at:
* 'S' is for Savings®– A PNC Bank Account for Your Child: Kids Savings Account: Teach Your Child Financial Basics
* Sesame Street® Learning Resources Sesame Street® Learning Resources
* Educator's Guide: Activities for Child-Care Programs https://www.pnc.com/content/dam/pnc-com/pdf/GUG/Sesame%20Street/English/MathIsEverywhere/PNC_Math_EduGuide_FINAL.pdf
The Federal Reserve Bank of Cleveland Learning Center and Money Museum:
* Great Minds Think Interactive Online Game Great Minds Think | Student Money Learning Game
* Great Minds Think: Activity Workbook
Great Minds Think: A New Guide to Money
*
Escape from the Barter Islands!
Escape from the Barter Islands
* Money Visions Money Visions
ACM Practice Counting Money Printable
ACM Monster Money Manager Tips, Hints, and Reminders
Or, explore with some fun books! You can check these out at your local library:
Book list from our friends at the Akron-Summit County Public Library :
PreK-1st grade:
* Earn It!: A Moneybunny Book by Cinders McLeod, Pre-K-1 st grade
* Save It!: A Moneybunny Book by Cinders McLeod, Pre-K-1 st grade
* Spend it!: A Moneybunny Book by Cinders McLeod, Pre-K-1 st grade
* Fancy Nancy and the Fabulous Fashion Boutique by Jane O'Connor, K-1 st grade
* Just Saving My Money by Mercer Mayer, PreK-2nd grade
K- 2nd grade:
* Sunday Shopping by Sally Derby , K-2 nd grade
* Start Saving, Henry! by Nancy L. Carlson, K-2 nd grade
* Dear Dragon Goes to the Bank by Margaret Hillert, 1 st grade-2 nd grade
* Alexander Who Used to be Rich Last Sunday by Judith Viorst, K-3rd grade
2nd - 3rd grade:
* A Chair for My Mother by Vera B. Williams, 1st grade-3rd grade
* Tia Isa Wants a Car by Meg Medina, 2 nd grade-3 rd grade
* My Rows and Piles of Coins by Tololwa M. Mollel, 2 nd grade-3 rd grade
* Money Doesn't Grow on Mars by Lori Haskins Houran, 2 nd grade-3 rd grade
* Breaking the Piggy Bank by Martha Maker, 2 nd grade–3 rd grade
3rd – 4th grade:
* Those Shoes by Maribeth Boelts, 2nd grade - 4th grade
* Amelia Bedelia Means Business by Herman Parish, 2 nd grade-4 th grade
* Isabel's Car Wash by Sheila Bair, 3 rd grade-4 th grade
* Rock, Brock, and the Savings Shock by Sheila Bair, 3 rd grade-4 th grade
4th – 6th grade
* Charlie Joe Jackson's Guide to Making Money by Tom Greenwald, 4 th -6 th grade
* Curveball by Derek Jeter, 4 th grade-6 th grade
* Dog's Best Friend by James Patterson, 4 th grade – 6 th grade
* Lunch Money by Andrew Clements, 4 th grade-6 th grade
* The Pet War by Allan Woodrow, 4 th grade-6 th grade | web | https://akronkids.org/sites/default/files/inline-files/Financial%20Literacy%20Learning%20Resources%20%20%282%29.pdf | 0.465845 | {
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Judge's Report – 2016 Senior School Short Story Competition
This year's Senior School Short Story competition winner is Through the Window.
The author has a vivid imagination. The author created very good images and evoked an era with precise details such as coal dust, ringing bells, petticoats, the lantern pole, smoke in the street, and the wooden nutcracker toy.
Recommendations to the author and these ideas apply to any short story writer – when you redraft a short story, always think of what the main character wants that is hard to get and what obstacles get in the way of the character achieving their goal.
If you set up a character's dilemma early, the reader will want to read on to see what will happen next and to see how will it end.
I encourage students to write with verbs and nouns to give vitality to their stories, and to write the way you talk rather than to write how you think you have to write. You don't need to develop a writer's voice. Stay with your voice. It's your unique voice, which brings a story to life.
For the final redraft, I always ask my students six questions:
- What is the point of the story?
- What does your main character want that's hard to get?
- What obstacles get in the way?
- Does your story move towards a crisis that forces your character to act and to make a decision that reveals his 'true' character?
- How has your character changed in the story?
- What would you like the reader to be left with?
These questions can be applied to any short story.
Congratulations to the author of Through the Window. Your story showed you put a lot of thought into it.
I encourage all students to keep writing fiction. Have fun with it. It is exhilarating to discover you can create a whole new world.
Thank you.
Annette Trevitt | web | http://www.gleneira.vic.gov.au/files/assets/public/document-resources/arts-and-culture/mbj16/judges-report-annette-trevitt-senior-secondary-school-short-story-award-2016.pdf | 0.429587 | {
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Sources for HALFORD
This guide gives a brief introduction to the variety of sources available for the parish of Halford at Shropshire Archives.
Printed sources:
General works - These may also be available at Ludlow library
- Eyton, Antiquities of Shropshire
- Shropshire Magazine
- Transactions of the Shropshire Archaeological Society
- Trade Directories which give a history of the town, main occupants and businesses, 1828-1941
- Parish Packs
- Victoria County History of Shropshire
- Monumental Inscriptions
Small selection of more specific texts (search www.shropshirearchives.org.uk for a more comprehensive list)
- q CO5 Obelisks, follies and columns – P Hutchinson in Shropshire Unfolded, Feb 2004, pp4-7
- QS64 Of steam and sheep: the story of Craven Arms – C Train
Halford School, PH/C/42/17/6
Sources on microfiche or film:
Parish and non-conformist church registers
Up to 1900, registers are on www.findmypast.co.uk
Census returns
1841, 1851(indexed), 1861, 1871, 1881, 1891, 1901 Census returns for the whole country to 1911 can be looked at on the Ancestry website
Maps
Ordnance Survey maps 25" to the mile and 6 "to the mile, c1880, c1901 (OS reference: old series LXX.4 new series SO 4383 Tithe map of c 1840 and apportionment (list of owners/occupiers)
Newspapers
Shrewsbury Chronicle, 1772 onwards (NB from 1950 as originals only – Reader's Ticket required) Shropshire Star, 1964 onwards
Archives:
To see these sources you need a Shropshire Archives Reader's Ticket.
PL123 Halford Parish Records see
www.shropshirearchives.org.uk for catalogue
School Records
7963/9/1/26 Letter re. appointment of Nellie Sandells temporary head teacher 1923 PH/C/42/17/6 Photograph of children and teachers outside school – early 20 th century
Records of Local Authorities and Institutions
PL9 Ludlow Union Workhouse records see www.shropshirearchives.org.uk for catalogue Q Quarter Sessions - see www.shropshirearchives.org.uk for catalogue
Other records
Wills for Shropshire post 1858 (pre 1858 – see Hereford Diocesan Record Office) Photographs and Postcards And much much more!
Shropshire Archives
Castle Gates, Shrewsbury SY1 2AQ
tel 0345 678 9096
e-mail:[REDACTED_EMAIL] website: www.shropshirearchives.org.uk | web | https://www.shropshirearchives.org.uk/wp-content/uploads/2018/10/halford.pdf | 0.420272 | {
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The Second Law Still Stands - for Now
Editorial Comment by Warren Krug (March-April, 2003)
One of a number of laws and principles of science which the theory of evolution appears to violate is the second law of thermodynamics.
This law states that every system left to its own devices always tends to move from a condition of greater order to a state of more disorder, its energy becoming less and less available for use as time goes by. Writers of computer programs understand this law. They produce programs that "clean up" your computer or "defrag" it because otherwise the computer would gradually become less and less efficient over time.
However, to get a human out of an amoebae, evolution would require more energy and greater organization, the opposite of what the second law states.
The December, 2002 Discover magazine reports on Denis Evans, an Australian physicist who has found an exception to the second law—though the exception only lasts for a split second.
Evans and his colleagues added tiny latex beads, each less than a millionth of an inch wide, to a water-filled cell big enough to fit on a microscopic stage.
While shaking the cell, they tracked the progress of a single bead with a laser beam. When observing the bead for periods of no more than a tenth of a second, the bead's path appeared to make the system more orderly. They concluded that exceptions to the second law of thermodynamics is possible over extremely short periods of time, but on a larger scale they vanish within the overall trend toward disorder.
Explaining violations of the second law as "time reversal," Evans admits that current theory "still prohibits time reversal for large systems."
It could probably be said that the second law of thermodynamics went into effect with the Fall of Adam and Eve. Before the Fall, everything was in a steady state of perfection and perfect organization. Since the Fall, the whole creation has been "groaning." (Romans 8:22)
On the basis of the Bible, we can also see the end of this scientific law. When we enter eternity, such facts of life as time constraints, death, and the second law of thermodynamics will no longer be in operation. Thank God for that! LSI
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I love to reminisce about my childhood days. You know every good story or account of our childhood days starts, "when I was younger or when I was a child, I…", but I will not subject my readers to this. So I'll start in this fashion: As a five year old all I ever wanted to do was play sports. I loved baseball, football, golf, tennis, soccer, you name it and it included hitting, throwing or kicking a ball and I was into it. My love for all sports originated from my father's love for sports. I can remember watching my first world series in 1982 as the Milwaukee Brewers and the exquisite pitching of Rollie Fingers. My father was a baseball coach every since I can remember. He coached well into his fifties and then retired from the game. He can still be found watching the game with a wealth of knowledge and history of just about any game that has ever been televised or on the radio.
At an early age I was taught how to properly play every position on the baseball diamond. I was hit countless groundballs, flyballs, and how to properly and effectively block the ball as a catcher. I learned the ins and outs of the game. I loved it, slept it and lived it for many years of my life. I would say that out of my childhood during the month of March until sometime in July or early August, I was playing, watching, practicing, or working at a ball park. That's how much I loved it. After my years of playing were over I became an umpire. I still umpire and travel back to Columbia every year to umpire in the Independence Day Classic. I still love the game.
Here's the point I'm attempting to make. Even though my love for the game was so great, I cannot remember ever playing the game during or even close to time when "everybody" was going to church. I was not raised in the church, but I still remember there was literally no playing or even practicing on Wednesday or Sunday. My question is why now? Has our love for the "game" over shadowed our adoration for the Creator? Have we gotten so bent out of shape that "ball" is the great ruler of the universe and the center of all that is and ever will be?
I realize as I write this, there are those out there thinking here is just another fanatic, bible-thumper that hates sports because he was never picked first or unable to play the game. This is not the case. I played on a Babe Ruth baseball team that made it all the way to the Southeast Regional finals. I played on and started for many successful baseball teams at Columbia Academy, American Legion Post #19, and for the Columbia Cubs. My senior year we were 21-7 and I had only 5 stolen bases on me for the year. So, that is not the case. I played the game hard and I loved it. I still love it, but I realize it has a place.
We must place God first in our lives (Matthew 6:33) and "ball" somewhere else. "Ball" has taken the place of God in many people's lives. Many parents deem it okay for a child to miss church services or church related activities due to "ball", but ask them if they would allow them to miss geography, math, Spanish, or any other class their school offers to play "ball" and the answer would most likely be "no". Why such the emphasis on placing ball in front of so many things? For many is a priority problem. We prioritize everything in our lives, but we fail to include God has the most essential, important part—FIRST.
After all is said and done, you, my readers, will react in a couple of ways. Number one: You will sit down and write a list of your priorities and see honestly where God fits into your life, or Number two: You will be angry that I brought up such a touchy subject. Number three: You will disagree all together, or Number four: You will take no action at all.
Question: Where does God fit into your life? Does He have first place in your heart, soul, mind, and strength? If not please take the time to make Him number one in your life. May God bless you in all you do to glorify His name.
In Christ, Joe Rhodes | web | https://www.njvchurchofchrist.org/pdf/articles/042611.pdf | 0.506031 | {
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Here are some possible adaptive coping strategies to ease distress (adapted from Psychological First Aid, Brymer et al., 2006).
Try one or more of these coping strategies, and then monitor how you feel afterward:
} Talking to someone for support
} Participating in a support group
} Getting adequate rest, nutrition, exercise
} Engaging in positive distracting activities (sports, hobbies, reading)
} Maintaining a normal schedule
} Allowing yourself to be upset for a period of time
} Scheduling pleasant activities
} Eating healthy meals
} Taking breaks
} Using relaxation methods
} Using calming self-talk
} Exercising in moderation
} Seeking counseling
} Keeping a journal
} Focusing on something practical that you can do right now to manage the situation better
} Using coping methods that have been successful for you in the past
} Spending time with others
Coping actions that are considered unhealthy and should be avoided include:
} Using alcohol or drugs to cope
} Excessive blaming of self or others
} Withdrawing from activities
} Withdrawing from family or friends
} Working too many hours
} Overeating or not eating enough
} Using TV or computer games as a distraction
} Doing risky or dangerous activities
} Getting violently angry
} Not taking care of yourself (sleep, diet, exercise, etc.)
For more information on coping strategies, including anger management and sleep problems, visit the Psychological First Aid manual, pages 81-84: https://www.nctsn.org/sites/default/files/ resources//pfa_field_operations_guide.pdf | web | https://www.srcac.org/wp-content/uploads/2024/03/PFA-CAC_IdeasForCoping_SRCAC2024.pdf | 0.451364 | {
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New Year Resolutions for Pets
15. I will not eat other animals’ poop.
14. I will not lick my human’s face after eating animal poop.
13. I do not need to suddenly stand straight up when I’m lying under the coffee table.
12. My head does not belong in the refrigerator.
11. I will no longer be beholden to the sound of the can opener.
10. Cats: Circulate a petition that sleeping become a juried competition in major animal shows.
9. Come to understand that cats are from Venus; dogs are from Mars.
8. Take time from busy schedule to stop and smell the behinds.
7. Hamster: Don’t let them gure out I’m just a rat on steroids, or they’ll ush me!
6. Get a bite in on that freak who gives me that shot every year.
5. Grow opposable thumb; break into pantry; decide for MYSELF how much food is *too* much.
4. Cats: Use new living room sofa as scratching post.
3. January 1st: Kill the sock! Must kill the sock! January 2nd - December 31: Re-live victory over the sock.
2. The garbage collector is NOT stealing our stuff.
AND the Number 1 New Year’s Resolutions Made by Pets...
1. I will NOT chase the stick until I see it LEAVE THE IDIOT’S HAND
The Christmas Gift
Mistakes...
Should auld acquaintance be forgot and never brought to mind? Should auld acquaintance be forgot and days of auld lang syne? For auld lang syne, my dear, for auld lang syne,
We’ll take a cup of kindness yet, for auld lang syne
New Years Resolutions You Can Actually Keep
Read less.
I want to gain weight. Put on at least 30 pounds.
I will start buying lottery tickets at a luckier store
Stop exercising. Waste of time.
Watch more TV. I’ve been missing some good stuff.
Watch less T.V. in standard definition
Gain enough weight to get on The Biggest Loser.
Watch more movie remakes.
Start washing my hands after I use the restroom.
Procrastinate more.
I will do less laundry and use more deodorant.
I will no longer waste my time relieving the past, instead I will spend it worrying about the future.
Drink. Drink some more.
Stop buying worthless junk on Ebay, because QVC has better specials
Start being superstitious.
Spend more time at work.
Stop bringing lunch from home: I should eat out more.
Take up a new habit: maybe smoking!
A New Year’s resolution is something that goes in one year and out the other.
Dear Luck, …..can we be friends in 2015 Please?
For my new year’s resolution, I promise to stop correcting your terrible spelling and focus more on your horrific grammar.
According to the Knight Rider News Service, the inscription on the metal bands used by the US Department of the Interior to tag migratory birds has been changed. The bands used to bear the address of the Washington Biological Survey, abbreviated as “Wash. Biol. Surv.”; until the agency received the following letter from an Arkansas camper:
!!!Dear Sirs:
While camping last week I shot one of your birds. !I think it was a!crow. !I followed the cooking instructions on the leg tag and want to!tell you it tasted horrible.
The bands are now marked "Fish & Wildlife Service."
Three tourists were driving through Wales. As they were approaching Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch, they started arguing about the pronunciation of the town’s name. They argued back and forth until they stopped for lunch.
As they stood at the counter one asked the blonde employee, "Before we order, could you please settle an argument for us? Would you please pronounce where we are... very slowly?"
The girl leaned over the counter and said, "Burrrrrr, gerrrrr, Kiiiiiiing."
"You must learn from the mistakes of others. You can’t possibly live long enough to make them all yourself."
The judge frowned at the tired robber and said, then you admit breaking into the same store on three successive nights?
Yes, your honour
And why was that? Because my wife wanted a dress.
The judge check with his records, But it says here you broke in three nights in a row!
Yes sir. She made me exchange it two times.
"The reason grandparents and grandchildren get along so well is that they have a common enemy."
The New Year’s Eve party had turned into a regular marathon with numerous guests coming and going. At one point, a man knocked on the door, was greeted heartily although no one knew who he was, and was led to the bar in the basement. He sat there happily for a couple of hours before a strange light dawned on his face. "You know," he confided to his host, "I wasn’t even invited to this party. I just came over to tell you that some of your guests’ cars are blocking my driveway." The guest continued, "My wife’s been sitting out in the car waiting for me to get them moved."
"Lead us not into temptation. Just tell us where it is; we’ll find it."
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Information from your Patient Aligned Care Team
Irritable Bowel Syndrome (IBS)
What is Irritable Bowel Syndrome (IBS)
Irritable bowel syndrome (IBS) is a pattern of symptoms that indicate an abnormal condition in the digestive tract.
What are the Symptoms of IBS
Common IBS Symptoms include:
- Stomach pain
- Cramping or discomfort
- Gas
- Bloating,
- Painful constipation and/or diarrhea
- Alternating constipation and diarrhea.
What Causes IBS Symptoms?
Feces or stool are moved by muscles in your colon. Some nerve impulses speed up contractions whereas others slow them down. When these contractions are well balanced, normal bowel movements occur.
People with IBS have a colon that is more sensitive and reacts more easily to a variety of triggers that would not affect others as much. When your colon moves slowly or stops, more water than usual is absorbed, resulting in constipation. When your colon moves fast, not as much water is absorbed, resulting in diarrhea. Bloating, pain, and cramping can occur with a colon spasm and/or excessive gas.
What are some Triggers for IBS Symptoms?
Some common triggers include the following:
- Diet: High fat foods, high calorie or large meals, milk products, alcohol, caffeine, and carbonated drinks can significantly increase colon contractions, producing
Irritable Bowel Syndrome Information (continued)
cramps and diarrhea.
- Emotions: Stress can produce colon spasms. Many people with IBS are sometimes anxious and tense; have emotional ups and downs; may eat quickly; have hurried, unplanned meals; do not get enough sleep. These things may also worsen IBS symptoms.
What is Treatment Like for IBS?
Once you know what things contributing to your symptoms, you can work with your health care team to design a plan for your unique situation. This plan may include the following:
- Diet: Your medical provider may suggest you modify what you eat in the following ways: (a) Avoid or reduce high fat foods and large quantities of food, (b) decrease fried foods, milk, and milk products, (c) avoid or decrease caffeinated drinks and alcohol, and (d) slowly increase foods containing fiber.
- Medication: If appropriate, your medical provider may prescribe medications for you. These may include the following:
- Antispasmodics (e.g., dicyclomine) to help normalize colon contractions by regulating the chemicals that produce rhythm-controlling impulses.
- Tranquilizers (e.g., lorazepam) to help calm you a little so unusual stresses are less likely to trigger an attack or make symptoms worse.
- Serotonin-4 receptor 5HT4 agonists to activate 5HT4 receptors in your colon, normalizing impaired motility by stimulating colon secretion and inhibiting sensitivity.
- Behavioral Changes: Because stress, changing emotions, anxiety, worry, and depressed mood can contribute to initiating symptoms or making them worse, learning strategies to manage emotional distress through relaxation and/or questioning and/or changing unhelpful thoughts can be helpful to decrease the frequency and intensity of your IBS symptoms. In addition, changing behaviors, such as increasing physical activity, getting quality sleep, eating meals at the same time each day at paced intervals, and minimizing or eliminating alcohol, caffeine, and/or tobacco, can have a positive effect.
Reference
Hunter, C. L, Goodie, J. L., Oordt, M. S., & Dobmeyer, A. C. (2009). Integrated behavioral health in primary care: Step-by-step guidance for assessment and intervention. Washington, DC: American Psychological Association.
Irritable Bowel Syndrome Information (continued)
Other Resources
Many books are available that discuss dietary changes for IBS. Some examples include the following:
Peikin, S. R. (2004). Gastrointestinal health: The proven nutritional program to prevent, cure, or alleviate irritable bowel syndrome (IBS), ulcers, gas, constipation, heartburn, and many other digestive disorders (3rd ed.). New York: HarperCollins.
Magee, E. (2000). Tell me what to eat if I have irritable bowel syndrome: Nutrition you can live with. Franklin Lakes, NJ: Career Press.
Van Vorous, H. (2000). Eating for IBS: 175 delicious, nutritious, low-fat, low-residue recipes to stabilize the touchiest tummy. New York: Marlowe. | web | https://mirecc.va.gov/mirecc/cih-visn2/Documents/Patient_Education_Handouts/Irritable_Bowel_Syndrome_Information_for_Patients_Version_3.pdf | 0.436496 | {
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Autumn Term 2018 Early Years Foundation Stage (YR)
Helpful Reminders!
Please send a named bottle of water every day for the classroom.
Towels will be sent home on Friday for washing, please return on Monday.
Library Day is Friday. (Mrs Lomas & Mrs Smith)
News will be on Monday and Show & Tell is on Thursday morning. (Please do not send any toys into school on any other days, but interesting items welcome all the time!)
Year R Timetable & this terms curriculum information sheet for parents can be found on the notice board in the cloakroom.
Communication and Language
Listen with sustained concentration.
Take turns to speak, listen to others and talk about what they are going to do. Recall and describe experiences- talk about events & share news from home Extend vocabulary, exploring meaning &sounds of words through story & language work
Re-tell stories, ordering events using story language.
Use written language in their play e.g. Exploration
Understand the different purposes of writing
Identification of letters & sounds.
Begin to blend letters & sounds
Building up a sight vocabulary of high frequency & tricky words.
Lower case letter formation.
Begin to write letters with correct formation using a comfortable (triangular) pencil grip.
Enjoying & join in with Poetry & Rhymes
Listen to stories.
Look at non-fiction books
Thinking Skills
Physical Development
Outdoor Big toys (Monday)
Games- small equipment & co-operative games
PE Days
Wednesday pm ( Games), Thursday am (Karate) and Friday am (TBC).
(PLEASE MAKE SURE ALL CLOTHING IS NAMED WITH YOUR CHILD'S NAME!)
Mrs Hayman (Tuesday- Friday) Mrs South (Monday morning) Speen C of E School
Welcome back after the Summer Holidays- I have been hearing about lots of wonderful holiday activities.
A big welcome to Daisy (as a full timer!), Evie and Harrison. They have already begun to settle into the school environment and have had a very warm and kind welcome from the older children.
Please remember that the weather is still unpredictable so please send in coats/sun hats every day.
Our theme this term is 'Me and my Superpowers'.
The children have already had the opportunity to plan what learning they would like to cover this term- their busy plan (which they are adding to daily) is in the classroom should you wish to have a look! It seems to involve a great deal of hand and feet printing!
I have also detailed some of the additional learning we are hoping to cover this term which I hope you will find useful- please see me if you have any questions.
D Hayman
Mathematical Development- (ongoing and this term)
Number rhymes
Counting to 10 and then 20
Counting back from 10
Counting up to 10 objects- matching one to one
Matching numbers to quantities
Recognising numbers to 10 and beyond
Ordering numbers
Describing & naming 2D shape
Position
Days of the week
Addition
Subtraction
Patterns
Length& Height
Money-Recognising coins
Please ask your child about their learning each week as any support and reinforcement given at home is extremely valuable.
Homework
Homework will be sent home on Thursday or Friday to be returned to school on Monday please.
Please check your child's book bag EVERY day for letters from school. & messages from Mrs Moore. She will also send out an email containing reminders on a Monday.
PLEASE KEEP reading books in the book bags & please remember to sign your child's reading record against each book when you have heard them read. We change books every day if possible.
Initially books coming home may have no words but plenty of scope for discussion!
REMEMBER 10 Minutes every day is the best way to support your child's reading development!
Expressive Arts & Design
Looking at the work of famous artists- portraits, family groups Explore different media: paint, dough,(modelling) crayons, felt tips Explore different techniques: collage, painting, printing, tie & dye, collaborative work. Observational drawing & painting. Colour mixing. Construction of models. Woodwork.
Design
Music circle time- listening & appraising, exploring with percussion instruments. Joining in with singing songs & repeating songs. Songs based on our bodies this term.
Understanding the World
Seasonal changes –Autumn & the Weather. Ourselves/ Senses
OUTDOOR LEARNING & FOREST SCHOOL
Outdoor Learning- using our senses to experience the environment.
Build & construct & design with play equipment
RE/ PSED – Celebrations (Harvest, Diwali ,Christmas)
Belonging Community Friendship Love Family Feelings Reflection
Computing-Use of the mouse, paint programs, computer language, printing. RM Maths. Espresso programs. Interactive Whiteboard activities. Remote control cars, digital camera, walkie talkies. Developing confidence.
Personal, Social & Emotional Development
Good listening skills- maintain attention, concentrate, and sit still quietly when appropriate.
Independence skills- please keep practising getting dressed/undressed at home; the children need to undo buttons/do up shoes etc.
Sharing/ turn taking/ compromise
Working together co-operatively
Behaviour & how it affects others.
Self- esteem & developing confidence
Safety – Looking after ourselves
Taking a Learning Journey
School rules (Golden Rules
)
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Johnny's Summer Thyme
Summer Thyme is spicier and more pungent than other varieties. Grow as an annual in zones colder than 6. After the last frost in spring, transplant outside and space 6-8" apart, in rows at least 1' apart. Pinch off growing tips of upright growing varieties to make bushier plants.
Prefers sun/part shade. Thyme does best in light, dry, well-drained soil. Plants grow up to 12" tall. Space 6-8" apart. Cut only a few leaves the first year in order for the plants to winter over. In subsequent years, harvest just as the flowers being to open. Cut back to within 4-5" above the ground. | web | http://lewisburgcommunitygarden.blogs.bucknell.edu/files/2016/05/Summer-Thyme-1.pdf | 0.431612 | {
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I AM - Week 1
Who are the people in our society who have the greatest prejudice against them?
Think of the type of person that is the most outcast in our society – then put yourself in Jesus' shoes as he deals with the woman in this passage.
Read John 4:1-30
Discussion Questions
Samaritans were hated by the Jews because long before in their history, some Jews intermarried with Gentiles (non-Jews). This group of half-Jews became known as Samaritans. They wanted full rights to the temple and claimed the same God, but the 'pure-bred' Jews despised them. Besides these racial prejudices, what prejudices did Jesus have to overcome in order to help this woman?
Because she came to the well around noon (the sixth hour) which is the hottest time of the day when nobody else would come. Certainly she was an outcast, and probably a prostitute (since she had 5+ husbands). What was Jesus' physical condition? v. 6-8
What would motivate a tired, thirsty Jew to spend such careful time conversing with an adulterous outcast female Samaritan?
Jesus' habit of reaching out in love and truth was not determined by his condition or by the external characteristics of another. He was looking out for her best interests.
Jesus sets up the theme for conversation by identifying with her needs.
Note the woman's initial reaction (v.9) Why does it change by verse 11? Why does she get curious?
How is Jesus' statement in v.16 a turning point in the conversation? What further information does this lead to?
What are some of the felt needs and dissatisfactions that people experience today?
What are some ways that people try to fill the emptiness in their lives?
How can Jesus' "Living Water" satisfy some (or all) of these needs?
How does Jesus turn the woman’s diversion in v. 19 to his ultimate aim in the conversation? The important thing is not whether someone worships ‘here’ or ‘there’, but that people worship“in spirit and truth.”
Why does Jesus reveal himself here? He knows that the woman is interested and will take what he says to heart.
What are the final things that show that the woman is convinced that Jesus is telling the truth?
What would Jesus say to you if he walked up and saw you today? | web | http://kcgracepoint.com/Websites/Gracepoint/files/Content/6234615/I_AM_-_Week_1_(1).pdf | 0.437281 | {
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IMPORTANT INFORMATION ABOUT YOUR DRINKING WATER
Monitoring and Reporting Requirements Not Met for Town of Hurley
Este informe contiene información importante acerca de su agua potable. Haga que alguien lo traduzca para usted, o hable con alguien que lo entienda
Our water system recently violated a drinking water requirement. Although this is not an emergency, as our customers, you have a right to know what happened, what you should do, and what we are doing to correct this situation.
*We are required to monitor your drinking water for specific contaminants on a regular basis. Results of regular monitoring are an indicator of whether or not your drinking water meets health standards. During the 2020-2022 compliance period, we did not monitor or test for asbestos, and therefore cannot be sure of the quality of your drinking water during that time. *
What should I do?
There is nothing you need to do. You may continue to drink the water. If a situation arises where the water is no longer safe to drink, you will be notified within 24 hours.
What does this mean?
The quality of the water is not compromised; however, failure to report precise disinfectant residuals is a violation of drinking water regulations.
What is being done?
Although we missed sampling for asbestos for the compliance period (2020-2022), a sample was collected and delivered on September 20, 2023. The results confirmed that the water meets applicable health standards for asbestos.
Future asbestos sampling schedules will be set up to ensure that the next asbestos sample will be taken within the required timeframe.
For more information, please contact:
Lori Ortiz
PO Box 65
Hurley, NM 88043
[REDACTED_PHONE]
*Please share this information with all the other people who drink this water, especially those who may not have received this notice directly (for example, people in apartments, nursing homes, schools, and businesses). You can do this by posting this notice in a public place or distributing copies by hand or mail.* | web | https://img1.wsimg.com/blobby/go/6480897e-82b1-46f1-b4aa-307b2d45090f/downloads/Public%20Notice%20on%20Drinking%20Water.pdf?ver=1720645281017 | 0.495529 | {
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Vocal Skills Ladder
Posture:
* Having a strong posture when singing can help you feel opened and have more control when utilising breath to support your singing voice. It can also instil confidence and get you in a good frame of mind to perform.
* If standing, position your feet shoulder width apart, keeping your back straight and shoulders relaxed. If seated, you still need to make sure your back is straight and shoulders are relaxed.
* If you are using a microphone, ensure that it is in a comfortable position and height if on a stand. | web | http://boltonmusicservice.com/wp-content/uploads/2020/09/2-Posture.pdf | 0.49994 | {
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Day 3 Devotional
Lent is a time for self-reflection and repentance and the seeking of a more faithful way personally and as a church. It is a time to look for the hidden assumptions that shape our lives.
During the antebellum period, Savannah Presbytery had a remarkable group of white Presbyterians/Congregationalists who sought to do what was right in regard to slavery. They were known throughout the nation for their efforts not only for the "religious instruction of slaves" but also for their attempt to make slavery a more humane institution by insisting that slave owners provide their enslaved with good food, adequate clothing, adequate housing for families, time off on the weekends, etc. And they were paternalistic advocates for keeping slave families together. Charles Jones is the best known of these advocates, but many others joined him including Thomas and Eliza Clay.
Yet their good intentions went badly astray as they never challenged the fundamental oppression and violence of slavery. They ended up--by trying to make slavery more humane— supporting a deeply oppressive system that provided them with the comforts of life drawn from the sorrows and labors and very bodies of the enslaved. They were, I believe and have written elsewhere, seduced by the familiar, by their everyday life where whites had one place and blacks another. The familiar pattern of being served by the enslaved, of having the enslaved labor for them in rice and cotton fields, of having the enslaved do their every bidding, was deeply seductive and blinded them to the harsh realities of slavery. So when the Civil War came, they threw themselves body and soul into the fight for the Confederacy and the maintenance of slavery and its violence.
