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WHAT IS HEAT STRESS?
Heat stress is the total heat burden that the body is subjected to by both internal and external factors such as:
**External**
- Temperature
- Humidity
- Amount of air movement
- Radiant temperature of surroundings
- Clothing
**Internal**
- Physical activity (metabolic heat load)
Heat stress occurs when the body cannot sufficiently cool itself. For example, heat is absorbed from the environment faster than it can be lost via the body’s cooling mechanism. The term ‘heat stress’ is not a medical condition; however, it may be used to describe a range of adverse health effects from heat cramps to heat exhaustion and heat stroke.
WHO ARE THE PEOPLE MORE LIKELY TO SUFFER THE ADVERSE EFFECT OF HEAT STRESS?
Those people who are un-acclimatized, overweight, physically unfit, suffer from heart disease, abuse alcohol or take certain medication are at a greater risk of the effects of heat stress.
HOW CAN THE ADVERSE EFFECT OF HEAT STRESS BE AVOIDED?
Heat stress can be avoided by decreasing the level of the heat exposure, or improving the efficiency of the body’s cooling mechanisms. It is important to train the workers in the recognition of heat stress symptoms and mechanisms by which this may be minimized. Risk reduction may be achieved by:
- Altering the work schedule so that the heavier work is done during less hotter periods
- Reducing the radiant heat load by providing shaded areas for outdoor work.
- Increasing convective heat loss by improving air circulation
- Promoting evaporation of sweat by reducing humidity, increasing air movement and wearing suitable clothing
- Providing access to cool drinking water
- Preventing dehydration by ensuring that the workers maintain adequate fluid replacement
- Ensuring employees are fit, acclimatized and not taking medication that will impair their ability to cope with heat stress.
WHAT ARE THE BODY’S COOLING MECHANISM?
The body can be cooled by the following means:
1. Convection (heat loss to air)
2. Radiation (Heat loss to surrounding objects)
3. Evaporation of sweat
WHAT HAPPENS IF THE COOLING MECHANISM ARE SUFFICIENT?
1. Weakness, dizziness, fainting (heat syncope)
2. Heat cramps
3. Heat exhaustion
4. Heat stroke
Allowing rest period, in air conditioned spaces. This helps in three (3) ways;
1. Lowering metabolic heat production
2. Decreasing environment body heat
3. Providing opportunity to increase fluid intake
Allowing self regulation of work if fatigue, discomfort or other symptoms occurred.
**SIGNS, SYMPTOMS AND TREATMENT**
**HEAT CRAMPS**
**SYMPTOMS** - Cramping of either active muscles (arms, legs) or involuntary (usually abdominal) muscles (or both).
**FIRST AID** - Replenish electrolytes through drinking of fluids such as Gator-Ade, Squincher, PowerAde, etc. Rest in a cool environment.
**HEAT EXHAUSTION**
**SYMPTOMS** - Nausea, dizziness, weakness, headache, blurred vision, profuse sweating, cold/wet (clammy) grayish skin, unconsciousness, coma and death.
**FIRST AID** - Place victim in a prone position in a cool location, administer fluids if the victim is conscious. If unconscious, seek medical care or transport to a medical emergency room.
**HEAT STROKE**
**SYMPTOMS** - Chills, restlessness, irritability, red face and skin, disorientation, hot/dry skin (not always), collapse, unconsciousness, convulsions and death.
**FIRST AID** - Immediate & aggressive cooling of the victim's body using wet cloths, immersion into cold water or alcohol wipes. Transport to emergency medical facility ASAP!
**Hydrate Educate Act quickly Take it easy** | web | https://imgsrv2.aramcoexpats.com/community/pakistan/pdf_Heat-Stress.pdf | 0.440656 | {
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Kenchamma as the metaphor in Raja Rao's Kanthapura:
A Synthesis of Gender and Race in India
Dr. Rajendraprasad Y. Shinde Associate Professor & Head, Dept. of English, Kisan Veer Mahavidyalaya, Wai
Raja Rao's novel Kanthapura (1938) is the first major Indian novel in English. It is a fictional but realistic account of how the great majority of people in India lived their lives under British rule and how they responded to the ideas and ideals of Indian nationalism. The book has been considered by many to be the first classic modern Indian writing in English and is thought of as one of the best, if not the best, Gandhian novels in English.
Kanthapura- The Village:
'Kanthapura ' portrays the participation of a small village of South India in the national struggle called for by Mahatma Gandhi. Imbued with nationalism, the villagers sacrifice all their material possessions in a triumph of the spirit, showing how in the Gandhian movement people shed their narrow prejudices and united in the common cause of the non-violent civil resistance to the British Raj.
This village is a microcosm of the traditional Indian society with its entrenched caste hierarchy. In Kanthapura there are Brahmin quarters, Sudra quarters and Pariah quarters. Despite stratification into castes, however, the villagers are mutually bound in various economic and social functions which maintain social harmony. The enduring quality of the Indian village is represented as ensuring an internal tenacity that resists external crises, its relationship to past contributing a sense of unity and continuity between the present and past generations. Kanthapura may appear isolated and removed from civilization, but it is compensated by an ever-enriching cycle of ceremonies, rituals, and festivals.
Rao depicts the regular involvement of the villagers in Sankara-Jayanthi, Kartik Purnima, Ganesh-Jayanthi, Dasara, and the Satyanarayana Puja with the intention of conveying a
sense of the natural unity and cohesion of village society. Old Ramakrishnayya reads out the Sankara-Vijaya day after day and the villagers discuss Vedanta with him every afternoon. Religion, imparted through discourses and pujas (prayers), keeps alive in the natives a sense of the presence of God. Participation in a festival brings about the solidarity among them. The local deity Kenchamma protects the villagers "through famine and disease, death and despair". If the rains fail, you fall at her feet. Equally sacred is the river Himavathy which flows near Kanthapura.
Rao does not marginalize the role of women in the freedom movement and highlights their individual contributions. Rangamma and Ratna form women's volunteer groups, despite opposition from the orthodox. Moorthy and his volunteers closely monitor the Mahatma's Dandi march and enact their own satyagraha in Kanthapura. They picket toddy shops, and are joined by more volunteers from the city, and by the coolies from the Skeffington Coffee Estate. Their march is opposed by the police who beat them up mercilessly. The police tell them to be loyal to the British Government, but the people say they know only the Government of the Mahatma. Moorthy and several others are arrested. As a result of the police atrocities the entire village is desolate and, in the end, "there remains neither man nor mosquito in Kanthapura ".
Kanthapurahas been described as the most satisfying of all modern Indian novels. Recognized as a major landmark in Indian fiction, it is the story of how the Gandhian struggle for Independence came to one small village in south India.has been described as the most satisfying of all modern Indian novels. Recognized as a major landmark in Indian fiction, it is the story of how the Gandhian struggle for Independence came to one small village in south India.
Kenchamma is portrayed as the goddess who represents Mother India. Worshipping goddess has various connotations in traditional discourse. Once you attribute the position of deity to a woman you can subject her to any type of injustice. Her suffering is glorified in the name of religion. Worshipping also gives dignity to the person who offers that worship. He can find easy escape from all actions of integrity and contemporary values like honesty, truth, equality and progress in society. Rituals are the best escape. Therefore Raja Rao's Goddess Kenchamma creates this kind of metaphor which has continued from times immemorial in India.
*******************************************
(Sent by email to [REDACTED_EMAIL] ) | web | http://englishcyber-literature.net/Kenchamma.pdf | 0.432996 | {
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Havering Concert Orchestra
Programme
HAVERING CONCERT ORCHESTRA
SATURDAY 15TH NOVEMBER 1980 - 7.45 P.M.
Abbs Cross School, Abbs Cross Lane, Hornchurch
PROGRAMME
THE HEBRIDES OVERTURE MENDELSSOHN
PIANO CONCERTO NO.2 MACDOWELL
Soloist: Jeffrey Lague
-INTERVAL-
PETER AND THE WOLF PROKOFIEFF
Narrator: Maureen Harriott
PEER GYNT SUITE NO.1 GRIEG
This dramatic concert Overture, sometimes known as 'Fingal's Cave' was published in 1835. It is one of Mendelssohn's most popular and famous works and was originally called 'The Lonely Island'. Contrary to popular belief, it is likely that the island of Staffa and Fingal's Cave were not really the music's inspiration since Mendelssohn wrote the work's main theme in a letter home a day or two before visiting these places.
PIANO CONCERTO NO.2 in D Minor Opus 23
We have pleasure once again in welcoming JEFFREY LAGUE as our piano soloist. He is to play this fiendishly difficult and glittering romantic concerto by Edward MacDowell - the foremost American composer of his day. MacDowell was trained in Germany and shows a strong influence of Wagner. After a successful career as a composer and concert pianist, his last years were marred by insanity. The work is in three movements, the slowest first, followed by a brilliant scherzo, and finale of dazzling virtuosity.
-INTERVAL-
PETER AND THE WOLF
This must be Prokofieff's best-loved piece. The story of Peter, the Duck, the Cat, Grandpa and so on is told not only by the Orchestra, but by the narrator as well. We are lucky to have with us MAUREEN HARRIOTT, who will introduce the characters and tell us the story.
There are four movements to this suite: Morning, Death of Ase, Anitra's Dance, Hall of the Mountain King. The music is very tuneful and well-known and is one of Grieg's larger scale undertakings. He wrote it as incidental music to Ibsen's play of the same name, in 1875.
ROBERT FERGUSON
ROBERT FERGUSON is the resident conductor of the Havering Concert Orchestra. He studied at the Royal College of Music with Cyril Smith, and lives in Emerson Park, Hornchurch. As a pianist, he has appeared in the Purcell Room, the Wigmore Hall and the Royal Festival Hall. His piano duo with Christopher Kite performs throughout the country and has visited Ireland. Recently, they gave a recital at Central Library, Romford, and last month they gave a live broadcast for BBC Radio 3.
THE ORCHESTRA WISHES TO THANK:
* Havering Arts Council for providing funds for the staging of this concert, and its assistance with publicity.
* Those involved with the supply of refreshments, and School staff whose co-operation has been much appreciated.
* You, the public, for your support.
The Havering Concert Orchestra is the Borough's longest established Orchestra having been founded in 1954 by Eric Coles.
Now enjoying its second year under the direction of Robert Ferguson, the Orchestra continues to expand its membership and repertoire, and would be interested to hear from anyone interested in joining.
Rehearsals are held every Wednesday Evening at 7.30 p.m. during school term-time, at Upminster Infants School, St. Mary's Lane, Upminster. Further details may be obtained from the Hon. Secretary, Richard Ellis on Upminster 27006, 9 Stewart Avenue, Upminster, Essex.
If you feel you would like to help the Orchestra in any way, we invite you to complete this slip and hand or post to the Secretary, or any member of the Orchestra.
NAME
ADDRESS
TEL
I WOULD BE ABLE TO HELP WITH:
REFRESHMENTS
ADMINISTRATION
OTHER....
PLAYING (Instr.______________)
PUBLICITY | web | https://www.hcoweb.co.uk/wp-content/uploads/2022/01/19801115-Programme.pdf | 0.427633 | {
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| Theme | Do you have an understanding heart? The treasure of God’s Kingdom might not have been revealed to you yet. LOOK FOR IT! It may be “buried”! |
|-------|----------------------------------------------------------------------------------------------------------------------------------|
| Scripture | Kings 3:5, 7-12; Psalm 119; Romans 8:28-30; Matthew 13:44-52 |
| Science | Think about other “hidden things” try the: **Invisible Ink Experiment**
Miracles can happen if we believe! |
| Arts/Craft | Build a: **Family Faith Chest**
OR
Create a Silhouette—
As we live out our daily life, we sometimes forget that we have a hidden treasure in God and in heaven. Thus, we tend to see the things God created without truly seeing their beauty. Make a silhouette to help remind you that despite our forgetfulness, God sees all things clearly.
**PLEASE SEE Explanatory Handout on our website!** |
| Music | Can You Feel the Joy?
Awesome God
Build My Life |
| Game | Create a candy/treasure hunt or make a simple scavenger hunt for friends. There are many templates online, but you can design one easily using clues from your own surroundings. This is a fun thing to do as individual families and compare afterward…consider photo scavenger hunts, road rallies, or other treasure hunting games! |
| Snack | HoHo/Rice Krispy Treasure: cut a hoho in half and fill with “surprise” candy OR mold rice krispies into a top and bottom and fill with “surprise” candy. If you are feeling ambitious in your snack making, try this fun buried treasure cupcake recipe:
Buried Treasure Chocolate Strawberry Cupcakes |
|---|---|
| Service | Go on a shopping scavenger hunt for a soup kitchen or food cupboard by finding their wish list.
OR
Contact your local donation center for St. Vincent de Paul, Goodwill, etc. and find out how to give clothing. Then, “HUN” through your dresser and closet and pull out clothes that you no longer wear. All members of the family can participate! Together as a family, ask: Why do we pass along our clothing to those in need? (Jesus asks us to clothe those without clothing). How many outfits does a person really need? How do I feel when I donate extra clothes to others? Say a prayer for the families who receive the clothing you gave |
| Prayer | Have a conversation with God this week. Spend some time in quiet and see if you can hear where God is trying to lead you |
| Reflecting in the Hammock | Solomon asked God for an understanding heart. Think about a person, a group of people that you have a difficult time understanding. Open your heart to them as children of God. How might you try and walk in their shoes this week? | | web | http://stmaryourmother.com/wp-content/uploads/Weekly-Plan-7-26.pdf | 0.491157 | {
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Using Google Classroom on family computer or device
You can download the Google Classroom app for iOS or Android from the App Store or Play Store, and then login with your school username and password, see here:
Alternatively you can follow the below instructions to use Classroom via a web browser.
1) Go to Google.co.uk and login with your school email address and password
2) Enter the details on the sign in page:
3) Once the page loads, press this button on the top right hand corner:
4) , click on the icon that says "Classroom"
5) Check it is your username and accept and then press 'I am a student' if asked
6) Click on the Classroom that appears - press join for all your classes.
7) On the classwork tab you will see all of the work that has been placed for you to do:
8) You can now press on the documents to view the material posted by your teachers.
9) When you have your work open from Classroom as a Google Doc or Sheet, press File then Make a copy then ok to save a copy to your drive for you to work on. As per the below:
10) To access any work you have saved to your Google Drive or made a copy of, go to Google Drive or press this link: drive.google.com
11) When you are in classroom and want to change to another subject, go onto the three horizontal bars here:
And then choose another subject:
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MR M.SHAW
1 HORSEWELL LANE
WIGSTON
LEICESTER
LE182HQ
Tel: 0116 2121391 / 07970 061840
Email:[REDACTED_EMAIL]
Learn to play the Violin or Viola!
Dear Parent/Carer,
Following a demonstration at school recently, your child showed an interest in wanting to learn the violin or viola.
Why choose the Violin/Viola?
Learning to play the violin/viola is a challenging and rewarding experience that can be a lot of fun. It can often improve other key skills such as concentration, coordination, memory function, literacy, numeracy and general aural awareness.
Learning to read music and how to play melodies leads to a great feeling of achievement and can also increase creativity and confidence.
Once you can play the violin/viola, then participating in orchestras and smaller ensembles is available to you. With the flexibility of these instruments, there are many styles of music to be involved with, from Classical, to Folk, to Gypsy Jazz and even Rock music.
Who am I?
I My name is Mike Shaw and I am an experienced violin teacher and performer based in Leicestershire. For the last twenty years I have been teaching in primary and secondary schools across the county. Since September 2012 I became self-employed and teach in schools 5 days a week. I am also an experienced conductor currently working with one of the Leicester-Shire Music Services most advanced orchestras on a Saturday morning. I also coach several school ensembles, orchestras and string groups.
I perform regularly in various groups ranging from string quartets to theatre bands and have also led the Leicester Symphony Orchestra for several concerts and tours.
What is the difference between the Violin and Viola?
Visually there is no difference to start off with. They are taught in exactly the same way, the viola sounds lower in pitch than the violin but not as low as the cello. The only other difference is that a viola player reads music in a less common clef than a violin player.
Where can I get an instrument from?
Firstly, beware of the cheap internet deal! Sometimes Parents will order a very attractively priced instrument off the internet, these instruments are often inferior quality and some don't even come fully set up. A low quality instrument often won't stay in tune, be hard to tune and generally be harder for a beginner to learn on. If you are considering buying off the internet please consult the teacher first, providing links to the potential purchase where possible.
The most common way to start learning an instrument is to hire one. Local music shops can offer this service for a modest amount per month and some offer the option to purchase the instrument minus the rental costs already paid once you know your child is progressing and enjoying playing. More information can be found from:
ABC Music (Market Harborough) http://www.mhmusic.co.uk/ 01858 463144
Leicester-shire Schools Music Service http://leicestershiremusichub.org/hire-instrument
Please contact the service for further information on 0116 30 50 400
Timothy Batchelar is a trusted string instrument dealer based near Fosse Park. If you are considering buying an instrument then you can contact him on 0116 2899798 or http://www.batchelar.com/
How much will lessons cost?
At the outset, beginners are usually grouped into 3's or 4's depending on the number of pupils starting. However, individual lessons or groups of two may be the only option in schools with limited take up.
Below is a summary of all fees.
LESSON CHARGES FOR ACADEMIC YEAR 2017-18
Parents are advised to follow the teacher's lesson lengths and group size recommendations.
If the recommendations are not followed, progress speeds may suffer.
What to do next?
Invoices for tuition are sent directly from me via email. Once you have decided to start lessons, please contact me to confirm you wish to go ahead. I will then send you some further attachments - an agreement which will need to be signed and returned, a contact information sheet so that I have your most up to date details and finally I will send you a tuition invoice which will need to be paid prior to the start of the first lesson. Please ensure you supply a valid and regularly checked email address, adding my details to any spam filters you may have in place.
If I have seen your child, I have determined they will need a ___________size instrument. Please arrange an instrument hire from one of the music shops or the music service as mentioned above in good time before lessons commence so that your child is ready to go from the first lesson. If I haven't seen them, then when arranging to hire an instrument, take your child with you and they can be sized up for an appropriate instrument.
I look forward to teaching your child very soon.
Yours Faithfully,
Mike Shaw | web | http://stjosephs.leics.sch.uk/newsletters/letter-170710.pdf | 0.517883 | {
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The Petitioners say:
הַתְּרִיסָה הַנְדָרִים: הַנְּעִילָה מֵהַנְדָרִים
The Kabbalah Centre International
© 2000-2019 Kabbalah Centre International. All rights in all media reserved
The Judges reply three times with the following words:
The Petitioners then make the following declaration:
The Judges reply: | web | https://www.ckabbalah.com/wp-content/uploads/2020/09/hand_out_rosh-hashanah-nullification-vows_20190816_eng.pdf | 0.451946 | {
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Flour Besan / Chickpea Organic
Besan Flour is milled from dried chickpeas and is also known as garbanzo or gram flour. It has a delicious nutty flavour, sweet aroma and light yellow colour. This wheat free Besan Flour is Certified Organic. No synthetic fertilisers or sprays have been used, it is non GMO, and has no added preservatives. Organic Besan Flour is traditionally used in Indian breads and savoury pastries including poppadums and pakoras. It is also wonderful for thickening and binding savoury recipes.
How to Use:
Organic Besan Flour is a great grain free thickener in any savoury dish. It is also an excellent way to bind recipes. Use it in egg-free burgers by mixing with cold water to make a thick paste. Delicious Besan flour is often called for in Indian recipes. Create mouth-watering Pakoras by combining 1 cup of besan flour with ¾ cup of water and spices such as Garam marsala, coriander, ginger and turmeric. Use batter to coat pieces of vegetables, or combine with grated veggies to make patties, before frying.
Ingredients:
Organic Chick Pea Flour.
Preservative Free, Non GMO. Paleo.
Allergens:
No Known Allergens. This product may contain traces of Allergens.
Storage:
Store in an air tight container in a cool, dry place, away from direct sunlight. Refrigeration recommended.
Shelf Life:
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Keeping You Healthy
Horizon NJ Health wants to help keep the people of our state healthy and well. Our health representatives – we call them "Team NJ" – participate in more than 1,000 community health events throughout New Jersey every year. Team NJ offers fun and educational programs and services to all New Jersey residents at no cost.
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Our Care-A-Vans are like health centers on wheels. These vans have nurses and health educators who speak many languages. They can teach about healthy topics and give medical screenings. Some things we offer in the Care-A-Van are:
* Health screenings – Nurses give blood pressure, cholesterol and glucose screenings.
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Our health educators can teach you about getting and staying healthy. We have workshops, programs and presentations at different events and locations in the community. Topics include asthma, diabetes, nutrition, child obesity, cancer screenings and prevention, dental health, lead poisoning prevention and more.
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The Horizon Healthy Journey program will remind you when it's time for your preventive health screenings or services. You may hear from us through live and automated calls, or we may send you reminders in the mail. We will work with your doctors to make sure they are aware of the recommended services for you and your family.
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The thought of quitting may be overwhelming, or you may not know where to start. We're here to help. We cover counseling, prescription medicines and over-the-counter products like nicotine patches and gum to help you stop smoking or vaping.
You can also get help from:
* NJ Quitline: Design a program that fits your needs and get support from counselors. Call toll free 1-866-NJ-STOPS ([REDACTED_PHONE]) (TTY 711), weekdays, from 8 a.m. to 8 p.m. (except holidays) and Saturday, from 11 a.m. to 5 p.m., ET. The program supports 26 different languages. Learn more at njquitline.org.
* NJ Quitcenters: Get professional face-to-face counseling in individual or group sessions. To find a center, call [REDACTED_PHONE] (TTY 711).
45
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horizonNJhealth.com
Keeping You healthy (continued)
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* A free smartphone, 4.5 GB of data and 350 monthly minutes
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If you already have your own phone, you may be able to use it for this program. For more information and to see if you're eligible, apply at SafeLink.com and enter the Promo Code Horizon, or call [REDACTED_PHONE] (TTY 711).
46
Member Services:
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horizonNJhealth.com | web | https://horizonnjhealth.com/securecms-documents/914/Medicaid_Member_Handbook_2020_ENG_Keeping_you_healthy.pdf | 0.478161 | {
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Stone age
Akmens amžius
Aivaras Veiknys
Translated from the Lithuanian by Rimas Uzgiris
Published by Ledbury Poetry Festival The Master's House, Bye Street, Ledbury Herefordshire HR8 1EA
UK
www.poetry-festival.co.uk
Copyright © Aivaras Veiknys 2015
Translations © Rimas Uzgiris 2015
Designed & typeset in Arno at Five Seasons Press, Hereford www.fiveseasonspress.com and printed on Five Seasons book-quality recycled paper by Impact Print & Design, Hereford
Versopolis
It gives emerging European poets the chance to reach an audience beyond the boundaries of the language they write in by translating and publishing their poems and inviting them to perform at festivals.
is a unique, Europe-wide platform.
Experiences from childhood and adolescence are important for me. I had lessons then and they influenced me so much. All my lessons were learned in my life. There are authors who are important to me but life still is the main context for my creative works. To live for writing is more important for me then to write for living.
Aivaras Veiknys (born 1983 in Elektrėnai) is a poet and journalist. After studying Real Estate Management at Vilnius Gediminas Technical University, he worked as a journalist on the Lithuanian daily newspaper Respublika and reported from Afghanistan.
He participated in 'Readings of young poets' and received awards as a young emerging poet in the Lithuanian Poetry Festival 'Poetry Spring' in both 2008 and 2010.
Aivaras started to write poetry at school. His poems first appeared in a students' book, Gyvenimo labirintais (Labyrinths of life). His first book, R aktai, was published in 2007. (The title is a word game: Raktai means keys and aktai means acts. When asked why R aktai he explained that poems are acts of writing: 'A poem is a very intimate communication with world. Sometimes it's pleasant, sometimes it hurts.') This was not the début a poet might dream about. Aivaras himself was upset about it, saying that the poems were not good enough. 'I felt like a lyrical subject from Hermann Hesse's novel Unterm Rad (Beneath the Wheel) – everything was so obscure around me.' Nevertheless he didn't stop writing and offering his poems for different festivals and the Cultural Press.