Our Lenten reflections could well focus on the familiar in our lives, the hidden assumptions and patterns of life that mark our day to day living. Self-reflection in Lent calls us to ask what is hidden in my life—and the life of the church—that needs to be identified and acknowledged as unworthy of the high calling of Christian discipleship, as unworthy of those who in gratitude look to Jesus as the light that shines in the darkness, even the darkness of our lives, and discover that the darkness does not overcome his light. Repentance means, among other things, turning around, going in a new direction, and it is the gift of Lent that we are invited to explore the darkness in our lives and move toward the light that breaks into our familiar ways.
Erskine C. Clarke, Professor Emeritus, Columbia Theological Seminary
Forgive our sins, O God! And lead us to turn ourselves around and go in a new direction As we seek the reconciliation and unity you have given us in Christ! Amen.
Resource: Erskine C. Clarke, Dwelling Place: A Plantation Epic (New Haven: Yale University Press, 2005) | web | https://www.savannahpresbytery.org/wp-content/uploads/Day-3-Devotion.pdf | 0.476411 | {
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FOR IMMEDIATE RELEASE
Save the Children, EU Boost Education, Child Protection Needs of 18,000 Vulnerable Children in BARMM
Over 18,000 vulnerable children in conflict-torn and poverty-stricken areas in Mindanao received education and child protection support according to Project SINDAO in its concluding report.
Project SINDAO: Protecting Learning in Conflict and Complex Emergencies in Mindanao is a two-year funded project of the European Union Humanitarian Aid (ECHO). Save the Children Philippines leads the consortium and near completion of the project implementation along with partners such as Care PH, ACCORD, Inc and Geneva Call.
The marginalized and vulnerable boys and girls in school or out-of-school who suffered from conflicts, displacements, and gender-based violence in Maguindanao Province, Lanao Del Sur, and Surigao Del Sur were prioritized under the project.
Project Sindao's Return to Learning Program, also known as RtL has reaped positive results to learners in the formal and non-formal education systems. In fact, more than 93% of children who suffered from interrupted learning actually improved their literacy, reading, and numeracy skills. The RtL sessions served as an "afterschool" or extension classes made even more interesting with game-based activities and interactive sessions.
Moreover, the students in Pre-School to Grade 3 who are at-risk of dropping out were also enrolled in RtL Program as their summer tutorial sessions. The modules used were contextualized with inputs from Rawaten Children Advisory Council and piloted in BARMM areas. This resulted in 96% retention rate of children in schools.
Meanwhile, students and teachers in non-formal education such as in Torils and Madrasah schools also benefitted from the RtL program. Most of the students are orphans due to armed-conflicts in their areas. While some came from impoverished families who cannot afford to send their children to school.
Saifun, 14, a student in Darul Aitam, Baloi said that life in toril is challenging because of minimal educational assistance they received. "We sometimes eat just twice a day since we don't have enough supply. This affects our studies. Our parent also cannot send us money," Saifun shared.
Fax: (+632) 8682-7283 local 300
Meanwhile, Salahudin, one of Darul Aitam's teachers said that funding is a concern of the school. "We don't often receive assistance from the government and other humanitarian organizations. Our children cannot even afford slippers. They do not have school supplies and teachers are lacking in skills. We are happy that we were chosen as one of the project's partner schools."
Salahudin was one of the teachers who received training which included capacity on disaster preparedness for different hazards including development of contingency plans to better equip the schools on face to face classes. The teachers' upskilling also involved classroom management and teaching techniques to support different students' needs.
Project Sindao also provided the students with functional and gender-sensitive hygiene facilities, school furniture and semi-permanent learning spaces.
END
FOR MORE INFORMATION:
Ms. Kay I. Yeban-Maatubang Brand & Integrated Communications Manager Save the Children Philippines (M) 0917-162 1503 (E) [REDACTED_EMAIL] | web | https://www.savethechildren.org.ph/__resources/webdata/file/downloadables/1265_SCP,_EU_boost_education_needs_of_18000_children_in_BARMM.pdf | 0.486357 | {
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Bridge Chat Overview and Importance
Most people – even Airmen – have never heard the full, horrific, and inspiring story of Medal of Honor recipient, Captain Lance P. Sijan.
Love and loyalty
COURAGE and country,
faith, freedom, and family.
If this man can do what he did, you can do whatever is in front of you.
The core values often serve as the North Star for us to do great things.
At times when all around us seem unstable and divisive, it is important to focus on what binds us.
As an ACC team, an elite organization, the core values is a standard and a foundation
The core values, and the actions of Capt Lance P. Sijan, provide a framework for us to follow and emulate
They serve as a set of guidelines that unite us all in our common effort to defend our country and our way of life
Let’s reflect on where we stand in terms of our common values and our ability to adhere to these principles even in the toughest of situations
Courageous Professionals
Air Force Core Values
- Integrity First
- Service Before Self
- Excellence In All We Do
Getting the Conversation Started
VIDEO:
https://www.youtube.com/watch?v=NLOlKMv-Bn0
Run time: 4 minutes, 18 seconds
Suggested Discussion Questions
1. How did Capt Sijans's actions demonstrate Integrity First? How were his actions examples of Service Before Self? How might this story serve as a standard of Excellence In All We Do?
2. We often hear inspirational stories and wonder whether what we would do in the same situation. How do you think you would have acted in Capt Sijan's position?
3. Do you think the story of Capt Sijan gives us perspective on our own challenges? How might this motivate us to address our daily challenges?
4. Do you think Capt Sijan's traits were a result of his training or do you think they were natural traits? What does your answer mean in terms of the men and women in ACC? Are we ready to follow those footsteps?
5. What can your unit do better to increase the chances that we would follow the code of conduct as well as Capt Sijan? How can leaders throughout ACC make sure that all officers, enlisted, and civilian personnel understand their duty to support and defend the constitution with the same intensity as Capt Sijan? | web | https://www.acc.af.mil/Portals/92/Docs/ACC%20Bridge/Bridge%20Chats/(April%202021)%20Bridge%20Chat%20-%20Courageous%20Professionals.pdf?ver=VZbEzOHHMztntIyMM8zeJQ%3D%3D | 0.443533 | {
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Top Tips for Book Talk
Show me your favourite page … What can you tell me about on this page?
I really like the page with the straw house because….
I can see a bear, it looks….
Tell me three things about the main character...
Little Red Riding Hood has a red hood, she is going to grandma's house and she has a basket.
What could you touch/ smell/ see/ hear that would be soft, furry, rough etc?
If I was going into the bear's house I think baby bear's chair would feel soft.
I'll tell you the story on this page and then you tell me the story on the next page.
Goldilocks saw the big, red door and went through it to find out what was on the other side.
What do you think is going to happen when we turn the page over?
Goldilocks will have eaten all the porridge because...
How do you think Red Riding Hood feels? How do you know?
Red Riding Hood was happy to go through the woods to visit her grandma but she might have felt …….. because …….
Check the school website for a more comprehensive list of books, further ideas and support including videos.
This year, our cluster of local schools, Market Deeping Community Primary, Deeping St. James Community Primary and Baston C.of.E Primary, are launching a sustainable reading project.
This leaflet will support you to develop a love of reading in your family. It provides some helpful prompts and recommended reads.
Promoting the
love of reading
Top 10 Books to Promote Discussion
Top 10 longer reads to read to your child or to promote independence...
- Diary of a Killer Cat by Ann Fine
- The Hodgeheg by Dick King Smith
- The Owl Who was Afraid of the Dark by Jill Tomlinson
- The Giraffe, the Pelly and Me by Roald Dahl
- The Magic Finger by Roald Dahl
- Fantastic Mr Fox by Roald Dahl
- Flat Stanley by Jeff Brown
- A Boy and a Bear in a Boat by Dave Shelton | web | https://www.deeping-st-james.lincs.sch.uk/attachments/download.asp?file=931&type=pdf | 0.446866 | {
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Grammar EXTRA! Worksheet 4
Future review
1 Complete the rules using the words in the box.
2 Complete the sentences with the most suitable form of the verbs in brackets.
1 What do you think (happen) next year?
2 The plane to Boston
(take off) at 7pm.
3 Sir Richard Branson (fly) on the first flight.
4 Hurry up! We (leave) in ten minutes.
3 Choose the correct words.
The US Space Agency (NASA) (1) is planning / will plan to build a space station on the surface of the moon. Estimates say it (2) is taking / will take about ten years to complete and (3) is costing / will cost around $200 billion. Any scientists say that it (4) won't / isn't going to be worth the cost and a few say that it (5) isn't / won't be completed before 2050, more than 40 years away. NASA have given a number of reasons for starting the project. 'We all know the Earth is becoming overcrowded and we are facing serious environmental problems.' said a NASA spokesperson. 'We (6) are having / will have to do something soon and this seemed like a good idea.' In the next few years NASA (7) is asking / is going to ask a number of countries to help with the cost.
4 Choose the correct phrase a or b to complete each sentence.
This page has been downloaded from www.macmillanenglish.com/inspiration
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There are several things we can do to help maintain good health. None of these things are easy. They require commitment, some real work, changes to our routines and daily smart lifestyle choices. By incorporating them gradually over time we can make a sustained effort to achieve new levels of physical, mental and emotional well-being.
8 Essentials of a Healthy Lifestyle:
1 / **Eating a Balanced Diet** – It’s important to eat a variety of nutrient rich foods, vitamins and minerals. Carbohydrates are the body’s primary source of energy. Complex carbohydrates, such as whole grains, fruits, vegetables, and legumes are preferable rather than simple sugars. Protein is essential for building muscle and repairing tissues. Meat, fish, dairy products, eggs, legumes, seeds and nuts are all good sources of protein. Healthy fats, like avocados, nuts, olive oil, fatty fish i.e. salmon are vital for brain function, hormone production and nutrient absorption. Fiber, Antioxidants, Vitamins, Minerals and Probiotics are also important for maintaining overall health. Stay away from processed foods that contain colors, additives, preservatives, etc. Eat Organic whenever possible. Some examples of healthy diets include the Plant-based diet, the Mediterranean diet and the Ketogenic diet.
2 / **Getting Regular Exercise** – It is essential to find activities that you enjoy and to remember to vary your routine to help reduce boredom. Your activities should be a mix of Cardiovascular exercise and Strength Training. Brisk walking is a good low impact exercise that can be easily added to your daily activities. Running or jogging can also improve cardiovascular fitness. Cycling, Swimming and Dancing are other ways to get your heart pumping. Weightlifting with free weights or weight machines can build muscle strength and endurance. Simple stretching and Yoga helps improve flexibility and balance. Pilates focuses on core strength and overall body conditioning using controlled movements. Tai Chi is a mind-body practice that uses slow, flowing movements to improve balance, flexibility and relaxation.
3 / **Practicing Good Sleep Hygiene** – Try to get 7 to 9 hours of sleep per night. Besides being rested, sleep can also benefit your entire body and overall health. It has an impact on your metabolism, immune system, mood and mental health and can prevent weight gain. Try to establish a regular sleep schedule where you go to bed and wake up at the same time every day. This helps regulate your body’s internal clock. Usually, better sleep is achieved in a cool, dark and quiet room. Avoid consuming heavy meals, spicy foods and alcohol before bedtime, as they can cause discomfort and disrupt sleep. Stop using electronic devices at least one hour before bedtime as the light emitted can disrupt your body’s natural sleep-wake cycle.
4 / **Maintaining Adequate Hydration** – It is important for the body to have adequate hydration. In general, aim for about 8 to 10 cups (64 to 80 ounces) of fluid per day. It’s recommended to drink 8 ounces of water upon waking up to rehydrate after sleep. It can help to carry a reusable water bottle to sip throughout the day between meals. Remember to increase fluids when you are in hot weather or doing physical activities since fluids lost through sweating or diarrhea and beverages should be avoided since they can contribute to dehydration. Signs of dehydration include dry mouth, thirst, dark urine, dizziness, fatigue and headaches. Clear or pale-yellow urine is an indicator of adequate hydration.
5 / **Practicing Stress Management** – There are numerous techniques to help reduce the stresses of daily living. Find one or two that you can commit to regularly to help keep the stress down. Some examples are meditation, mindfulness, deep breathing or simply doing hobbies and activities that you enjoy.
6 / **Limiting Alcohol and Avoiding Tobacco** – Consume alcohol in moderation or not at all and don’t smoke. Evidence indicates that there is a direct correlation between these activities and decreased longevity.
7 / **Getting Regular Exposure to Fresh Air and Nature** – Being outside and breathing fresh air is an important part of healthy living. Breathing clean fresh air helps to clean your lungs and can also boost your mood. Engaging in deep breathing exercises outside in nature can increase energy, lower your heart rate and stress levels. Make it a priority to visit a park or take a hike or walk on the beach. We are so lucky to live here and have access to so much that is conducive to a healthy lifestyle.
8 / **Regular Health Screenings** – Schedule regular check ups with your primary healthcare provider. Have all recommended preventative screenings i.e. colonoscopy, mammography, etc.
Remember it’s the little choices that you make every day that have a lasting impact on your overall health and wellness. In the same way, bad habits will take a negative toll on your health over time. Today, chronic conditions like heart disease and obesity are running rampant so it has never been more important to act now. You can make a difference in your health and well-being by realizing that it is an ongoing journey and not always easy. You are worth it.
By incorporating these essentials into your lifestyle, you can promote better physical, mental, and emotional health, leading to a more fulfilling and vibrant life.
*Stay Well, Be Happy!*
San Ysidro Pharmacy
([REDACTED_PHONE]
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15
become a bee hive lesson
Summary/Big Idea:
Students will learn about the three types of bees in the hive and then act out various worker bee jobs.
Materials & Resources:
* Queen, worker, and drone bee images
* Bee Job Chart
* The Magic School Bus: Inside a Beehive, by Joanna Cole
* Life Size Honey Bee (optional)
* The Magic School Bus: Inside a Bee Hive video
* Queen Bee getting Royal Jelly
* Visual for size comparison for 3 types of honey bees
* Bee Landing Pad, live cam
Steps:
PART ONE:
1. Read the book, The Magic School Bus: Inside a Beehive by Joanna Cole, to the class.
2. Show students a picture of a queen bee and tell them: only one queen per hive, fed royal jelly when she is a larvae to make her abdomen longer and to enable her to live 3-5 years, no barbs on stinger so she can sting repeatedly without dying, lays up to 2,000 eggs a day, only leaves the hive once for a mating flight.
3. Show students a picture of a drone bee and tell them: male bee, only job is to mate with a queen bee, dies after mating, no stinger, larger body and larger eyes.
4. Show students a picture of a worker bee and tell them: all female bees, work as a team, participate in each job during their short, 6 week lifespan.
PART TWO:
1. Show the bee job chart of worker bee jobs throughout their life.
2. Tell the students that you want to turn the classroom into a bee hive! Have students work in groups to suggest how they can act out each part of a working bee hive. Remind students that each hive has one queen, a few drones, and many workers. For example, a cleaner bee can use a broom to sweep the classroom floor "cells", a nurse bee can use a water bottle to feed nectar and pollen to a baby bee, a forager bee can carry pieces of yellow paper and do a waggle dance to show other foragers where to find the pollen, and a guard bee can stand at the classroom door "hive entrance" to make sure only your class bees come in and out. Continue switching roles while the teacher brings three students at a time to the observation hive to complete the assessment.
ASSESSMENT/REFLECTION:
Bring three students at a time to the observation hive. Ask each student to point out the queen, a drone, and a worker bee. Ask the students to work as a team to find a worker bee doing each one of the jobs they learned about. No Live Bees Required: use this link to observed a live feed bee hive
Bee journal entry- Draw a picture of a worker bee performing each job. Then write a short story about the jobs from the bee's perspective.
Bee Cause - 6 Week Bee Unit
16
Lessons on The Honey bee
Worker Bee
Bee Cause - 6 Week Bee Unit
17
18
Become a Bee hive lesson standards
Next Generation Science
3-LS2-1; 3-LS4-2;
4-PS3-2; 4-PS4-3; 4-LS1-2
ELA Common Core
RI.3.1; RI.3.2; RI.3.3; W.3.3
RI.4.1; RI.4.2; RI.4.3; W.4.3
RI.5.1; RI.5.2; RI.5.3; W.5.3 | web | https://www.thebeecause.org/wp-content/uploads/2020/09/bee_cause_become_a_beehive_lesson.pdf | 0.473995 | {
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Geophysical Research Abstracts, Vol. 8, 01987, 2006
© European Geosciences Union 2006
SRef-ID: 1607-7962/gra/EGU06-A-01987
Water in the Giant Planets
T. Encrenaz
LESIA, Observatoire de Paris, F-92195 Meudon
Water has been detected in the tropospheres of Jupiter (Larson et al., 1975) and Saturn (de Graauw et al., 1997) and in the upper atmospheres of the four giant planets (Feuchtgruber et al., 1997). Tropospheric water is believed to have been incorporated in the initial cores of the planets, while stratospheric water has an external origin, either local (satellites and/or rings) or interplanetary (comets or meteorodoids).
Water is an important parameter for understanding the formation and evolution of the giant planets. Indeed, water is believed to have been a key element in their formation scenario, by making possible the accretion of big nuclei at large heliocentric distances (Rh > 4 UA), beyond the " snow line " where it condensed in the protoplanetary disk. Measuring the water mixing ratio in the interiors of the giant planets would be a key measurement for discriminating between various formation models (Owen and Encrenaz, 2003, 2006). In the case of Jupiter and Saturn, however, the O/H tropospheric ratio appears to be strongly depleted with respect to its value in the deeper levels, because of meteorological effects. Measuring the O/H ratio in the deep interiors of all giant planets will be a major objective for future missions.
References : de Graauw T. et al., Astron. Astrophys. 321, L13 ; Feuchtgruber H et al., Nature 389, 159 (1997) ; Larson H P et al ., Astrophys. J. 197, L137 ; Owen T and Encrenaz T, Space Sci. Rev. 106, 121 (2003) ; Owen T and Encrenaz T, submitted to Plan. Space Sci. (2006) | web | https://meetings.copernicus.org/www.cosis.net/abstracts/EGU06/01987/EGU06-J-01987.pdf | 0.434346 | {
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St. Theresa Catholic School
2024 Summer Reading and Math Requirements
New Students Entering Grade 5
Required Reading Assignment:
Incoming 5th graders will be required to read 1 book over the summer that is chosen from the list of classics below. Parents are encouraged to monitor the reading over the summer. The student will take an AR test the 1st week of school and the grade will be entered for Reading/ELA. The AR test points earned will not be counted towards the 1st quarter AR goal points.
Choose one of the following:
Grade Level Reading
* Pippi Longstocking by Astrid Lindgren; Louis S. Glanzman; Florence Lamborn Johnson (BL 5.2)
* The Borrowers by Mary Norton (BL 5.3)
* Wonder by R.J. Placio (BL 4.8)
Challenging
* Secret Garden by Frances Hodgson Burnett (BL 6.3)
* The Phantom Tollbooth by Norton Juster (BL 6.7)
Required Math Assignment:
1) Fact Fluency
Students are expected to work on basic fact fluency (addition, subtraction, multiplication, and division) over the summer. Online programs, flashcards, etc may be used to practice these facts. Fact fluency is critical to success in math! Thank you for your support and cooperation.
The students will be tested on math facts during the first week of school and the grade will be recorded as part of their first quarter math grade.
2) Geometry Skills
Students are expected to be able to demonstrate the following Geometry skills:
a) Solve for perimeter and area including area of irregular shapes
b) Identify lines of symmetry
The following websites that may be used (most are free or offer a free trial):
* www.coolmath4kids.com/quizzes
* www.factmonster.com/math/flashcards
* www.studyladder.com
* www.mobymax.com
* Math with Mr J on Youtube
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38
Historically, ceramic glazes have included environmentally harmful chemicals and heavy metals. Although manufacturers claim to be addressing this issue, if the need for such a finish is removed entirely, then all the better for the world.
by Tim Saunders where texture is prominent," and these natural elements of texture, beauty, and form are conveyed with each unique sculpture Oughtibridge creates.
"I don't work with glazes and prefer to get the color through the clay itself," reveals James Oughtibridge, who works from his studio at Yorkshire Sculpture Park. "I blend different clays together to create a variety of natural colors." Inspired by the stunning Yorkshire Pennine landscape featuring river valleys, hills, fells, mountains, high edges, and valleys, his bold and striking forms in black and white clay are often on a dramatic scale. Mist and fog transforms the curves and valleys of the land "into a monochromatic palette,
His work has an intentional element of ambiguity to it and a dramatic scale from the offset. He strives to create bold and dramatic work that leaves the viewer wondering what it is made of and how on earth it was made. Sharp lines and curved planes are prominent features, which hold the viewer's interest. Oughtibridge's sculptures are created using multiple curved sections of clay bonded together in stages when the clay is leather hard. This allows the sections to stand up without collapsing. Many hours are spent building the pieces, but the especially time
2024
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consuming part is the patient refining of the surfaces, the drying and firing, which can take weeks, sometimes months for the largest forms.
An Introduction to Ceramics
First discovering clay after leaving secondary school, he went to study an art foundation course at Dewsbury Art College in 1995. Just two weeks of working in the ceramics department with renowned naked-raku ceramic artist David Roberts was a life-changing experience for the young Oughtibridge, who was immediately drawn to clay as a material. The versatility of the clay hooked him for good. Of Roberts, who is known for his large hand-coiled pots, he says, "We're still good friends today."
At 18, Oughtibridge was invited to be one of the main artists in a sculpture trail in West Yorkshire. "Apart from my parents, this was the first time anybody had shown an interest in my sculptures."
The son of police officers, Oughtibridge was destined to join the force but his father perceptively encouraged him to pursue his passion for ceramics, which was a turning point. "Even during my early ceramics education I still saw myself becoming a police officer," says Oughtibridge. "I'm glad I listened to Dad!"
2024
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39
40
Graduating with a first-class honors from Loughborough University, he went on to complete a master of arts at the Royal College of Art in 2001. Afterward, he set up a studio in London before returning to his native Yorkshire four years later. He considers being brought up close to the Yorkshire Sculpture Park "a gift and an education from a very young age." "The aesthetic of Barbara Hepworth's work is almost ingrained in me, as though it is the basis of my consciousness of beautiful texture, proportion, line, and form."
Works of Various Scale
It is the actual construction and problem solving that Oughtibridge relishes during the making process and he works in three distinct sizes: small, medium, and large. Only recently has he started creating large-scale spherical enclosed form sculptures based on experimental maquettes. "Apart from the physicality aspect when working on a large scale, I actually prefer it to small scale work. The smaller scale pieces are almost as time consuming and more fiddly to create as you can't get your hands inside the structure as easily.
"Although similar to my vessel forms, in terms of their tactile surfaces, these large-scale pieces invite a fluid touch that flows around the entire form. The concave and convex shapes create movement within a still piece. These imposing sculptures contain a solidity that reflects natural forms, such as bone fragments and rock formations. With no entry or exit, they exist in themselves as striking sculptures, different from every angle, and every light condition."
Oughtibridge's medium-scale maquettes led him to transition his ideas into a larger scale. "The feedback from shows gave me the confidence to increase the scale; they proved to be very popular
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september www.ceramicsmonthly.org
and accessible. These playful, yet refined pieces, enabled me to shift direction."
for some large scale complicated structures with low shrinkage."
Oughtibridge describes the small-scale maquettes he creates as his drawings. "However, I see them as sculptures in their own right. They're very personable, intuitive, and lively, as they're made whilst I hold them in the palm of my hand, rotating and refining as I carve. They're addictive, collectible, and hard to put down."
Making a Living and the Future
Working with individual clients, interior designers, collectors, museums, and galleries across the world, his future projects currently underway see a move into bronze sculpture and some more monolithic, large-scale pieces.
He lives in the same village as his studio. "If the weather is ok and the dog isn't too tired, we'll walk to work. I make a coffee and do my social media and emailing, and then go into the workshop. Social media has played a big part with sales in recent years and I seem to have a lot of clients in the US. If it is winter I'll get my body warmer and woolly hat on and then start unwrapping the latest sculptures and walk around them a few times. I'll then start sketching on the clay and then commence with the cutting and assembling. I work until about five or six o'clock, but sometimes go back in later on after dinner. I like to leave weekends free for some downtime, although I do go in on Saturdays from time to time, especially if the kiln is firing."
His clay is bought from Valentine Clays in Stoke and he predominantly uses a white groggier stoneware clay but sometimes black clay, too. "The white clay has really good strength and allows
His large electric trolley kiln, previously owned by Ewen Henderson (1934 to 2000) who was internationally acclaimed for taking clay into a new expressiveness, was received when he graduated from the Royal College of Art, "and is still going strong."
Notable achievements for Oughtibridge include winning the Liaigre prize at "Collect" and then exhibiting with them at Miami Art Basel. He was also commissioned to create some sculptures for the twenty-fourth James Bond film, "Spectre" in 2015 directed by Sam Mendes. In fact most of Oughtibridge's work is commissioned. His best year for sales was during Covid. "I am lucky in that the type of people who invest in my work, especially the larger works, aren't affected by economic downturns."
Teaching courses from his studio helps to deliver a stable income, which covers the rent and all the bills. "I have managed to get a good rate on my energy so although it has increased it is not horrendous."
Currently, Oughtibridge is working on a series of small sculptures, which have been commissioned by the Hepworth Museum to coincide with two sculptures they have acquired for their permanent collection. His work is also available in Galerie Du Don in France.
For more, visit www.jamesoughtibridgesculpture.co.uk the author British journalist Tim Saunders writes about art and ceramics. When he has time, he enjoys painting and making.
2024
www.ceramicsmonthly.org september
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Before lifting the Dispensation from the Obligation to Personally Participate in Sunday Mass Part II
"The people devoted themselves to the teaching of the Apostles, to the communal life, to the breaking of the bread and to the prayers (of the Apostles)." (Acts 2:42)
Why is it so important that we come together in large numbers in a Church with the capacity to contain large numbers of the faithful? Let us first look at "devoting ourselves to the teachings of the Apostles." As early as the second century we have the witness of St. Justin the Martyr for the basic outline of the order of the celebration of the Holy Mass that is the same until this day. He writes in a letter to the pagan emperor Antoninus Pius (138-161, 155a.d.)
"On the day we call the day of the sun, all who dwell in the city or countryside gather in the same place. The memoirs of the Apostles and the writings of the prophets are read, as much as time permits. When the reader has finished, he who presides over those gathered admonishes and challenges them to imitate these beautiful things (the homily)."
Included in these Old and New Testament Readings are the saving actions of Exodus and the freeing of the Jewish people in exile in Babylon by the pagan ruler Cyrus. Also, are included the words and the deeds of Jesus of Nazareth. Hence, the teachings of Christ calling us to concern for the poor and the needy, the calling to embrace Christ's teaching and make them our own; especially singled out is the constant reminder to love one another as Jesus loved us, and continues to love each of us.
"You just cannot pray at home as at CHURCH, where there is a great multitude, where exclamations are cried out to God as from one great heart, and where there is something more: the union of minds, the accord of souls, the bond of charity, the prayers of the priest." (St. John Chrysostom)
It is only in the Church that these teachings of the Prophets, the Apostles and Jesus are constantly presented, faithfully encouraged and actually manifested by believers! These communal gatherings teach Christ's saving doctrine; but also fosters the Charity of the Lord in good works and manifests the love we have for all our brothers and sisters.
What is especially beautiful and useful is this: When one attends Sunday Mass weekly for three years, one actually hears, via the Biblical Readings, practically the entire Bible.
It has been a long time since we have experienced a normal existence here on our beloved planet. However slowly, but surely, we are returning to a more normal way of life. Many parishioners may not have been able to personally attend and participate in the celebration of Holy Mass because of the pandemic. Surely many have longed with a deep desire to attend Mass and receive Holy Communion. We priests have longed for the day when the Churches will again be filled with the faithful. Now the time has come.
Please know that each of you will be welcomed with open arms as you return to your other home, your parish Church…your spiritual home! | web | https://d2y1pz2y630308.cloudfront.net/12317/documents/2021/5/covid19catechesisreturnnormal582021part2englis-1.pdf | 0.491816 | {
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Ultimate Road Trip Packing List
Printable PDF Version
Version 1.0 August 2015
Note – This is not meant to be a list of everything you SHOULD take. It’s intended to be a list of everything you might want to consider taking.
Download the latest version of this list here: www.thebiglap.tv/packinglist
EXPEDITION AUSTRALIA
www.expeditionaustralia.com.au
## FIRST AID/MEDICAL
- First aid kit - Camper/Caravan
- First aid kit - Vehicle
- First aid kit - Portable
- Prescription medicines
- Paracetamol
- Ibuprofen
- Disprin/Aspirin
- Cough medicine
- Throat lozenges
- Vitamins
- Antacids
- Imodium
- Laxitives
- Latex gloves
- Saline solution
- Aqua ear
- Fess spray
- First aid book/manual
- Vomit bags
- Unscented baby/hand wipes
- Nappy bags
- Tweezers
- Scissors
- Stop itch
- Stingoes
- Eucalyptus or Tea Tree oil
- Methylated spirits
- Cotton balls/buds
- Snake bite Bandages
## RECREATION
- Bike(s)
- Helmet(s)
- Scooter
- Football
- Day pack
- Surfboard(s)
- Boogie board(s)
- Snorkelling set(s)
- Fishing rod(s)
- Fishing tackle
- Canoe
- Paddles
- Life jacket(s)
- Aluminium boat
- Motor
- Boat Fuel tank
- Fuel hose
- Still camera & accessories
- Video camera & accessories
- Tripod
- Memory cards
- Playing cards
- Board games
- Cricket bat & ball
- Tennis rackets & balls
- Kids favourite toys and books
- DVD player and DVD’s
- Ipad
- Frisbee
- Balls
- Kites
- Volley ball & net
- Totem tennis
- Cards
- Scrabble
- Yahtze
- Hiking sticks
- Hiking back packs
- Games/toys/books for kids
- Beach shelter / chairs / toys
COMMUNICATIONS & NAVIGATION
- Mobile phone(s)
- UHF radio in vehicle
- UHF handhelds
- Satellite phone
- Spot Tracker or similar
- Personal Locator Beacon
- HF Radio
- GPS Handheld
- GPS mount in vehicle
- Compass - Handheld
- Complete road atlas - spiral bound
- Foldable maps for specific regions
- Digital maps for tablet/laptop
- Hema Navigator HN7
- Camps 8 book
ACCESSORIES
- Clothes line rope or fold up type
- Pegs
- Laundry basket
- Laundry powder
- Napisan
- Coin purse
- Toilet paper
- Small shovel - folding type
- Porta Potty or other portable toilet
- Shower/toilet tent
- Hot water maker
- Shower bag(s)
- Plastic tarp(s)
- Nylon rope (100m)
- Bungy straps (good ones)
- Strong tent pegs (zinc plated)
- Telescopic tent poles (zinc plated)
- Mesh floor mat
- Pocket knife
- Hand washing basin
- Tent
- Dustpan & brush/broom
- Jerry cans
- Sand pegs
- Peg hammer
- Peg puller
- Small notebook and pen
- Binoculars
- Insect repellent
SLEEPING
- Camp stretcher’s
- Self inflating mattress’s
- Sleeping bags
- Fleece blankets
- Sheets
- Doonas
- Pillows
- Hammock
- Swag
- Mosquito nets
- Camp bunks
- Rubber feet for camp stretcher legs
- Ear plugs
- 12 volt electric blanket
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Thetford Energy Committee
Formed in 2002 as one of the first 3 Energy Committees in Vermont, (with Norwich and Hartford), serving as an official town advisory committee ever since.
Highlights along the way:
Streetlights (2007-2011) - We removed half our lights from 44 to 22 and upgraded remaining lights to LEDs, cutting electric usage by about 86%, saving more than 15,000 kwh/yr! Our efforts served as a model for Efficiency Vermont's statewide streetlight project.
Thetford Center Community Center (2009) -50 community volunteers weatherized the TCCC, reducing air leakage by about 80%, increasing basement insulation from R-1.5 to R-12, Attic from R-11 to R-59 and walls from R-5 to R-12. Estimated overall energy savings, including new condensing furnace = 83%.
Thetford Home Energy Action Team (HEAT) (2011) -50 community volunteers visited 650 homes in town (60%), distributing free CFLs and literature on home weatherization. We doubled the # of homes weatherize in an average year in just 6 months. Efficiency Vermont modeled its statewide Home Energy Challenge on this program. This project received the 2013 Vermont Energy and Climate Action Network project of the year award.
Solarize (2014) - Worked with our neighboring town of Strafford to nearly triple the number of homes in our towns with on-site solar in 5 months through the Solarize Upper Valley program - more than 250 kW of solar panels installed on 46 homes.
We are currently working on
o Developing a 150 kW community solar array
o Weatherize Upper Valley, trying to double the average number of homes weatherized annually in 5 months
o Toward our 3rd Volunteer Assisted Weatherization project.
Contact for more information: Bob Walker, TEC chair, [REDACTED_PHONE], b [REDACTED_EMAIL] | web | https://legislature.vermont.gov/Documents/2018/WorkGroups/House%20Energy%20and%20Technology/Energy%20Planning/W~Bob%20Walker~Thetford%20Energy%20Committee~4-27-2017.pdf | 0.447112 | {
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Education on Sunday at 9:00 a.m.
Adult Education- Lounge
The topic in August is "Faith that Moved Mountains:
Exploring the Early Church."
August 21- "The Art of Storytelling and the Early Church"
Led by: Dr. Deborah Minter, UNL Professor of
English
August 28- "Peter and the Early Church"
Led by: Rev. Bob Snell
Westminster Bible Class- Parlor
The focus in August is "Life on God's Terms."
August 21- Romans 11:11-24
God Prunes and Grafts Led by: Ellen Davis
August 28- Romans 12:1-2; 13:8-10
Love Fulfills the Law Led by: Bill North
Sunday School at 10:45am:
Kindergarten of Eden (Preschool), Room 210
Your preschool child ages 3-5 years is invited to Grow in Grace & Gratitude as the new year commences. They will explore stories about Moses, and the Israelites' Exodus from Egypt. They will learn to show joyful gratitude to God, and learn reminders that we can trust God to take care of us - all through stories, crafts, games, songs and play.
Faith Village (K-5th Grade), Lower Level
Through a variety of rotational workshops, children will see that the teachings of Jesus have a definite purpose, then and now. They will see that living a life of faith will not only help them better understand the teachings for themselves, but help them share about Jesus to others. Faith Village begins each week with songs, an offering, and prayers. Then Shepherds take the children to their workshop.
***This Sunday's worship will be televised on digital Channel 71.13 and regular channel 13 at 12:30 p.m. Thursday and 1 p.m. Saturday. Listen to the current week's sermon on KFOR (1240 AM) Sundays at 10 a.m. or any time online at www.westminsterlincoln.org.
If you or someone you know has been admitted to the hospital, please contact the church office at ([REDACTED_PHONE] to notify our pastors. It's helpful to know the hospital and length of stay, so calls can be made as requested.
Serving Today:
Ushers: Steve Larson, Carolyn McCall, Patty Sita, Rock Sita, Rock Sita Jr., Regi Schirmer, Mark Whitehead, Shalla Young
Greeters: Sandi Larson and Abby Peterson
Hosts: Ron Coniglio and Christina Nevitt
Acolytes: Brielle Anderson and Georgia Wood
FOLLOW us on Twitter: @LincolnWPC LIKE us on Facebook: WPC Lincoln JOIN our FB Group: Lincoln Westminster Presbyterian Church
Westminster Presbyterian Church 2110 Sheridan Blvd. Lincoln, NE 68502 Phone [REDACTED_PHONE] Fax [REDACTED_PHONE]
"I am the vine, you are the branches....”
August 21, 2016
Welcome to Westminster!
We are so glad you are here today! There are refreshments in the Garden Room before and after worship.
Journeying Together
If you are interested in becoming a member, please contact Marge ([REDACTED_EMAIL]) or mark "Wish to Join" in the Friendship Pads. The next New Member Class is scheduled for September 25th and October 2nd at 9:00am.
Westminster Events & News
Westminster Club
When: Tuesday, August 23 at 5:30pm rd
Topic: Domesti-PUPS
Presenter: Dick Spearman
Dick will inform us on how the dogs are selected, trained and for what uses. If needed, you may have an opportunity for a little therapy. Everyone is welcome to join.
Fall Kick Off Presbyterian Woman (PW) of Westminster
When: Saturday, August 27 from 9:30-11:30am th
Who: Woman of Westminster
Where: Fellowship Hall
"Who is Jesus? What a Difference a Lens Makes" is the title of the 2016-17 Westminster woman's Bible study that will begin this Fall. You are invited to meet for coffee, goodies, conversation and an introduction to the study by Rev. Ellen Davis. In addition, our guest will be Charleen Cochell, our Homestead (Prebytery) Presbyterian Woman Cluster leader. Any questions contact Rev. Ellen Davis at [REDACTED_PHONE].
Calvin Crest's Fundraiser th
19 Annual BBQ & Quilt Auction
When: Saturday, August 27 starting at 10am th Where: Calvin Crest is located between Fremont and Cedar Bluffs off of Highway 109. Go North on County Road 13 for 1.5 miles.
Activities:
10am Quilts on Display
11:30am-1pm BBQ Lunch
($10/adult and $4/child 4-9yrs)
10am-2pm Silent Auction
Open swim and activities, the evening will include a cookout and campfire.
Musicians WANTED!
Singing, Ringing and Playing
Westminster Choir: Rehearsals Wednesdays 7:30-9PM & Sundays 9:30-10AM - Sing at 10:30AM Worship Service every Sunday.
Westminster Carillon: (High school & up) Rehearsals Wednesdays 6:20-7:20PM - Ring at 10:30AM Worship Service once a month.
Alleluia! Amen! (1-5 Grade) & Cherub Choir (3 years - Kindergarten): Rehearsals Wednesdays 6:30-7:25PM - Sing at 10:30AM Worship Service once a month. Contact Masako at [REDACTED_EMAIL] for more information.
e-Giving is coming to Westminster!!
Starting soon, Westminster will be launching e-Giving. This will allow you to give: on line, set up automatic giving on line and text giving. Look for more information in the coming months.
Lost and Found Items
Summer items are piling up at the Lost and Found, please stop by and check out the Lost and Found for items that you may have misplaced. We will be donating unclaimed items to the People's City Mission in the near future if items are not claimed.
Sudanese Sunday School Rides
The Outreach Committee is working on getting a team together to provide rides for the Sudanese children so they may attend the 9am Sunday School program at Westminster. If you would like to volunteer, or need information, please contact Dave or Alice Szabat at [REDACTED_PHONE] for more information.
.
Per Capita for 2016 is $38.00 per member
WOW!(Westminster on Wednesday)
Join us weekly where you will find great food, education, music, and more!
August 24 dinner will be: th Hotdogs, Hamburgers & Coleslaw Salad Bar, Fruit and Dessert
Dinner is served from 5:45 p.m. to 6:15 p.m. in Cole Hall. $4/children, $6/adults, $17 max per family
WOW XL (6:40 Youth Café)
Youth in grades 6-8 meet weekly during the school year for XL sized fun, activities, and to grow in faith together.
Knit N Sit (6:30) Come knit, crochet, learn either craft, or do other projects for the church. Women and men of all ages are welcome to attend this fluid group.
Adult Education(6:45 - 7:30)
Join us as we discover, Faith that Moved Mountains: Exploring the Early Church.
August 24 : Faith: What It Is and Why It Matters th Presented by: Rev. Dr. Andrew McDonald August 31 : Rome and the Early Church st Presented by: Rev. Bob Snell
Music Rehearsals (6:40 pm)
Westminster Carillon (Adult Handbell Choir, Sanctuary) Cherub Choir (age 3-Kindergarten, Room 210E) Alleluia! Amen! Choir (Grade 1-5, Room 210) Westminster Choir (Adult Choir, 7:40 pm, Sanctuary) | web | https://westminsterlincoln.org/wp-content/uploads/2016/08/Vine-8.21.16.pdf | 0.484725 | {
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What was the impact of the pandemic on breastfeeding?
We compared the percentages of women who breastfed* across four surveys of about 4,500 women who gave birth in England before or during the pandemic. We also compared our findings with national data collected routinely for all women in England (more than half a million women per year).
Percentage of women who breastfed* their baby at least once, by year
Percentage of women still breastfeeding* at 6-8 weeks, by year
The graphs show that the percentages of women who breastfed* their baby at least once (more than 80%) and who were still breastfeeding* at 6-8 weeks (more than 60%) remained stable during the pandemic. The numbers do not necessarily reflect quality of care or breastfeeding* experiences more generally.
In our surveys, women were less likely to breastfeed* their baby if they:
- were younger
- left full-time education earlier
- were living in more socially deprived areas
- were of white British ethnicity
- were born in the UK
These patterns were identical before and during the pandemic.
The full article is available here: https://doi.org/10.1371/journal.pone.0291907
You and Your Baby Infographic for Breastfeeding v1.0, 10-Oct-2023
* Breastfeeding or feeding expressed breastmilk | web | https://www.npeu.ox.ac.uk/assets/downloads/pru-mnhc/Breastfeeding_Covid19_Infographic_v06.pdf | 0.434126 | {
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Course Lead Sheet
| Course Title | Math Logic |
|--------------|-----------|
| Theme / Master Question | How do we see God’s hand in math?
How do we apply math concepts to everyday problems? |
Homework: 20-30 minutes/day
Course Description:
Math Logic is a course that reviews and builds basic skills necessary for entering an Algebra I course. Review of basic algebra properties will be applied to operations with integers, fractions and decimals. Students also learn to write proper steps to solving algebraic equations and use them to solve problems. Students will review and apply the topic of percent and solve problems applying it. Other topics of study include introduction to formal geometry, linear graphs and systems, areas and volumes of solids, statistical data and graphs, and probability.
Primary Teaching Goals
Students will be able to:
1. define, use, and recognize basic properties of algebra.
2. evaluate expressions with positive and negative numbers using the order of operations.
3. calculate operations with positive and negative numbers including the use of positive and negative exponents.
4. calculate operations with positive and negative fractions and mixed numbers.
5. solve algebraic equations including: one and two-step equations, equations with variables on both sides, equations using the distributive property and proportions.
6. solve and graph inequalities.
7. problem solve using algebraic equations and application of percent.
8. use geometry notation to describe and define various triangles, polygons and circles.
9. graph points on the coordinate plane and determine if points are on a given linear equation.
10. calculate area of common geometric shapes and volume of solids.
11. calculate the mean, median, mode, and range from a table or set of data.
12. given a frequency table or set of data, draw a histogram, dot plot, box and whisker, or frequency polygon.
13. calculate and apply permutations, combinations, probability of events, and find odds in favor or odds against an event to occur.
14. evaluate their own work, explain mathematics learned in the course, and collaborate with other students.
Primary Teaching Methods
Class should be conducted around the following parameters:
1. class should begin each day with checking homework and answering students’ questions; this may be done in a variety of ways to save time and to improve their understanding of the concepts;
2. lesson with new topics includes engaging the students in the lesson using a variety of lesson presentations.
Primary Measures and Assessments
Student work should be evaluated according to the following guidelines:
1. breakdown of grades: 55% tests, 20% quizzes, 25% homework;
2. students should be given a major assessment at the end of each unit and a minimum of three per quarter or five times per semester;
3. students should be given daily homework problems with at least one minor assessment per week or at least 8-10 per quarter.
Course Scope and Sequence
Math Logic
Master Skills, Ideas, or Knowledge Taught
- Review and master basic arithmetic and pre-algebra skills needed for success in upper division math.
- Gain an awareness of math concepts, not simply math procedures.
- Apply logic and math skills, including pre-algebra concepts, to everyday problem solving.
Complete Texts and Materials List
- Pre-Algebra: An Accelerated Course, Houghton Mifflin
- Ambrose teacher-created chapter review sheets, quizzes, tests
- Kuta worksheets for additional practice
Suggested Quarterly Schedule
Suggested Daily Schedule
1) Correct homework
2) Answer questions
3) Teach new concept
4) Apply concept with practice problems
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Odd looking and finicky to fly, the Ryan PT-22 offered a challenge to cadet pilots that the Boeing PT-17 (N2S-4) or the Fairchild PT-19 did not. The PT-22 was known for its demanding ground handling characteristics. Though not as successful or as well known as the PT-17 or the PT-l9, the Army Air Force utilized the PT-22 as a primary trainer throughout World War II and, today, the aircraft is sought after by warbird collectors around the world.
Designer Claude Ryan became famous following the success of Charles Lindbergh's Trans-Atlantic flight. Yet, despite the fame and attention that the "Spirit of St. Louis" brought to the Ryan Aeronautical Company, Ryan decided to concentrate more on building his flight training schools rather than additional aircraft. By 1933, however, Ryan was once again designing aircraft and introduced a low-wing monoplane with fixed landing gear, the Sport-Trainer (more commonly referred to as the "Ryan ST"). The ST became a force in the home and export markets.
In 1940, with America's entrance into World War II only months away, the U.S. Army Air Corps (AAC) evaluated a ST (called the XPT-16 by the AAC) and ordered 100 for use as primary trainers. Fitted with a powerful Kinner radial engine, the XPT-16 went through a number of different variants before the definitive PT-22 entered service. Considered similar in layout, the PT-22 differed from earlier versions in that it was not equipped with faired landing gear or wheel spats. A total of 1,043 PT-22s were built for the AAC, with an additional 100 NR-1 aircraft purchased by the U.S. Navy, and 25 purchased by the Dutch (these aircraft were later turned over to the AAC as the PT-22A ). Not surprisingly, most AAC PT-22s served at Ryan-operated training schools that were contracted by the AAC to provide primary pilot training to Army cadet pilots.
1 / 2
The PT-22 on display was manufactured by Ryan Aircraft in San Diego, California and was received by the U.S. Army Air Corps on November 13, 1941. It was then transferred to the
Fifth Elementary Flying Training Detachment (36th Flying Training Wing, AAC Flying Training
Command), Ryan School of Aeronautics, Helmet, California. It was based at Helmet until
April 1944, when it was transferred to the 4847th Army Air Force (AAF) Base Unit
(Specialized Depot, Air Technical Service Command), State Fairgrounds, Springfield,
Illinois. In September 1944, the aircraft was transferred to the 4126th AAF Base Unit
(A.T.S.C.), San Bernardino AAF Base, California and disposed of as surplus. The PT-22 on display is painted in the style of the Army Air Corps Recruits during World War II.
ENGINE Kinner R-540 radial,160 h.p. WING SPAN 30 feet LENGTH 22 feet, 7 inches HEIGHT 7 feet MAX TAKEOFF WEIGHT 1,860 pounds CREW 2 MANUFACTURED BY Ryan Aeronautical TOTAL BUILT 1,148 TOTAL EXISTING Approximately 200 FIRST BUILT 1941 MUSEUM'S AIRCRAFT BUILT October 1941 MAXIMUM SPEED 125 m.p.h. RANGE 205 miles SERVICE CEILING 15,400 feet
2 / 2 | web | http://cavanaughflightmuseum.com/index.php/component/content/article/43-trainers/71-ryan-pt-22-recruit?format=pdf | 0.423244 | {
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Project: CENTER FOR DISABILITY EDUCATION EMPLOYMENT ADVOCACY RESEARCH AND REHABILITATION
Proposal by: Love and Acceptance NGO for the people with mobility disabilities.
Introduction:
Disability to reach a goal is in one's mind and not in physical aspects of living. With much perseverance and consistent motivation, all you need is heart and soul to set a goal and get it done.
Physical disability is never a constraint for growth but a mere challenge which we can overcome with determination and self-confidence. In order to give hands for those with noble heart and able mind to achieve heights in-spite of any physical disability, we have come up with the most feasible solution.
Mission
Indulge the thought of viewing any physical disability as a normalcy of life and transform the stereotypical belief of disability being a reason from attaining heights.
Vision
To Create and encourage an environment across India for rehabilitating, educating to develop skill based training and conduct medical and advocacy researches to give an evolving definition on disability oriented condition without compromising the state's interests.
Objective:
In an emerging country like India where humungous growth potential can be attained using every resource available will be a standard of acceptance also enabling optimum utilisation of resources.
Love and Acceptance NGO has served and interacted with people having physical disabilities and had a reasonable understanding of their necessities, accommodation, support system, social life, restriction and more.
To all the classification mentioned an independent living and individual capacity makes an PWD
individual more functional, that functional capacity is to be provided with opportunities to explore.
To explore an "OBJECTIVE" for a PWD community we need to create accessible pathways and accessible education, accessible employment and accessible – skill development and sharing centre Ref: Table 1.
Target people:
1. people with mobility disabilities
2. CP
3. Autism
4. MR
5. VI
6. HI
7. Locomotor disabilities
8. spinal cord disability
9. Psychosocial disorder
10. Intellectual impairment
11. MD
12. Multiple disability
13. Down syndrome
14. Genetic disabilities
15. and more…
:
FACILITATION
CENTER
Rehabilitationn
Center
Employment
center
skill
Development
center
Education
Center
Medical
Law
Research center
CDEEARR
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Most often tornado warnings do not allow sufficient preparation time to allow the evacuation of livestock (cattle, horses, sheep, goats, etc.).
The decision to keep your horses in the barn, or turn them out in an open field may vary with the individual facility and storm severity. One should take into consideration the barn construction as well as outdoor structures (trees, power lines, fences etc.).
If animals are in an open field, flying debris can cause cuts, bruising and eye injuries, while blunt force trauma can result in life threatening injuries to the head, chest, abdomen or legs.
If animals are left inside a barn, the building can collapse on them resulting in life threating injuries as well. Unfortunately, there is no fail safe rule to protect them.
It is a good idea to have an emergency barn kit stored in a safe place which can be easily accessed after a storm. The kit should contain emergency treatment supplies such as eye and wound ointments, leg wraps, vet wrap, tape, etc.
1 / 4
It is also wise to have items such as a flashlight, chainsaw and fuel, hammers and fencing material stored in a safe readily accessible place.
Permanent identification of all horses with a microchip, brand or tattoo is recommended.
Companion animals (including exotic pets) should be included in your family's regular disaster plan.
The best way to be sure your pet can be located if it should be separated from you is to microchip your cat or dog and to register the chip.
It does no good to just implant the chip if you do not register it with the company so that your contact information is identified with the chip number.
2 / 4
Your veterinarian can do this for approximately $25-30 per pet. Any animal can be micro-chipped.
Make sure you have a carrier, leash, and perhaps a favorite toy easily accessible when it is time for your family to go to their 'safe place.'
Include some treats or pet food, water and something to pour it into in case you are required to spend an extended period of time in your storm shelter or safe place.
A copy of your pet's vaccinations and your veterinarian's name and phone number would be a good idea to include as well. That way, if your pet requires veterinary medical attention immediately following the storm, you will have that information already with you and won't need to take time to try to locate it.
Oklahomans saw two F5 tornados in May. The devastation was wide spread and included many displaced and injured animals.
3 / 4
Thanks to the veterinary supply and pharmaceutical companies, animal foundations, rescues and pet organizations and many wonderful individual donors who supported the OSU Animal Relief Fund, Oklahoma State University's Veterinary Medical Hospital was able to provide veterinary medical treatment at no charge to the owners of these animals affected and injured by the tornados and storms.
Don't wait for a tornado to twist through your neighborhood. Make a plan now that includes precautions for the four-legged members of your family.
This column is provided by the faculty of the OSU Veterinary Medical Hospital. The Veterinary Medical Hospital is open to the public and provides routine and specialized care for small and large animals. It also offers 24-hour emergency care and is certified by the American Animal Hospital Association.
4 / 4 | web | http://www.cvm.okstate.edu/index.php?view=article&catid=28%3Aequine-animal-questions&id=863%3Adisaster-preparedness-and-your-pet-what-do-you-need-to-know-in-order-to-keep-your-pets-and-animals-safe-during-oklahomas-severe-weather-season&format=pdf&option=com_content&Itemid=259 | 0.497941 | {
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The Impact of Guided Inquiry Learning in the Chemistry Classroom Bryan Idleman Higley High School Gilbert,AZ
Background - Higley High School is located in Gilbert, Arizona in the southeast corner of the Phoenix metro area. Ten years ago, the area was primarily agricultural but today, the population is mainly suburban. Our school is economically and ethnically diverse with a population of roughly 1800 students. Our district is rated as the top large school district in the state based on state assessments from last year.
My classes range from 37 to 44 students. Approximately 80% of my students are freshmen as chemistry is offered as a freshmen class. Most of these students are taking Algebra I and II while taking Chemistry, therefore, my students are often learning both chemistry and algebraic skills for the first time in my classroom.
Focus Questions
Will Inquiry Based Instruction Increase Student Learning?
Will Inquiry Based Learning Improve Student Attitudes Toward Learning Chemistry?
Methodology
In the treatment portion of this study, students were asked to develop labs to solve questions relating to stoichiometry and gas laws.
Measurement of student attitudes and understanding are measured through pretests, post tests, student surveys, student interviews and district assessments.
Conclusions
Inquiry learning showed significant gains in both student scores and in student outlook towards science and chemistry.
Positive student attitude towards lessons was evident on a daily basis and performance on unit test and district assessments improved with inquiry learning. | web | https://scholarworks.montana.edu/xmlui/bitstream/handle/1/10060/IdlemanB0816-Poster.pdf?sequence=7&isAllowed=y | 0.43843 | {
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GEOG 230 World Geography (4)
A spatial frame of reference for the changing patterns of world events. Study of the relationships between physical and cultural environments and major, global issues such as population, pollution and economic change. Social Science and ELED majors given preference.
GEOG 271 Individual Learning Project (1-4)
Supervised reading or research at the lower-division level. Permission of department chair required. Consult department for applicability towards major requirements. Not available to first-year students.
GEOG 280 Celtic Europe in the 21st Century (1)
This is a summer term travel course that will introduce students to the landscape and culture of the "Celtic Fringe" of Europe- a culturally distinct region that includes present-day Scotland, Ireland, Wales, Cornwall (in England) and Brittany (in France). These areas share i) a cultural heritage (including languages) distinct from the rest of Western Europe; ii) an historical experience of marginalization and oppression during much of the last several centuries; and iii) a 21st century experience of cultural renaissance as peripheral regions that are reasserting themselves in modern Europe. In this travel course, we will visit all of these areas except Scotland, and will focus on understanding the common historical and cultural factors that unite the Celtic Fringe as region.
GEOG 312 Geography of Asia (4)
Asia is a complex and diverse part of the world that contains more than half of the world's population, some of the world's fastest growing economies, and countries and cultures that are fundamentally linked to our everyday lives in North America. In this upper-division, reading-intensive course, students will be introduced to the natural environments, political developments, demographic trends, gender issues, religious and cultural frameworks, and past and present relationships between the United States and Asian countries, The course will emphasize current events, problem, and trends across sub-regions and in individual countries, and will draw on diverse sources of information including books, academic and popular articles, films and novels. | web | https://www.csbsju.edu/documents/Academic%20Affairs/catalog/2015-2016%20course%20listings/GEOG%202015-2016.pdf | 0.421877 | {
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What does this mean?
Paediatric listening tactics
Listening is a skill and some people are better at this than others; however it can be improved. Everyone can have difficulties with their hearing in noisier situations but there are things that can be done to make things easier. Listening tactics are simple tips that can be used to help children who have listening difficulties/fluctuating hearing loss and/or a mild hearing loss. Children with a mild hearing loss and listening difficulties usually rely more on visual information. Encourage your child to ask for written information from school, rather than relying on learning through listening.
When should these be used?
l following spoken instructions and conversation
A child may experience difficulties with:
l following fast paced speech
l paying attention and may be easily distracted
l detecting subtle speech differences/mishearing
l frustration
l hearing speech in background noise
l behaviour and/or progress in school
l interacting with others
l road safety
Tactics for school
l Have a clear view of the teacher.
l Sit nearer to the teacher in class - the further away from the teacher your child is, the quieter it will be
l Say the child's name before speaking to them and make sure that the staff are looking at your child - this can allow the child is ready to listen.
l Work on active listening - For example, getting the child to listen when a certain phrase is said.
Tactics for home
l Ask your child to repeat back what is said, this will help to work on increasing their listening confidence.
l Make sure the family are facing the child, and the child is looking at whomever it is who is speaking.
l Reduce any background noise e.g. TV when communicating.
l Break down speech into shorter chunks.
l Try rephrasing speech rather than repeating it if speech has not been understood.
Tactics for road and outdoors
l Encourage your child to look around for sounds when outside, to be sure where a sound is coming from.
l Before crossing a road encourage your child to look around and visually check for traffic.
What should I do if I have any further questions?
If you have any questions about the results from the assessment or this leaflet then please call Ear Care and Audiology on 01709 423415 and ask to speak to an Audiologist. Have a look at the NDCS (National Deaf Children Society) Website at www.NDCS.org.uk
Contact details
Email: [REDACTED_EMAIL]
Website: www.earcarecentre.com
Telephone: 01709 423145 or 01709 423207 | web | http://earcarecentre.com/uploadedFiles/Pages/Patients/Leaflets/Patient%20Leaflet%20-%20A5%20Paediatric%20Listening%20Tactics.pdf | 0.498033 | {
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ERx Jan'21
THINKING HATS
Using the Thinking Hats method for peer coaching
Using "Thinking Hats" for problem solving and decision making is a simple method whereby lateral divergent thinking helps to be more productive, focused and intentional in conversations.
Each hat assumes a different role, a type and direction of thinking. This is not prescribed but is a guide for the conversation to move out of the normal known to the out of the box, unknown thinking.
Anyone can apply this method and it can be used with multiple hats or with a select few. The idea is to use one hat at a time and for them to build on each other in a fruitful dialogue. Once information is gathered regarding the objective, facts & figures, data & information, the focus turns to the solution using the various perspectives of lateral thinking
Benefits
* Provides a common language
* Focused thinking
* Diversity of thought, multiple perspectives
* Saves time
* Helps uncover bias and helps people work against preference and their own judgement
Process
2. THINKER brings to the conversation a challenge they have been thinking about
1. EACH LISTENER chooses one THINKING HAT (role)
3. THINKER shares briefly what the issue is
5. THINKER responds and everyone listens to understand, not to respond
4. ONE of the LISTENERS asks a question to the THINKER in line with the HAT role (you can refer to some sample questions below)
6. LISTENERS 2 & 3 ask questions from their own HAT perspective
8. A natural dialogue occurs where there is a flow of flip-flopping between all the hats where everyone takes turns, one HAT at a time.
7. LISTENERS take turns to use each of the HATS
9. The objective is for the THINKER to reflect, work through the challenge and come up with a great solution
ERx Jan'21
OPTIMIST HAT
* Hunches, intuitions, impressions, gut instincts
* No justifications, reasons, or basis
* Doesn't have to be logical or consistent
* Put yourself in the other persons shoes
* Very confident that there is always a solution
Sample Questions
* What do you need to get it moving?
* What positive outcomes do you see?
* Who could you leverage to implement?
* Why are you waiting for …. ? What small step could you take?
* What emotions are involved - fear, anger, hatred, suspicion, enthusiasm, joy?
* What is your gut reaction to the situation?
* How can you overcome uncertainty and find a sense of autonomy instead?
ANALYST HAT
* Fact checker looking for evidence and data
* Mirrors back, summarizes and paraphrases
* Focuses on the objective
* Can play devil's advocate to get to the truth and not let them off the hook
Sample Questions
* What is the value or benefit in this?
* How do you know?
* Is this true? Is this really really true?
* How do you measure this?
* Where do you want to end up?
* Why are you here at this point and not at another?
* What options do you have?
* What crucial decision needs to be made?
* What really is at stake here?
VISIONARY HAT
* Positive whilst being strategic
* Holds vivid helicopter view of the solution
* Thinks big picture and connects the dots
* Thinks in best scenarios, ideal outcomes
* Looks beyond what's possible
* What is your vision for how this can move forward?
* What ripple effects will this have for you, for other stakeholders, for the business?
* Why is this worth doing?
* How can you think outside the box?
* How would you describe this from 30,000 feet?
* How could you reshape the idea or context?
* What would you do if you could start from scratch?
* What would the ideal future look like?
* How would it look/ feel like if you had solved this? | web | https://en.qfive95.de/_files/ugd/adb2c2_8b53f860ea4b48a59e6e255c15b84688.pdf | 0.485208 | {
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MCM
MCM
MCM
SEARCH SCHEMES
SEARCH SCHEMES
DREAM OF INGEN
MISTY SEAS
RESISTANCE
OF THE
DE REMOTE ISLES -
THEIR
IN THE MISTY AIR.
LINED DE ISLES.
NEA' DE RESISTANCE,
SOM LIEKEN
GEFOR EI'
DE DEM'
DEE JEE ISLE'.
EI MOSEI' DE SCREE EII'.
-
The following is a list of the most common words in the English language, arranged in order of frequency.
1. the
2. of
3. and
4. to
5. a
6. in
7. that
8. have
9. I
10. it
11. for
12. not
13. on
14. with
15. he
16. they
17. as
18. you
19. do
20. at
21. this
22. but
23. his
24. by
25. from
26. they
27. we
28. say
29. her
30. all
31. into
32. was
33. their
34. what
35. up
36. out
37. an
38. can
39. who
40. be
41. after
42. time
43. no
44. than
45. one
46. if
47. any
48. would
49. could
50. other
51. which
52. few
53. about
54. few
55. make
56. like
57. such
58. into
59. over
60. only
61. then
62. now
63. these
64. those
65. number
66. people
67. parts
68. may
69. say
70. out
71. down
72. under
73. away
74. him
75. through
76. say
77. please
78. am
79. come
80. know
81. get
82. make
83. go
84. some
85. can
86. will
87. one
88. could
89. other
90. many
91. new
92. want
93. than
94. each
95. few
96. say
97. give
98. use
99. how
100. all
Latin capitals
ABCDEFGHIJKLMNOPQRSTUVWXYZ
abcdefghijklmnopqrstuvwxyz
[REDACTED_PHONE]
Latin lowercase
[REDACTED_PHONE]
Accented latin capitals
and European language support glyphs
Legacy language support glyphs (from the original Mourier)
(stylistic set 01)
Accented latin lowercase
and European language support glyphs
Alternative latin A and a (ss03)
Legacy punctuation and symbols (default)
Full width spaces and symbols (stylistic set 02)
Other full width symbols (default)
Legacy figures (default)
Alternative Figures (ss04)
Note: the Å in Mourier is displayed as an "AA", because Å is written traditionally sometimes as a double A in Danish. The U with ring is also displayed as "UU".
A similar thing happens with Ø, which is presented as a Œ in the «legacy AE and Œ» stylistic set (ss01)
Cyrillic capitals
МБГРМЕЕЖЗИ
ИНГМУМММРЕЮ
С23553ГАВИЛУЗ
ЭИС
Cyrillic lowercase
абгзабеежзи
ингуумммрею
у23554ывй661
эис
Alternative cyrillic capitals and lowercase
(more modern than the traditional
and cursive default forms)
(ss05)
You can get Mourier now for free on the Velvetyne Type Foundry’s website: www.velvetyne.fr
This specimen is set mainly in Mourier (Created by Eric Mourier, contributed by Sébastien Hayez, Alexander Kondratenko and Ariel Martin Pérez) while some legends and credits are set in Millimetre (Jérémy Landes – Velvetyne Type Foundry).
This specimen was created by Ariel Martín Pérez. It contains a magic square in latin, several gruks (short poems) by Piet Hein in Danish and in English, and a short Russian pangram.
Mourier 2.0 was released on the melancholic summer of 2020. | web | http://velvetyne.fr/site/assets/files/1209/mourier-specimen-web.pdf | 0.422907 | {
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Check In Activity
Riding the Ups & Downs
How we feel changes all of the time. This is completely normal. Notice how you are feeling today.