The Cultural Press started publishing his poetry from 2008, and literary critics responded very positively. 2008 can be considered as a turning point as Aivaras started to participate in main readings in various festivals. This is how he started to prepare for his second book.
This book, Paukštuko liudijimai (Testimonies by little bird), was published in 2014 after he worked on it for several years. It was not surprising that it was awarded the prestigious 'Young Yotvingian prize' in the Druskininkai Poetic Fall Festival as the best young poet's book of the year. The Commission appointed by the board of the public organization Druskininkai Poetic Fall reads all the new books and then judges the Yotvingian and the Young Yotvingian prizes for the best books of the year. These Yotvingian prizes are among the most important prizes for Lithuanian poets as an
evaluation of their work. And the Young Yotvingian prize places an obligation on a poet: we expect more in the future.
The launch of his new book was not held until after this important award, so many poetry readers then knew about Aivaras and the launch was crowded. Aivaras is the perfect performer of poetry for the Lithuanian audience. He speaks clearly and knows how to talk to his audience. Social themes in his poetry are important as they are in all contemporary Lithuanian poetry. Young poets are active socially, they are brave and confident, they meet their readers in libraries and schools, and this is why they succeed.
The book Testimonies by little bird was edited by one of the best known Lithuanian poets, Aidas Marčėnas. He wrote about Aivaras: 'He is a poet. He is clinging to life with his poems. Language is doing its job in his poetry and this means that we are talking about a real poet.' Not many poets hear words like that, so this means a great deal. This was a main reason for the award of the Young Yotvingian prize to Aivaras.
Aivaras is a coorganizer of the festival 'Literatūrinės Vilniaus slinktys' (Literary slide of Vilnius) and he is a compiler of three festival anthologies (2011-2013). It is important to explain that this festival is a new phenomenon for Lithuanian poetry and especially for young poets. We have two big international poetry festivals – Poetry Spring and Druskininkai Poetic Fall. This new festival launches new young poets and it can be as important as those other festivals for Lithuanian poetry readers.
Berniukai žaidžia karą
Atvažiavo vandentiekio remontuoti, atvilko įvairiausios technikos, kelias dienas nesiliovė – išrausė tranšėją per visą kiemą, didžiausi kalnai abipus.
Dabar tai jokių sušiktų šautuvėlių, jokių griūk negyvas, dabar tai jau – iš tikrųjų:
tupim skirtingose fronto pusėse – žemių pilnom kišenėm, molio pilnom širdim – svaidom grumstus ir akmenis, svaidom grumstus ir akmenis.
Sutemus – jau visiškai sutemus – išlenda motina pro virtuvės langą – dairos girta, nemato, pradeda žviegti kaip kiaulė:
– Suuukos, namooooo, pasakiau!!!
Bet kur tau namai, jei fronte pats įkarštis – švilpia grumstai ir akmenys, švilpia grumstai ir akmenys, žiežirbos pilasi iš ausų.
Galiausiai liekam tik brolis ir aš: guzas mano kaktoj, ašara jo akyje, juodas virtuvės langas moja užuolaidom pasitikdamas.
Boys playing war
They came to fix the sewer pipe: with all kinds of machines, working for days – they dug a trench through the yard, with giant mountains on either side.
No more shitty guns for us, no more 'bang, bang, you're dead' – now it's for real.
We crouch on separate sides of the front – our pockets full of earth, our hearts full of clay. We throw clods and stones, heaving clods and stones.
When it gets dark – completely dark – mother leans from the kitchen window, looks around, drunk, not seeing, and starts to howl like a pig:
–
Biiiitches, come hooome, now!!!
But what is home when the front is boiling over? Clods and stones whistle by, clods and stones flying, sparks shoot out from our ears.
Finally, there is just my brother and I, a bump on my forehead, a tear in his eye, the black kitchen window waves its curtains at our return.
O vidury nakties – vidury giliausios nakties – motina, staigiai pašokusi, mūsų tipena žiūrėti: gulim tokie vienodi, tokie vienodi vienodi, kad vos beatskirsi, kuris labiau nebegyvas.
*
Dūmai
Šiame eilėraštyje reikalingi dūmai – tai joks daiktavardis, greičiau – liepiamoji nuosaka, kurios paragintas imu veikti: mosuoti rankomis, draskyti suplėkusias metų užuolaidas, galiausiai – matyti vaizdus, kuriuos jau tariausi pamiršęs.
Dūmai neturi kūno, aiškios konstantos – jie plazda tarytum naktiniai drugiai, pinas tarpusavy, maišosi su tabako dūmais;
iš nuosakos tampa būdvardžiu, kuris sufleruoja vaikystės akimirkas.
Dūmai – toks didelis laukas prie meldų šukuojamo ežero; tenai mus atveždavo kasti bulvių: žmonės veidais sukaitusiais – gyvos jų kapinės irias lėtai kauptukais . . .
At midnight – in the deepest heart of the night – mother suddenly rises, and tiptoes into our room: we lie – so similar, so similar, we are so similar that you could barely tell which one of us was more dead.
*
Smoke
This poem needs smoke – not some kind of noun, but the imperative mood, at whose command I begin to act: waving my arms, tearing the curtains, musty with years, and finally – seeing visions which were supposed to be forgotten.
Smoke has no body, no definite state – it flutters like night moths, winding upon itself, mixing with tobacco smoke;
the mood becomes adjectival, prompting flashes from childhood.
Smoke – a huge field, rushes on the edge comb a lake; they used to take us there to dig potatoes: flushed faces in heat – live graves slowly rowing with hoes . . .
Dūmai –
Dūmai –
tai vėjas nuo ežero.
tai varnos nuo ežero siųsto vėjo . . .
Paskui jau – kumelė liūdnom akim, pilnas maišų vežimas . . .
Mums duodavo tiek, kad visad paskui pritrūkdavo . . .
Dūmai šitam eilėrašty reikalingi, kad visko neprisiminčiau.
*
Stebuklų metas
Grandinėms žvangant baigsis lapkritys, pietų kryptim tirštai raitysis dūmai, žiupsnelis druskos, purvas, nešvarumai – per naktį viską, žvelk, ir užpustys pirmasis sniegas; einant prakurų girgždės pasaulis, kiaulės melsis tvarte – išvengta durklo širdyje, tad šerti dabar tau teks jas; ties langais būriu
ganysis vištos, kudakuos, stos gruodis – danguj akis Veneros pasirodys, tai akiai stebint miegančius vaikus, eglyno vidurius praretins pjūklas, ir banalus, tačiau vis tiek stebuklas – tave romėnams nebylys įskųs.
Smoke – wind from the lake. Smoke –
crows from the lake-sent wind . . . Then – a mare with sad eyes, a wagon piled with sacks . . . We were given enough to always have a lack . . . Smoke this poem needs smoke so that I don't remember it all.
*
The time of miracles
November ends with the clanging of chains, and smoke now snakes toward the south, a pinch of salt, dirt, defilement – vouch for pain through the night. The last rains turn to snow as you crawl out for kindling into a crunching world. The pigs say amen – you parried the heart-spike – feed them in their pen. A brood of chickens flocks – cluck, clucking
by the windows. Slowly, December stirs as Venus opens her eyes like an omen, watching over children as they sleep.
Banality reigns: now, only a saw sounds deep in a forest of fir, yet one more miracle will occur – a mute man will denounce you to the Romans.
Atskrido
Vieną rugpjūčio vakarą – tartum iš niekur –
kirto snapu į balkono stiklą –
siuto –
siuntė linkėjimus iš Anapus —
– prietarai, pliurpalai, nesąmonės; sausis plonom adatėlėm beldžias į paširdžius, motina guli ligoninėj – pusės netekusi kūno, žodžiais, viduj iškapotais —
mama, sakau, tu tik laikykis; pats jau virstu į bedugnę, gniaužiu jos užmuštą ranką.
It flew up
One August evening – as if from nowhere –
it smashed its beak on the balcony glass –
seethed –
sent greetings from the other side —
– superstitions, babble, folly; January knocks on heart-space with thin needles, mother lies in the hospital – half her body lost, words pecked out, inside —
mom, I said, you just hang in there; while I myself teeter over the abyss, clutching her dead hand.
Vandžiogala (Miestelis Kauno rajone)
Kapinės, kuklios lenkų kapinaitės, kuriose – su visais kitais – amžino atilsio atgulė Č. Milošo seneliai;
vidudienio saulėje besimurkdantis darželis, nedidelis vaikų darželis: mergaitės, berniukai; aš –
žmonos atbogintas uošvijon, lėtai vaikštinėjantis siauru takeliu, svetimas, varstomas miestelio gyvųjų bei mirusiųjų, vienas nuo kito atsiribojusių keliomis dešimtimis nebegyventų metų, krūmokšniais,
vienintele juos jungiančia tvora.
Vandžiogala (A village near Kaunas)
Graves, a modest Polish graveyard, where – with everyone else – rest in peace, Milosz's grandparents were laid;
a garden purring in noonday sun, a small children's garden: girls, boys; I –
hauled by my wife to the in-laws, slowly walking the narrow path, a stranger, opened and shut by the living and dead, locals distanced from each other by decades of unlived life, shrubbery,
a fence, their only connection.
Pakelti
Pusė kiemo draugų lankė kačialką, todėl ir aš vieną dieną nusprendžiau žūtbūt pasekti jų pavyzdžiu.
Toje kačialkoje buvo daug veidrodžių – ir pirmasis sunkumas, kurį teko pakelti – mano paties atspindys juose.
Kačialinaus mėnesį, bet vaizdas nė kiek nesikeitė.
Kai jau atrodė, kad bergždžias šis reikalas, kad kam taip save kankinti, jei nieko iš to nebus – mirė senelis.
Jį pašarvojo centrinėje miesto šarvojimo salėje – tiesiai virš mūsų kačialkos.
Užlipau laiptais aukštyn; nulipau laiptais žemyn; pažvelgiau į save veidrody – ir Arnoldas Schwarzeneggeris pažvelgė iš to veidrodžio į mane –
ir nieko nebuvo, ko negalėčiau pakelti.
Ir nieko nebus.
Lifting
Half my friends from the yard were going to the gym, so I decided one day, enough was enough: I would go too.
The gym sported so many mirrors that the first weight I had to bear was my own reflection in the glass.
I did that neighborhood gym for a month, but my image didn't change.
When it began to seem like all this was in vain – why burden myself if there is no gain? – my grandfather died.
The wake was in the central funeral home – just above our gym.
I went up the stairs; I went down the stairs; I saw myself in the mirror – Arnold Schwarzenegger looked back at me –
and there was nothing, anymore, I couldn't lift.
And there will be nothing.
Kito gyvenimo
Ilgų distancijų mokykloj nemėgau labiausiai – šaudavau staigiai į priekį, lėkdavau, kiek kojos neša, po rato imdavau dusti, nervingai dairytis per petį, žiūrėti – kiek atitrūkau, ar niekas manęs neatsiveja; būti pirmam man reiškė viską visiems įrodyti.
Bet sykį, būdamas dešimtoj ar vienuoliktoj, kritau kaip negyvas į drėgną stadiono žolę ir išgulėjau, kol aplenkė mane visi, netgi mergaitės.
Paskui atsirado mergaitė, kuriai nereikėjo nieko įrodinėti – gulėjome dviese toje žolėje, ir tiek —
— tos mergaitės teliko — dabar, kai ilgos visos distancijos, bandau jas žodžiais įveikti, nes viskas, kas man nutiko, seniausiai pavirto žodžiais, žodžiai privalo išeit iš manęs –
dabar man reikia žodžių kitų –
kad vėl gyventi pradėčiau– dabar man reikia kito gyvenimo.
Another life
In my school days, I hated long-distance running – shooting suddenly in front, I'd fly as fast as my legs could carry, panting after a lap –
I would nervously look over my shoulder: how far ahead? are they gaining on me? to be first meant to prove everything to everybody.
But one time, running tenth or eleventh, I fell like a corpse into the damp stadium grass and lay there until they passed me, even the girls, except for one, who didn't need to prove anything – we lay there together in the grass, and that was all —
— that girl remains — now, when all the distances are long, and I try to overcome them with words because everything that happened to me has turned into words, words, that have to come out –
but I need different words now –
to begin to live again – now I need another life.