Design a pizza topping that reflects how you are feeling at the moment. You might include some sunny sweet pineapple or maybe some spicy red peppers, maybe some floppy grey mushrooms....
Draw or craft the pizza (sculpt, build or model,) using what’s available to you. You might want to make your own pizza using real ingredients to share with your family!
Puzzle Time – Boggle
How many words of 3 letters or more can you make using the letters in the puzzle? You can only use each letter tile once per word.
Challenge: You can only make words if the letters are touching one another in the correct spelling order but you can move in any direction.
Why do we need water?
Watch this video:
https://www.youtube.com/watch?v=EmNieKLjmH4&list=PLzK2iz-OLi2PWQcnFq06h2seKvkWeLvRy
Key Facts for Life
On average, what percentage of the human body is made up of water in (a) a newborn baby (b) an adult (c) an elderly person?
On average, how much water/fluid should an adult drink each day?
How much water do we lose per day – and how do we lose it?
Name at least three symptoms of dehydration that you have experienced.
Which of the four tips for drinking enough water/fluid would work best for you. Why?
Further Facts4Life task:
Choose one of the tips for drinking enough water/fluid and design a campaign to promote it e.g. poster, TV or radio advert, PowerPoint presentation etc.
Take Notice
Breathing Buddy
Find a comfy place and a soft toy and lie down. Lie the toy on your tummy. Take a deep breath in and notice the toy rise up. Slowly blow the breath away and notice the toy go down again.
See how you can raise and lower the toy just by using slow steady breaths.
Try using this technique if you are feeling sad, angry or scared.
For more focusing ideas, see https://facts4life.org/for-parents-carers/ | web | https://facts4life.org/wp-content/uploads/2020/06/F4L-Pri-Activity-Mat-T6-Wk3-boggle-Mat-8.pdf | 0.44232 | {
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A Louis XVI Style Twenty-Four Light, Two-Tier, Cherub Chandelier
Circa: Circa 1890
125 x 100 cm (49¹/ x 39 inches)
Gilt-Bronze
France
Circa 1890
A Fine Louis XVI Style Gilt-Bronze Twenty-Four Light, Two-Tier, Cherub Chandelier, in the Manner of Pierre Gouthière.
This fine chandelier has an acanthus cast corona above a baluster stem with four trumpet playing putti; their acanthus wrapped lower sections extending to form eight scrolling candle arms. Below is a lower tier issuing a further sixteen acanthus wrapped candle arms, each terminating in leaf cast drip trays and circular nozzles.
The design for the chandelier is an adaptation of the model designed by Pierre Gouthière for Le Cabinet Doré in Marie-Antoinette's private apartments at the Palace of Versailles. A design for the chandelier by Gouthière survives in the collections of the Musée des Arts Décoratifs.
Literature:
Ottomeyer, Hans & Pröschel, Peter. Vergoldete Bronzen, Vol. I, Klinkhardt & Biermann, (Munich), 1986; p. 238, figs. 4.4.1. and 4.4.2.
Artist description:
Pierre Gouthière (1732 - 1813) was the most celebrated bronze gilder in France during the eighteenth century, the title of Gilder to the King being given to him by Louis XV. He perfected the most expensive type of gilding of this period, dorure au mat, which involved the use of lavish amounts of gold to create a rich, deep matte finish. As well as working for the King he created items for the Comte d'Artois, the
Marquis de Marigny, and the duc d'Aumont.
The collection of the duc d'Aumont was sold at auction in Paris in 1782 and many objects mounted by Gouthière were bought by Louis XVI and Marie Antoinette. His works, unsurpassed in creativity and execution, can now be found in the Wallace Collection, London and the Louvre, Paris. | web | https://www.adrianalan.com/PrintObjectPdf/index?objectID=822283 | 0.420367 | {
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High Hesket School pupils – Proposed changes questionnaire
Q1 What do you feel about the changes that have been
| Bad/sad for High Hesket | 18 |
|---|---|
| Can’t make new friends if they don’t move | 13 |
| OK | 8 |
| Some have to leave friends behind | 5 |
| Not OK | 1 |
| Armathwaite should not go to a full school/stay the same. | 16 |
| It is good because High Hesket is getting smaller | 2 |
| Bad if it doesn’t happen as brothers and sisters are separated | 5 |
| Happy for Armathwaite getting bigger | 7 |
| Bad for High Hesket getting smaller | 12 |
| Armathwaite should change to be a full primary | 10 |
| Sad to lose teachers at High Hesket | 1 |
| I don’t want to be with lots of older classes | 2 |
| More girls/boys of my age is good | 1 |
| Q2 What was the transition like for you? | |
| Good or very good | 10 |
| I was scared and/or nervous | 19 |
| I was worried I would not get on with anybody | 3 |
| I liked it when Armathwaite moved in | 5 |
| Can make new friends | 26 |
| Exciting and happy to come to High Hesket School | 6 |
| Not everyone was nice | 1 |
| Left friends behind | 5 |
| It took a while to settle | 7 |
| More children in the class supported me to be more confident | 3 |
| Very mixed | 5 |
| It was easy as I had already moved schools before | 1 |
| Q3 What were the strengths and how did this help you grow? | |
| It was fun meeting new people and making new friends | 27 |
| It could be a bit better | 2 |
| Good and exciting | 1 |
| Finding out about new things | 10 |
| Moving will help them when they move to secondary | 3 |
| I join in more activities | 2 |
| Nothing | 1 |
| People looked after me (staff and pupils) | 13 |
| There are no groups at High Hesket | 1 |
| Q4 What were the difficulties and do you have any suggestions as to how we can make the transition better? | |
| It is hard as you don’t know many people | 7 |
| We could make it better | 1 |
| Make newcomers welcome by playing with them | 1 |
| It was difficult to make newcomers comfortable | 1 |
I don't have any difficulties
14
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Clara: A Brief Biography
In a culture awash in instant and global access to information and images, it's difficult to imagine the impact that a female Indian rhinoceros could have had on 18 th- century Europe. But during her 17 years touring the continent, everyone wanted to make her acquaintance. Miss Clara, as the hefty quadruped would affectionately come to be known, was the Age of Enlightenment's equivalent of a modern day rock star.
In 1738, Jan Albert Sichtermann, a director of the Dutch East India Company adopted a one-month-old female rhino from the Assam region of India. She spent her first two years at his family's estate near present-day Calcutta. Although quite tame—she was allowed to roam throughout the house and would often amuse dinner guests with her table skills—she would soon grow too large to be in the house without causing damage.
Dutch sea captain Douwemout Van der Meer of the Dutch East India Company acquired the young rhino when she was about three years old. After a seven-month sea voyage around Africa, Van der Meer and his rhino arrived in the Dutch port of Rotterdam in July of 1741. She was stabled and pastured in Leiden and Amsterdam and exhibited in the Netherlands for several years before she made her first trip abroad to Hamburg, Germany in 1744. Known as the "Dutch" Rhino, she acquired her nickname "Miss Clara" four years later when she visited the German town of Würzburg in August 1748.
Caring for a growing rhino on the road—at the age of eight she weighed nearly 5,000 lbs. — was not an easy undertaking, writes Glynis Ridley in her 2005 book, Clara's Grand Tour: Travels with a Rhinoceros in Eighteenth-Century Europe. Ridley was the first to document such details about the herbivore, whose typical daily diet would be 60 pounds of hay, 20 pounds of bread, and 14 buckets of water. During her sea voyage from India, she also became partial to orange peels, beer, and tobacco smoke. Clara's skin required special moisturizers as well and, it is thought that, Van der Meer might have used fish oil to keep her comfortable.
When over-land travel was necessary, Clara rode in a custom built carriage, which required six pairs of oxen or 20 horses to draw it.
Between 1744 and her unexpected death in 1758, Clara traveled extensively throughout continental Europe. From 1746–1748, she toured the German states, the Holy Roman Empire, and the Swiss cantons, stopping in Hanover, Berlin, Breslau, Vienna, Munich, Regensburg, Freiberg, Dresden, Leipzig, Kassel, Frankfurt-am-Main, Mannheim, Bern, Zurich, Basel, Strasbourg, Stuttgart, Augsburg, Nuremberg, Würzburg, and Ansbach. She visited the Italian peninsula from 1749–1751 and went to London on three occasions, in 1751–1752, again in 1756, and a last time, dying there without fanfare, in 1758.
By the time Jean-Baptiste Oudry painted her portrait at the Saint-Germain fair in Paris in 1749, Clara was quite accustomed to attention and adoration from all classes of society. In addition to making public appearances, Clara was a highly sought-after guest of European society. She had private audiences with King Frederick II of Prussia in Berlin; Francis I and Empress Maria-Theresa in Vienna; King Louis XV in Versailles; Augustus III, Elector of Saxony and King of Poland; and Frederick II, Landgrave of Hesse.
As savvy as any modern-day marketer, Van der Meer commissioned souvenirs to be sold to patrons with varying budgets, including woodcuts, engravings, commemorative prints and medals. He was no doubt pleased when the passion for all things rhino- and Clara-related erupted during her stays in Paris and Versailles in the winter and spring of 1749. Interior design elements and luxury goods of the day, including Meissen porcelain, clocks and music boxes, sported her plump likeness. Courtiers carried rhino snuffboxes. Fashionable coiffures, dresses and ribbons that season were 'à la rhinoceros.' Even horses weren't immune: harnesses outfitted with feathers and ribbons (suggesting the rhino horn and tail, respectively) were a must.
Clara, however, was destined to be more than a mere fashion accessory. Prior to her arrival, a rhinoceros had not been seen in Europe since 1579. Most Europeans considered the rhino a mythical creature, much like the fabled unicorn. For those who understood that the rhino did exist, the image they would have been familiar with would have been a woodcut print by German artist Albrecht Dürer (1471–1528), which portrays the rhino with an armorlike hide, reptilian scales on its legs, and an extra horn protruding from between its shoulders.
Clara's tours throughout Europe not only fixed the rhinoceros firmly in reality, but also provided scientists, or natural philosophers, as they were known, with an accurate model of the species. Clara appears in two seminal publishing projects of the Enlightenment period, Georges Louis Leclerc, Comte de Buffon's 36-volume Histoire Naturelle, and the 17-volume Encyclopédie by Denis Diderot and Jean Le Rond d'Alembert.
Clara captivated many more than actually saw her in person, thanks to a generation of artists, scientists, philosophers and writers who sought to describe her in detail through their respective mediums.
"She was a gentle giant whose larger-than-life presence fascinated and delighted all, from the learned doctors of 'natural philosophy' to the common citizenry," said Charissa Bremer-David, associate curator of sculpture and decorative arts, the J. Paul Getty Museum, who organized the "Clara-mania" section of the Oudry's Painted Menagerie exhibition (on view at the J. Paul Getty Museum, Getty Center, from May 1 – September 2, 2007). "Her imprint on contemporary culture was recorded through the numerous painted portraits, life drawings, engraved profiles, ceramic and metal sculptures, prose and scientific reports. Yet, for all her familiarity in visual and printed forms, she remained a living wonder in the Age of Enlightenment."
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Have you ever yearned to see the timeless wonders of ancient Egypt: the Great Pyramids, the Sphinx, Abu Simbel, King Tut's golden funerary mask?
On my recent two-week "trip of a lifetime" to Egypt I saw these and many other wonders of civilization's greatest empire. Better still, my tour group was often accompanied by one of the world's most renowned Egyptologists, Dr. Zahi Hawass. Sponsored by the Archaeological Paths Tour Company in conjunction with Dr. Hawass, our tour group visited, walked and climbed all of the usual tourist sites and many others they never see.
I arrived in Cairo on Nov. 9 and was met by Art, the tour representative who guided several of us easily through customs. We were soon checked into the luxurious Mena House Hotel less than .4 miles from the Giza pyramid. This edifice remains the greatest engineering construction on the planet and has been so for 4,500 years!
At the hotel I met my roommate, Gavin Moore M.D., from South Africa. I soon realized he was a walking Egyptian encyclopedia. How lucky could I get?
On our first full day we visited Saqqara, a short drive from Cairo, where the pyramid evolution unfolded. The Pharaoh Djoser is considered the initiator of monumental stone architecture, a role he shared with his son and chief architect Imhotep, c.2680 BC. His step pyramid constructed for the first time of stone achieved a measure of endurance while lacking the beauty and symmetry of shape that would follow. Later in the tour we would visit Dashur where the Bent and the Red pyramids reside, predecessors to those at Giza.
The wonders of ancient Egypt span five millennia and line both the east and west banks of the Nile. Our second day we flew south to Luxor where we would board our Nile cruise ship, our floating hotel for eight days until we returned to Cairo. The Nile provided the perfect people mover and was instrumental in maintaining a cohesive society.
Our first afternoon in Luxor we visited the stupendous Temple of Karnak, the largest religious complex in the world. Detailing the wonders of Karnak requires a book in itself and there are many from which to choose. The place is gargantuan.
For me the next morning was extra special. Up before sunrise, a quick boat across the Nile and my fellows and I climbed aboard a hot air balloon. We floated gently over the gorgeous Temple of Hatshepsut, the Collossi of Memnon, and skirted the royal Valley of the Kings whose cliffside tombs supplanted the pyramid as the Pharaoh's final resting place. We saw the sun burst over the valley in an appropriate morning salute to the gods.
Back on the ground we now set foot in the sacred valley. Hatshepsut's Temple, the illustrious female pharaoh's unique funerary complex, came first before entering the adjacent valley where Tut and company had tried in vain to foil unscrupulous tomb robbers of the past. We visited several elaborately decorated tombs and even descended to view the much publicized but relatively insignificant resting place of Tutankhamun whose mummy remains in situ.
We sailed south to visit Edfu Temple, the Temple of Isis (formerly Philae), Kom Ombo, the massive unfinished obelisk, and ported at the city of Aswan. We strolled over the Aswan Dam, essential to Egypt's energy needs, whose construction created the largest manmade lake in the world, Lake Nasser.
We bussed further south past the Nile cataract to arrive at the incomparable site of Abu Simbel. Cut into sections and moved from below to avoid the rising waters of the lake, the project entailed worldwide support in the late '60's. Ramses the Great outdid himself here and ensured that his megalomaniac image would be seen and revered for all time.
Back in Luxor, with the special permission of the Department of Egyptian Antiquities, we met Dr. Hawass at the Luxor Temple entrance and toured the lighted temple complex after hours. The size of the columns and subsequent shadows provided its own mystic experience.
The next day was devoted to specialized tours we had chosen individually in advance of our arrival. I chose to visit what Dr. Hawass called the most magnificent tomb in the Valley of the Kings ? The tomb of Seti I. This tomb is never open to tourists and I found it literally breathtaking! It is the largest tomb in the entire valley and is decorated from start to finish.
We flew back to Cairo the next morning for another memorable event. As the sun rose behind us our group met Dr. Hawass between the paws of the great Sphinx. A TV crew was filming a documentary and Dr. Hawass, the consummate promoter and showman, was at his finest. We listened with rapt attention as we circled the great man/beast and thought again just how fortunate we were.
We finally arrived at the Egyptian Everest and entered the great pyramid of Khufu. Only three of us opted to descend the steep passage laboriously carved into the bedrock to the original burial room. Next we ascended to the inaccurately labeled Queen's chamber (actually the second potential burial room), before the final climb up the grand gallery to the stone sarcophagus of the great Pharaoh. Though all artifacts had been stolen in antiquity, it did not diminish the experience of standing in the very heart of Egyptian history.
That evening we attended a final lecture and dinner with Dr. Hawass who amiably stood with us for individual photos which I will proudly display in my home.
Our final day we visited the Cairo museum and later I elected to see the Sound and Light show at the pyramid complex. I arrived late to our final group dinner after having shared a life experience never to be forgotten.
I have run out of superlatives, but I would like to leave you with several thoughts.
* Egypt is safe to visit.
* This article barely scratches the surface of our tour's activities. Visit (www.archaeologicalpaths.com) for future scheduled trips.
* The pyramids were not built by slaves. They were constructed by an incalculable cooperative effort by an amazing people who were determined to open a pathway to the gods. | web | https://archaeologicalpaths.com/web/images/uploaded/Knoxville.pdf | 0.493184 | {
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Queen of Hills
Starts At Delhi Airport / Railway Station Ends At Delhi Airport / Railway Station
Itinerary
DAY 1 DELHI €" MUSSOURIE (7 HRS)
Arrival at Delhi Airport / Railway Station, Proceed to Mussourie, Drive of 6 â€" 7 Hrs. Mussoorie is a hill station, situated in the foothills of the Garhwal Himalayan ranges, is also known as the Queen of the Hills. It has a nature walk known as "Camel's Back Road". This road takes its name from a rocky outcrop in the shape of a camel's hump. Arrival at Mussourie. Evening free time at Rest & leisure. O/N Mussourie.
DAY 2 MUSSOURIE €" LOCAL SIGHTSEEING EXCURSION
Morning after breakfast leave for Mussourie local sightseeing by visiting "Gun Hill" where a cannon was used to sound out midday for many years. Gun Hill is accessible by the cable car on the Mall road. Happy Valley has a small Tibetan temple. This was the first Tibetan temple built in India. Kempty Falls â€" The place showcases nature in an exquisite manner. With the Kempty river flowing through it, Lake Mist has many small waterfalls made by the river. Thus, this is a gem in the queen of hills. Jharipani Fall â€" The fall is about 1.5 km on foot. Sir George Everest's House - Park Estate is where one can find the remains of the building and laboratory of Sir George Everest, the Surveyor General of India from 1830 to 1843. It is after George Everest that the world's highest peak Mt. Everest is named. The place provides an enchanting view of Doon Valley on one side and a panoramic view of the Aglar River valley and the snow peaks of the Himalayan ranges on the other. Nag Devta Temple â€" An ancient temple dedicated to Snake God Lord Shiva and is situated on Cart Mackenzie Road. Back to Hotel. O/N Mussourie.
DAY 3 MUSSOURIE €" DELHI (6 €" 7 HRS)
Morning after breakfast leave back for Delhi. Drop at Delhi Airport / Railway Statyion. Journey Ends Here.
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HEALTH & FITNESS
ENT
158 MAY 2022
Here's a look at two common ear, nose and throat (ENT) conditions and how they can be treated.
BY AMY GREENBURG
Hearing loss
#1 Hearing loss is a condition that occurs when one or both ears are not working properly. It can present right from birth or later in life, at any stage. And it's not just an elderly condition. Even children who previously had normal hearing can develop hearing loss.
In fact, a frightening number of younger people – specifically, 12to-35-year-olds – are at risk of developing permanent hearing loss from listening to music and gaming devices at high volumes for prolonged periods of time, says DR REBECCA HEYWOOD, a British ENT surgeon in Singapore, with special expertise in managing complex ear and hearing conditions in adults and children.
In addition to loud noise exposure, some common causes of acquired hearing loss in adults and children include:
* build-up of ear wax;
* ageing;
* infection of the outer or middle ear;
* fluid behind the ear drum (known as "ear glue"); and
* certain medications that are harmful to the inner ear.
For many people, hearing loss develops quite slowly, making it difficult to distinguish any obvious change in hearing capabilities. For example, someone with mild to moderate hearing loss may not notice that the everyday sounds around them have dulled.
"By the time hearing loss becomes severe, only very loud sounds can be heard and those affected may not even know that people are talking to them at all at a normal conversational level," says Dr Heywood.
How hearing loss can hurt you
Because hearing loss is an "invisible" condition, it's all too often disregarded. However, untreated hearing loss can have detrimental effects on all aspects of an individual's life.
"Life is all about communication, and people with hearing loss have difficulty communicating. Having hearing loss can be extremely lonely and isolating," says Dr Heywood. "For someone with mild to moderate hearing loss, dinner with family or friends can create feelings of exclusion and loneliness, even while surrounded by loved ones."
Additionally, people with hearing loss often feel embarrassed about asking others to repeat themselves constantly. Sometimes, they pretend to understand, but miss what's being said completely.
This, of course, poses challenges at school and in the workplace, and everywhere in between. It can take a major toll on personal relationships, leading to social isolation and lack of self-esteem, and even anxiety and depression.
What's more, Dr Heywood says hearing loss has recently been linked to various health conditions. Elderly people with hearing loss, in particular, have an increased risk of falls, hospitalisation and death, especially due to cardiovascular causes.
Also concerning is the link between hearing loss and memory problems, including an increased risk of dementia. In fact, hearing loss in midlife – not just in old age – has been found to be the largest modifiable risk factor for dementia.
Signs to look for at every life stage
With such challenges posed by hearing loss, it's important to know the red flags to look for at every phase of life.
Babies and toddlers
Parents of babies with hearing loss may notice that their baby doesn't startle to loud sounds, or won't turn toward their voice or environmental sounds, or start to babble. Toddlers with hearing loss may have delayed or even absent speech and language development, depending on the degree of their hearing loss.
Children
Kids with hearing loss may:
* not respond when spoken to, particularly if they're not close to the speaker;
* look at peoples' faces more when they are being spoken to;
* ask for things to be repeated;
* start turning the TV volume louder; and
* fall behind in school.
Parents and teachers may notice that the clarity of the child's speech has deteriorated, and teachers may complain that the child doesn't pay attention in class.
Adults
The first thing adults may notice is that they can hear people talking but can't quite understand what they are saying. This is only made worse with background noise. Family members may notice that an adult with hearing loss needs to turn the TV louder and ask people to repeat things frequently.
Treatment options
Luckily, you don't have to live with hearing loss. "No matter how bad the hearing loss is, there are treatment options available," says Dr Heywood. "With the help of an experienced ENT or audiologist, your quality of life can be transformed."
Inner ear hearing loss can often be managed with a hearing aid. And, thanks to recent advances, there are now smaller, more aesthetically pleasing options with all kinds of technological capabilities to improve sound quality, says Dr Heywood.
Hearing aids, however, won't prove beneficial in cases where the patient's speech clarity is too depreciated. This is when patients can benefit from cochlear implants – electronic devices that are surgically implanted into the inner ear so that sound signals can be transmitted directly to the cochlear (auditory) nerve that goes to the brain. Music and phone calls can even be streamed from a smartphone to the implants – and hearing aids too.
Advanced ENT Centre #07-16 Gleneagles Medical Centre, 6 Napier Road 6471 1031 | advancedent.com.sg
MAY 2022 159 | web | https://advancedent.com.sg/wp-content/uploads/2022/06/Expat-Living-Article-.pdf | 0.484184 | {
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* 70 minute lessons. Learn at your own pace.
* Experience a unique part of Okinawan culture.
* Friendly and helpful teaching staff.
* Two styles of lesson to choose from.
* Comfortable surrounds, ocean views.
For anyone visiting Okinawa, one of the first things you will hear is the distinctive sound of the sanshin, an instrument that is at the heart of the Okinawan people. See what all the fuss is about, and become a little bit more Okinawan yourself by enjoying a sanshin lesson with one of our friendly teaching staff.
SAVE ￥1000
This flyer is a discount coupon! Just bring this flyer with you and save ￥1000 per person.
*offer valid until end of February.
Our sanshin gallery and shop is located in picturesque Yomitan Village, with a great view looking out over the Pacific.
Let's learn some Sanshin!
Traditional Sanshin Lesson - ￥2000 per person.
FreeStyle Sanshin Lesson - ￥3000 per person
Learn to play the songs of the Okinawan people. Lisa, Shuuichi, or Kota will teach you the basics of the sanshin, and traditional play with the bachi.
* Learn the basics of the sanshin.
* Learn to read traditional music.
* Time to practice.
* Learn to play a traditional Okinawan song.
Discover a new side to the sanshin, as Youta teaches you to play using guitar TAB or sheet music. From rock to classic to pop, the choice is up to you.
* Learn the chord shapes necessary to play your favorite song.
* Choose from our collection of songs, or simply bring along your own music to play.
Please phone ahead to reserve a time for your sanshin lesson.
TEL:
[REDACTED_PHONE] (9am-5:30pm)
Resort Instrument Factory ASOVIVA
asovivasanshin.com
Address: 815-3 Yomitan Village,
〒
Nakagami-gun, Okinawa
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MISSION: Green Leadership and World Language Magnet Elementary School will provide a relevant and engaging education that will enable students to be collaborative, creative, effective communicators and critical thinkers.
I am immensely impressed by Green Elementary! From kindergarten, my son has grown into such a leader. I can see how he applies the 7 Habits in his life and instilling these habits at such a young age will ensure he continues to grow as leader. PARENT
I enjoy being at Green because it provides a variety of different leadership roles for people with different personalities and perspectives like the wellness committee, the chorus, the arts and crafts club, or the student welcoming committee. STUDENT
As a parent, there is nothing more satisfying than knowing that your children love school and are getting the highest quality education possible. At Green, this is displayed by the unwavering dedication and support given by every teacher, staff member and administrator at the school. PARENT
GREEN LEADERSHIP & WORLD LANGUAGES MAGNET ELEMENTARY SCHOOL
5307 Six Forks Road
Raleigh, NC 27609
P: [REDACTED_PHONE] | F: [REDACTED_PHONE]
www.wcpss.net/greenes
"I am not a product of I am a product of my circumstances. my decisions."
scan your Smartphone with QR code
PROJECT BASED LEARNING
Offering classroom and real world experiences that teach students to create, collaborate, communicate, and think critically. Projects include the Green Bean, Save our Estuaries, and Mobile Sound Gardens.
7 HABITS OF HIGHLY EFFECTIVE PEOPLE
1. Be Proactive
2. Begin With The End In Mind
3. Put First Things First
4. Think Win-Win
5. Seek First To Understand, Then To Be Understood
6. Synergize
7. Sharpen The Saw
Leadership and World Languages
Highly qualified teachers. Best practices for comprehesive instruction
Vested partnerships with Leader in Me, FranklinCovey and Buck Institute
Leadership is a right, rather than a privilege.
Data driven and rigorous instruction Differentiation for all
Leadership opportunities within the community Empowering students through experiences
DIVERSITY
Students Representing:
* 6 Continents
* 44 Countries
* 30 Cultures
* 15 Home Languages
WORLD LANGUAGES
* Daily Spanish or Mandarin Chinese Instruction
* Native Teachers
* Self-Selected Language Path
* Collaboration With International Schools
* Experience In Community With Native Speakers | web | https://www.wcpss.net/cms/lib/NC01911451/Centricity/Domain/4906/Green%20Brochure%20web.pdf | 0.450685 | {
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Year 5 - Spelling
30/6/2020
WALT: Revise using plurals, adding '–s', '-es' and '-ies')
Notes:
* Most nouns add '-s' in the plural.
* Nouns ending in a hissing/buzzing/shushing sound add '-es' because it makes
it easier to say.
* Nouns ending in '-y' change the 'y' to 'i' and add '-es'
* Several nouns ending in 'o' add '-es' (potato), but newer words just add '-s' (radio).
Using the notes above, re-write the following words as plurals:
potato
Answers:
* Buses
* Balloons
* Parties
* Worries
*
Schools
* Potatoes
* Cups
* Boxes
* Patches
* Tries
* Lunches
* Meals
* Babies
* Fishes
* Words
* Hisses
* Cities
* ropes
meal
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SBH Team
Jill Mullens
School Nurse
Erin McFarland
Counselor
Angie Impellicceiri
Clerical Assistant
SBH would like to bring awareness to:
Worth Quoting- "The time is always right to do what is right."
Martin Luther King Jr.
When I think about what it is that will make the world a better place the first thing that comes to mind kindness.
Look for a way to lift someone up. If that's all you do, it's enough.
School Based Health Program Newsletter February 2017 ISSUE 1
Acts of Kindness
February is a month to remember to show love to one another and to do random acts of kindness:
*Donate food, toys, and books
*Smile at everyone you come across
*Give out hugs
*Send a handwritten note or text message
*Put positive sticky notes on mirrors
*Send anonymous flowers
*Say please and thank you
*Walk a dog
*Volunteer
*Hold a door open
*Babysit for free
*Pass out balloons
*Plant a tree
*Call/visit an elderly family member
*Give a secret gift to someone
*Bring hot chocolate or coffee to someone
How to Disagree Peacefully
There is so much information thrown at us, adults, and children on a daily basis. We have so much on our plate to accomplish each day. We do not need to add fighting and hatred to this pile of stress. We CAN disagree with others peacefully and this is a skill that will be VALUABLE to teach to our youth. Here are some tips:
1. Remember that we each have our own unique filter through which we see the world. Another person's opinion seems every bit as "right" to them as ours does to us.
2. We should learn to ACTIVELY listen and really HEAR the other person, instead of monologing just our thoughts on a subject.
3. Stay calm. When you become emotional in a conversation, take a time out to reflect, pray, or have private emotional expression.
4. Think outside of the box. It is POSSIBLE that the way we see something might not be the best or most productive way.
5. Leave the name calling out of it. It is not productive in a conversation with another person.
6. Do not mock the other person's point of view.
7. Do not make absolute claims…..ever. Don't use words like always, never, every, none, etc. because you cannot guarantee that to be true.
8. Use real statistics from reputable sources.
9. Be willing to agree to disagree OR to concede if the other person's perspective works better at that time.
10. Pick your battles. You are not obligated to address every injustice or irritation that comes along.
11. Be respectful.
12. Speak for yourself rather than attacking the other person's position.
13. Speak to common interests and keep the common goal and good in mind.
14. Aim to clear the air, rather than to win.
Sponsored by the Sisters of St. Joseph Health and Wellness Foundation, Diocese of Wheeling-Charleston
Flu Season is in Full Swing!!
Prevent Flu: Soap Away Germs
To keep the flu virus at bay, wash your hands with soap and water several times a day!
An icky fact: That elevator button or door knob you just touched? It likely has flu germs on it. If you're avoiding the flu, take note. Then wash those hands. Do it the right way -- and do it often, several times a day!
It's true -- germs can live on any surface for two hours or more. If someone in your office or school is infected, those germs can reside on anything they've touched -- desks, phones, coffee pots, microwaves, cafeteria tables, toys, books.
When flu prevention experts advise you to wash your hands, they don't mean a light drizzle of water. As mama always said, use soap and warm water -- and rub hands for 15 to 20 seconds. Sing the 'Happy Birthday' song twice while rubbing, to keep track of the time.
American Heart Month is sponsored by the American Heart Association, which devotes February to bringing attention to American heart health.
While there are some risk factors that cannot be controlled such as age, race and family history of heart disease, there are many risk factors that can. These include:
[x] High blood pressure
[x] High blood cholesterol
[x] Diabetes
[x] Smoking
[x] Being physically inactive
[x] Being overweight
Each risk factor greatly increases an individual's chance of developing heart disease. To reduce the risk of heart disease, all risk factors need to be addressed, not just one or two. Steps can be taken to reduce the risk of heart disease by focusing on lifestyle choices and health habits.
The message is clear: Heart disease is the leading cause of death in the U.S. but is highly preventable. American Heart Month is the perfect time to make or renew a life-long commitment to embrace prevention and avoid the risks associated with heart disease.
Sponsored by the Sisters of St. Joseph Health and Wellness Foundation, Diocese of Wheeling-Charleston | web | https://schoolbasedhealth.org/download/newsletters/Weirton-Newsletter-FEB_2017.pdf | 0.492295 | {
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AIS Bridge Snapshot Datasheet
Site: Johnson Creek at Lakeshore Drive
Coordinates: [REDACTED_PHONE], -[REDACTED_PHONE]
Names of Volunteers:
Davi Santry
Mason Santry
Liam Santry
Protocols (circle one):
Dry Bridge/Culvert
Dry Shoreline
Wet Bridge/Culvert
Wet Shoreline
Did you use a hand scoop? Yes No
Did you use a rake? Yes No
Start Time: 9:30
End Time: 10:00
List each aquatic invasive species observed, estimate the area and density of population, or indicate in the check box if none were observed.
*Density Ratings
1: A few individuals (1-25)
2: Many small, scattered populations (25 – 500)
3: Dense population (> 500)
No target species were observed
Other Observations/Notes:
Garlic Mustard; Dames Rocket.
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Fifty ways you and your family can contribute to a kinder and more compassionate world!
1. Hold a door open for someone
2. Reach out to an old friend
3. Compliment a stranger’s outfit
4. Shovel snow off a neighbor’s driveway
5. Offer your bus seat to someone else
6. Pay for a stranger’s groceries
7. Lend a friend a movie, book or toy of yours they like
8. Send a handwritten letter to a loved one
9. Give directions to someone who’s lost
10. Be patient with your server at a restaurant
11. Sit with someone who’s lonely at lunch
12. Tutor a struggling student
13. Let a sibling pick what to watch on TV
14. Call a grandparent
15. Leave a positive review online for your favorite business
16. Take out and bring in a neighbor’s garbage cans
17. Help a family member make a meal
18. Offer to babysit for free
19. Pick up something someone dropped
20. Leave a kind note on a stranger’s car
21. Mow a neighbor’s lawn
22. Buy a friend their favorite treat
23. Offer to take someone’s picture
24. Check on a loved one to see how they are
25. Leave a generous tip for a service worker
26. Let someone in a hurry get ahead of you in line
27. Stay behind after an event to help clean up
28. Smile at a stranger
29. Take your younger sibling to the park
30. Compliment a friend on one of their talents
31. Say “thank you” and mean it
32. Make friendly conversation with your cashier at the grocery store
33. Give up your parking space
34. Leave quarters at a vending machine
35. Cut your hair and donate it
36. Have a game night with your grandparents
37. Pick up trash in your neighborhood
38. Tell someone you’re proud of them
39. Wave to your postal worker
40. Offer to do more chores around the house
41. Take a friend out to lunch
42. Support your local lemonade stand
43. Wash a neighbor’s car
44. Make a family member breakfast in bed
45. Leave a gift at someone’s door
46. Donate to a charity
47. Help a friend with a challenging project
48. Leave an encouraging note on a napkin at a restaurant
49. Send a card to someone “just because”
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成長の瞬間を生み出す「よいキャリア支援」の意味感覚
——TAEステップを用いた理論構築
土元哲平 立命館大学大学院文学研究科
TSUCHIMOTO Teppei Graduate School of Letters, Ritsumeikan University
小田友理恵 法政大学大学院人間社会研究科
ODA Yurie Graduate School of Social Well-being Studies, Hosei University
サトウタツヤ 立命館大学総合心理学部
SATO Tatsuya College of Comprehensive Psychology, Ritsumeikan University
要約
本研究では、第一著者にとっての「成長の瞬間」を生み出した「よいキャリア支援」の意味感覚がどのようなものか、明らかにすることを目的とした。また、そのような成長の機会を生み出すことが可能な支援のあり方について考察した。「よいキャリア支援」理論を生成するための基本的な分析方法としては、TAEステップを用いた。さらに、読み手が理論を直観的に理解できるように、「卓球ラリーのメタファー」を生成した。卓球ラリーのメタファーにおいては、偶発的かつ複雑なキャリア環境にありながら、個人が主体的にキャリアの方向づけを行っていく様相を描くことができる。また、このメタファーを用いることで、ナラティブ論に基づくキャリア支援における「解釈」「対話的関係」「主観的時間」といった重要な側面を記述することができる。キャリア支援についてのメタファーによる理解は、キャリア支援者にとって、身体化された感覚を用いながら、他者と協働的に支援のあり方を考えるために有効であると考えられる。
キーワード
TAEステップ、オートエスノグラフィー、メタファー、キャリア支援、転機
Title
The Felt Sense of “Good Career Support” Engendering Moments of Growth: Theory Building by TAE Steps
Abstract
This research examines how is the first author's felt sense of "good career support," engendered by his "moments of growth." Also, we discuss other possible support methods that could engender such opportunities for growth in people. Thinking at the Edge steps were used as a fundamental method to generate a theory of "good career support." To facilitate the reader's intuitive understanding of the theory, the author generated the "table tennis rally metaphor," which describes how individuals can actively orient their careers even in uncertain and complex career environments. This metaphor can describe important career support elements related to concepts in narrative theory, such as "interpretations," "dialogical relationships," and "subjective time." Using metaphors is an effective way for career supporters to think in coordination with others through embodied feelings.
Key words
TAE steps, autoethnography, metaphor, career support, transition | web | http://www.jaqp.jp/JJQPabst/JJQP_19_2020_046-067_abst.pdf | 0.423203 | {
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| Phase | born in /Age |
|---|---|
| 1 | Over age 1 below age 2 |
| 2 | 2005 April 2-2006 April 1 |
| 3 | 1993 April 2-1994 April 1 |
| 4 | 1998 April 2-1999 April 1 |
Address: 〒 305-8555 Karima 2530-2, Tsukuba City (Kenkyugakuen D32-2) http://www.city.tsukuba.ibaraki.jp/005511.html, http://www.tsukubainfor.jp June: Food Education Month 19 th of every month is Food Education Day Food education can be practiced in our daily lives. Lets begin today! The Japanese word for "Fun" is " ta ･ no ･ shi ･ i ･ yo " which can be used to remember the following healthy habits: "ta" for taisetsu which means "important". It is important to start the day off with a proper breakfast. It is also very important to wake up early and have a balanced which means "agricultural crops". Let's enjoy Tsukuba grown products and also learn about the nosakubutsu
" Itadakimasu " is a greeting said right before eating and is used to thank the plants and animals which gave their lives to feed us and also to thank people who have helped in providing the food " on the other hand is said right after finishing the meal, to thank the lives of plants and animals and also for the wonderful meal just had. These two greetings are very important for Japanese food culture. Examples of usage: A: Today's breakfast is fried eggs! Itadakimasu! B: It was really delicious. Gochisousamadeshita! Osomatsusamadeshita! Osomatsusamadeshita " is a humble expression said by the person who prepared the food.
Tel: 029-856- 4311. Open : Tue ,Wed, Fri, Sat, Sun: 9:30There are also library rooms at Yatabe, Tsukuba, Onogawa and Kukizaki Community Halls.(Tue - Fri: 10:00 - 18:00). June 20, 27. July 4, 11, 18, 19, 25 When borrowing books and other materials from the city libraries you will need a "Membership Card". If you are a resident of Tsukuba, you can simply apply at the central library or community center libraries by presenting ID with
Population Facts about Tsukuba City The population of Tsukuba as of May 1, 2011 is as follows: Total Registered Population 214,468. Households: 88,578. The total number of registered Foreign nationals in Tsukuba as of April 30, 2011 is 7,625, with Chinese nationals at 2,941, Korean nationals at 1,176, Philippine nationals at 336 followed by Brazilian nationals at 302. Application and Contact: Environmental Management | web | http://www.tsukubainfo.jp/res/pdf/download/eng/201106e.pdf | 0.426694 | {
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Dear All,
This resolution was approved at the October 27, 2009 Delegates Assembly.
Kay Romero MCCPTA President
Resolution on FY2011 Operating Budget Priorities
Whereas, MCCPTA's mission is to speak for children and without question our highest budget priority is education;
Be it resolved that the MCCPTA Delegates approve the following operating budget priorities for the organization to concentrate on this budget year, each item to be given due consideration in relation to the others.
Minimum possible class sizes,
Well-maintained, safe, secure, mold-free school facilities,
Empirically based, developmentally appropriate, fully supported curriculum implementation,
Adequate and effective staffing for special education students,
Focus on adequate school-home as well as home-school communication, and
Academic support for all students including those needing assistance and/or enrichment.
Back Ground on Operating Budget Priorities:
MCCPTA officers visited PTA leadership in each area of the county in June and July,
2009. The list of priorities represents the most frequently mentioned concerns. Below are further details on each item.
Minimum possible class sizes- MCPS has made progress toward reducing class sizes in recent years. In a period of tight budgets it is important to protect this progress. It is especially important to target staff resources in subject areas and classrooms of highest need. This would include strategies such as:
* Hours-based staffing for special education students
* Caps on class-sizes in pivotal courses such as Algebra I
Well-maintained, safe, secure, mold-free school facilities - Devoting resources to the classroom includes devoting resources to ensuring a classroom environment that facilitates learning. Components of a good learning environment include:
* well-maintained classrooms free of mold, vectors, and other contaminants
* freedom from bullying and gang activities
* reasonably limited access to school facilities
Sensible, fully-supported curriculum implementation- Parents around the County continue to have concerns about the way major curriculum reforms are implemented, especially the accelerated math curriculum. Adequate supports would include:
* more assistance to students in filling in gaps in their background
* more teacher training BEFORE introducing the changes
* adequate instructional materials
Focus on adequate school-home as well as home-school communication - Parent involvement needs to be more of a two-way communication process. Unmet needs include:
* school based interpretation services for parents who have limited English skills
* ongoing feedback to parents on their expressed concerns
Academic support for students needing assistance and/or enrichment The high stakes nature of HSAs emphasizes the need to make sure every student has help in filling in the gaps in his education. Enhanced supports include:
* in-school tutoring opportunities
* summer programs
* after school programs
In addition, the diversity of interests and goals in the MCPS student body requires that enrichment support be provided for students who are working toward accelerating their learning. | web | http://mccpta.com/resolutions/ResolutiononFY2011_OperatingBudgetPriorities.pdf | 0.469301 | {
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Recreational use grows as crews remove snags
Wayne Goeken has been paddling the Sand Hill River near his home in Fertile for years, both recreationally and as a River Explorers kayak trip leader.
He’s continued to lead River Explorers’ student water-monitoring paddles since he retired two years ago as the International Water Institute’s special projects coordinator. Goeken started IRI’s River Watch, a citizen water-quality monitoring effort, in 1995 with four high schools in the Red River Basin. Data collected monthly from April through October includes turbidity, dissolved oxygen, pH, water and air temperature.
Stretches of the Upper Sand Hill are impaired for turbidity, E.coli and low oxygen levels — which affect fish and recreation. But those reaches are close to meeting state water-quality standards.
An East Polk Soil & Water Conservation District program — funded partly by the Sand Hill River Watershed District and by Clean Water Fund grants from the Minnesota Board of Water and Soil Resources — has installed 133 water and sediment control basins throughout the watershed since 2011.
Combined, those structures keep 5,540 tons of sediment — the equivalent of 426 dump truck loads — and 4,120 pounds of algae-causing phosphorus out of the river each year.
The $1.58 million in East Polk SWCD projects drew from four Clean Water Fund grants totaling nearly $1.2 million, plus about $430,000 in matching funds from the watershed district and landowners.
Goeken led efforts to clear snags, which opened more river reaches to paddlers.
In September, a Conservation Corps Minnesota & Iowa crew contracted through the Sand Hill River Watershed District started a 20-day snag-clearing job in Fertile. Moving west, they cleared downed trees, garbage and debris that cause roiling water to erode the banks.
The project was funded for its water quality benefits, but the crew’s work also will make paddling easier.
In the three years since volunteers started to remove downed trees, Goeken has noticed more vehicles parked at unofficial launch sites. He created a Sand Hill River paddling brochure mapping four segments totaling 8 miles near Fertile. Nearly 200 people follow the Sand Hill River Kayaking page on Facebook.
“It’s in the Glacial Lake Agassiz beach area, so it’s (got) steeper slopes. You do get a faster current,” Goeken said. “There’s a lot of waterfowl and deer through that area. It’s spring-fed through there, so usually there’s some base minimum flow that keeps it going.”
Goeken said he’d like to see the community view the Sand Hill River as an asset and become better stewards.
*The Minnesota Board of Water and Soil Resources’ mission is to improve and protect Minnesota’s water and soil resources by working in partnership with local organizations and private landowners.* www.bwsr.state.mn.us. | web | http://bwsr.state.mn.us/sites/default/files/2019-02/Sand%20Hill%20River%20WD_0.pdf | 0.47983 | {
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Collection Instructions
URINE
CONTENTS
- Urine collection cup
- Disposable dropper
- Test tube
- Biohazard bag
- Absorbent pad
DO: Wash your hands before starting.
DO NOT pour liquid out of the tubes.
WAIT Do not urinate for at least one hour prior to sample collection.
WARNING: Handle the tube carefully. Collection tube liquid can cause irritation if contact occurs with skin or other body parts. If contact occurs, immediately wash the affected area with plenty of soap and water for several minutes. If tube liquid gets in your eyes, immediately flush eyes with water for several minutes. If irritation occurs, seek medical attention.
If you’ve completed your URINE sample, you are ready to start the next step. See BLOOD.
INSTRUCTIONS
1. Open the cup package. To expand the cup, hold the bottom of the cup and pull.
3. Urinate into the cup an amount that’s between the 10mL–50mL line marks on the cup. Place the cup on a hard, flat surface.
4. Open the URINE package. Remove the tube cap and place the tube in the hole on the top of the URINE box so it stands upright.
5. Using the pipette, transfer the urine from the cup into the urine tube until the fluid level is between the two black lines.
6. Remove the tube carefully from the box. Tightly recap the tube to prevent leaks. Invert the tube 5 times to mix.
7. Write your personal information, date and time of collection on the URINE label, and place the label over the blue tube label.
8. Place the tube inside the biohazard bag with the absorbent pad. | web | https://renegade.health/wp-content/uploads/2023/04/P4B-instructions-URINE.pdf | 0.457459 | {
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Fitness Tips: 3 Secrets of Hollywood Stars
These days, people spend much time at home. They don't just work at the desk, but also relax there, watching YouTube videos or using this betting site in Nigeria. But it affects our health in a terrible way.
Want to avoid the negative results of a sedentary lifestyle? Follow these secrets from Hollywood stars.
Don't Get Carried Away With Sports Drinks and Protein Bars
Do you still think your candy bar is made up of protein? But it tastes more like chocolate or cookies. It definitely has sugar and maybe some low-quality purified protein. A candy bar is no match for fish, poultry, steak, eggs or nuts.
Many sports drinks are high in sugar and sodium, and some also have caffeine, which can interfere with digestion. Sure, they can cause a sudden burst of energy, but it will go away just as quickly.
Jonah Hill managed to lose as much as 40 pounds. The main motivation of the actor was his beloved girl, and he managed to achieve success with the help of a complete rejection of alcohol, fast food, carbonated drinks and sweets. Now John leads a healthy lifestyle and regularly devotes time to sports.
Choose Intensive Workouts
Working out with high intensity increases your metabolism. But in order to do so, you must visit your doctor and make sure that the increased heart rate will not harm you.
The most suitable exercises to "raise" the heart rate is a minute run at high speed on a treadmill, with a rope or running in place, you can also add kickboxing. Cardio workouts can be done on an empty stomach in the morning, which is the perfect time to burn fat.
Chris Hemsworth started preparing for the role of Thor six months in advance. To build muscle mass, the actor focused on strength training, and the basis of his diet were high-protein foods (meat, chicken, eggs), protein shakes, and unprocessed carbohydrates. Chris was constantly counting calories and amounts of fat, protein and carbohydrates.
A 15-minute Workout a day Is Better Than Nothing
Of course, the best results come from a full-body workout. But if you're short on time, a regular 15-minute workout can produce noticeable results.
Drink 0.5 liters of still water before and after your workout. Don't skip breakfast, it should be the most calorie-dense meal of the day.
Kelly Osbourne has never been a slim girl, but it seems that the girl is pretty fed up with it, and she took up the cause. The first point in her struggle was giving up fast food. She also drastically cut back on pasta, white bread and sugar. She accustomed herself to exercise gradually. Regular exercises in the gym with an instructor gave the girl a trim body. | web | https://cupidspulse.com/136510/how-to-get-fit-secrets-hollywood-stars/?print=pdf | 0.429419 | {
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GET ACCESS TO THE FACTS
CHILDREN AND VACCINATIONS
Children ages 5 and up can get vaccinated. Vaccines are safe and effective for children.
Vaccine side effects can include, sore arm, tiredness, headache, muscle pain, nausea and fever.
Your child will need a second shot of the Pfizer-BioNTech vaccine three weeks after their first shot.
Dosage vary by age on the day of vaccination. Children ages 5 through 11 years will get an age-appropriate dose.
If your child has a fever or achiness after a vaccination, you can give them a non-aspirin pain reliever
Vaccines keep us safe, and help us to protects our siblings, family, friends and the community.
For more information visit www.cdc.gov/coronavirus/2019-ncov/vaccines/vaccines-children-teens.html | web | https://familyvoices.org/wp-content/uploads/2022/07/children-and-vax.pdf | 0.461855 | {
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The Lutheran Confession Concerning the Saints
On this, the occasion of All Saints' Day, the question "How ought Lutherans to view the saints?" must be answered. In the first place, it is helpful to be clear about what a saint is. Simply put, a saint is one who is holy, for the Greek word (ἁγίοις) simply means "holy ones." All Christians are called holy because of the work of the Holy Spirit calling them out of unbelief and into faith which believes in and grabs hold of the forgiveness of sins earned by the perfect obedience, suffering, death, and resurrection of our Lord Jesus Christ. This includes those saints who yet remain in this life and those who have died in the Lord Jesus and for this reason are alive with him (I Thess. 5:9—10).
In the context of the Reformation, this question was addressed for this reason: the Roman Catholic Church taught (and teaches) that the saints in heaven are to be invoked (prayed to) so that they would, in turn, intercede on our behalf and for our needs. Thus, they attempt to set up another mediator besides Christ Jesus, our Lord. It is as Luther observes in the Large Catechism, under the First Commandment: Look at what we used to do in our blindness under the papacy. Anyone who had a toothache fasted and called on St. Apollonia; those who worried about their house burning down appealed to St. Laurence as their patron; if they were afraid of the plague, they made a vow to St. Sebastian or Roch. There were countless other such abominations, and everyone selected his own saint and worshiped him and invoked his help in time of need, (Large Catechism, First Commandment).
In view of this abuse, Lutherans desired to answer the above question. If a Christian is not to pray to saints, is there an honorable or salutary (good) way to view and honor them? The answer, in short, is yes. The Apology of the Augsburg Confession affirms that our confession approves giving honor to the saints [and] this honor is threefold (Apology, Article XXI, paragraph 4). The Apology goes on to explain further what this threefold honor includes:
(1) The first is thanksgiving: we ought to give thanks to God because he has given examples of his mercy, because he has shown that he wants to save humankind, and because he has given teachers and other gifts to the church. Since these are the greatest gifts, they ought to be extolled very highly, and we ought to praise the saints themselves for faithfully using these gifts just as Christ praises faithful managers [Matt. 25:21, 23]. (2) The second kind of veneration is the strengthening of our faith. When we see Peter forgiven after his denial, we, too, are encouraged to believe that grace truly superabounds much more over sin. (3) The third honor is imitation: first of their faith, then of their other virtues, which people should imitate according to their callings. The opponents do not require these true honors. They only argue about invocation, which, even if it were not dangerous, is certainly not necessary. To be sure, concerning the saints we grant that in heaven they pray for the church in general, just as they prayed for the entire church while living. [However], even supposing that the saints do pray for the church, it still does not follow that they are to be invoked, (Apology XXI, paragraph 4—7).
We can see from the above quotation how much value Lutherans put on the saints. It might be argued that Lutherans put more value on them than the Roman Catholic Church because we do not put the saints in a place they do not belong. Rather, we direct all our thanks and prayers to the Father, through the Son, in the Holy Spirit and in this way allow Jesus to be the only mediator between God and men (1 Tim 2:5). Additionally, we do not cast the saints aside, but see in them those who have received much grace and mercy from our Lord. From this example we comfort ourselves in the fact that, even as they received forgiveness of all their sins, we too can and do receive forgiveness for our sins. Additionally, we imitate their faith, that is, the same faith confessed in the Apostle's Creed, and their life as they lived in accord with the Ten Commandments. This is the way Lutherans honor the saints of Christ. | web | http://www.stpaul-zion.org/wp-content/uploads/2018/05/The-Lutheran-Confession-Concerning-the-Saints.pdf | 0.456937 | {
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Hello Heritage Elementary - Williams Community,
One of the things our school prides itself on is creating a sense of community. We understand that our school has an academic duty…but we also focus on the importance of character and teach the 6 traits of character within the school. In the past two weeks, like you, I have been watching and processing the recent local and national events.
Sadly, this atmosphere and the inequalities that are being brought to light (Black, Hispanic, and Native American included) show problems exist that cannot be ignored. As a school that preaches character and community, we will continue to be a voice that educates and learns. The racism, stereotypes, and oppression (loud and subtle) that people face every day must end. As a school, we have a moral obligation to meet the issue of racism head on. Our school will do our part to support a generation of young people to become part of the solution our country needs.
I also must recognize that it starts with me. In the coming school year, I will communicate with parents to identify ways in which our school can move forward as a change agent. This includes looking at our own blind spots as staff and administrators. I will ask "what can we do better?", and I will listen to the answer with a heightened sensitivity. We will educate and encourage our student body to take active steps to address the racism that weighs heavily on people. We will not shy away from the tough discussions. Respect, equality, and diversity are a necessary component to a functioning society. I pledge to our Heritage families that I will work to uphold these values among our staff and students. We will do more to help students understand these powerful values, so that they can create a country that is stronger than it is right now.
If you have any questions, comments, or concerns please email me at [REDACTED_EMAIL].
Kind regards,
Kaytie Dannenberger Principal Heritage Elementary - Williams | web | https://hesarizona.org/williams-charter-school/wp-content/uploads/sites/6/2020/06/Letter-to-HES-Parents-6-11-20-.pdf | 0.426996 | {
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Dear Parents and Carers,
What a lovely week back - who would have thought it was February! It’s a shame the rain has come today!
Internet Safety
There are lots of reports in social media about horrible challenges through Whatsapp and videos that are easily accessible to children on YouTube. I must state that in school the computer systems have secure filters on them and children cannot access YouTube, only teachers can. Videos shown as an educational resource using YouTube are always checked before use anyway and always have been. The children are regularly taught about online safety. Their online safety at home is more difficult to check, I advise that if your children go on Whatsapp or go online independently that you remind them to tell an adult if they see something they don’t like, so that the adult can report it. Please remind them not to reply to any messages off strangers. Have a read of the top tips poster on the back of this newsletter.
World Book Day
On Thursday, March 7th it is World Book Day and there are lots of activities going on in school to celebrate. The reading challenges went out over half term and are due back on March 8th. And don’t forget to start planning what your potato is going to look like! The children can dress up as their favourite book character, or as a word! (e.g. messy - messy hair, face clothes etc.) We just thought we would open it up a bit wider to make costume finding easier.
Comic Relief
Friday 15th March is Comic Relief day. We always get involved and this year we thought we would just go wacky! So please don’t buy anything, just dress up in random clothes to make yourself look wacky! (Crazy hair, crazy face paints, odd socks, backwards t-shirts etc. – I’m sure the children can think of even better ones!) But please do bring £1 as it goes to a great cause.
Freddy Fit
Freddy Fit is back in school on Friday 8th March. It’s a parent and children workshop this time, so look out for the timetable from Mrs Lamb to tell you what time your child’s class is going in the hall and you can join them!!!
I hope you all have a great week and if you need to speak to us about anything in the newsletter please do.
Kind regards,
C. Flanders
Deputy Headteacher | web | http://www.abingdon.stockport.sch.uk/wp-content/uploads/2019/02/Newsletter-280219.pdf | 0.493134 | {
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The Power of Social Media and Communication in Forging a Liberating Education and Freedom of Expression
by Marino T. Pantaleon, School Principal I, Gigmoto CES
A common denominator of people, aside from change, is obviously our rights. Our rights bring us on the same page in spite of our differences, social classes, inherent privileges, and characteristics. Evidently, the historical landscapes shaped us into a present world of lesser injustices. And through all time, the only thing that gives us absolute value begins with the recognition of our rights. There is another greatest equalizer for people—education. When these two are combined, we can never fathom its impact specially to teachers and educational leaders.
As a teacher and educational leader by profession, my life’s greatest argument always culminates with advocating for freedom of expression and transparency in basic education service delivery. I always put prime value to this one facet of our many rights as human beings. Whenever I get to express my unsuppressed thoughts and ideas, it always feels good. And if this one thing makes me feel good, I am sure that the rest also get to taste the same feeling whenever they exercise their right to freedom of expression. But there is a caveat on this, when we exercise our right to expression, do we also keep in mind the impact it ripples towards others? Say, when we simply express our thoughts or opinions about our work in social media which entails we carry the badge of the Department of Education? How responsible do we practice this right and privilege? Is it used to develop and strengthen our service or the other way around?
This is very evident today especially since the world can now be crisscrossed right at the fingertip through the technology and the internet. It seems every person now becomes entitled to whatever they wanted to drop right at the newsfeeds of their social media accounts and teachers and education leaders are not an exception. Everybody can now shield themselves under the cloak of expressing freely through social media that come in a handful of platforms. We can really tell how the world has snapped and turned the table, for one, our country which from a not so distant past during the martial law had been deprived of the freedom of expression, only to
bring itself into an epiphany that no strongman and iron hand can overwhelm the people and their right to retaliate whenever their rights are trumped.
The present time has outlived little by little all those that are inconsistent with the fight for equality. Our privileges that come with how we exercise our entitlement of the right to freedom of expression are perhaps our most valued right at the time being. The last year, for instance, has been a landmark of this right as Maria Ressa became the very first Filipino who was laureled the most coveted Nobel Prize. This award, more importantly, is a culmination of continuously fighting for the freedom of the press, and how this guarantees a check and balance to the government that continues to be a breeding ground of corruptions and anomalies.
In a democratic country like ours, the presence of transparency particularly in government service is very fundamental in maintaining a public trust in the government and its officials. This is a primary concern of teachers and school officials as they have to win the trust and confidence of the community in order to co-exist for the school’s progress and development. When there is proper use of social media, the general public is assured of access to any information that matters to them which will eventually help them fully participate in school’s undertaking. Therefore, it becomes the responsibility of the teachers and school officials to use social media as a vehicle of responsible communication platform with its stakeholders and community.
In this technology-driven century, we are provided with all the tools that we can use to exercise our right to expression, information, and education. Had it not been with social media, how can we effectively and efficiently communicate and link with our bigger community of stakeholders? Had it not been with social media, how do we strengthen a liberating education not only with our learners inside the four corners of classrooms but also our parents, local folks and all other individuals involved in education? The real question boils down into how responsible are we in using the power of social media as a helpful tool of communication to either break or build better schools and education for our children and the future?
*** end *** | web | https://depedrovcatanduanes.com/files/The-Power-of-Social-Media-and-Communication-in-Forging-a-Liberating-Education-and-Freedom-of-Expression.pdf | 0.483238 | {
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THE PROBLEM
Future food security is under threat due to increased demand as a result of rising populations. Also due to climate change and modern farming methods it may be harder to grow crops in the future. For example, extreme weather conditions such as floods and droughts are detrimental to crop yields. In addition, current farming practices make inefficient use of land and waste a large amount though inefficiency. 33% of fertile land has also been lost due to pollution, over using fertiliser and erosion caused by deforestation.
BT COTTON IN INDIA
90% of cotton currently grown in India is GM. Most of this is BT cotton which was approved in 2002 and has a biological pesticide that kills the crop pest bollworm.
However, this has caused a few problems:
- cotton stopped growing and producing new buds and current buds stayed the same size
- the BT cotton consumed a lot more water
- €20mn loss in one cropping season
EU VS. USA STANDPOINT
- Despite EU scientists largely agreeing that GM crops are safe for humans and the environment, consumer activists often control the narrative
- The EU allows for the importation of 50 GM crop varieties, these however, are exclusively used as animal feed
- Only one type of GM crop, a certain maize, is allowed to be grown in Europe
- In contrast, in the United States, nearly 90% of crops are genetically modified
- The GM market is monopolised by 6 main multinational companies which control 85% of the annual pesticide market valued at 30 billion US dollars
“[The countries that could benefit the most from genetic engineering have benefited the least]”
- Diehl 2018
HOW COULD WE MAKE THIS VIABLE FOR FUTURE FOOD SECURITY?
In order to use GM crops to help solve the major food crisis, we need to make sure we are utilising them in the best possible manner which includes:
- **Improving access:** At present, only a few large companies in developed countries are able to offer the technology. In order to help the countries with the largest hunger problems, the technology needs to become more affordable and available to the developing world.
- **Investment:** There needs to be larger investment in research in the public sector, shifting the focus from profits to well-being.
- **Public Interest:** Agricultural development must be regarded as critically important by the general public if an agricultural revolution is to be sustained.
- **Regulation:** Developing world policy makers must consider the risks as well as the benefits in setting GMO regulation.
HOW GMOS CAN HELP WITH FOOD SECURITY
What is a GM Food?
GM food refers to foods whose DNA has been genetically modified for improved properties. Most modern genetically modified crops are created using CRISPR which is a naturally occurring system in bacteria that cuts DNA. When an artificially targeted piece of DNA is cut, a new sequence is inserted then the cell will repair the DNA with the new, more desirable trait. The two most common characteristics of GM crops are:
- resistance to herbicides
- protection from insect infestation
How can GMO’s help food security?
The graph above depicts the respective percentage increase/decrease of 147 farms in 2014 after introducing GM crops. As you can see, GM crops can help increase crop yields for a given land space. This is therefore profitable for both producers and consumers. However it is predicted that the benefits will reduce over time.
In addition to increasing production, GM crops can increase the nutritional value of foods as seen in Golden Rice which drastically increases Vitamin A levels in consumers preventing illnesses such as blindness.
THE ETHICAL DEBATE
- Is GM food natural? Many pro organic organisations including Greenpeace argue that GM foods are fundamentally unnatural and thus harmful.
- Many consumers fear that the large biotech companies which control the technology have too much power over the development of GM food
- GM crops may create a wealth gap, rendering farmers who do not have access to the technology redundant
- Due to the lack of understanding of the process and gaps in research, some consumers are fearful of the potential long-term effects
CONCLUSION
GM crops have the potential to help our world tackle its food security challenge. In order for society to utilise the technology to its full potential, we need to ensure that the technology is properly managed and that consumers are sufficiently educated. | web | https://www.exeter.ac.uk/media/universityofexeter/grandchallenges/documents/2018outputs/foodforthought/Group_42_poster.pdf | 0.493001 | {
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Europe: Key Eco-friendly Measures of the Greenest Airports
In March 2013, ACI Europe reported that over 50% of European passengers were arriving at green, environmentally friendly airports – an encouraging sign that can only improve throughout 2014 as established schemes develop and new ideas are tried out.
Many European airports claim to be green and it is difficult to judge the 'greenest' of all so here are four important examples from across the continent who have shone through thanks to their bold or unusual methods.
One British airport is making a name for itself with its green, renewable energy sources. Back in November 2013, Heathrow in London won awards for its attempts in environmental sustainability; however, the UK's most famous airport does not quite have the same level of green credentials as one of the country's lesser airports – East Midlands. This airport has been impressing green organizations for years with its noise pollution programs and recycling scheme but it is the efforts towards green energy and fuel that have really impressed enthusiasts of environment-friendly policies.
The fuel for the terminal's heating system comes from willow that is specially grown on site. The airport achieved the Green Apple Award in 2011 after they installed wind turbines – the first UK airport to do so. The projects at EMA have been so successful that they also met their target of becoming carbon neutral by 2012.
Switzerland's Zurich Airport is tackling numerous issues inside the airport, even the water supply. There are many points on Zurich's environmental agenda – from the acknowledgement of noise pollution issues to the electronic billing system for waste materials. The airport even achieved the Airport Carbon Accreditation by the Airports Council International EUROPE.
While noise pollution may be at the top of the agenda – and seen as a key difference between this Swiss airport and its European neighbors – one of the more interesting elements to their grand scheme is actually their approach to the water that is used on site. The water management program not only reuses rain water for use in the toilets, it goes as far as purifying the water left over after de-icing the planes.
Over at Germany's new Brandenburg Airport, nature is being helped in an unusual way. Implementing new environmental measures in a well-established airport is one thing but over in Germany they are building a new airport with as many animal friendly zones as passenger friendly ones.
In addition to planting 1,300 lime trees in the surrounding area and working on the "ecological upgrading" of the Zülowniederung lowlands, designers are carefully managing the areas between the runways to make them less appealing to birds and limit avian fatalities. By removing trees, growing the grass long and encouraging foxes to deal with the small mammal population, it is hoped that birds of prey and migrating species will look elsewhere.