Lova
Dejuojanti nuo menkiausio judesio – sena ir kieta – jau 13 metų gedinti lova –
joje užsibaigė mano močiutė –
buvo vidudienis, spigino kovo saulė; kitam kambary, numuilinę chemijos pamoką, mes rūkėm Red White'ą už litą septymdevynis ir lošėm į skolą kortomis.
Akies krašteliu, pro durų nedidelį tarpą, stebėjau, kaip juda močiutės pilvas:
it Boeing'as, pilnas girtų keleivių, jis kilo ir leidosi, kilo ir leidos, kol sudegė visas kuras.
Mes išnešėm ją, suvyniotą į baltą antklodę, ir – vienas, du, tryyys! – įmetėm į furgoną; minutę
pamindžikavę, sugrįžome tęst lošimo, į skolą.
Bed
Complaining of the slightest movement – old, hard –
falling apart for thirteen years –
my grandmother died in it –
it was noon, under the glare of the March sun; in the other room, blowing off chemistry class, we smoked Red Whites for a litas seventy-nine and played cards for credit.
Through a small gap in the door, out of the corner of my eye, I watched the movement of my grandmother's stomach:
like a Boeing full of drunken travelers, it rose and fell, rose and fell, until she burned up all her fuel.
We carried her out, wrapped in a white quilt, and – one, two, threeee! – we tossed her into the van; for a minute we shuffled our feet, then returned to continue the game in debt.
Akmens amžius
akmenys lygiai kaip žmonės – mėgo sakyti – kiekvienas su savo slaptu gyvenimu, kieta tartum žemė atmintimi . . . pamenu, tvirtos ir dailios gaudavos tvoros – vertos visų tų premijų, kurias dalimis prašvilpdavo . . .
mano tėvas buvo galingas tvėrėjas, daug galingesnis už tuos, su kuriais mane lygina neišmanėliai kritikai –
sunkus nei jo akmenys, gal net sunkesnis už visą priekabą, pririnktą per akmenkasį kur nors ties Biržais . . .
du visada nešiodavos kelnių kišenėse – pajuodusius ir sudiržusius, kumščio didumo, neduok tu švenčiausias, jei išsitraukdavo . . .
mano jau nesantis tėvas vis dar yra kertinis šiurkščiam akmenų pasaulyje – šitiek sutvėręs per savo gyvenimą,
šitiek per jį sugriovęs.
Stone age
stones are just like people – as they, who had a secret life, liked to say – hard like the ground of remembrance . . .
I remember how walls would turn out strong and smooth – worthy of all the prizes which we would mostly squander . . .
my father was a mighty maker, far mightier than those compared to me by ignorant critics –
heavier than his stones, maybe heavier than his trailer, filled with stones that he gathered near Biržai . . .
he always carried two in the pockets of his pants – the size of fists, blackened and callous, you could say your prayers if he pulled them out . . .
my father, who is not, is still my cornerstone in this harsh stone world – having built so much in his life, having demolished so much. | web | https://www.versopolis.com/media/download/5196 | 0.487427 | {
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Qingnianling (Youth Ridge) Trail
青年嶺步道（燕子崖、蝙蝠洞）
The Youth Ridge Trail extends 2.5 kilometers through very beautiful scenery. The rock faces of Swallow Cliff measure 40 meters across and feature wind-eroded stalactites and closely spaced, neatly arranged grooves. After a storm, water flows down the cliffs creating a curtain of water. Bat Grotto’s rock faces are an extension of the upper strata of Swallow Cliff, stretching more than 200 meters. Comprised of sandstone and shale, there are honeycomb-like arrangements of holes in the rock face. The largest measures 50 centimeters across and 60 centimeters in depth. In the past, this was bat habitat and, thus, this area was named Bat Grotto.
青年嶺步道は約2.5キロメートルの長さで、景色がすばらしいです。燕子崖の岩壁の幅は約40メートルで、壁は風化され、横縞模様が出ています。細かい穴がいっぱいあります。浮きに崖下の山道を歩けば、水が崖の上から勢いよく落ち、水のトタンのようを歩いているように感じます。蝙蝠洞の岩壁は燕子崖の上部の岩から続いており、200メートル以上に広がります。岩の表面には砂岩と頁岩でできており、岩の表面は蜂の巣のようなになっています。最も大きな穴は直径50センチメートル、深さ約60センチメートルのものがあります。昔はコウモリが生息している場所であったため、「蝙蝠洞（コウモリ洞）」と呼ばれていました。
Ruitai Old Trail
瑞太古道
In early times, this was called the Youhailin Trail. It connects Ruitai and Tahei villages and has a length of 5.2 kilometers. It was developed more than a century ago during the Qing dynasty. Its original purpose was for residents to develop and transport traditional agricultural products to market. Along this trail are bamboo and pristine broadleaf forests and the landscapes change with the seasons.
瑞太古道は昔は「幼哈林道」と呼ばれ、瑞里太和院の連絡山道でした。全長5.2キロメートルで、100年以上の歴史があり、清朝の時代に開発されたと伝えられています。早期には昔人が開拓のために農産物を運ぶための主要な交通路でした。歩道に沿って孟宗竹や原林の間を頻繁に往来があり、季節の変化により異なる景観が見られました。
Green Tunnel
緑トンネル
Today’s Green Tunnel was once a road used by farmers. Lined on both sides in thick bamboo forest, this is now a place for recreation and relaxation. The road is wide and paved and is shaded by bamboo and other vegetation, including ferns. The road measures three meters in length and requires around two hours to complete.
緑トンネルは早朝期は農道であり、今は人びと集う竹林の憩いの場になりました。幅が広く平坦なコンクリート舗装の道で、木陰は涼しく、多くの植物が生れ、周辺はいろいろな植物とシダ類が生えています。全長約3キロメートルで、歩く約2時間くらいかかります。
Yejianghua (Wild Ginger Lily) River Trail
花縮砂小川歩道
The Yejianghua River Trail borders Ruiteng and Ruiti villages. It connects the Xinxingliao Community and the Ruiti Green Tunnel, extending some 950 meters. During the flowering season, both sides of the trail boast wild ginger lilies that emit an alluring fragrance that attracts countless butterflies.
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Project GLAD™ Two-Day Workshop
Recommended Time: 8:00-3:30
Required Hours: 6 Hours/day of instructional minutes
Required Total Hours: 12 Hours
*For Trainer Use Only*
*For Trainer Use Only*
| 5 min | o Here/There Chant |
|---|---|
| | o Adapt with Strip- change tense |
| | o Flip Chant |
| | o Strip Variations: antonyms, synonyms, comparatives, superlatives, etc. |
| 10 min | Suzy/Personal Interaction |
| 5 min | 10/2/2 Process- find eye contact partner- One G.O.P strategy that is a stretch, but you will implement prior to the 5 day demo. |
| 5 min | Reading/ Writing – discuss rationale |
| 10 min | Poetry Frames (i.e. Stars are Silver Reindeer- Natalia Belting, If I Were in Charge of the World -Judith Viorst) |
| 10 min | Found Poetry - Model |
| 10 min | ELD Group Frame (Side by Side Document- available from San Diego County Office of Education- http://store.sdcoe.net/ ) |
| 15 min | BREAK |
| 10 min | Team Task Key and Menu w/ samples |
| 40 min | Model 4 Expert Groups: Culture Team Tasks for teachers with menu Mind Map: Contact Stage Process Grid—Modeling the process with culture |
| 20 min | Process Grid/ Expert Groups (Linked to an input chart and mind map) |
| 5 min | 10/2 Fist to 5 (comfort level, find, discuss) |
| 20 min | Coop Strip Paragraph Whole Class Group Frame |
| 1 hour | LUNCH |
|---|---|
| 5 min | Story Map |
| 5 min | Portfolios (Demonstrate) |
| 10 min | Learning Logs with authentic student samples Interactive Journals with authentic student samples |
| 15 min | Writers Workshop with authentic student samples |
| | 10/2/2 Process- Partner A and B |
| 5 min | Closure/ Assessment/ Evaluation (Tab 6) discuss rationale |
| 5 min | Overheads of Closure/Evaluation |
| 10 min | Overheads of team and individual samples |
| | o Poetry |
| | o Student made tests |
| | o Individual and Team Writing |
| 5 min | Student Made Big Books –Team and Individual samples |
| 15 min | BREAK |
| 10 min | Cultural Awareness Piece with overheads |
| 5 min | Self Reflection/ link to goals/ Do this orally |
| 5 min | Closing Piece with music (relevant quotes and photographs) |
| | Sticky evaluation |
| | Positives + |
| | Changes |
| | What do you want to see in demo? | | web | http://www.cde.state.co.us/sites/default/files/documents/choice/download/sb130/godsman/agenda-trainers.pdf | 0.472922 | {
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Parents Guide
primary edition apr/may 2016
Teaching kindness to animals and respect for natural habitats while helping to instill good reading habits in children
KIND TIME
BOOK NOOK
MORE THAN HALF of all dog-bite victims are children, with the highest rate of dog-bite-related injuries occurring in children aged five to nine. Teaching young people to stay safe around dogs is extremely important. Equally essential is our responsibility as adults to reduce the chance that our own dogs will bite. Statistics show that most dog bites are caused by the family dog or a neighbor or relative's pet. May 15-21 is Dog Bite Prevention Week—the perfect time to review pet safety and training with your family. You'll find basic tips in this issue's Pet Corner, with additional information available at nodogbites.org.
ARE APRIL SHOWERS keeping you indoors? Ask your children to think up bumper sticker slogans about protecting the Earth or its animals. (Examples include: Be a beach buddy—don't pollute; Hug your pet; Rhinos need their horns more than we do.)
OLIVIA AND CARTER RIES remind us that anyone can make a difference. Discuss with your children how they can make a difference for the environment (use less water, dispose of trash responsibly, clean up litter around a pond or stream, fix old toys instead of throwing them away, turn off lights upon leaving a room, plant a tree, bring lunch in a reusable container, use both sides of paper, recycle cans and bottles, etc.) Can they suggest other ways to help the environment? Ask: How does protecting the environment also help animals?
…And more at humanesociety.org/kindnews
Watch the video and explore the "I'm a Little Rhino" book
Learn more about the amazing work One More Generation is doing for animals and the environment
Download an activity page for your children
Celebrate Earth Day by sharing with your children Sydney & Simon Go Green! by Paul A. Reynolds, illustrated by Peter H. Reynolds.
When mice twins Sydney and Simon learn that the trash we make often ends up in our oceans and harms marine animals, they embark on a mission to get their community to reduce, reuse and recycle. In a message at the back of the book, the Reynolds brothers (real-life twins) tell readers that they used their "twinergy" to create the book "as a way to inspire others to tackle the problems of ocean pollution and too much trash"—and challenge children to do the same.
a publication of
CRITTER CLUES
Can your child guess the mystery critter?
1 I need to eat most of the day.
2 What's your favorite color? Mine's red!
3 I can fly backward, sideways and upside down.
4 I beat my wings so fast they make noise. Maybe that's how I got my name!
5 Mini me! My eggs are the size of peas, and my nest is about the size of a walnut.
Our mystery critter is a hummingbird. Hummers are the smallest birds on Earth—with some of the most amazing abilities and appetites. They feed almost constantly on nectar, preferring deepthroated red and orange flowers, but will also dine on tree sap, insects and pollen. Many plants depend on hummingbirds for pollination, because they carry pollen from one plant they visit to another. There are more than 300 species of hummingbirds, with about 12 species spending summers in North America then traveling to their winter homes in Central and South America. Hummingbirds are threatened by habitat change. You can help hummingbirds by planting flowers that they prefer as well as by hanging special feeders filled with sugar water.
ACTIVITY SHEET
1
future
2 past3 present4 past5 past
ANSWERS
Do You Know the Rhino? FROM PAGE 3
1 True (2) The name rhinoceros comes from Greek words meaning "nose horn."
2 True (2) They are second in size to elephants.
3 False (1) Rhinos are herbivores; their diet consists only of plants.
4 False (1) Rhinos have poor eyesight but good senses of hearing and smell.
5 True (2) They are very fast but not fast enough to escape poachers' guns.
6 True (2) All five species (kinds) of rhinos are endangered.
Total: (10)
Be The Principal! FROM PAGE 3
Ms. Palmer's class wins this week.