Last but not least, Sweden is showing the rest of the continent how to reach even further with environmental initiatives. Stockholm-Arlanda Airport is one of the clear leaders in green European airports; partly because it was the first to receive the Airports Council International EUROPE's highest honor and partly because of the ambition and scale of its projects.
The use of bio-fuel in the buildings and the aim of zero carbon emissions by 2020 are great examples of the airport's attitude; however, it is the work beyond the runways and terminal doors that is the most interesting.
As recently as January 7th 2014, a competition was announced to design a solution for reducing noise pollution in a nearby residential area and there is an ongoing project to make the transport links between Stockholm and Stockholm-Arlanda as green as possible. The airport shuttle buses are currently being run on rape seed oil and even the cabs are classed as "eco taxis".
Becoming a green, environmentally-friendly airport is a key concern for many airports. There are plenty of other airports that could have been highlighted here but these four examples were chosen for the way they promote the details of their policies to the public, the wide focus of their agendas and that one key initiative that helps to set them apart. These four green airports have all thought outside the box in some way – wind turbines, birdstrike prevention, purifying de-iced water, green airport shuttles – but they also show how easy it can be to reduce an airport's carbon footprint and act as an inspiration.
Date: 2014-02-24
Article link:
http://www.tourism-review.com/travel-tourism-magazine-top-4-green-airports-in-europe-article2333 | web | https://www.tourism-review.com/article2333/europe-key-eco-friendly-measures-of-the-greenest-airports.pdf | 0.423916 | {
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Week One
Message Title: The Evidence of History
This weeks memory challenge: Isaiah 9:6 For to us a child is born, to us a son is given, and the government will be on his shoulders. And he will be called Wonderful Counselor, Mighty God, Everlasting Father, Prince of Peace.
Message Notes
A little myth-busting
- About the trip to Bethlehem
- About where Jesus was born
- About the Magi
- About the Star
- About the date of Christmas
Reality! What scripture actually tells us about the birth of Christ is limited, it is concise, and to a significant extent is fulfillment of Old Testament prophecy.
- The Messiah would be born of a virgin. Isaiah 7:13-14, Matthew 1:22-23
- The Messiah would be born in the town of Bethlehem
Micah 5:2, Matthew 2:1-5, Luke 2:4-7
- The Messiah would take refuge in Egypt
Hosea 11:1, Matthew 2:13-15
- The Messiah’s birth would be accompanied by the slaughter of innocents
Jeremiah 31:15, Matthew 2:16-17
- The Messiah would be of the lineage of Jesse, and thus King David.
Isaiah 7:13, Isaiah 11:1-9, Luke 2:4
A few honest questions about these prophecies
- How do we know the Old Testament Passages weren’t written after Jesus’ birth?
- How do we know Matthew didn’t just write his gospel to conform with prophecy?
From Isaiah to the shepherds to you- the promise of a savior.
Luke 2:8-14, Isaiah 9:2-7 | web | https://j.b5z.net/i/u/10231005/f/Christmas_Myth_or_Truth-week_1_message_notes.pdf | 0.481163 | {
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Student Health Services
This Fall Season, Let's Help Prevent the Spread of Flu and Other Infectious Illnesses!
The 2013-14 school year is already in full swing and with that comes the threat of the flu and other infectious illnesses. Unfortunately, schools can be a leading place for potential infectious outbreaks which is why prevention strategies in schools are so important. In addition, about 10-20% of the people in Georgia get influenza (the flu) each year. This means millions of Georgians may be infected by the flu this Fall and Winter.
What can you do to help prevent the spread of the flu and other infectious illnesses? The first thing is simple….WASH YOUR HANDS FREQUENTLY! Did you know according to the CDC, the single most important thing you can do to prevent the spread of infectious illnesses is washing your hands? While most of us already know this, it is sometimes hard to remember this simple little important task during a busy day. Using hand sanitizer is also an option when soap and running water are not readily available. However, select a hand sanitizer that is alcohol based (and as with any soap, always supervise its use with small children). Recent research shows that frequent hand washing and regular use of hand sanitizers in school settings can reduce absenteeism by as much as 20% in students and staff, and increased attendance by students and staff translates to an improved academic performance!
You should clean your hands BEFORE:
- Eating or feeding someone else
You should clean your hands AFTER:
- Going to the bathroom
- Drinking
- Treating a scrape, cut or open injury
- Caring for someone who is sick
- Giving medication
- Handling uncooked food
- Blowing your nose, coughing or sneezing
- Touching garbage
- Touching anything that might have germs
- Wiping your or someone's nose
- Caring for someone who is sick
- Playing with/touching and feeding pets
- Treating an injury like a cut, scrape or open sore
- Playing sports
Here are some additional things you can do to help prevent the spread of flu and other infectious illnesses:
- Properly dispose of used tissues when coughing and sneezing, and use your elbow, arm or sleeve when coughing or sneezing instead of the hand
- Teach children not to share personal items like drinks, food, eating utensils or other personal items like towels, combs, brushes, clothing items, and cosmetics
- Wash athletic practice clothing each day, and shower after any contact sports
- Stay home if you are sick, especially during the first days of illness when symptoms are more severe and the infection is most contagious. Return to work or school only after symptoms have improved and after you have had no fever for at least 24 hours
- Make sure your vaccinations are up-to-date
- Get vaccinated against the flu – flu vaccination is the best protection against the flu. Student Health Services will be hosting staff flu clinics throughout the district from Oct – Dec 2013.
In Fulton County Schools, Student Health Services works in collaboration with the Clinic Assistants, School Administrators, and school staff to ensure the guidelines for identifying, reporting, managing and preventing suspected and/or confirmed infectious illnesses are followed. By working together, we can help reduce the transmission of the flu and other infectious illnesses in the schools and community. For more information, please contact the Office of Student Health Services at ([REDACTED_PHONE].
Submitted by: Lynne P. Meadows, RN, MS Coordinator, Student Health Services | web | https://www.fultonschools.org/site/handlers/filedownload.ashx?moduleinstanceid=33912&dataid=43437&FileName=Flu_and_Cold_Prevention.pdf | 0.485303 | {
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Homeopathic Doctor Owen Sound
Homeopathic Doctor Owen Sound - Infant Colic can also be called Three Month Colic, Colic and Infantile Colic. This condition is seen in babies, who are otherwise healthy babies, show periods of severe screaming or crying that lasts more than: 3 hours per day, 3 days every week for longer than 3 weeks. This frequent fussing for extended periods of time with no distinct cause can be strenuous for both the baby and the parents.
Typically, Colic appears within the initial month of a baby's life. The condition can disappear all of a sudden, when the child is younger than 3 to 4 months of age, but in several cases could last for up to a year. Normally, crying will often increase during a particular time of day. In a lot of cases the evening is when the colic sets in. Sometimes indications could worsen immediately after feeding. This is common in babies who have trouble burping. One study showed that breastfed babies have a less chance of colic.
The resulting persistent crying can have effects on the child, the parents and the family. Problems can come from the crying and the tiredness caused from the crying. Issues like for instance breastfeeding failure, relationship stress, shaken baby syndrome, maternal smoking, postpartum depression that affects both new fathers and new moms, extra visits to the physician and unnecessary treatment for acid reflux. Crying and exhaustion may contribute to suffocation and SIDS. Various studies have linked agitated babies flipping onto their stomachs; along with parents placing fussy babies on their tummy's to sleep as being contributing factors. Some parents become really tired that they fall asleep with their baby in unsafe places like on couches or on beds with bulky covers. Even car accidents and maternal obesity have resulted from Infant Colic.
Causes
The most rational assumption seemed to follow a gastrointestinal or GI theory of colic of babies. Normal fussy babies would often grunt, pass gas, double up, have noisy stomachs and cry after eating. A lot of these conditions improve with massage or warmth, tummy pressure, sips of mint, chamomile or fennel herbal tea. In various cases, pain medication like for instance paregoric or tincture of opium has been prescribed. Interestingly enough, approximately 90% of colicky babies show no evidence of whichever GI abnormality.
Most professionals think there are different causes of colic comprising: intestinal gas pocketed in the intestinal tract, stomach gas from improper burping, and a muscular kind of colic linked with birth trauma and muscle spasms. There is even a neurological overload theory stating that the baby is over-stimulated and therefore overwhelmed, becoming exhausted.
There have been several reports that babies cry because they could sense their mother's apprehension. This has been really debated as babies do not have the capability to differentiate a mother's nervousness from frustration, depression, etc. It has been shown that even though parental nervousness often dissipates with succeeding kids, a couple's later kids are just as likely to be colicky as their first.
Effect on the Family
The families stability can be tested because infant crying may have an effect on every member of the household. There is a huge emotional stress on the parents, from the fatigue that often accompanies the crying. They could feel insecure, stressed out, anxious, be experiencing low self-esteem and be worried that they are not providing sufficient care for their kid. Families, who share close living quarters such as those in apartments or military families, may also suffer strained relationships with neighbors and landlords if they likewise hear the baby crying loudly for extended periods of time each day.
Treatment
Several reports have associating the balance of the bacterias in the intestine. Giving daily doses of good bacteria referred to as probiotics has seen some success. These probiotics are called Lactobacillus reuteri or Lactobacillus acidophilus. One study gave eighty three colicky babies Lactobacillus reuteri and this had lessened their crying time. After the first week, their crying time had improved by 20%, from one hundred fifty nine minutes a day versus the original 197 minutes a day. After one month, these babies improved 74 percent less crying time, averaging fifty one minutes a day versus the 197 minutes. Providing the Lactobacillus reuteri probiotic drops showed a 95% positive response to the colicky babies.
These days, the response which is recommended for healthy babies to make use of treatments like for example burping, stomach massage, gas release technique and emotional support. These are all non-medical and noninvasive treatments.
There is a rhythmic calming effect known as the "5 S's," this stands for Swaddling, which is carefully done so as to avoid overheating, and allowing the hips to be flexed; Stomach or side, placing the baby on their back is the only suggested sleep position although, it is the worst position for trying to comfort a fussy baby; Shhh Sound is done by making a strong shush sound close to the baby's ear so as to replicate the sound of blood pumping through the mother's veins in utero, several individuals use a CD of womb sounds or white noise for this; Swinging the baby while supporting the head and neck, incorporating tiny jiggly movements no more than one inch back and forth, and Sucking, that refers to allowing the baby to suckle on a clean finger, the breasts or a pacifier.
Chiropractic adjustments have shown successes for the baby. Some specialists feel that the spine of the baby may become compressed when passing through the birth canal, especially in long labours or traumatic deliveries. | web | http://owensoundnaturopathicclinic.com/owensound/pdf/273/homeopathic_doctor_owen_sound.pdf | 0.428794 | {
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Dear Parents,
Welcome back! Term 3 is off to a busy start, with lots of exciting activities and new learning opportunities coming our way.
In our Inquiry unit the children will learn about the traditions, celebrations, music and cuisine of groups that make up multicultural Australia. They will consider the importance of acceptance, understanding, respect and fairness as they create mobiles. The children will work as a class to collate an 'Embracing Multiculturalism Book'. The rationale for this unit is that as a member of a multicultural society, we are more likely to be fair when we understand and value the similarities and differences between cultures.
On the 21 st of August we are visiting CERES to take part in a Multicultural program. The children will participate in activities throughout the day including exploring the collective work and responsibilities in an African village, participating in Indian traditional celebrations, Indonesian batik making and gaining an understanding of Aboriginal stories.
If you have any questions, concerns or feedback please do not hesitate to contact us via phone, email or in person. We thank you for your continued support and look forward to another successful term. | web | http://plentyparklands-ps.vic.edu.au/files/3015/0179/8594/Year_2_Term_Overview.pdf | 0.439922 | {
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Question 1
(a) Bobbing for apples is a traditional Hallowe'en game. A large basin is filled with water and apples are put into the water. Players try to catch the floating apples with their teeth.
(i) Why do the apples float in the water?
(ii) Describe, with the aid of a labelled diagram, an experiment to measure the density of an apple.
Question 2
(a) A stone was dropped from the top of a cliff and the distance that it fell was measured at the intervals of time as given in the table below.
(i) Draw a graph of distance against time in the grid below. A smooth curve through the plotted points is required.
(ii) Use the graph to find how far the stone had fallen in 3.5 s.
(iii) Calculate the average speed of the falling stone between the second and the fourth second. Give the unit with your answer.
(iv) In this experiment is distance fallen directly proportional to time? Justify your answer. | web | https://www.mrcjcs.com/Density_and_speed.pdf | 0.437106 | {
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Battling Thalassemia: A Tale of Hope, Healing, and Community Support
By Dr Padma and Mrs Priyadarshini
Kona Veda Vidya Sri, born on November 2, 2012, faced the challenges of thalassemia at a tender age of 6, when her parents, unaware of the condition, embarked on a daunting journey through various hospitals. The lack of awareness about thalassemia, its symptoms, treatment, and prevention led to a struggle for timely diagnosis and appropriate care.
Every 15 days, Kona required blood transfusions, a process that became increasingly difficult due to the scarcity of compatible donors. In their quest for assistance, the family found refuge in the Thalassemia and Sickle Cell Society (TSCS) in Hyderabad. Here, they not only discovered crucial information about thalassemia but also received guidance on regular blood transfusions and medication.
The transformative journey began, and although Kona continued to rely on regular transfusions, her health improved. Recognizing the gravity of the treatment, her parents embraced the routine, ensuring compliance and perseverance. In 2019, they experienced immense joy when prenatal diagnostics confirmed the health of their second child, sparing them from the challenges of thalassemia.
With the support and advice of TSCS, the family underwent HLA typing for both children, revealing a perfect match for bone marrow transplantation. The subsequent procedure was successful, marking a turning point in Kona's battle against thalassemia. The family, despite their economically disadvantaged background, found solace and healing through the society's unwavering support.
Gratitude fills their hearts as they reflect on the society's hospitality, timely advice, and the provision of free treatment. The societal support not only saved Kona but also extends to numerous children, offering hope and a chance for a healthy life. The family expresses profound thanks to the dedicated board members, medical professionals, and non-medical staff of TSCS, whose relentless commitment to thalassemia and sickle cell anemia patients has made a lasting impact. In the face of adversity, this narrative stands as a testament to the power of community, compassion, and the transformative potential of organized support for those in need.
Total number of Blood Transfusions for the month of November 2023 including all patients group were 1737 (Hyderabad), 194 (Khammam) and 156 (Kurnool) & a total of 1979, 219 and 183 units of blood provided to patients in respective centres.
832 Antenatal women were screened for Thalassemia and Sickle cell anemia carrier status from Government Maternity Hospital, Petlaburj (166), Mahabubnagar PHCs (666) of which 18 were found to be Thal carriers, AS-3, DBT-3, HbE-1, HPFH-1 and HbD-01 carriers out of all husbands are normal.
### BLOOD BANK
## Donations
### Monthly Donors For October 2023
| No. | Donor Name |
|-----|-------------------------------------------------|
| 1 | Murali K Siripurapu |
| 2 | Shrinath Rotopack Pvt Ltd |
| 3 | Manna Trust |
| 4 | Prasanth |
| 5 | Supreme Agencies |
| 6 | Srikanth Gullapalli |
| 7 | Mansoor Vail Mohammed Bhimani |
| 8 | Deccan Switch Gears |
| 9 | Dr. C. Anupama Reddy |
| 10 | Ch. Shashidar Reddy |
| 11 | V Balveeraiah & Sons |
| 12 | Sreyas Holistic Remedies Pvt Ltd |
| 13 | Hariom Pipe Industries Ltd |
| 14 | Giving Foundation |
| 15 | Sri Mahalaxmi Jewellers |
| 16 | Aim Asia |
| 17 | Sri Nava Durga Billets Pvt Ltd |
| 18 | Blend Colours Pvt Ltd |
| 19 | SPP Poly Pack Pvt Ltd |
| 20 | Sri Krishna Jewellery Mart |
| 21 | Smt Banarsai Bai |
| 22 | A S Iron & Steel |
| 23 | Lohiya Edible Oils Pvt Ltd |
| 24 | Sudhakar Reddy |
| 25 | Dr Sushanth |
| 26 | Eco Friendly Developers |
## NEWS & EVENTS
### 2023 TIF INTERNATIONAL CONFERENCE ON THALASSAEMIA & OTHER HAEMOGLOBINOPATHIES
**3-5 NOVEMBER 2023, KUALA LUMPUR, MALAYSIA**
Dr Suman Jain, Mrs Ratnavali, Mr Aleem Baig and Mr Manoj Rupani attended the International Conference organized by Thalassemia International Federation.
VIRAL FEVER
A viral fever is caused by infection with a virus that are very small infectious agents. They infect and multiply within the cells of your body. A fever is body’s way of fighting off a virus. Many viruses are sensitive to shifts in temperature, so a sudden increase in the body temperature makes one less hospitable to viruses.
Viral fever is transmitted from one person to another through contact with the infected person’s bodily fluids. When the infected person yawns, sneezes, coughs, or even talks, tiny sprays of fluids are ejected from their bodies which may enter your system if you are close by. Once the virus enters your system, it takes anywhere from 16 hours to 48 hours to turn to a full raging infection with fever in your body.
Symptoms:
Viral fevers can range in temperature from 99°F to over 103°F (39°C), depending on the underlying virus.
Treatment:
In most cases, viral fevers don’t require any specific treatment. Unlike bacterial infections, they don’t respond to antibiotics.
Reach us to extend your Help
All donations to Thalassemia and Sickle Cell Society are exempted under section 80G and 35(1)ii (Research only) act of Income Tax Act 1961
THALASSEMIA AND SICKLE CELL SOCIETY
Door No. 8-13-95/1/C,
Opp. lane to National Police Academy,
Raghavendra Colony, Shivarampally,
Rajendra Nagar, Rangareddy District – 500052
Hyderabad, Telangana
Ph. 040-29885658 / 29880731 / 29885458
Website: www.tscsindia.org
E-mail: [REDACTED_EMAIL] / [REDACTED_EMAIL] | web | https://www.tscsindia.org/wp-content/uploads/2024/02/Newletter-Nov-2023.pdf | 0.482977 | {
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SCE Vegetation Management
Partnering with your community
Keep your city safe
- Trees growing or blowing into energized power lines pose a significant fire threat in both urban and rural areas.
- When utilities perform regular maintenance, it helps reduce safety hazards.
- Trim smarter – help us protect against unqualified workers near energized lines. State law allows only qualified line clearance trimmers to perform tree work within 10 feet of power lines.
Help avoid electrical outages
- Falling trees can lay across wires and even tear down utility lines.
- Palm trees, which have fronds that can grow and blow unpredictably, are a significant source of tree-related outages.
Promote Right Tree, Right Place
- Help save your city time and money by following SCE's Right Tree, Right Place program.
- Tall, fast-growing trees should not be planted near utility lines.
- Often time trees are planted to cover poles and wires, requiring frequent and extensive trimming maintenance.
- Efforts are underway to educate tree sellers and landscapers to help them make informed tree selections.
Keeping our facilities clear for maintenance, inspection and infrastructure replacement
- Trees near utility poles can block access for inspection and climbing. When poles are replaced, often times nearby trees must be heavily pruned and even removed.
- Underground utilities are impacted as well. Roots can grow into and displace padmounted and subsurface equipment.
High fire areas and impacts of wind
- Santa Ana winds regularly impact tree canopies throughout our service territory. Keeping a close eye on fire sensitive areas is key to our safe operations. In fire-prone areas, more maintenance trimming is required.
- Our proactive tree program aims to remove dead, dying and diseased trees before they impact our electrical system.
How you can learn more
- Contact your SCE Local Public Affairs Manager to put you in touch with the SCE Utility Arborist assigned to your specific city.
- Residents should call us at [REDACTED_PHONE] if they have safety questions about trees on or around their properties.
- Visit sce.com/safety and click on the Power Lines & Trees link.
- Questions related to Bark Beetle program concerns can be directed to: [REDACTED_PHONE]. | web | http://timalpers.com/APRIL2015/APRIL6/SCE_VegetationManagementCommunityOutreach_March2015_FINAL.pdf | 0.427075 | {
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HELP NESTING BIRDS
Beluga Slough, located in the heart of Homer, is a rich, feeding, resting and nesting area for shorebirds, waterfowl, and Sandhill Cranes. Please observe the following visiting etiquette during the critical nesting and migration period (April 1 to October 30):
- Stay on the boardwalk and raised gravel trail.
- Keep dogs on a leash. It is illegal for you or your dogs to harass wildlife.
- Do not approach or hand feed Sandhill Cranes or other birds.
BE PREDICTABLE
Cranes return to the same nesting place every year if not harassed. Beluga Slough supports several breeding pairs. By staying on the boardwalk and gravel paths with your leashed pets, our local cranes can keep their attention on raising their chicks and watching for predators.
WHAT YOU CAN DO:
If you see dogs in the Slough, contact
Homer Animal Control
[REDACTED_PHONE]
or the
Homer Police Department
[REDACTED_PHONE]
A SPECIAL SANDHILL CRANE NESTING AND VIEWING AREA
Beluga Slough is part of Kachemak Bay Critical Habitat Area, the Western Hemisphere Shorebird Reserve Network, Kachemak Bay National Estuarine Research Reserve, Audubon Important Bird Area, and a local Birding Hotspot. Help make the nesting season in Beluga Slough successful by staying on the gravel trail and boardwalk and leashing your pets.
For more information, call Kachemak Crane Watch at [REDACTED_PHONE] or email [REDACTED_EMAIL] or visit www.cranewatch.org.
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EXAMPLE BOOKSAND CONVERSATION TOPICS
Love you Forever by Robert Munsch
Themes such as familial bonds, unconditional love and growing up are in this book. Talk about your love for the child in your life, and how you show your love
The Kissing Hand by Audrey Penn
Themes include fears about school/being away from family. Talk about how you felt on your first day of school and how you overcame sadness and fear when away from family.
Thunder Cake by Patrica Polacco
Theme of this book is overcoming fears. Talk about your fears - how did you overcome them? Did you ever have an experience with a scary thunderstorm?
Madeline by Ludwig Bemelmans
Have you ever had to have surgery or been in the hospital? When you were young did you want a cast because your friend had one? Talk about a time when you were hurt or ill and how you felt.
Toot and Puddle by Holly Hobbie
Have you ever traveled? Talk about a trip you've taken or a fun adventure you've had at home. This book explores themes of friendship, exploration and imagination.
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Synoptic Key to North American Morels
Instructions: on a separate sheet, make a list of possible species based on the most reliably known feature (use numbers). For example, if you have a mature mushroom, the cap ridge colour would be reliable; if only immature mushrooms are present, it would not be. Use a process of elimination based on other features to determine which species are possible. Note that not all species can be distinguished macroscopically, and some may even require genetic testing. Other species are known from North America based on genetic testing but have not yet been described.
1F=Conifer forests within 1-2+ years after fire, C=Conifer forests, D=Broadleaf (deciduous) forests, L=Landscaped settings (usually wood chips); Ap=Apple (Malus), As=Ash (Fraxinus), Ar=Arbutus (Arbutus), Bo=Boxwood (Buxus), Do=Douglas-fir (Pseudotsuga), El=Elm (Ulmus), Fi=Fir (Abies), Hi=Hickory (Carya) Ma=Maple (Acer), Oa=Oak (Quercus), Pi=Pine (Pinus) Po=Poplar/aspen (Populus), Pr=Prickly Ash (Zanthoxylum), Sp=Spruce (Abies), Tu= Tulip tree (Liriodendron tulipifera). Lists are not exhaustive.
2Colour of mature cap's ridges; B=Black/very dark, Y=Yellow or other light colour, R=Light & bruising reddish
3W=Western, E=Eastern, N=Across North America, T=Transcontinental. Note that this is typically interpreted relative to the Rocky Mountains, however it would not be unexpected to find either in Alberta
4A=Cap adnate to stem (no groove or indentation), G=Groove between cap and stem (numbers are length & width of groove in mm, e.g. G2-4 has a groove 2-4 mm deep & wide), H=Cap attached to the stem only about halfway up, with a significant portion hanging free ("half-free")
5C= Stem chambered & layered internally at least near base, I=Irregular/rounded pits, R =Stem very ridged & pocketed, especially on upper half, S= Vertical ridges of pits high and in relatively straight lines & few horizontal ridges connect at the same height as vertical ones, T=Cap surface densely velvety at least when young, V=Pits primarily elongated vertically *Note that a "?" means that a feature is variable and so may or may not be present
6ES=Elements on sterile ridges (microscopic)
Prominently ridged stem of M. snyderi = "R"
Chambered stem in M. exuberans = "C". Also note groove ("G") between cap & stem
"Half-free" cap of M. populiphila = "H"
Photos from www.mushroomexpert.com. Please also note that a dichotomous key, complete descriptions, and additional photos can also be found on this site.
Taxonomy based on F. Richard, J. Bellanger, P. Clowez, K. Hansen, K. O'Donnell, A. Urban, M. Sauve, R. Courtecuisse & P. Moreau. 2017. True morels (Morchella, Pezizales) of Europe and North America: evolutionary relationships inferred from multilocus data and a unified taxonomy, Mycologia, 107:2, 359-382. | web | https://www.albertamushrooms.ca/wp-content/uploads/2020/05/Synoptic-Key-to-North-American-Morels.pdf | 0.434663 | {
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Cranborne Pre-School Cecil Memorial Hall Water Street Cranborne Dorset BH21 5QB
Phone: 07796 124721
Email: [REDACTED_EMAIL]
May Newsletter 2016 – Number 2
Dear Mums, Dads and Carers
Visit from Zoolab and Activities
The children really enjoyed Zoolab visiting, they listened as the lady talked about the different mini-beasts, and we were able to touch a giant snail and millipede as well as a snake. We learned that a snake wasn't a mini-beast as it has bones and minibeasts do not.
Some of the caterpillars have hatched from their cocoons and are now butterflies. We will let them go today. Karen brought in some tadpoles and the children are waiting for the legs to grow and watch them turn into frogs. This is a great way for children to witness change. Our potatoes have started to sprout out of the soil and our beans are also starting to grow.
The children have enjoyed water play this week. We have been predicting what will float and sink. Most of the children thought the watermelon would sink as it was very heavy and the grape would float as it was small and light. However the watermelon floated and the grape sunk, we were very surprised. Alex from Swalings Swimming Club came into Pre-school to talk to us about being safe when near water either on the beach or in our garden. The children listened carefully and said next time they visit the beach they will look out for the flags to see if they can remember what each one is. The red one means danger and we do not go in the water at all, the red and yellow one means there is a lifeguard on duty, the orange triangle one means it is too windy for our inflatables and the black and white means there may be kayak's nearby and to stay out of the water.
Next half term we are celebrating the Queen's birthday by having a garden party. The children will make plans for this. Week commencing 13 th June we are celebrating the Olympics 2016 by getting fit for our running rings on Friday 17 th June. Please can the children who are starting school in September bring in their PE kit so they can practise getting ready for PE?
Fundraising
In your child's book bag is a leaflet explaining how through when you are shopping Pre-school can benefit. It is through easyfundraising.org.uk. Fundraising is vital to our Pre-school, please support us. Also your child has brought home their sponsor form for the running rings.
A separate note will come home in book bags the first week we return for the running rings as I will need some volunteers to help set it up.
Lastly, I hope everyone has a fun and safe half term break. We return on Monday 6 th June.
Kind Regards Karen
Dates for your diary
Friday 17 th June – Running Rings fundraiser
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World Mental Health Day
10 October
If we all do one thing, we can change everything.
Right now, our society is more divided than ever.
And too often access to mental health support is determined by where we live or who we are.
But we can change things.
Join us as we fight to right this injustice and speak out about mental health inequality.
Do one thing. Add your voice. Join the fight.
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CS 173: Fall 2014, A lecture
Long-form homework 2
For this homework, you will submit a solution to one of the following problems via moodle. See moodle for which problem you have been assigned. It is due at 11:45pm on Friday, October 10th.
You must do this problem by yourself. You may not work with classmates.
The four problems are challenging in rather different ways.
The grading rubric will place a heavy emphasis on style and logical order. When the instructions for a problem specify a particular proof technique, you must use that method even if the proof could have been done in other ways. If you're solving a word problem, your solution must relate the basic mathematics (e.g. equations) back to the original topic of the problem (e.g. dishes at a restaurant).
Problem 1
Twenty-three mathematicians are eating dinner at Tang Dynasty and they have arranged to be seated at a special, unusually-large circular table. The table has a lazy Susan (central rotating circular tray) in the middle. Each person has ordered a different dish and (rather mysteriously) they all refuse to share.
The dishes of food are brought out and placed on the lazy Susan, one dish in front of every person. However, they are entirely mismatched, so each person has another person's dish. Prove that there is a way to rotate the lazy Susan so that at least two people have the correct dish that they ordered in front of them.
Problem 2
Z
For any integers s and t, let's define L(s, t) = {sx + ty | x, y ∈ }. Prove the following claim.
Claim: For any integers a, r, m, where r is positive, if a ≡ m (mod r), then L(a, m) ⊆ L(r, m).
Your proof must directly use the textbook definitions of congruence and divisibility.
Problem 3
Tireless Tyrion has designed an app to let you type the High Valyrian language more quickly on a standard 3x4 phone key pad, as long as you stick to words in his 40,000word Valyrian dictionary. You can write each word by typing its first five characters, hitting the corresponding key only once for each character (not several times, as with normal texting interfaces). For example, to write "margaret" you would push the button sequence 62742. If the word is shorter than 5 characters, zero is used to fill it up to five numbers. E.g. to write "kor", you would push the button sequence 56700. Fortunately, for text messaging purposes all words in Valyrian can be written reasonably well using the standard 26 lowercase alphabetic characters.
Even without knowing anything about the specific words used in Valyrian, what's wrong with this design from a discrete math point of view?
Problem 4
Define a relation ∼ on the set of all functions from R to R by the rule f ∼ g if and only if there is a k ∈ R such that f (x) = g(x) for every x ≥ k. Prove that ∼ is an equivalence relation. | web | https://courses.engr.illinois.edu/cs173/fa2014/A-lecture/Homework/hw2.pdf | 0.553746 | {
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The Upland Monitor: December 7, 1916
Chester N. Reed
Follow this and additional works at: https://pillars.taylor.edu/monitor-1916-1917
Part of the Journalism Studies Commons, and the Social History Commons
Recommended Citation
Reed, Chester N., "The Upland Monitor: December 7, 1916" (1916). The Upland Monitor 1916-1917 (Vol 24). 48.
https://pillars.taylor.edu/monitor-1916-1917/48
This Book is brought to you for free and open access by the The Upland Monitor at Pillars at Taylor University. It has been accepted for inclusion in The Upland Monitor 1916-1917 (Vol 24) by an authorized administrator of Pillars at Taylor University. For more information, please contact [REDACTED_EMAIL].
Only 14 More Shopping Days till Xmas.
Real Estate Deal
Walter Dolan, formerly of here, now residing at Kokomo, has sold to Belle E. Sweeney, eighty-one acres in section 15 of Jefferson township for consideration of $2,000.
CHOLERA OUTBREAK
Cholera made its appearance on the farm of Chas Smith last week. The family was placed under quarantine and all farmers notified of the outbreak in order that the malady might not spread farther.
Let Us All Raise Potatoes
Last year "average to low" prices prevailed in the vegetable market, says Hepburn, who is now in the potato line. Consequently a lot of people didn't make any money. Therefore they didn't grow vegetables for the market this year. So, it follows, that next night the market vegetables are scarce this year. Beans are worth seven or eight dollars a bushel and potatoes are bringing two dollars a bushel everywhere. Don't you think we have raised potatoes and beans this fall? Let's not get behind next year. Let's plant a patch of potatoes and a nice big patch of navy beans. Then next fall they'll be worth about 40 cents a bushel. Or, better yet, let's raise corn. That's with "low cost of living"—they can buy their vegetables at their own price. But the farmers won't make anything, you'll find out. They will either keep off the beans and potatoes next year, and let the other fellow grow them.