6 future
You are now receiving the Primary edition of Kind News. If you prefer a more challenging reading level, you may switch to the Junior edition. Please allow 6-8 weeks for your new edition to arrive.
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SUBSCRIPTION QUESTION? PLEASE CONTACT US AT: [REDACTED_PHONE] | web | http://www.humanesociety.org/assets/pdfs/publications/kind_news/kn-am16-parentsguide-primary.pdf | 0.487865 | {
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Expulsion of Chinese from Oregon City, 1886
On February 22, 1886, approximately forty men gathered in Oregon City at the McLoughlin House on South Main Street, then a lodging house known as the Phoenix Hotel, and voted to rid the town of its Chinese population. Most of the men assembled at the Phoenix were members of the local Knights of Labor and Anti-Coolie League. Their elected leader, Nathan L. Baker, was from Portland and a prominent member of the League.
The men marched to the Washington Hotel, where Chinese mill workers slept, wrested the men from their beds, and marched them to the Willamette River. Between forty and fifty-five workers were forced aboard the steamboat Latona, which carried them to Portland. Twelve men were arrested for the expulsion, including Baker and Al White, an Oregon City man who was later named as a leader of the mob. None were brought to trial.
In the winter and spring of 1886—when the nation was suffering from an economic depression, growing labor militancy, and a nationwide debate over free labor—the Northwest experienced a rampant anti-Chinese fervor. The completion of the transcontinental railroad to Portland in 1883 ended an associated building boom, making economic conditions particularly dire in the region. Thousands of white men, many of them unskilled laborers, had moved west expecting to live the promise of Manifest Destiny, only to find that they were too late. Itinerant labor organizers and demagogues traveled along the West Coast insisting that Chinese "coolie" laborers were occupying what should be white jobs. Many misperceived Chinese workers as slaves, and some billed the anti-Chinese crusade as post-Civil War abolitionism. Some businesses responded by firing their Chinese employees. This was the case in Oregon City, where most of the town's Chinese residents worked in the Jacobs Bros. woolen mill. Responding to pressure from the community, the mill had begun replacing Chinese workers with white laborers several weeks before the expulsion.
Although anti-Chinese violence in Oregon never escalated to the point that it did in Seattle, Tacoma, and parts of northern California, the Oregon City incident was not an isolated one in the state. That same evening, the towns of Beaver Valley and Butteville, on the Willamette River, forced their Chinese neighbors aboard a boat headed to Portland. Anti-Chinese pogroms also occurred in East Portland, Albina, Mount Tabor, and Guild's Lake, and several Chinese laundries were the targets of dynamite attacks.
On the night of the Oregon City expulsion, 3,500 people paraded through the streets of Portland, carrying signs insisting that "Slavery must not exist here in 1886" and "The Chinese must go." A February 13, 1886, meeting of an Anti-Chinese Congress in Portland had fueled the flames as participants resolved that all the Chinese in Oregon had to leave for San Francisco by March 24.
Nonetheless, many Oregonians were not swayed by the rhetoric and worked diligently to quell the potentially explosive sentiments, most notably Harvey Scott, editor of The Oregonian. Partially due to the counter-efforts of Harvey Scott and others, the planned mass expulsion never materialized, and Oregon evaded the larger anti-Chinese upheaval that Washington and California experienced during the same period.
Written by Anjuli Grantham
Further Reading:
McClain, Charles J., Jr. "The Chinese Struggle for Civil Rights in 19th-Century America: The Unusual Case of Baldwin v. Franks." Law and History Review 3 (Fall 1985), 357-358.
Schwantes, Carlos A. "Protest in a Promised Land: Unemployment, Disinheritance, and the Origin of Labor Militancy in the Pacific Northwest, 1885-1886." The Western Historical Quarterly 13 (Oct. 1982), 373-390.
Wong, Rose Marie. Sweet Cakes, Long Journey: The Chinatowns of Portland, Oregon. Seattle: University of Washington Press, 2004.
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NURTURING CARE DURING THE PANDEMIC
Experience from a Not for Profit in Mumbai
Vibha Krishnamurthy Founder and Executive Director, Ummeed Child Development Center, Mumbai Past President and Board Member, IDPA.
Ummeed's Vision
All children with developmental disabilities can be included in society and reach their maximum potential.
2
Ummeed's Early Childhood Champions Program
* 4 modules of 4 days each
* Module 1 – Promoting ECD - using CCD
* Module 2 – Monitoring ECD - using GMCD
* Module 3 – intervention – family centered, using GMCD and Vroom
* Module 4 – Inclusion and advocacy for children with disabilities
Work with 8 organisations, reach over 8000 children every year
COVID in India - Context matters
COVID – the challenges
The first few months ..
*Conversations with families told us the needs were urgent - Food, medicines
*Increase in domestic violence, alcoholism
*Family stress skyrocketed – harsher discipline for children
*Some families of children with disabilities – severe behavioral concerns due to sudden changes
Supporting ECD in 3 steps
Workshop 1 Addressing the mental health of care providers – community health workers
Workshop2 Addressing the mental health of care givers
Workshop 3 Supporting your child's development in challenging times
ADDRESSING PARENTAL MENTAL HEALTH
JUGAAD – Life Hacks and Little Things
7
The little big things !
Adapting WHO's Care for Child Development to online format
* Introduction to zoom, earphones
* 12 sessions of 2 hours each
* Adapted sequence so it flows better
* Activities adapted e.g pics and videos for mocks
* Breakout rooms for facilitated discussions
CCD online
Challenges
Opportunities
*Connectivity – the digital divide widens
*Digital literacy – Coaching on the 'how'
*Culturally alien to learn online
*Interruption by home chores, other demands
*Hard to establish rapport, check understanding esp if no camera
*Wider geographic reach
*Save travel and transition time between sessions
*Were able to record and send visits on whatsapp
*Used videos very effectively – fathers, extended family, neighbours involved
Teaching the Guide for Monitoring Child Development*
online
Resources and Future directions
The pandemic continues..
*Need for flexibility and reevaluation of priorities and needs ( e.g grief counseling)
*Sharing our learning
*Hybrid models for future?
https://nurturing-care.org/ummeedsupporting-caregivers-during-covid19
https://ummeed.org/wpcontent/uploads/2020/07/ourjugaad.pdf
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The ceramic industry in Turkey has a long history, dating back to ancient times. The earliest known examples of Turkish ceramics date from the 8th century BC, during the Hittite civilization. Over the centuries, Turkish ceramics have evolved and diversified, reflecting the country's rich cultural heritage and artistic traditions.
One of the most distinctive features of Turkish ceramics is their intricate designs, which often incorporate geometric patterns, floral motifs, and calligraphic inscriptions. These designs are typically executed using a variety of techniques, including slip decoration, underglaze painting, and overglaze enamel work. The use of vibrant colors, such as blue, green, and red, adds to the visual appeal of these pieces.
In recent years, Turkish ceramics have gained international recognition for their high quality and artistic merit. Many contemporary potters continue to draw inspiration from traditional designs while experimenting with new styles and techniques. This fusion of old and new has resulted in a diverse range of ceramic products that cater to both local and global markets.
Today, Turkish ceramics can be found in various forms, including plates, bowls, vases, and decorative items. They are not only used for functional purposes but also serve as valuable art objects that reflect the country's cultural identity. Whether displayed in museums or sold in galleries, Turkish ceramics continue to captivate audiences with their beauty and craftsmanship. | web | https://kyreniamunicipality.com/wp-content/uploads/22prokirixi_aggeioplastiki.pdf | 0.426663 | {
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Cook It Up With Herbs and Spices
By Cara Rosenbloom, RD
Want a quick way to jazz up your ho-hum rice, fish or vegetables? Add some herbs and spices. From basil to cinnamon, herbs and spices provide more than just flavor — they add health benefits, too.
Herbs are the edible leafy green part of plants and include wonderfully fragrant cilantro, chives, parsley, thyme and tarragon. For centuries, herbs have been used in cooking, medicine and body care products. Since herbs are leafy greens, they have the same health benefits as lettuce, spinach or kale. They are rich in vitamins A, C and K, folate, calcium, potassium and protective polyphenols with antioxidant and anti-inflammatory benefits. When using herbs, think beyond garnish. Add handfuls of fresh herbs to salads, pasta, soups, stews, chili and beans.
Spices are the root, bark or seeds of plants that are used as flavorings and medicines. Examples are coriander, cumin, ginger, cinnamon, turmeric and nutmeg. Spices have health benefits from minerals and polyphenols, and add warm flavors to many dishes. Spices work well when blended together; try ready-made blends, such as pumpkin spice, curry powder or Chinese five-spice powder.
Culinary herbs and spices in recipes are used in much smaller treatment.
quantities than medicinal herbs and spices in therapeutic treatment for type 2 diabetes, and medicinal doses of six grams per
For example, researchers are studying cinnamon as a day are much higher than the pinch of cinnamon you'd sprinkle
medicine, check with your health care provider or pharmacist, since on your morning oatmeal. Before you use any herbs or spices as
high doses may have side effects or interfere with other medications.
4.2021
Whether you prefer a brisk walk, yoga session or bike ride, there are so many benefits to exercise. It can help reduce your risk of developing heart disease, type 2 diabetes and certain cancers; can help improve your mental health; keeps bones and muscles strong as we age; improves sleep; and may help with weight control.
If you exercise just to lose weight, you may be aiming for an outcome you can't fully control. Even when you eat well and exercise, the number on the scale can fluctuate. Instead of focusing solely on body weight, focus on inspiring numbers that you can control more. For example:
* How long can you exercise? With frequent practice, you will slowly increase your amount of activity.
* How many steps do you take daily? Use an app to count steps, and gradually increase your number.
* How many repetitions of an exercise can you do? Start with a few sit-ups, push-ups or bicep curls, and build on that number.
After a few weeks, you will start to see progress. If your weight goes down and your clothes fit better, that's great. But even if they don't, exercise still helps improve your well-being. That alone is worth the effort.
Aim for at least 150 minutes of moderate-intensity exercise per week, such as brisk walking. Spread activities throughout the week. Tip: Exercising more than the 150-minute minimum brings additional benefits. Add some muscle-strengthening activities at least twice a week.
Your first step: Meet with your health care provider to figure out the best exercise plan for you.
health care provider to make sure you're current on screenings for breast, colon, skin and other common cancers and learn how to lower your individual cancer risk factors (e.g., smoking, lack of exercise and excess weight). Also share any family history of cancer. Learn more at cancer.org. Screenings can catch cancer early, when it's more treatable.
April is Cancer Control Month, a reminder to take charge of reducing your cancer risk. Check with your
Alcohol: What You Need to Know
Excess alcohol use carries a host of health risks. April is Alcohol Awareness Month — an opportunity to learn whether you or someone you know may need help with alcohol abuse.
Drinking alcohol in excess is responsible for almost 100,000 American deaths each year, resulting from car accidents and a host of diseases linked to alcohol, according to the CDC. Heavy drinking damages the liver and also raises the risk of stroke and several types of cancers.
The first step to getting help for excess alcohol use is acknowledging there's a problem. To that end, the CDC encourages health care providers to use short screening tests as part of regular checkups. In addition, free anonymous screenings are at health centers nationwide on National Alcohol Screening Day, April 8.
The CAGE questionnaire, used by doctors to screen for alcohol abuse, can also be used by anyone seeking information about whether they need help. It has four simple questions:
1. Have you ever felt you should Cut down on your drinking? q Yes q No
2. Have people Annoyed you by criticizing your drinking? q Yes q No
3. Have you ever felt bad or Guilty about your drinking?
q
Yes
q
No
4. Eye opener: Have you ever had a drink first thing in the morning to steady your nerves or to get rid of a hangover?
q
Yes
q
No
Two yes answers are considered a positive result and indicate it's time to seek professional help. Call your health care provider for an appointment.
Note: Due to production lead time, this issue may not reflect the current COVID-19 situation in some or all regions of the U.S. For the most up-to-date information visit coronavirus.gov.
The Gut-Mental Health Connection
By Eric Endlich, PhD
If you have ever had butterflies in your stomach when you're nervous, then you've experienced the two-way communication that exists between your digestive system and your brain. The human gut is lined with more nerve cells than the spinal cord, which may explain the emotional shifts often experienced by people who have irritable bowel syndrome (IBS) or symptoms, such as constipation, bloating and stomach pain.
It's believed that not only can the mind affect the gut, but the gut can also affect the mind. In addition, antibiotics that disturb the gut ecosystem might have psychiatric effects.
Bacteria are integral to a healthy gastrointestinal (GI) system; gut bacteria produce about 95% of our body's serotonin, a chemical implicated in depression and happiness. Many antidepressants increase serotonin levels and also have GI side effects. Bacteria also produce hundreds of other chemicals that regulate physiological and mental processes. The gut-brain connection has led some gastroenterologists to prescribe treatments, such as antidepressants, cognitive behavioral therapy (CBT) and medical hypnotherapy for IBS and other bowel disorders.
Research continues on how digestive system activity may affect thinking skills, memory, emotional behavior and pain response, as well as how messages from the gut might raise or lower risk for type 2 diabetes and other health conditions. It's possible that someday treatment for gut and psychological conditions might include a capsule of specific bacteria with therapeutic effects.
Donate Life Month is an opportunity to learn about lifesaving organ donation.
You can register for your organs to be donated after your death. But living donors are also needed. Medically approved donors can donate liver tissue and a kidney. Bone marrow and stem cells from living donors are also needed for people whose blood-forming cells have been damaged by cancer treatments and disease. Learn more at donatelife.net/things-you-can-do/.
The Smart Moves Toolkit, including this issue's printable download, Tips for 10,000 Steps, is at personalbest.com/extras/21V4tools.
®
TopHealth is published to provide readers with the information and the motivation needed to achieve and maintain a healthier lifestyle. The content herein is in no way intended to serve as a substitute
of any part of this publication is a violation of federal copyright law and is strictly prohibited. Personal Best® is a registered trademark of Ebix Inc. Two Perimeter Park South, Suite 160 East, Birmingham, for professional advice. Executive Editor: Susan Cottman. Medical Editor: Zorba Paster, M.D. Sources available on request. © 2021 Ebix Inc. All rights reserved. Unauthorized reproduction in any form
AL 35243 • [REDACTED_PHONE] • fax [REDACTED_PHONE] • e-mail: [REDACTED_EMAIL] • website: www.personalbest.com | web | https://revasum.benefitseasy.com/wp-content/uploads/sites/62/2021/03/2021-APR-TH.pdf | 0.435387 | {
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Worksheet
The future of Starbucks
After years of continuous growth, Starbucks is to close 600 coffee houses in the US. What does the future hold for the company?
1 Rank these factors in order of importance when deciding which coffee house to go to.
product range atmosphere price quality ethical policies brand name free wi-fi free re-fills
2 Complete the time line with the missing years and figures. Find the answers by scanning paragraph one of the article.
Starbucks, the largest coffee house chain in the world, has announced that it will close 600 branches across the US. Approximately 12,000 jobs are to go. Plans to expand next year have also been reduced. The problem is that the company has been growing too fast. Starbucks was founded in Seattle, Washington, in 1971. For many years, it only had coffee‐houses in the States. After launching in Japan and Singapore in 1996, it followed what seemed like a bid for global domination, opening in at least one new country every year since then. It opened in the UK in 1998, Germany and Spain in 2002, and Brazil in 2006. Today, it has over 15,000 coffee shops in more than 40 countries, and employs over 170,000 people.
message is that if you drink here, you are intelligent and have a social conscience. Ways of promoting customer loyalty include offering two hours of free wi‐fi, a rewards card and free re‐fills of brewed coffee.
Still, many people hate Starbucks. There is even an 'I hate Starbuck's' website. One reason is perhaps due to its size. If the coffee is so special, it is argued, why are there so many outlets? Perhaps the company has reached saturation point in the US. Three quarters of the underperforming outlets set to close are the ones opened since 2006. Maybe there are too many Starbucks coffee houses close together; are they competing with each other?
Starbucks have moved away from their core business – quality coffee – into becoming a 'lifestyle brand'. It is now about more than just the coffee ‐ it is about atmosphere. Starbucks has a record label and a book club. The company stresses its 'social responsibilities' in helping farmers in developing countries. You can even read philosophical reflections on the side of your coffee cup. The subliminal
While Starbucks considers its future, other coffee shops like Nero are doing well. Rival company, Costa, is planning to expand. Competition now includes lower‐priced fast‐food chains, like McDonalds. Although we all love an expensive espresso or cappuccino from time to time, perhaps price is becoming an issue now people are feeling the pinch. People love coffee, but will they continue to love 'Starbucks'?
3 Read the whole article. In what ways has the company developed? What are the threats to the company?
4 Decide if the following words from the article are nouns (N), verbs (V) or both (B).
5 Work in small groups. Discuss the questions and report back your ideas to the class.
(a) Do you think the price of coffee in Starbucks, Costa, Nero etc is too high?
(b) Will Starbucks recover? How do you see the market developing for coffee house chains in the future?
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Andalusia's traditions and festivities
Andalusia has lots of traditions and festivities. They are part of the region's culture.
Andalusia's traditional dishes (food) and products form part of the Mediterranean diet. They include: legume and vegetable stews, deep-fried fish and seafood in batter, gazpacho, cured ham, tomatoes, olive oil, olives, grapes, strawberries, almonds and honey.
1 Match the words to the pictures.
Deep-fried fish and seafood in batter
Gazpacho
Olive oil and olives
Strawberries
Legumes, cereals and nuts
2
ANDALUSIA Young Stars Plus
2 Complete the sentences.
* ¢are the main ingredient in ¢gazpach&.
* We use t& make ¢olive ¢oil.
* 'Calamare∫ ¢ a la ¢andaluza' ¢are squid ¢covered in ¢and ¢deep-fried in ¢oil.
†he flamenc& ¢dres∫ in my ¢drawing i∫
.
3 Draw a flamenco dress and colour it in. Then, complete the sentence with the colour(s) of the dress.
Flamenco is a very important part of Andalusian culture. It is expressed through dance, song and the rhythm of the guitar. We can see flamenco at many of Andalusia’s festivities and celebrations, for example, the Seville Fair (Feria de Abril).
Women wear traditional dresses. They are long and very colourful. Some have polka dots (lunares).
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Activity
Part of the Whole
Theme: When Christians get too busy or when they are hurt or offended, they easily forget the benefits of gathering with fellow believers. The Holy Spirit calls and gathers us together so that we might enjoy all the benefits of the Church.
Materials: A blender disassembled into its basic parts, recipe ingredients (see below)
(25 minutes)
Procedure:
Give each student a piece of the blender (for safety, keep the blades as your "part" to contribute) or an ingredi ent for the recipe. Say, Let's make this recipe.
Berry Blast
(This recipe makes 2 servings; increase amounts according to the number of participants.)
1 banana
1 can of crushed pineapple, drained
1 cup of milk
½ cup of fresh or frozen strawberries
Mix ingredients in blender until thick and smooth; serve immediately. Makes 2 servings.
The students will quickly work together to accomplish the goal. Ask, Why couldn't you do the task inde pendently? (Because it was impossible without all the pieces.) Say, The Christian life works the same way. God has given each of us different gifts and responsibilities in His Church. In order to accomplish those responsibili ties, we work with others whom God has called in Christ.
The Creed
The Third Article (Part 2) | web | https://communication.cph.org/hubfs/_education/2018/_Confirmation/30-Week%20Bonus%20Activities/lesson14activity.pdf | 0.437669 | {
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PHE National Parasitology Reference Laboratory, Hospital for Tropical Diseases, 3 rd Floor Mortimer Market Centre, Capper Street, London WC1E 6JB, TEL: +44 (0) [REDACTED_PHONE], FAX +44 (0) [REDACTED_PHONE]
Enterobius vermicularis
Enterobius vermicularis is a cosmopolitan parasite that mainly infects pre-school and school-age children.
Life cycle and transmission
Enterobius vermicularis is a small nematode which lives in the crypts of the large intestine. The male is 2 - 4 mm long but is rarely seen as it dies soon after fertilising the female. The female is 8 - 12 mm long and once fertilised, becomes full of ova. It is usually at night when the fertilised female leaves her host and crawls onto the skin of the perianal area where she deposits 10,000 - 15,000 ova. Once this reproductive stage is completed, the female dies. The eggs adhere to the perianal skin causing itching. Scratching results in the ova being transferred via the fingers and finger nails to the mouth where they are swallowed, resulting in reinfection.
Laboratory diagnosis
Laboratory diagnosis is based on
1. Recovery of characteristic ova from the perianal area or under the finger nails. Since ova are rarely found in the stool, a sellotape slide or a saline swab taken from the perianal area are recommended methods for the recovery of ova. The ovum of Enterobius vermicularis is ellipsoid with one long end flattened. It measures 50µm to 60 µm in length by 20 µm to 30 µm width. The shell is colourless and moderately thick. The ovum is frequently found containing a fully formed larva.
2. Capture of the migrating female from the anus (usually at night). It can also be seen in the stool.
An ovum of Enterobius vermicularis | web | http://www.ukneqasmicro.org.uk/parasitology/images/pdf/FaecalParasitology/Helminths/Nematodes/Enterobius_vermicularis.pdf | 0.480367 | {
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Colour
RED ORANGE BLACK
GREEN WHITE BLUE
Colour: Red
RED ORANGE BLACK
GREEN WHITE BLUE
The color red actually increases your heart rate. A call to action or alert. Beware because overuse of this color can cause a negative emotional response.
Colour: Orange
Orange is a color that is mostly associated with fun, ambition, and youthfulness.
Colour: Black
Black is the color of elegance, power, and authority; boldly stated and seemingly unshakeable.
Colour: Green
REDORANGEBLACK
GREENWHITEBLUE
Green is the easiest color for the human eye to process. It’s easy to look at and is associated with growth, nature, and money.
Colour: White
REDORANGEBLACK
GREENWHITEBLUE
White is associated with purity, cleanliness and clarity. It gives a light feel, and is best used to give your design breathing room.
Colour: Blue
Blue is the color of trust and loyalty and is associated with calmness and security. It has been documented to lower heart-rate, foster relaxation.
Primitive shapes
Squares and rectangles are stable. They have right angles and represent order, mathematics, rationality, and formality. Rectangles are the most common geometric shape encountered.
Primitive shapes: Triangle
Triangles can be stable when sitting on their base or unstable when not. Triangles have energy and power, action, and aggression and can be a symbol for law, science, and religion.
Circles have no beginning or end. Circles have free movement. Circles protect, they endure, they restrict. Circles suggest community, integrity, and perfection. | web | https://www.publicengagement.ac.uk/sites/default/files/publication/supi-design-colour-and-shape-symbolism.pdf | 0.424255 | {
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GENERAL SUMMARY
This was the first mild November since 1938 and the first dry November since 1939. Temperatures were mild or warm for the season, except moderately cold during the 9-12th and 24-25th. The 20th was the warmest day. There was much cloudiness during the first decade; the second and third decades were sunny. Prolonged periods of clear sky were 13-18th and 25-29th. Monthly sunshine was 10 to 15% above normal. Springs and wells were low or dry.
Monthly rainfall was between 2.2 and 3.2 inches in western Maryland. In the central and eastern divisions it decreased from between 2 and 3 inches near the Pennsylvania border to between 0.5 and 1 inch in the extreme southern counties.
Snow flurries occurred in Garrett County on the 7th, 8th, 9th, and 11th; in the northern border counties from Garrett to Carroll on the 10th; at Chestertown at night of the 22d; and at Chestertown and Delaware Breakwater in the morning of the 24th.
The rains of the month benefited grains already up, germinated late sown grains, and induced greening of grasses and pastures. Grains, clover, and grasses were good in Garrett County, except excellent in the highlands. Elsewhere over the section wheat, rye, and barley were fair to good and pastures and grasses were greened somewhat after the first week. Activities were picking late apples, husking corn, plowing, stripping some tobacco, combining soy beans and lespedeza, and feeding livestock; also digging sweet potatoes and late potatoes (small in size) in the central and eastern divisions.—J. B., jr.