Saving the Family
One evening just before Christmas, according to the Photo-Play Magazine, a young couple were sitting in their home in Texas when the Red Cross sent a man Seal on every ticket sold. A little negro boy noticed the red seal on his payboard and ran up to the ticket window and asked what it was for.
"That's to help kill out consumption," explained the girl behind the window.
The boy looked at her, smiled and moved away. He was back in a moment and handed the cashier two more tickets.
"Give me two more tickets," he said, "We all got it at home."
Every Red Cross Seal you buy is a bullet in the fight against tuberculosis.
BOLD STOCK
These selling stock on the Upland farm last week were:
A. J. Marshall Pearl Hodson
C. A. Hornes Jasper Nelson
Frank Ballinger Geo. Niewegar
John Clifton Jay Townsend
Ben Hodson Fred Freese
Alfred Krenn
T. E. Brandenburg
Jane Marshall
Charles Clark
C. C. Smith Everly Walker
H. H. Walker Pence
Ed Schell
Stanley Edith Stanley
Clarence King Frank Andrus
John Thurnman Leslie Ross
Minnie L. Riddle B. J. Kennod
Iva Hermer Clarence Baker
Charlene McMillian
Paul McMillan Chas. Hults
John Hodson
A crowd gathered at the home of Chuck Turner and wife, south west of town Sunday Dec. 3, who are soon to move to a farm near Sunniville, and while the women were busy preparing dinner, a swarm of bees settled up at the corner of the house last summer. They had been attracted by the plastering and weather boarding, which is rather an unusual place for bees to settle. About 15 minutes of nice honey was taken, which made the bees rather angry in the way they acted. Those who took dinner with Mr. and Mrs. Turner were Bill and Minnie L. Riddle, Mr. and Mrs. Daniel Wise, Mr. and Mrs. Iva Ballinger and son Dwight of Gass City, Mrs. Ora of Portland, Mrs. Frances Turner, Wade and Frank Wise, Iva May Skinner and Delight Wise.
Pioneer Drug Store
Ed D. Turner,
Manager
The Rexall Store
Upland, Ind.
Santa Claus Headquarters
Make the Pioneer Drug Store your Headquarters for gift buying. We have gifts for everybody, and thousands of toys to select from, for the children.
Talk about your Spadina torn. Travel the Universe Up and Down. You'll find no cleaner shop than Ours. Open always during business hours.
BALLINGER MARKET
Santa Claus Headquarters
Pioneer Drug Store
Ed D. Turner,
Manager
The Rexall Store
Upland, Ind. | web | https://pillars.taylor.edu/cgi/viewcontent.cgi?article=1047&context=monitor-1916-1917 | 0.425388 | {
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Course Overview
With the prerequisite requirement for AVI4M participation being completion of the grade 11 art credit, a safe expectation would be for enrolled students to have a sound knowledge of not only a variety of art practices, but also a strong understanding of vocabulary and art history. This being said, the AVI-4M course will look to further refine critical thinking techniques, knowledge of stylistic changes (especially considering contemporary Western and Canadian art) and studio skills/habits while students are expected to approach every new learning circumstance, new or review, with an open mind. As a part of exhibiting an increasingly mature creativity, a challenge will be to take every situation and to seek to push its limits - to never settle for what you are capable of doing, but to continually search for what you have not yet achieved. As a complementary objective to the course goal of art education for the pure sake of learning, the program too is set to inquire into career options, portfolio requirements, and the practice of art as a way of life.
Specific Expectations (change table based on need for number of units)
| (7) Summative | Final presentations during exam periods - TBA | - portfolio presentation and interview***
- Will include each project from the course (6 total) & a minimum of 8 sketchbook pieces.
- Follow portfolio hand out EXACTLY please© |
*Course work is worth 70% of mark and the summative evaluation of the course will be based on a 10% final test & 20% final portfolio compilation/ interview.
Accommodations for Exceptional Students
The Art department makes every effort to accommodate the identified needs of exceptional (IPRC’d) students and will attempt to differentiate curriculum delivery methods, student modes of expression, and assessment methods as recommended by the student’s individual education plan (IEP).
Required Course Materials
Below is a shopping list of required art supplies to help you succeed in the course. What has been provided below is a bare minimum – you may choose to add a variety of other tools (i.e. own pencil crayons, pastels etc) but you must have what is asked of below.
* Recommended location to pick up materials: Wallacks
**Required Studio Art Supplies**
- range of drawing pencils (H’s – B’s)
- eraser
- ruler
- sharpener
- animation pencil (undetectable by photocopier)
- variety of own paint brushes (primarily acrylic/hybrid acrylic/oil)
- ****Sketchbook- 8.5 x 11 minimum size
**Required Classroom/Theory Materials**
- binder, duotang, folder to hold multitude of IMPORTANT handouts
- suggested sections: 1. Portfolio work (i.e. philosophy or art drafts, process work)
2. Studio
3. Art History
4. Critical Analysis
5. Evaluations (KEEP!!!)
Evaluation
| Term reports | Final Report |
|--------------|--------------|
| Categories for each assessment tool including approximate percentages. | |
Assessment tools include tests/quizzes, assignments, performance tasks and rich assessment tasks
* may include an in-class task towards the end of term
** will evaluate whole term’s work
Classroom Management
RESPECT
- Treat those around you (peers, teachers, guests) as you would want to be treated. Use of appropriate language is at all times encouraged as well as good behaviour habits. We at all times want a safe work environment 😊.
- Please listen when others are speaking. If you have something to add, please raise your hand and wait your turn.
RESPONSIBILITY
- Class attendance is expected. Be on time & if you are absent it is your responsibility to bring a note to excuse your time away. Further, it is your job to find out what was missed. Assignments not handed in resulting from an absence are due the next day present.
- Make smart decisions. It is understandable that breaks during class are needed at times, so if you need to use the washroom or grab a drink of water just ask permission, take the necessary amount of time for the trip (no longer than 5 minutes), and only one student at a time may leave. If you abuse this privilege it will be revoked for all. No breaks in first 15 mins.
- CLEAN UP AFTER YOURSELF! (My BIGGEST request 😊)
More information on South Carleton High School’s policy on Assessment and Evaluation and on Academic Integrity can be accessed on our school website. | web | https://p13cdn4static.sharpschool.com/UserFiles/Servers/Server_235000/File/Academics/arts/avi4m.pdf | 0.501852 | {
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SAINIK SCHOOL KALIKIRI
Summer Vacation Holiday Homework
Class VII: Science
Q1. Draw diagrams of (a) human digestive system(b) teeth(c) tongue (d) photosynthesis.
Q2. Prepare a poster on ways of „saving water‟.
Q3. Take 2 slices of bread in your home. Keep one slice of bread in refrigerator and
other outside at room temperature with water sprinkled on it. Note your observations after 3-4 days.
Create your own email Id and sent the photo of 2 slices of bread including you during observation.
Q4. Can plants leaves other than green carry out photosynthesis? Justify your answer.
Q5.Write the difference between
(a) Host and parasite (b) Autotrophic and Heterotrophic Nutrition.
SAINIK SCHOOL KALIKIRI
Summer Vacation Holiday Homework
CLASS IX: Chemistry
Q1. Read the chapter "Matter in our surroundings."
Q2. Write three difference between Boiling and Evaporation. In your daily life do you ever faces these two processes. If yes, give some examples.
Q3. In class 8, you have learn about Phases of moon, Constellations, Asteroids and so many in the chapter "Star and the solar system." Write your practical experiences with the sky in 200 works.
Q4. How temperature and Pressure helps a matter to changes its state. Explain in your own words.
CLASS X:Chemistry
Q1: Read the chapter "Chemical Reaction and Equation."
Q2: Write four examples of each types of Chemical Equation.
Q3: Complete the given table for first 30 elements in Periodic Table:
CLASS XI:Chemistry
Q1.Read the chapter "structure of Atom"
Q2. Complete the given table for first 30 elements in Periodic Table:
Q3. Make a ppt for Historical Development of atomic models.
Q4. Visit website to enhance concepts of S,P,D,F for better understanding.
Q5. Draw Rutherford Alpha Particle Scattering Experiment and write the outcomes that comes from this experiment. | web | http://www.kalikirisainikschool.com/download.php?filename=CLASS%207TH%20SCIENCE%20AND%20CLASS%20IX,%20X%20and%20XI%20CHEMISTRY%20HOLIDAY%20HOMEWORK.pdf | 0.507958 | {
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It Follows You
2012 NO BULL Best Acting Award
Click above to view video
Film by: Jacob Hayworth Central Decatur High School Leon, Iowa
"You're so ugly"
"You're so fat"
You don't have to like everyone, but you don't have to be enemies either. Remember that old saying, "If you don't have anything nice to say, then don't say anything at all." Have many of you have heard these words? How did it make you feel?
"Yeah… Michael's a nobody"
"Most of you only know my name"
How many of you have been bullied by complete strangers? How many of you have bullied someone that you know nothing about? Why do you think this happens?
"None of you even understands what it is like to be me"
"None of you understand what it's like to be hated by everyone"
How do you define hate? What would it be like if you couldn't trust anyone? How important do you think it is to stop, think and listen before making accusations?
"I'm starting to hate myself too… I hate the fact that I'm not good enough for any of you people and I never will be"
"Maybe the sacrifice of one will change things around… but I doubt that"
When words are written, are they easier to believe? What are some good things that you can do to promote a positive school climate? If you can stop just one student from feeling this way, would it be worth it?
"We just saw your video and wanted to say sorry for what we did"
Have you ever said "sorry" for something you accidentally said or did? There is never a wrong time to do something right. As a group, come up with 3 simple ways to apologize to a peer.
How do you define BULLYING?
What is it?
How is social media used to bully?
Why is it difficult to "stand-up" for the target of a bully?
How do you promote DIGITAL RESPONSIBILITY?
What actions have you taken?
How can you implement in your school?
Why is it important to be responsible when using all things digital?
www.nobullchallenge.org
The NO BULL Challenge
Click above for our campaign reel
Change Starts With You SPEAK UP – Let Your Voice Be Heard!
The challenge to YOU…
Get Involved!
Make a PSA or short film
Make a Statement!
Take a Stand!
Prizes include the coveted Noble Award, scholarships, custom oneof-a-kind signet ring designed by Balfour, video cameras and a trip to Sundance Film Festival.
NO BULL is committed to creating and inspiring youth-led films as a platform for dialogue on the most important issues of our time.
What is the NO BULL Challenge?
The NO BULL Teen Video Awards
Click above for highlights
Individual students or teams create a 2-5 minute short film or 30-60 second PSA promoting digital responsibility in an effort to end bullying/cyberbullying
Top 50 videos will be selected by public voting
Nominees and Winners will be selected by judges panel
You could win prizes like:
Scholarship, one-of-a-kind NO BULL signet ring designed by Balfour, video camera, a trip to Sundance Film Festival and much more
NO BULL your way to L.A.!
Fundraise to attend the National Conference & Teen Video Awards!
All involved students receive VIP invites!
www.nobullchallenge.org
Important Dates:
December 13, 2013
Video uploads begin
April 30, 2014
Video upload deadline
May 5-16, 2014
Public voting period
June 6, 2014
Nominees announced
August 8-9, 2014
NO BULL Conference & Teen Video Awards
Video Subject:
Digital responsibility, Anti-bullying
Video Lengths:
Full: 2-5 minutes
PSA: 30-60 seconds
Eligible:
Middle & High School
Students, Ages 13-18
How to Get Involved?
Promote social media responsibility, social action & a positive school climate using the power of music and filmmaking!
NO BULL Teen Video Awards 2012 Nominees
Click above to view video montage
Get your team together
Script your ideas
Deliver a positive & powerful message
Upload your film between 12/13/13 and 4/30/14
Fundraise, fundraise, fundraise! NO BULL your way to L.A. to attend the National Conference & VIP Teen Video Awards Show
CHANGE MAKERS REACHING MILLIONS
To get involved, visit: www.nobullchallenge.org
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Frasne / Nans-sous-Sainte-Anne
P'tite GTJ by bike
After Frasne, the roads are quiet that lead you to Chapelled'Huin. The way is lined by fields in which distinctive Montbéliarde red-pied cows graze. Once through the woods of Chapelle-d'Huin, La P'tite GTJ guides you on to Levier. Dismount here to visit… the Musée du Cheval Comtois, devoted to these cart-horses, long a distinctive part of the old Franche-Comté Region's identity. Originally bred to serve in battle, these steeds became widely used for heavy work, such as clearing woods, ploughing fields, caring for vineyards and taking away rubbish. They can still be seen performing some of these tasks today, although they're more appreciated now for leisure activities, such as horse-drawn outings, carriage competitions and shows. The cycle route continues via Crouzet-Migette, the Lison River your companion up to Nanssous-Sainte-Anne, where the river springs out of the earth as a waterfall, well worth seeing!
The Route
For one 500m stretch, you'll need to ride along a gravel path to get around the train station at Frasne (there is the choice of passing under the station if you're willing to negotiate a few steps). 2km of forest track between Levier and Gevresin. Much of this stage is along roads shared with motorized but very light traffic
Practical information
Services available: fruitière à comté cheese-ageing cellars; cafés/restaurants; shops; pharmacy
SNCF train services
gare TGV de Frasne (for high-speed services)
Don't miss
Malbuisson: Lac Saint Point
Frasne Bouverans: Réserve Naturelle des tourbières de Frasne Bouverans (a peat bog nature reserve)
Levier: Musée du Cheval Comtois (devoted to the much-loved regional cart-horses)
Voie cyclable (ex : voie verte, piste
cyclable)
Liaisons
Route partagée
Alternatives
Parcours VTT
Parcours provisoire
Départ
Frasne
Arrivée Nans-sous-Sainte-Anne | web | https://en.francevelotourisme.com/sites/default/files/etape_pdf/en/p-tite-gtj-by-bike-frasne-nans-sous-sainte-anne.pdf | 0.424137 | {
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CLIMATE EMERGENCY
English
Only 12% of citizens are conscious of the dramatic situation of our planet and changes needed to their behaviour. Many do not understand how the activities of the IPCC (Intergovernmental Panel on Climate Change) relate to urban-heat-impact, albedo, renewable, fossil fuels, zero-emissions, net-zeroemissions, decarbonisation and more.
We shouldn’t blame or disdain, but must make a persuasive effort now for tomorrow to reach the tipping point of 25% for social change.
In view of this, Yellow design Foundation (Brussels,B) with the support of ESG matters (Copenhagen, D) attaches a Manifesto suggesting measures that allow citizens to make climate friendly choices.
Here is a list of possible actions. It mainly focusses on mobility, but food, healthcare, fashion, are key issues as well.
**GOVERNMENTS**
- Make it compulsory for all private companies and public service organisations to communicate their climate contributions and emissions reductions proactively, participatively, understandably and in a user-friendly way. This is not just a post of an expensive and voluntary BREEAM-certificate on the wall, nor the mere implementation of an ESG or CSR-program, but a facts-based program formulated through multi-stakeholder teams with phased and measurable targets.
- Make it compulsory for mass transit operators to announce on their website to users/passengers how much CO₂ /NO₂ emissions they avoid per specific journey.
- Make it compulsory for gas stations to mention on the purchase receipt the emissions that are released per liter of gasoline or diesel that is burned.
- Make it compulsory for manufacturers of household appliances to indicate the power consumption of the equipment they sell, per minute (e.g. coffee-blender, vacuum cleaner) and per hour (fridge, TV, ..). This would be more precise than the current ratings A++, A+, A, ...D
- Make it compulsory for water supply companies to allow citizens to monitor their hot and cold-water consumption on a daily basis. Inform them about their price setting from green to red.
- Make it compulsory for stores to indicate the carbon-footprint of your purchase per item on your receipt.
- Make it compulsory for fashion stores with a clothes recycling program to announce annual volumes of clothes collected and their corresponding recycling and re-use programs.
- Make it compulsory for fashion industry to inform customers on the origin and sustainable production of their garments.
**EU / NATIONAL GOVERNMENTS**
- EU/National Governments: Make it compulsory for national mass transit operators to install and adopt an EU-wide booking system.
- Discourage car driving:
- Stimulate car-owners to trade in their car, offering them an extra benefit that matches the sales value of the car complemented by another 25% on the condition the old car is taken back by an official car dismantling for resource purposes plant.
- Communicate on the cost of car driving and how it impacts:
- Purchase cost
- Cost of insurance
- Cost of maintenance
- Cost of gas
- Considering cars stand still on average 95% of the time
- Stop funding company car programs
- Communicate on the financial benefits of transport alternatives: car-sharing, cycling, and highlighting the benefits in terms of public health.
- Aviation levy heavy taxes on flights over distances less than 600km
- Levy heavy taxes on private aviation targeting control towers’ take-off and landing authorisations.
- Accelerate the development and make compulsory application of Social Life Cycle certificates
- Levy taxes on CO₂ emissions rather than on labour
**MUNICIPALITIES**
- Dissuade public and surface parking for cars in areas within 100m of a public transit hub, except those on the outskirts of town to facilitate travel combining car with public transportation. Convert the freed-up surface to pedestrian & landscaped areas.
- Increase surface parking fees radically in zones within 100m of a public transit hubs. In inner cities stop authorizing building or exploitation permits within 100m of a public transit hub Facilitate MaaS (Mobility as a Service).
- Award exploitation permits only to companies, stores, restaurants, bars, etc. with a measurable zero-waste policy.
- Promote locally grown food-markets
**CITIZENS**
- Embolden diversity (gender, culture, economic, social) composed circles of innovation focusing on decarbonisation efforts and promote changes in social behaviour to limit carbon footprint and avoid climate change over 1.5°.
Decarbonisation
What can governments do?
DECARBONISATION MEASURES TO REDUCE A LUXEMBOURGER’S CONSUMPTION-BASED CARBON FOOTPRINT (t CO2eq/capita/year)
- halve national car fleet
- 80% electromobility + biogas, fuel cell
- sharing (from 1.2 to 1.6 passenger/ vehicle)
- shift to public transportation
- flights with a <5 hour train alternative banned
- sufficiency: one flight every two years
- smaller living space: from 53 to 35 m²/person
- energy efficient housing: from 163 to 110 kWh/m²
- fuel oil and gas phase-out
- extend new product lifetimes × 2
- sharing economy (double service/product)
- large-scale second-hand market (product second life)
- decarbonise electricity (excludes increase in electromobility, heat pumps, and other measures addressed elsewhere)
- decarbonise freight transport
- reduce HFC leakage from refrigerators
- decarbonise cement and steel production
Decarbonising by 90%
is an immense task that requires reductions across all sectors. The GHG emission reductions are achieved through a combination of strategies that can be categorised as stemming from individual/behavioural (yellow), public/systemic (blue) or both (green).
Public/systemic
Individual/behavioural
Both
2021
2050
If we rely solely on individual/behavioural change, we fall short of our target and continue emitting 5.9 t CO₂ eq/capita/year.
Similarly, if we implement only systemic changes, we are also left with emissions of 4.7 t CO₂ eq/capita/year in 2050.
The two drivers of change—individuals and government—are thus equally called to action.
**WHAT ABOUT CARBON UPTAKE OR SEQUESTRATION?**
What do we do with the remaining emissions of 1.5 t CO₂ eq/capita/year in 2050? We need to significantly improve our carbon sequestration efforts, such as through re-forestation and improved management of agricultural soils. Two other technologies may help us get to net zero emissions. Carbon capture and storage refers to capturing CO₂ emitted from industrial sources and storing it. Direct air capture, which remains very expensive, refers to capturing CO₂ from the air and storing it.
**How can I decarbonise?**
Annual GHG emission savings based on a Luxembourger’s carbon footprint (kg CO₂ eq/year)
**MOBILITY**
- Biking instead of driving for distances <5km: 220
- Train instead of plane for vacation: 670
- Carpool: 750
- From diesel to electric car: 1500
- Train instead of car for commuting: 1780
**HOUSING**
- Turn off lights: 30
- Unplug appliances: 30
- Line dry clothes: 90
- Switch to heat pump: 1030
- Improve insulation: 1730
**FOOD**
- Buy organic*: -0
- Buy in bulk/package-free: 40
- Eat local: 40
- Stop food waste: 80
- Switch to vegetarian diet: 1320
**CONSUMPTION**
- Double the lifetime of smartphone: 20
- Reduce movie streaming: 30
- Reduce video gaming: 30
- Buy 50% fewer clothes: 310
- Buy second-hand for 1/3 of stuff: 510
* Organic farming does not have a significant impact on GHG emissions, but it has other environmental benefits, e.g. for biodiversity.
* Source: Luxembourg Institute of Science and Technology (LIST)
Check out LIST's CarbonNerd brochure for more facts and figures
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Repackaging Reality
A scandal. Chaotic. A disaster. Irrelevant. A bazaar. Artificial. Irresponsible. Narrow. Fragmented. Incoherent.
Those are the words of nationally-known educators describing the general education curriculum. They've been using those kinds of words to describe the curriculum for at least a century, yet little has changed:
* We still have a curriculum shaped by accident and political maneuvering rather than by reason and logic.
* We still have a curriculum that completely ignores some of the most important aspects of human experience.
* We still have a curriculum that denies the systemic nature of reality.
* We still have a curriculum which tells us nothing about the relative importance of various kinds of knowledge.
* We still have a curriculum that encourages teachers and students to neglect every mental process except recall.
Any one of these problems is sufficiently serious to warrant calling a halt to what we're doing. To make matters worse, the problems affect not simply what does or doesn't go on in students' heads, but also discipline, evaluation, motivation, administrative organization, public attitudes, legislative activity, building configuration, technology, the kinds of people attracted to teaching, teacher training—everything connected to educating.
Why can't we put together a better curriculum? Surely not because we haven't tried. Just about every school in the country has a committee working on the problem. We have more people claiming to be educational experts than any other nation on earth. Our professional publications--of which there are many—are always searching for fresh ideas to share. Foundations and other funding agencies offer support for all but the flimsiest proposals. At least some school leaders are willing to try just about anything.
Why, then, haven't we been able to construct a more acceptable general education curriculum?
Because we're trying to assemble it from scraps—from bits and pieces borrowed from a random assortment of academic disciplines. Given the materials, the product is inevitable.
Are there other, better materials available? Absolutely.
We're trying to help our students (and ourselves) make more sense of reality. In western culture, we begin to do that by dumping every aspect of experience--everything we think about-into one of five categories. We do this automatically, instantly, "naturally." We can't help ourselves.
* All that reality "out there"—all that we and our instruments can perceive—is ENVIRONMENT.
* The meaning-building organisms which perceive environments are HUMANS.
* What humans think about what they perceive are PERCEPTIONS OF REALITY. (Different groups of humans tend to have different perceptions of reality.)
* Humans who share perceptions of reality tend to follow the same PATTERNS OF ACTION.
* That's four categories of reality. RELATIONSHIPS BETWEEN THE FOUR make a fifth category.
Biology, political science, literature, chemistry, economics, physics—the only place where human experience is packaged so arbitrarily and so artificially is in school. Take our thought processes apart and, to the extent that such things are divisible, what will emerge will be five categories of reality. In simple terms: Stage. Actors. Plot. Action. Play.
If we will but recognize, formalize and elaborate our five natural categories of reality (and when we're working within a category constantly remind ourselves and our students of that category's relationship to he others) we'll have the best possible tool for selecting, organizing and integrating the kindergarten-through-graduate school general education curriculum.
I've worked almost daily with this idea for a quarter of a century, with students from the fourth grade through the graduate level. I've worked with it with teachers and non-academics. I know a little of what it can do. If the purpose of general education is to help students make sense of the human condition, I'll put a curriculum based on the five categories of reality up against any curriculum based on the traditional disciplines (or based on anything else).
No doubt the whole idea sounds bizarre. When the book-length manuscript describing this alternative theoretical foundation for the curriculum was sent out for review by its eventual publisher, one expert wrote in large letters across the last page: "This is almost pure schlock."
A reassuring response. "Any new theory," wrote William James, "is first attacked as absurd. Then it is admitted to be true, but obvious and insignificant. Finally, it seems to be important, so important that its adversaries claim they themselves discovered it."
Given the sorry state of education, it's surely time to move the curriculum in a different, logically defensible direction. Behind the soft-focus memories of how much better it was when
we were young, behind the never-ending administrative mixing and matching of the same old stuff, behind the view that everything will be OK when everybody has a PC and it's plugged into the Ultimate Data Base, lies the assumption that the disciplines are what educating is all about.
That assumption is moving us steadily toward educational bankruptcy. If we don't dump it, and dump it soon, we're out of business. | web | https://www.marionbrady.com/articles/journal/1991-RepackagingRealityEWNov.pdf | 0.498103 | {
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Hypnobirthing - For a better birth
An information guide
Hypnobirthing - For a better birth
What is KG Hypnobirthing?
Originally developed by Katherine Graves a qualified hypnotherapist, community midwives are now able to offer this course to women and their partners in Oldham, Rochdale and North Manchester.
KG Hypnobirthing is a complete birth education programme that teaches you and your partner simple but specific self-hypnosis, relaxation and breathing techniques. It is a complete antenatal education that makes a difference to a woman's experience of labour and birth. Hypnobirthing lets you discover and experience the joy and magic of birth and will give you the tools to give your baby the best possible start to life.
* Learn self - hypnosis to induce deep relaxation
* Use massage techniques to release endorphins, the body's natural analgesia (pain relief)
* Complete visualisation exercises and affirmations to make you feel confident, calm and positive.
The benefits of hypnobirthing for you
A woman's body is naturally designed to give birth. Hypnobirthing can help you to work with your body, releasing the fears and negativity of birth as being a painful experience and replacing it with calmness and confidence, therefore empowering you to have a drug free labour which can result in a more gentle birth. You will learn how to put yourself back in control of your birth.
The benefits of hypnobirthing for your partner
Hypnobirthing is a partnership between you and your partner. By being supportive and part of the journey your partner acts as your advocate and leader, which can enrich and deepen your relationship with each other and your newborn baby.
The benefits of KG hypnobirthing for your baby
The benefit of hypnobirthing for your baby is a calm and gentle birth with a reduced of babies becoming distressed, which can lead to intervention.
Is hypnobirthing safe?
You will always be aware of what is happening to you. Hypnobirthing doesn't mean you will be in a trance or asleep, you will be totally relaxed, able to chat to everyone but be fully in control.
How much does the course cost? And what is included?
The cost of the KG Hypnobirthing course is £50.00.
This includes:-
* A four week programme presented by KG Hypnobirthing trained midwives. Each weekly session will last between 2-2½ hours
* A parent's information pack covering the 4 week programme
* A copy of the KG Hypnobirthing book by Katherine Graves
* A colour and calmness CD.
If you wish to enrol on to the KG Hypnobirthing course, or would like more information please contact the community midwives office on 0161 652 5811.
If English is not your first language and you need help, please contact the Interpretation and Translation Service
Jeśli angielski nie jest twoim pierwszym językiem i potrzebujesz pomocy, skontaktuj się z działem tłumaczeń ustnych i pisemnych
اﮔر اﻧﮕرﯾزی آپ ﮐﯽ ﭘﮩﻠﯽ زﺑﺎن ﻧﮩﯾں ﮨﮯ اور آپ ﮐو ﻣدد ﮐﯽ ﺿرورت ﮨﮯ ﺗو ، ﺑراه ﮐرم ﺗرﺟﻣﺎﻧﯽ اور ﺗرﺟﻣہ ﺧدﻣت ﺳﮯ راﺑطہ ﮐرﯾں
Dacă engleza nu este prima ta limbă și ai nevoie de ajutor, te rugăm să contactezi Serviciul de interpretare și traducere
ইংরাজী যিদ আপনার .থম ভাষা না হয় এবং আপনার সাহােয9র .েয়াজন হয় তেব অনু=হ কের ?দাভাষী এবং অনুবাদ পিরেষবা@েত ?যাগােযাগ কBন
إذا ﻟم ﺗﻛن اﻹﻧﺟﻠﯾزﯾﺔ ھﻲ ﻟﻐﺗك اﻷوﻟﻰ وﺗﺣﺗﺎج إﻟﻰ ﻣﺳﺎﻋدة ، ﻓﯾرﺟﻰ اﻻﺗﺻﺎل ﺑﺧدﻣﺔ اﻟﺗرﺟﻣﺔ اﻟﺷﻔوﯾﺔ واﻟﺗﺣرﯾرﯾﺔ
: 0161 627 8770
: [REDACTED_EMAIL]
To improve our care environment for Patients, Visitors and Staff, Northern Care Alliance NHS Group is Smoke Free including buildings, grounds & car parks. For advice on stopping smoking contact the Specialist Stop Smoking Service on 01706 517 522
For general enquiries please contact the Patient Advice and Liaison Service (PALS) on 0161 604 5897
For enquiries regarding clinic appointments, clinical care and treatment please contact 0161 624 0420 and the Switchboard Operator will put you through to the correct department / service
The Northern Care Alliance NHS Group (NCA) is one of the largest NHS organisations in the country, employing 17,000 staff and providing a range of hospital and community healthcare services to around 1 million people across Salford, Oldham, Bury, Rochdale and surrounding areas. Our Care Organisations are responsible for providing our services, delivering safe, high quality and reliable care to the local communities they serve.
The NCA brings together Salford Royal NHS Foundation Trust and the hospitals and community services of The Royal Oldham Hospital, Fairfield General Hospital in Bury, and Rochdale Infirmary (currently part of The Pennine Acute Hospitals NHS Trust).
www.facebook.com/NorthernCareAllianceNHSGroup
www.linkedin.com/company/northern-care-alliance-nhs-group
Northern Care Alliance NHS Group (NCA) @NCAlliance_NHS
Date of publication: March 2016
Date of review: October 2019
Date of next review: October 2021
Ref: PI_WC_981
© The Northern Care Alliance NHS Group | web | https://www.pat.nhs.uk/downloads/New%20NCA%20Leaflets/Maternity/981%20-%20Hypnobirthing%20-%20For%20a%20better%20birth.pdf | 0.434492 | {
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Patterns of Problematic Thinking Worksheet
Listed below are several types of patterns of problematic thinking that people use in different life situations. These patterns often become automatic, habitual thoughts that cause us to engage in self-defeating behavior. Considering your own stuck points, find examples for each of these patterns. Write in the stuck point under the appropriate pattern and describe how it fits that pattern. Think about how that pattern affects you.
1. **Jumping to conclusions** when the evidence is lacking or even contradictory.
2. **Exaggerating or minimizing** a situation (blowing things way out of proportion or shrinking their importance inappropriately).
3. **Disregarding important aspects** of a situation.
4. **Oversimplifying** things as good/bad or right/wrong.
5. **Over-generalizing** from a single incident (a negative event is seen as a never-ending pattern).
6. **Mind reading** (you assume people are thinking negatively of you when there is no definite evidence for this).
7. **Emotional reasoning** (you have a feeling and assume there must be a reason). | web | https://caps.ucsd.edu/Downloads/tx_forms/koch/cognitive_processing/patterns_problem_thinking.pdf | 0.438 | {
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TUMP KNOT CLOSEUP
The tump knot secures a tumpline around a wannigan or double-pack. A nearly identical knot, utilized for almost any load, was used by Canada's First People before Keewaydin adopted it. Also known as wannigan knot.
Excerpt from The Keewaydin Way By Brian Back, 2004.
VERSATILE TUMPING Garrett Kephart carrying a wannigan topped with a moose rack — found on the Trout Streams — the skull still attached.
Tying the knot
The same knot is used on wanngians and double-packs. The right-side knot is shown. The left-hand knot is tied as the mirror image by first passing the line end under the headband.
Setup: Place tump on ground
Spread the tumpline on the ground and place the wannigan or double-pack on top. (frame 1)
Tip: Maintain tension
After the first turn (frame 3) maintain tension on the tumpline as it is pulled through the rest of the knot.
Tip: Position yourself above
Position yourself over the top of the load and tie the knot looking down on it. This will help maintain knot tension.