MISCELLANEOUS PHENOMENA (WITH DATES)
Fogs: 1, 4, 5, 6, 9, 13 to 20, 22 23, 24, 27 to 30. Halos, lunar: 5, 6. Halos, solar: 4, 13, 21, 22. Sleet, light: Northern portion of section, night 22. Winds, high: 2, 6, 7, 16, 20, 24.
TEMPERATURE
The monthly mean for the section, 47.9°, is 2.7° above normal. The highest monthly mean was 53.0° at Bel; the lowest, 39.2° at Sines. The highest temperature, 70°, occurred at Western Port on the 18th and at Snow Hill on the 20th; the lowest, 11°, at Oakland and Sines on the 25th. The greatest local monthly range was 61° at Bell; the least, 37°, at Delaware Breakwater. The greatest daily range was 51° at Bell, Frederick, and Woodstock on the 14th.
PRECIPITATION
The monthly average for the section, 1.83 inches, is 0.71 inch below normal. The greatest monthly rainfall was 3.17 inches at Williamsport; the least, 0.34 inch, at Pocomoke City. The greatest 24-hour rainfall was 1.34 inches at Hancock on the 22-23d. The monthly average rainfall for the section, a trace, is 1.1 inches below normal.
DEATH
The death of an excellent observer of the U. S. Weather Bureau and the Maryland State Weather Service is announced with regret. Mr. Richard Leake at Snow Hill died on the 7th of this month. He served faithfully from December 1, 1931 to September 30, 1941. | web | https://udspace.udel.edu/bitstream/handle/19716/5171/11.pdf?sequence=1&isAllowed=y | 0.491318 | {
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Elizur Platt for whom Platt Street was named in Albion, was born at New Haven, Conn. in 1803. He was the only son of John and Abi Platt. In 1825 he married Lydia Merman of Bristol, Conn. and soon afterward moved to Clarendon, N.Y. Here four sons and a daughter were born, two of the sons dying in infancy.
In Matthewwood Cemetery just south of Clarendon there is an instrument which was erected by Elizur Platt as a memorial to his father, mother and two sisters. The infant sons are not mentioned. The father John Platt is actually buried in Connecticut.
Elizur Platt stayed in Clarendon for approximately ten years during which time he ran a mercantile business. In the mid-1830's he moved his family to Albion where he acquired the Red Line Packet Co. which operated on the Erie Canal. His canal boat carried passengers between the points of Troy and Lockport. The Red Line Packet Co. furnished both meals and lodging enroute plus carried mail for the government.
As a purveyor of food and lodging on the canal boats it was natural that his next business venture was to operate the hotel known as the Mansion House in Albion. This was located immediately north of the Erie Canal on the west side of Main Street where Burgio's garage is now located.
At this time a liberty pole stood on these grounds with an eagle mounted on a perch half way up. A replica of that liberty pole was dedicated at the Cobblestone Museum properties near the Farmers Hall in Chillicothe, N.Y. in 1982. Perhaps it was Elizur Platt who initiated the tradition or he operated the Mansion House until it burned. At this point he built a hotel at the southwest corner of Canal and Market Streets in Albion known as the Platt House. Canal Street was later changed to Bank Street and Market Street was renamed Platt Street. At this name change Mr. Platt also built a frame Creek Colonial Dwelling on the east side of Platt Street. This beautiful and imposing house with four white pillars still stands today as an outstanding landmark from the second quarter of the 19th century. It is currently owned by John Cavenda but in the past what was the residence and office of Dr. John Ellis.
In 1859 Elizur Platt sold the Platt House to R. Harrington. In 1862 the structure burned but was replaced with what is now known as the Albion Hotel. It was also during the 1850's that Elizur Platt operated a stage coach line to Rochester. In addition to these various business ventures he was one of the directors of the Bank of Orleans when it was incorporated in 1834. Mr. Platt also served as a trustee of the First Baptist Church of Albion. In the late 1850's the Platt Family moved to Chicago. Theron Platt, son of Elizur, founded employment working for George Pullman who was a building contractor before spending full time in manufacturing Pullman cars. Pullman specialized in removing brick structures.
In Wheaton, Illinois Elizur Platt also operated a hotel which he called the Platt House until 1871. He then built a large livery barn and remained in that occupation until his death in 1875. Mrs. Platt died in 1886.
Although Elizur Platt was not born here, nor did he die here, he left his mark on the community. Indeed, there were many people who passed through the Albion area mostly migrating from the New England States to the western frontier. The Platts stayed longer than some and were perhaps more prosperous than many who sought a better life. | web | https://www.cobblestonemuseum.org/wp-content/uploads/vol-19-no-28-Elizur-Platt-1803-1875-7.15.1997.pdf | 0.485583 | {
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THE PROJECT:
The implementation of floating artificial islands for the improvement of breeding conditions for waterbirds and increase of biodiversity in fishpond ecosystems
(Norway grants 2022-2024)
PROJECT PARTNERS:
Contact:
Czech University of Life Sciences in Prague
Faculty of Environmental Sciences
Zuzana Musilová ([REDACTED_EMAIL])
Kamýcká 129
CZ-165 21 Praha Suchdol
Czechia
https://ragoostrovy.fzp.czu.cz/en
TARGET SPECIES
- Black-headed Gull
- Common Tern
- Common Pochard
- Tufted Duck
FLOATING ISLANDS CAN HELP BECAUSE...
- Intensively managed fishponds are considered the most important breeding habitat for waterbirds.
- Most key drivers of population changes, such as reproduction success, depend strongly on breeding site environmental conditions.
- Lack and/or decrease in suitable nesting sites has far-reaching consequences for the population dynamics of many species.
THE ECOLOGICAL VALUE OF THE ISLANDS
- create new suitable nesting sites for waterbirds
- support macrophyte vegetation
- provide suitable habitat for the development of other freshwater organisms
- increase in water quality and biodiversity of the pond
Technical details
- GABION-BASED DESIGN
- Durable but light and flexible steel construction (sandwich)
- Connection using steel spirals
- A floater from durable plastic tubes
- Coconut material to fix the plants
- 32 m² - 16 pieces (2 m² each) | web | https://bf.sfzp.cz/wp-content/uploads/2024/06/ostrovy_letak_A4_anglicky.pdf | 0.43762 | {
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OBSERVANCES AND RELIGIOUS HOLIDAYS
OBSERVANCES
Emancipation Proclamation: President Lincoln declared all individuals held in slavery free on this day in 1863.
Louis Braille's birthday: A French educator who created a reading and writing system known as "braille" for the visually impaired.
Feast of the Epiphany or Three Kings Day: This Christian feast day celebrates the star leading the three wise men to baby Jesus closing the Christmas season.
Korean-American Day: Korean American Day is a celebration of the first arrival of Korean immigrants to America and a commemoration of the Korean American community's contributions to culture and society in the United States.
Makar Sankranti or Maghi: A month-long religious festival organized by the Sikhs each year to commemorate the memory of 40 martyrs who were slain. Hindu: Celebrates the harvest.
Martin Luther King Jr. Day: Celebrates one of the best-known civil rights activists, MLK Jr.
World Religion Day: A day to promote unity and understanding among people of different faiths.
International Holocaust Remembrance Day: This is a United Nations observance to honor the six million Jewish victims of the Holocaust and millions of other victims of Nazism. | web | https://www.mypathcompanies.com/documents/238/January_2024_GEN_Calendar.pdf | 0.432566 | {
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"ASEP 2015"
Anna Itagaki Nanzan Kokusai High School
My trip to Taiwan made me grow as a person. There were many things that I could never have experienced if it were not for ASEP. I went through lots of hardships in Taiwan, but going through them improved me in a lot of ways.
At first, leaving Japan with the presentation unfinished, I was very worried whether the script will be finished on time. I became even more worried when the script was not in a great shape and we decided to change a big part of the structure, but I felt very satisfied because it was under everyone's agreement. If we left the presentation as before, we wouldn't have understood the concept ourselves. And there was no way we could give a convincing presentation to the audience with unconcern. The big change was a very big risk but looking back I am glad that we went for it. I think everyone is thinking the same way.
Watching many groups' presentations, I noticed that even though we share one big theme "Traveling and Learning", there were many different and unique ideas that I couldn't have thought of. Watching the presentations, I have learned that there are various ways of thinking. Some were like ours, some were completely different from ours. ASEP gave me an opportunity to interact and share ideas with people whose point of view differs from mine. I figured that having a wider and flexible mind helps us to think up of many interesting ideas.
To be frank, before going on to this trip, I thought that I had a wide perspective compared to other people, because I have been abroad for many years and have traveled to many places. However, there were many things I could not take in. It made me realize that there are many things I don't know about the world. I want to experience many things and keep on learning.
Another thing I was concerned about other than the presentation was the homestay. It was my first time to stay with a family whose mother tongue is neither Japanese nor English. So I was worried if I would be able to make myself at home. But there was no need for concern. My host family was very nice and also very talkative so it didn't take long for me to get along with them. Thanks to their hospitality, my trip has become one of my best memories.
One last thing and what I think is most important is to become social. I was able to make friends, not only the students of Shu-te but also students from other schools. I exchanged addresses and I am still contacting them. We talk about how the weather is in Japan and how I celebrated New Years and so on. I think it is great that there is still a connection between Japan and Taiwan thanks to the internet society. I hope to keep in touch with them. | web | http://kageto.jp/asep/2015/re/Nanzan3.pdf | 0.443968 | {
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age. Children can learn the names of cooking tools and ingredients, how to talk about measurements and the various steps in cooking in English by actually experiencing a fun cooking activities. Why not let them actually make their own pancakes? bowl frying pan ladle tablespoon teaspoon measuring cup whisk spatula flour sugar salt baking powder milk Let's check the ingredients. What do we need to make pancakes? Measure one and a half cups of flour, and put it in the bowl. Then mix everything together with the whisk. a Learning the English names of ingredients and tools needed to make pancakes. s Learning how to say the measurements by looking at the pictures and measurements shown on page. d Completing the chart with the necessary amounts of ingredients. f Listeninig to the teacher's instructions and refer to the page and P.37 P.36 P.35 Step of Activities Classroom English Vocabulary
of how maple syrup is made. Maple sap is not so sweet. Steam comes out of the sap. Other Possible Activities | web | https://www.mitsumura-tosho.co.jp/material/pdf/kyokasyo/syogaku/eigo/Book2_Unit/Book2_Unit8.pdf | 0.438461 | {
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ST ANDREWS & THE FISHING VILLAGES OF FIFE
Tour Code: 5EE/1R
Depart: Edinburgh
Finish: Edinburgh
Full Details & Itinerary
Depart Edinburgh at 09.30 and travel north to South Queensferry. The town is named after the 11th century Queen Margaret who dedicated her life to changing the social welfare of the people, particularly the church, earning her the title 'Saint Margaret of Scotland'. North of Edinburgh there were two very important churches - St Andrews and Dunfermline, but getting from Edinburgh across the wide Firth of Forth was difficult, so Queen Margaret provided a free ferry for pilgrims, hence 'Queen's Ferry'. The ferry remained in existence until the opening of the Forth Road Bridge in 1964 by the present Queen.
From Queensferry we drive up and onto the Forth Road Bridge, giving us a great view across to one of Scotland's greatest man-made landmarks - the Forth Rail Bridge. At over a mile and a half (2300m) long, the bridge was completed in 1890, and until recently was the longest Cantilever bridge in the world. It is a true testament of Scottish engineering. Once over the bridge we enter the Kingdom of Fife. Bounded to the south by the wide Firth of Forth, to the north by the Firth of Tay and to the east by the North Sea the area was once a sub-kingdom of the old Pictish realm, a natural peninsula almost cut off from the rest of Scotland, and so remained semi-independent for longer than other parts. Central Fife used to be very poor, until the discovery of coal, while the towns and villages along its coastline were rich from all the trade across the North sea, causing King James VI to describe the area as a 'Beggar's mantle fringed with gold'. The golden fringe he referred to was the East Neuk (or nook, meaning corner), Fife's easternmost stretch of coastline and home to a string of picturesque villages each with its own distinctive character and charm. One of these, Lower Largo, is best known as the birthplace of Alexander Selkirk the real-life Robinson Crusoe and inspiration for Daniel Defoe's novel whilst neighbouring Earlsferry is said to be where MacDuff hid from Shakespeare's Macbeth. We stop in the traditional fishing village of Anstruther (known as 'Enster' locally) where you can check out its old cobbled streets and network of little alleyways and wynds or take a walk along the seafront to the harbour.