Sizing
The tails of the tump are taken around the rear and wrapped around the vertical straps to help position them. The ends are tied together with a square knot.
The rule of thumb for carrying length is the distance between the elbow and the thumb. Length can be varied for personal preference from the yardstick method demonstrated by Heb Evans below.
Finishing
HEB EVANS/KEEWAYDIN
HEB EVANS/KEEWAYDIN | web | http://ottertooth.net/keewaydin/admin_K/sample1.pdf | 0.441461 | {
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Verbs - Past Tense
Consonant Doubling Before Adding -ed
Name:
Grade: 2
Subject: Language Arts
If the final consonant is preceded by a short vowel sound, you must double the final consonant before adding ‘ed’.
For example: Slip + p + ed = Slipped
Instruction: Write the past tense for each verb. Double the last letter before adding ed.
1. drop
2. clap
3. rob
4. drag
5. rip
6. hug
7. flip
8. stir
9. beg
10. hop
Instruction: Complete each sentence with the past tense of the word in bracket.
1. Kim ___________ the ingredients together to bake the cake. (stir)
2. The rabbit __________ away. (hop)
3. SpongeBob __________ his pants. (rip) | web | https://www.99worksheets.com/34205/verbs.pdf | 0.43685 | {
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You may select a critter from this list for adoption.**
AMPHIBIANS
MAMMALS
Chinchilla - Inca, Lavender, Lilly
Big Brown Bat - Buffy
Coyote - Jazz, Sage
Guinea Pig - Various names
American Bullfrog - Jam California Newt - Fig Northern Pacific Treefrog Rough-skinned Newt - Douglas Western Toad - Marshall
BIRDS
Common Raven - Merlin
American Crow - Ebony Band-tailed Pigeon - Midge Barn Owl - Rusty Barnyard Chicken - Faye, Kindle, Talia
Barnyard Duck - Mocha
Great Horned Owl - Monroe, Tesla
Golden Eagle - Solomon
Hooded Oriole - Olaf
Prairie Falcon - Wilder
Peregrine Falcon - Elvis
Red-shouldered Hawk - Keyah
Regal Red Turkey - Reggie
Red-tailed Hawk - Clouds Dancing, Fiona
Ringed Turtle-Dove - Daisy, Digby,
Steller's Jay - Rowdy
Olive, Pearl
Turkey Vulture - Prince Charming
Western Screech Owl - Tiberius
Gray Fox - Topaz
Hamster - Various names
Carlita, Echo, Mortimer
Mexican Free-tailed Bat -
Pocket Gopher - Fidget
Rabbit - Clover, Sprout, Tulip
Red Fox - Ruby
Rat - Various names
Striped Skunk - Obsidian
Townsends's Big-eared Bat - Bugsy
REPTILES
Alligator Lizard - Zane, Tuck California Kingsnake - Ron California Mountain Kingsnake - Mellow Desert Tortoise - Malcolm
Garter Snake - Chase, Maverick Gopher Snake - Atlas, Mercury Pacific Pond Turtle - Squirmy, Squirt Rattlesnake - Rascal Rosy Boa - Baja, Rosy Three-toed Box Turtle - Chomper, Clementine
Western Ornate Box Turtle - Flash
Black Widow Tarantula - Fluffy, Terra, Webster
ARTHROPODS
**All donations are tax-deductible to the extent allowed by law.
Support Sulphur Creek Critters | web | https://haywardrec.org/DocumentCenter/View/79/Adopt-an-Animal-Names-List?bidId= | 0.463128 | {
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Late blight remains the single most important potato disease, costing the industry an estimated £50M annually in crop protection chemicals in a typical blight pressure season. Over the last few years two dominant strains, 13_A2 and 6_A1, have been found. These strains can infect a plant more rapidly so limiting the curative effects of some fungicides. See Blight pages for guidance.
Conditions
Blight is more likely to occur during a ‘Smith period’, which is when the minimum temperature is 10°C or above for two days, with a relative humidity of more than 90 per cent for at least 11 hours each day.
Symptoms
Foliar late blight can be identified by a necrotic patch surrounded by a pale green ring. Lesions on leaves generally appear as irregular shaped dark spots which enlarge as the disease develops. On the upper surface a lighter green halo often surrounds the necrotic area and, on the lower surface, whitish spore-bearing mould which looks like fine cotton wool develops around the lesions under moist conditions. Stem lesions are elongated, grey brown to black in colour and can encircle the stem. These lesions are often found at leaf axils and the apex of stems.
Other causes of necrotic patches can be misdiagnosed as late blight. These include Alternaria (early blight) [link to Alternaria page], Botrytis, wind damage and occasionally fertiliser scorch. To confirm late blight send a sample to the Potato Council’s Fight against Blight campaign.
Tuber infection symptoms are a darker brown sometimes purplish area on the tuber surface. The internal rot is a reddish brown granular rot which can remain close to the surface or progress to the centre of the tuber. Rot development is irregular and sometimes threadlike through the tuber flesh. Late blight causes skin damage which allows opportunistic bacteria to invade and cause soft rotting.
Control
All approved fungicides are protectants, with some having an element of curative or kickback activity. The Euroblight fungicide table, contains the latest information on each active ingredient showing the expected level of control for each chemical. Adjust the fungicide programme based on the stage of crop development, blight pressure and expected rainfall events, see blight pages for more info. | web | https://www.laemunns.com/wp-content/uploads/2017/03/Late-Blight.pdf | 0.423321 | {
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Weather
This resource will help you with:
- Stage 5 - I understand how weather affects air activities.
- Stage 6 - I can demonstrate how to obtain a local forecast for an air activity.
- Stage 6 – I can explain how wind speed and direction are measured.
The Irish Meteorological Office (www.meteireann.ie) provides detailed weather forecasts to commercial airlines operating from Ireland. These are collected by pilots as part of their pre-flight preparations.
Airports typically have an office where weather detailed forecasts are provided to pilots.
For everybody else, there are other sources.
- Met Eireann provides forecasts through newspapers, over the phone ("Weatherdial") and via the internet (meteireann.ie)
- National weather forecasting services from other countries can also provide useful weather data for Ireland. For example, the Norwegian national weather services has a good free smartphone app.
- There are also commercial weather forecasters that aggregate data and provide it to websites, smartphone apps, and so on.
In general, we can use the same sources of weather information that we would use for our other weather-dependant activities, such as hill walking. However, not all weather information services provide all of the data that we might need.
For an air-based activity, there are a number of things that we are interested in:
- Visibility – is there fog, mist or haze? how far can we see? Can we see far enough to operate safely?
- Cloud base (lower limit) – if we are operating visually, is there enough clear air between the ground and the base of the clouds for our activity?
- Precipitation (rain etc.) – rainfall and other precipitation has an impact on visibility (as well as enjoyment). Risk of thunder means there is a risk
of lightning, which may present a safety issue for aircraft and people on the ground (airfields tend to be flat, open spaces …)
- Wind speed and direction, on the ground; wind speed may be too fast (for model aircraft), or too slow (for kites), or too gusty either way for safe operations.
- Wind speed and direction at our operating altitude may be different from ground wind speed and/or direction, creating risk of wind shear.
- Air pressure – Air pressure that is lowering rapidly may precede the onset of stormy weather.
- Air Temperature – if it is too cold, there may be risk of ice forming on aircraft flying and control surfaces, or on aprons and runways, making operations risky (a problem of far northern and far southern latitudes, and high-altitude airfields); if it is too hot, the air may become too thin for normal operations (a problem in the middle-east and other hot places).
We can measure wind speed and direction easily ourselves, using special instruments.
Wind speed is measured using an instrument called an anemometer. This comprises a set of rotor arms with cups on the ends; the cups catch the wind, turning the rotor. The rate at which the rotor spins is proportional to the wind speed.
Wind direction is measured using a wind vane. A wind vane presents an obstruction to the passage of the wind such that it turns in order to minimise that obstruction. The direction in which the vane provides the least resistance to the wind is therefore the wind direction.
Some airfields use a windsock as a "ready reckoner" for both wind speed and direction. The horizontal direction of the windsock shows the wind direction in much the same way as a wind vane does, while the angle of the windsock with respect to the ground provides an indication of wind speed. | web | https://1stkkscouts.files.wordpress.com/2017/10/05-air-activities-weather.pdf | 0.490433 | {
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SUPERVISOR INSTRUCTIONS:
* Use toolbox trainings to encourage safety/environmental discussions during monthly meetings with employees.
uly is the month for fireworks, swimming, backyard barbeques and anything red, white or blue. Whatever your plans are for the holiday, EHSO wants you and your family to enjoy your time and stay safe. Whether your plans are to celebrate in your backyard, at a park, at the beach or public pool, take the time to add safety to your plans. Here are some safety tips to keep in mind while enjoying your holiday and the rest of the month. J
* Campus Services' employees should maintain the employee sign-in sheet in their department's safety/environmental compliance binder as a record of training. All other groups should maintain a record of training in accordance with their Division's training procedures.
Fireworks Safety
* Firecrackers, torpedoes, skyrockets, roman candles, sparklers and other combustibles or explosives of similar design are authorized.
There are multiple safety concerns associated with the patriotic holiday, especially with the revised version of the "American Heritage Celebration Act" that took effect July 1, 2015 in Georgia. This bill will legalize the sale of certain consumer fireworks to persons 18 years or older and allows for the discharge of fireworks between the hours of 10:00am and midnight every day. On certain holidays, however, the curfew for discharging fireworks is extended until 2:00am. Other facts include:
* Fireworks cannot be exploded within 100 yards of a nuclear power facility or gas station, or a facility that refines, processes or blends gasoline.
However, approximately 240 people are sent to the emergency room every day during the July fourth holiday. Therefore, the safest way to enjoy fireworks is to attend a public fireworks show run by professionals and stay at least 420 feet away from the display. While taking advantage of the new law and enjoying the festivities, remember to keep your family safe.
* Never allow children to play with, or ignite, fireworks.
* Always have an adult supervise firework activities. This includes sparklers. Sparklers can burn at temperatures of about 2,000 degrees, which is as hot as a blow torch!
* Use fireworks outdoors in a clear area; away from buildings and vehicles.
* Wear safety glasses when shooting fireworks.
* Keep a bucket of water or a hose close by in case of a fire or other mishap.
* Light one firework at a time and then quickly move away; and NEVER place any part of your body directly over a firework device while lighting the fuse.
* Never relight a firework that failed to go off (also known as a dud). Wait 20 minutes and then soak it in a bucket of water.
Toolbox Training Independence Day Safety_2
Revision Date: 11-Oct-17
Page 1 of 2
SAFETY/ENVIRONMENTAL TOOLBOX TALKS – INDEPENDENCE DAY SAFETY
* Know your fireworks; read the cautionary labels and performance descriptions before igniting.
* Dispose of spent fireworks by wetting them down and place them in metal trash can away from any building or combustible materials until the next day.
Grilling Safety
* Always supervise a barbeque grill when in use and keep children and pets safely away.
Follow these safety tips when grilling food for your friends and family on your gas or charcoal grill:
* Never use a grill in an enclosed area.
* Never add charcoal starter fluid when coals have already been ignited.
* Use the long-handled tools to prevent burns.
* Close the cylinder valve of a propane tank when the grill is not in use.
* Always follow the manufacturer's instructions when using grills.
Pool, Lake and Beach Safety
* Keep alert for local weather conditions and warnings.
If you and your family are planning a trip to the beach, lake, or neighborhood pool, remember these safety tips to keep everyone safe:
* Swim sober and never swim alone.
* Follow posted safety rules at all times, including never diving into shallow water.
* Ensure young children and inexperienced swimmers wear lifejackets when near or in the water; and ALWAYS keep a close eye on children, even if they are wearing a lifejacket.
* If caught in a rip current while at the beach, swim with the current and parallel to the shore. Wait to swim to shore until out of the rip current or rescue arrives.
* Always wear sun protection when outdoors during the day. Make sure your sunscreen has a sun protection factor (SPF) of at least 15 and reapply it regularly.
* Avoid heat exhaustion by staying hydrated and taking breaks in the shade.
Questions for Discussion
2) True or False? You should NEVER grill in an enclosed area.
1) At what distance should one watch a public firework show?
3) What will best protect children and inexperienced swimmers from drowning?
Answers: 1) 420 feet 2) True 3) Wearing a life jacket
Credits
Toolbox Training Independence Day Safety_2
Revision Date: 11-Oct-17
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Level 1‐2: Advanced Beginner/Knitting Dishcloth
Want to learn how to expand your knitting skills and help the environment too? Try knitting cotton dishcloths. They are easy to learn and fun to make. They make excellent gifts for all occasions. You will have access to four different patterns of various skill level. Each was chosen to teach you a new technique and reinforce what you can already do. Some of the patterns include both a chart and line‐by‐line text instructions, so that you can compare the two, and become comfortable knitting from a chart.
Objectives:
To further build on your knitting skills by learning how to:
- Utilize knit and purl stitches to create a geometric design or pattern
- Learn more techniques such as yarn overs (YO), slip stitch (Sl St) Knit 2 together (K2tog) and slip, slip, knit (ssk)
- Learn how to read a chart
Class Meeting:This class will meet for two hours from 3PM — 5PM on Thurs 7/28 and again on Thurs Aug 4 th 3PM–5PM.
This class meets right before our POJ Sit and Stitch Potluck. Feel free to stay longer and continue working on your piece with other members of the community.
Materials:
Needles: size 7 or 8 US, straights or circulars
Yarn: about 35 grams of worsted weight cotton (65 yards)
Stitch Markers (4)
All your supplies can be purchased at the shop.
Cost:$50.00 for BOTH classes. Patterns included.
Patterns from Ravelry:Take a look at the following links for patterns, you will have time to work on two dishcloths and understand how to do the others.
https://www.ravelry.com/patterns/library/ballband‐dishcloth https://www.ravelry.com/patterns/library/double‐bump‐dishcloth
https://www.ravelry.com/patterns/library/cow‐square https://www.ravelry.com/patterns/library/traditional‐dishcloth
Instructor: Janice Orrego
Contact:Please sign up early. You can email Janice [REDACTED_EMAIL] call the store to reserve your spot at 707 433‐5697. Space is limited in order to ensure that you get the best educational experience. | web | http://nebula.wsimg.com/7883b21640bc2f3f4c04c9726579d77e?AccessKeyId=802F70B5D38800302434&disposition=0&alloworigin=1 | 0.432147 | {
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HUNTERDON COUNTY 4-H & AGRICULTURAL FAIR
4-H NOVICE ROUND ROBIN
Date: THURSDAY, AUGUST 26, 2021 - 7:00 PM
Date:
Location: SHEEP BARN
1. The Novice Round Robin is open to all livestock project members in the areas of goat, sheep, horse, rabbit, poultry, alpaca and dairy.
2. Participants must be in good club standing and have completed all club requirements. Participants must have shown in their County 4-H show at the fair.
3. Judges may be senior members of your project area.
Teams
4. Teams are made up of (4) novice showman grades 4-5 (completed not entering), and (1) adult judge. Selection of participants is up to each livestock group. As long as all participants are members in good standing of their club.
5. Each participant should have a number to pin on his or her back or a hat with a number may be worn. Judges do not need a number. Numbers should go as follows (Team A – 1, 2, 3, 4; Team B – 5, 6, 7, 8 etc.) Each participant will also have a score sheet, which will be given to each of the judges when they are showing.
Animal Selection
6. Four animals, of each specie, are used. Animals should be those that are tame, easy to handle and easily managed. Feisty animals will make kids very nervous and should not be used. Halters or collars are required on all large animals.
Judge of Each Livestock Animal
7. Each team must supply a judge for their specie. The judge must be a person who is knowledgeable in showmanship of the specie and who has good public speaking ability. The judge will explain to all groups how to show the specie and the additional team members will show the animal as the judge is talking.
Scoring Teams
8. Teams are scored as a group. Each judge will fill out a scorecard. All scores from each judge are then added for each group. The team with the highest score wins. If there is a tie, the two teams would have to select a livestock animal other than those in the tie and have a "show off."
Scoring Individuals
9. Each individual will be scored on the round robin score sheet. Members are scored in three categories: General Appearance, Showmanship, and Placing in showing the specie. At the end all individual scores will be tallied. Awards will be 1 st , 2 nd , 3 rd , Teams will be placed as well. Certificates will be awarded to all participants. | web | http://www.hunterdoncountyfair.com/images/PDF/countyfourh/roundrobin/2021_Novice_Round_Robin_Rules.pdf | 0.481176 | {
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Election cannot replace a culture of democracy
Idasa programme director PAUL GRAHAM was one of the large contingent of international observers at the Angolan elections.
The elections in Angola supervised by a UN mission were judged free and fair by the over 500 international observers who had unlimited access to the country and the electoral process. In some cases they had overseen the campaign, the production of the Electoral Act and voter registration as well as the election days and the count.
Despite this Unita called foul and threatened to return the country to a civil war. That action resulted in high levels of tension and gun battles in the capital. At the time of writing, the outcome is uncertain and the results have been delayed.
The elections in Angola were an example to South Africa of what was possible for a country seeking democracy despite civil war, poverty and human suffering.
After witnessing the elections as an invited international observer, it was clear that the Angolan people were committed to democracy as a way to resolve political conflict, competition and violence, although nervous as to the success of the venture.
While visiting small village polling stations in the Bengo province outside Luanda, our team met a family walking away from the polls late on the afternoon of the first day. "Have you voted yet?" we asked. "No," came the reply, "but we will be leaving home earlier, at about 3.30 tomorrow morning, to be sure that we do."
Their attitude and the commitment to casting a vote was matched only by the care taken by the many thousands of specially trained electoral officials - who were doing everything for the first time - to ensure that the vote was fair and free.
We visited polling stations in ruined but operating schools, church halls and, in one case, a hut measuring three square metres.
The staff administered, with very rudimentary materials, two complex and beautiful full colour ballots to a predominantly illiterate community. The only lapse in orderliness came when people felt they would not be able to vote.
So what went wrong? Unita, like any party, was at liberty to request an audit of the results and a recount if they suspect fraud. However, a lesson for us in South Africa is that an election cannot replace a culture of democracy and a spirit of national reconciliation. These must be developed in other ways to ensure that a truly democratic election process is not undermined by resorting to violence, threats and a general unwillingness to accept defeat.
Whatever the final outcome of the election - for despite the tension a result will emerge with international support - the people of Angola will have spoken a clear message to their own leaders and to the leaders of neighbouring states: "However much we have fought, however much we have suffered, however poor or illiterate we may be, our vote is a symbol of the democracy and peace that is possible and which we want. Do not deny this vote." | web | https://disa.ukzn.ac.za/sites/default/files/pdf_files/DeOct92.1017.0243.006.006.Oct1992.13.pdf | 0.492844 | {
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Visit With the Utays
June 2010
School Psychology and Education Specialists
Dr. Joe Utay, Director of Counseling and Evaluation Services for Total Learning Centers and former professor for Indiana University of Pennsylvania's Department of Counseling, is a graduate of University of Pittsburgh, a school psychologist, marriage and family therapist, author, national speaker, and father.
Dr. Carol Utay is Executive Director of Total Learning Centers. She is also a graduate of University of Pittsburgh and an expert in learning and special education. "Dr. Carol" has experience as a principal,
Orton-Gillingham reading therapist, teacher, consultant, national speaker, professor, author, and mother. She is a recognized national Athena Award winner for community service.
Grade Retention? Just Say No.
"Dear Drs. Utay:
My son's teachers are recommending we hold him back to give him an extra year to mature and learn needed skills. He says he'll be embarrassed and promises to do better but we don't think it's just a matter of him choosing to catch up. We want him to succeed but not at the cost of scarring him for life! What do you think about retention?"
Retaining a struggling student to work on skills again makes surface sense. However, we have two problems with retention: 1) repeating the same solution and expecting a different result simply doesn't work (Einstein's definition of insanity) and 2) retained students take a self concept hit that many never recover from. We agree with the National Association of School Psychologists which says retention is not effective and in fact can even be harmful. It becomes part of their life story: "I'm in the 7 th grade. I'm SUPPOSED to be in 8 th grade but I was held back in 1 st ," covering for their internal thought, "I wasn't good enough, probably still not good enough, now you know, and I'm embarrassed… again."
Studies have shown that short-term gains from retention do not last, retention is a great predictor of dropping out of high school, and that kids see retention as extremely emotionally and socially stressful. Some experts actually consider retaining a child as malpractice!
Retaining CAN be the best option when the child is across-the-board socially, emotionally, physically, behaviorally, and academically more like the typical maturity level of kids one year younger. However, uncomplicatedly one-year-behind students are relatively rare.
Students who use the summer to target weak skills including developmental fine motor, language, and academic skills, are often able to successfully move forward to the next grade. Sometimes underlying "brain skills" like memory, attention, or thinking speed need specialized help. First, find out exactly what your child's specific strengths and weaknesses are so a program can be targeted to significantly build up those skills.
Making your child spend another year being taught the same subjects in the same way that was already proven to not be an appropriate fit for your child's learning needs is a recipe for disaster. Having your child evaluated then offering interventions geared toward filling gaps in his educational foundation is one more way to help him prepare this summer for success this fall.
Note: Already retained your child? It is not too late. Just get testing to make sure all needs are currently being met.
For more information on how to use this summer for preparing for an exceptional school year, contact Total Learning Centers at ([REDACTED_PHONE]. If easier, email us at [REDACTED_EMAIL]. Visit us at www.TotalLearningCenter.com and follow Dr. Carol Utay on Twitter at http://twitter.com/carolutay.
Total Learning Centers was voted AGAIN Best Tutoring and Best SAT Prep by Nickelodeon's Parent Picks.
Reprinted from Northern Connections June 2010. | web | http://www.totallearningcenter.com/wp-content/uploads/2010_06_Grade_Retention.pdf | 0.430961 | {
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Classics
How can an educated person stay away from the Greeks? I have always been far more interested in them than in science.
Albert Einstein
Why Study Classics?
To make a living and To make a life.
The first reason may not be obvious. But valuable skills can be gained from studying Greek, Latin, and the ancient Mediterranean contributions to civilization.
Classics teaches us to:
* Analyze data to detect and articulate trends, patterns, and styles
* Write elegantly and persuasively, and master a sophisticated vocabulary – 70 percent of English comes from Greek and Latin
* Understand cultural references reaching over three millennia
The second reason is about feeding the heart and soul. How should I live? What are humans created for? What forces beyond the human affect our lives? Where do our fundamental ideals and institutions come from? Classics offers an inexhaustible source of deep thinking and relevant comparisons that provide both intellectual and spiritual enrichment.
A Foundation of Knowledge
Studying the legacy of Greece and Rome opens new ways to understand the relevance of the ancient Mediterranean world in modern times—in arts and letters, science and medicine, geopolitics, law, entertainment, and religion. Students are trained to excel in logical analysis and ethical reasoning and to put complex problems into words.
Stanford's highly interdisciplinary classics program, one of the nation's largest, offers courses in Greek and Latin language and literature, ancient art, archaeology, philosophy, and history.
Tracks range from a focus on languages to ancient history. Students can pair classics with subjects ranging from biology and electrical engineering to English and political science.
There are many opportunities to study abroad. Students have also joined archaeological digs in Rome, Sicily, Britain, Israel, and Turkey.
Beyond the Classroom
Exploring the past in new ways
Faculty and students use the latest in digital imaging and data mapping to find new answers to questions about life in ancient and premodern times:
Using geospatial technology to simulate movement along Roman roads, rivers, and sea routes, ORBIS reconstructs the duration and cost of travel in antiquity. This interactive project has attracted hundreds of thousands of visitors since its May 2012 launch. • ORBIS: The Stanford Geospatial Network Model of the Roman World
* Mapping the Grand Tour
Undergraduates have used primary sources, such as personal letters, to design original visualizations of 18th-century travelers in Italy. These images are part of Mapping the Republic of Letters, a project portraying the correspondence exchanged between intellectuals during the Enlightenment.
A Successful Future
Critical thinking. Logic. Precision of language.
Armed with a classics degree, Stanford students enter a wide range of careers, including law, business, medicine, film, drama, journalism, government, education, and cultural preservation. Stanford alumni also find the exploration of classics a lifelong source of intellectual challenge and joy.
A Full Spectrum:
Stimulating courses on the ancient world
* Antigone: From Ancient Democracy to Contemporary Dissent
* Ten Things: An Archaeology of Design
* Gender and Power in Ancient Greece
* Ancient Athletics
* Sappho: Erotic Poetess of Lesbos
Studying classics opens our eyes to the reality that our everyday activities—our laws, our speech, and even our worldviews—are derived from foundational concepts. It was through classics that I started to wonder about the basics of everything around me. This curiosity led me straight to computer science, where even the most complex of machines can be distilled to fundamental bits of information.
Jon Madorsky, '14, Classics and Computer Science
Classics offers a disciplinary breadth—from art to history to philosophy—that enables students to sample the many components of a liberal education… The study of ancient Greek and Roman civilizations has fostered within me a logic and curiosity that have proved invaluable in classrooms, workplaces, and personal relationships.
Jacob Kovacs-Goodman, '13 Classics with a minor in Philosophy
Classicists have been exposed to the modern world in the making…As you have watched the Middle East erupt over the past few years and seen cultures of oligarchy and autocracy struggle with fledgling democracies, you are the ones who have had access to the original and best thinking about the nature of democratic government and the threat of tyranny and abuse of power.
Excerpt from 2012 Classics commencement address by Carey Perloff, '80 Artistic Director of the American Conservatory Theater in San Francisco
For all its reputation as a 'fuzzy' pursuit, studying classics prepared me well for the analytical thinking required in science. Translating the Greek sentence, much like interpreting results in the lab, requires the mind to hold multiple discrete conclusions in parallel until a great meaning emerges. Word by word, experiment by experiment, the picture comes into focus with logic, patience, and practice.
Sarah Douglas, '07 Doctoral Candidate in Molecular & Cellular Biology, Harvard University
Walter Scheidel Professor of Classics & History Department Chair [REDACTED_EMAIL] [REDACTED_PHONE] classics.stanford.edu | web | http://shc.stanford.edu/sites/default/files/CLASSICS_broch_web_11_13.pdf | 0.482856 | {
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Adolescent Development
Rapp, Melanie. "Adolescent Development: an emotional roller coaster." In Young Adults and Public Libraries. ed. by Mary Anne Nichols and C. Allen Nichols. Greenwood, 1998. pp. 1-10.
Three developmental stages:
Middle Adolescence (14-17) – self-discovery, performance oriented, relationships are vital
Early Adolescence (12-14) – peer groups; emotional distance from parents; rapid growth, especially in girls; interest in sex
Late Adolescence (17-19) – career focus, physical distance from parents, selfsustaining living,
Havighurst, Robert J. Developmental Tasks and Education. 3 rd edition. David McKay Co., 1972.
Eight developmental tasks:
2. Achieving a masculine or feminine social role.
1. Achieving new and more mature relations with age-mates of both sexes.
3. Accepting one's physique and using the body effectively.
5. Preparing for marriage and family life.
4. Achieving emotional independence of parents and other adults.
6. Preparing for an economic career.
8. Desiring and achieving socially responsible behavior.
7. Acquiring a set of values and an ethical system as a guide to behavior.
Hall, G. Stanley. Adolescence: its psychology. 2 vols. D. Appleton, 1904.
Adolescence as "antithetic impulses."
- euphoria and despondence
- overactivity and sluggishness
- egotism and self-abasement
- seclusiveness and gregariousness
- selfishness and altruism
- sensitivity and callousness
- precociousness and foolishness
- radicalism and conservatism
Konopka, Gisela. "Requirements for Healthy Development of Adolescent Youth."
Adolescence. 4 (Fall 1973): 301.
Adolescence as the "move into the true interdependence of men."
- audacity and insecurity
Characteristics:
- loneliness
- psychological vulnerability
- peer group need
- mood swings
- need to be argumentative and emotional
Moore, Joseph. "Adolescent Spiritual Development: stages and strategies." Religious Education. 83 (Winter1988): 83-100.
Stage 1 – Purgative Stage (cleansing oneself of a false sense of self, especially low self esteem)
Stage 3 – Unitive Stage (at one with creation)
Stage 2 – Illuminative Stage (seeing oneself as God sees one – no defenses, decreasing self-preoccupation)
Elliott, G. R. and S. S. Feldman. "Capturing the Adolescent Experience." In At the Threshold, The Developing Adolescent. ed. by S. S. Feldman and G. R. Elliott. Harvard University Press, 1990.
Core developmental tasks:
- dealing with emerging sexuality
- becoming emotionally and behaviorally autonomous
- acquiring interpersonal skills for dealing with the opposite sex and mate selection
- resolving issues of identity and values
- acquiring education and other experiences needed for adult work
Stover, L. T. and E. Tway. "Cultural Diversity and the Young Adult Novel." In Reading Their World. ed. by V. R. Monseau and G. M. Salvner. Boynton/Cook, 1992.
Concerns of adolescents:
- coming to terms with new view of "parents as not perfect"
- defining oneself outside the family
- determining an individual set of moral, ethical, religious, and political principles
- developing positive relationships with opposite sex
- coming to terms with developing sexuality and physical body changes
- thinking about future and career options and marriage
- forging a niche in society
Carnegie Council on Adolescent Development, Task Force on Youth Development and Community Programs. Great Transitions: preparing adolescents for a new century. Carnegie Corp., 1995.
Essential Requirements for Healthy Adolescents:
- form close, durable human relationships
- find a valued place in a constructive group
- feel a sense of personal self-worth
- achieve a reliable basis for making informed choices
- know support systems and how to use them
- find ways of being useful to others
- show constructive curiosity
- believe in a promising future with real opportunity
- cultivate problem-solving habits
- master social skills and conflict resolution skills
- acquire technical and analytical ability to participate in global economy
- learn responsible citizenship
- become an ethical person
- respect diversity
Fenwick, Elizabeth and Tony Smith. Adolescence. DK Publishing, 1994.
Milestones in Adolescent Development:
Middle Adolescence (15-16) – becoming less self-absorbed, making own decisions, experimenting with self image, seeking new experiences, developing morals and values, making lasting relationships, becoming sexually aware, maturing skills and interests
Early Adolescence (11-14) – concern about appearance increases, independence from family becomes more important, rebellious/defiant behavior, importance of friends and peer group, ego dominates view of all issues
Late Adolescence (17-18) – viewing world idealistically, involved in world outside home and school, stabilizing relationships, adults as equals, independence | web | https://ils.unc.edu/courses/2013_fall/inls558_001/adoldevelopment.pdf | 0.473243 | {
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MathEduc Database
c ⃝ 2019 FIZ Karlsruhe
ZMATH 2016f.01272
Kazak, Sibel; Wegerif, Rupert; Fujita, Taro
Supporting students' probabilistic reasoning through the use of technology and dialogic talk. Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME-8, University of Nottingham, UK, April 14–17, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 215-222 (2014).
Summary: Research has shown that pupils and many adults have intuitions about probability that are often at odds with accepted probability theory. Drawing on the literature on probabilistic reasoning, effective pedagogical approaches and the use of technology tools, our aim is to examine the relationship between students' talk together, their use of TinkerPlots software and the development of their reasoning about uncertain outcomes. In this paper we report on findings from the first iteration of a design study conducted in an afterschool club for Year 7 students in Exeter. More specifically we describe the trajectory of two students making conjectures about the fairness of some games involving combined events, testing and revising their initial theories based on simulation data. Our analysis shows that these students' use of dialogic talk in combination with the technology leads to a shift from intuitive reasoning to probabilistic reasoning.
Classification: K53 C53 U73
Keywords: probability theory; probability; concept formation; probabilistic reasoning; educational research; design study; lower secondary; student-student interaction; communication; dialogic talk; technology use; computer as educational medium; statistical software; data analysis; computer simulation; graphical representations; games of chance http://www.bsrlm.org.uk/BCME8/BCME8-28.pdf | web | https://www.zentralblatt-math.org/matheduc/en/?id=6476&type=pdf | 0.434262 | {
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