From Anstruther we continue north to the medieval town of St Andrews. St Andrew is the patron Saint of Scotland, and according to legend his remains were washed up on the Fife coast. The shrine became a place of worship for Christian pilgrims from far and wide and the town developed into the religious capital of Scotland complete with a huge Norman Cathedral, the largest in all of Scotland. Founded in 1160 the Cathedral was devastated first by fire and later by zealous religious reformers but the ruins provide a fascinating insight into what it once must have been like. Today St Andrews attracts another type of pilgrim, being famous world-wide as the home of golf and the Mecca for all golfers - the 'Old Course'. The course, founded in 1754, is in beautiful condition and its emerald green grass contrasts with the golden sands of the beach nearby. St Andrews is also home to the oldest University in Scotland, at nearly 600 years old, and the third oldest in Britain behind Oxford and Cambridge. Also dating from this period is the town's once mighty castle which, perched on a rocky headland overhanging the sea, is a ruin with a violent and murderous past. Every street, every building is surrounded with history and we give you almost 3 hours to explore this amazing town.
From St Andrews we take a pleasant drive through the rolling countryside of central Fife, with its small villages and patchwork of farms, to Falkland. Falkland Palace dominates this old village, and was one of the main residences of the old Royal family of Scotland, the Stewarts (Stuarts). Aside from the palace the village is simply one of the most beautiful in Scotland with an array of old cottages and narrow winding streets. You can take time to wander around the picturesque village or enjoy a drink in one of the villages traditional pubs or tearooms. Leaving Falkland we cross the Lomond hills past Loch Leven, where Mary Queen of Scots was imprisoned by her Protestant nobility. And then it is straight back to Edinburgh. Arrive approx: 18.00 | web | https://unicorntravel.co.uk/wp-content/uploads/2013/02/Tour-5.pdf | 0.485063 | {
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Key Scripture
But God has put the body together...that its parts should have equal concern for each other. If one part suffers, every part suffers with it; if one part is honored, every part rejoices with it. 1 Cor. 12:24-26
Main Takeaway
Remember Horton Hears a Who? "A person's a person no matter how small." We are all children of God by creation or part of the body of Christ. Jesus gives us new life and each and every person is loved by him and given sacred significance and image. From those unborn and in tummies, to mommies who feel helpless, to those who are in their last days and everyone in between, God cherishes each one and so do we. God supports each one and so do we!
Start Talking: If you could be just one part of your body, which would you be and why? Then sing Head, Shoulders, Knees and Toes
Start Studying:
1. Read our Key Text together. When you hear the word suffer(s) put your hands on the shoulders next to you and give a friendly rub/pat. When you hear the words "honored" and "rejoices" raise your hands in a cheer.
Start Applying:
1. How did you feel when someone put their hand on your shoulder? How did you feel when you all cheered together? Jesus gives us new life. We experience that together!
2. Which part of your body is strongest? Weakest? Most important? Least important?
3. Say together: "We are the body of Christ"
4. Hold hands and repeat!
5. Which part of the body of Christ is most important? Answer: Each and every one. And God cares especially for those who are weakest and those who struggle.
6. How do we show we are happy with someone who is happy? How do we show we are sad with someone who is sad?
Complete other side
Finish in Prayer: Ask one of the kids if they would be willing to pray!
Notes: Color/Fill in the picture.
Write Names of Friends you can congratulate or be happy for
Write Names of Friends you can hug or call to make sure they are ok
Biblical Equipping
Pick one of the Bible verses to memorize throughout the week.
Pick one of the Bible verses to write on a sticky note and put on your mirror or dresser or door.
Pick one or two of the names you wrote above and call them or talk to them. | web | http://www.redeemer-rochester.com/pdf/lessons/NY_JesusAtTheCenter/NY_Jesus.at.the.Center.Week3.20210124.Family.pdf | 0.434302 | {
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When Managing Stormwater, Cranberry Goes With The Flow
Coordinator Tim Schutzman pointed out. "Six months earlier, we'll need to submit our Notice of Intent, but you need to have your Pollution Reduction Plan in place before submitting the Notice of Intent. Your plan has to go through a public comment period so that everybody has a chance to review the final version and offer their comments before it can be approved by the Township.
Clean water flows downhill in American politics – but slowly. The 1972 federal Clean Water Act eventually trickled down to the states, then to counties, and finally to local municipalities, where responsibility for implementing its provisions and protecting the nation's waterways now resides.
its provisions. That's not the case everywhere. Many older communities whose land development pre-dates current stormwater regulations, have sanitary and stormwater lines which are combined into a single system. Today, they're struggling with stormwater issues. A number of them, including Mt. Lebanon, Meadville, Dormont and Whitehall, as well as the entire state of Maryland, have created stormwater management districts to help retrofit their water handling systems and reduce the impacts of storm water runoff from sources such as construction sites, industrial operations, government properties, and institutional facilities.
A complex act to begin with, its massive body of regulations acquired even more detail as it cascaded from one level of government down to the next. Those provisions continue to grow. For example, municipalities defined as urbanized areas, including Cranberry Township, are required to secure stormwater permits from their states. A permit is valid for five years. Cranberry's expires in 2018, and Pennsylvania's Department of Environmental Protection has made clear that the requirements for its renewal will expand significantly.
Problem is, the timeline for securing permits includes a series of built-in milestones. To meet them, the action plans required by the permit application will have to be formulated very soon. But DEP has yet to provide the necessary guidance. It's a Catch 22.
Looming deadline
"By March of 2018 we'll have to get our new permit," Township Waterworks
PAGE 4
today
Cranberry
"At this point, we're trying to find out from DEP what, exactly, are we going to be required to do? What's going to be involved? What are the guidelines? What are the criteria? And what can we
We're trying to find out from DEP what, exactly, are we going to be required to do?
do to meet those criteria? Right now, the ball is in DEP's court."
Among the anticipated changes will be a huge increase in the number of outfalls – points from which rain flows into various stormwater handling facilities – all of which require inspection by Township staff. From the 150 outfalls currently inspected each year for illicit discharges, the new rules are expected to involve 700 or more – a huge expansion of Township staff time required to comply.
Do it yourself
Still, the intent of the law – to safeguard streams from pollution, minimize flooding, and recharge underground aquifers – is important, and Cranberry has made significant strides in satisfying
Here in Cranberry, the sweat equity of residents is helping to move the community in the right direction. They include Seneca Valley girls in an afterschool STEM club stenciling dumping alerts on catch basins, a growing number of households installing rain barrels, people landscaping lawns to incorporate rain gardens – recessed areas that allow water to be re-absorbed into the ground. They include the steadily expanding use of pavers in place of cement or asphalt – an approach that allows water to seep down between the blocks. They include the installation of small earthen berms where a lawn meets the road so that water is retained long enough to soak in. And they include marking property lines with vegetative swale instead of hedges or fences.
"DEP's website has other examples," Schutzman said. "If someone is going to do a project anyway, maybe they should consider doing it so that it holds water, too. It doesn't have to be big projects. Little improvements can go a long way. If everyone does a little bit, those little things will have a big impact downstream." ˜ | web | https://www.cranberrytownship.org/DocumentCenter/View/30116/Cranberry-Today-Spring-2016--Stormwater-Mgmt | 0.493428 | {
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Level Crossings
Why is closure the answer?
A better railway for a better Britain
A better railway for a better Britain
Some additional context……….
1840-1900
Fastest train – 30mph
800m journeys, 500 million miles
UK Population – 38m
Cars – mass production not started
2013
Fastest train – 125mph
1.5 billion journeys, 36 billion miles
UK Population – 63.7m
Cars – 35m licensed
Level Crossings – some facts
- 6,500 crossings in the UK
- Average of 5 deaths a year over the last five years (down from an average of 10 a year five years ago)
- 130,000 minutes of delay caused by misuse
- £132m invested in the last 5 years in making crossings safer
Closure programme
We have been targeted by the Office of Rail Regulation to "achieve the maximum possible level of risk reduction through level crossing closure alone". We are therefore:
-Investing £99m to close highest risk crossings on the rail network. We have identified approximately 230 crossings where closure may be achievable across the network. The outline of the programme roughly looks like this:
- 90 bridges or underpasses
- 80 diversions
- 30 deeds of release
- 30 extinguishments
How is level crossing risk calculated?
Amongst other things we model and prioritise risk on the following factors:
- the type of crossing
- how many people use it
- available sighting for users
- whether there are vulnerable and or infrequent users,
- the frequency of train services
- Line speeds
The highest risk crossings are those which score A, B or C for individual risk and 1, 2 or 3 for collective risk.
-The letter represents the level of risk of a fatality to an individual crossing user, where A is the highest risk and M is the lowest risk
-The number represents the collective level of risk that may include, for example, train crew and or passengers, as well as those using the crossing
Stakeholder engagement & consultation
-Our reasons for wanting to close crossings are based on improving and maintaining public safety but…….
-We know we need to improve the way we engage with crossing users and communities
-There will be times where the option presented for closing a level crossing is the only viable option. However, there will be many opportunities to tailor the opportunity to appeal to the majority.
-We are reviewing our consultation process in parallel to identifying crossing we feel are high risk and warrant closure.
Questions? | web | https://iwc.iow.gov.uk/documentlibrary/download/network-rail | 0.479473 | {
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UV-C is proved a mature technology of killing micro-organisms efficiently
* As we all know, UV is part of sun light, which is an easy way of surface cleaning in our daily life.
* UV is a sort of invisible electromagnetic radiation, with wave length between 100-380nm.
* The very first artificial UV light source was introduced to the world in Germany 200 years ago.
How does UV-C kill micro-organisms(bacteria and virus)
The cell nucleus of micro-organisms(bacteria and virus) contains thymine, a chemical element of the DNA / RNA. This element absorbs UV-C at a specific wavelength of 253.7 nm and changes to such an extent (formation of thymine dimers) that the cell is no longer capable of multiplying and surviving.
* UV-C (253.7nm) penetrates the cell wall of the micro-organism
* The high energy photons of the UV-C are absorbed by the cell proteins and DNA / RNA
* UV-C damages the protein structure causing metabolic disruption
* DNA/RNA is chemically altered so organisms can no longer replicate
* Organisms are unable to metabolize and replicate, CAN'T cause disease or spoilage
Comparison
V-UV(185nm) also kill micro-organisms as well, but causes Ozone accordingly which is harmful for human beings. It is used for more industrial applications. UV-C is safer. | web | https://restutech.com/news/wp-content/uploads/2020/04/UV-C-HNS_2020_03_EN.pdf | 0.427172 | {
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2019 Africa Learning Conference
Last month I joined other ICCM leaders and about 15 African Coordinators in Rwanda for the Africa Learning Conference. It was a time of prayer, worship, and training. ICCM is strategic in that many of our Regional Coordinators are highly skilled in organizational and child development.
One of our leaders Dra. Teresita Chua came all the way from ICCM Philippines to train our African National Coordinators on Holistic Child Development. Dra. Chua spent three days with us addressing organizational development in favor of
the whole child. This included creating standardized policies and procedures for each distinct program, SWOT analysis, and analysis of children's behavior at various stages.
We broke off into groups to work on how we can apply what we learned to our specific programs. Many found the training invaluable.
One day we visited the Gahanda School. They welcomed us with open arms as distinguished guests as Linda ceremonially opened new rooms and a library given to the school by their Connected Community partner Northgate Free Methodist Church, Batavia, New York. (See page 2 for an additional library story.)
The school's administrators, pastors, teachers, children, and parents welcomed each of us individually. Linda was gifted with a beautiful traditional dress. She gave greetings and blessed the crowd on behalf of ICCM.
We also met a survivor of the Rwandan genocide – the lone survivor of her entire family – who, living in the same village of Gahanda School, offered one of her two traditional houses to a family of a different tribe. The father of the family works at the school tending to the cattle on campus. They live in harmony on their small compound selling sorghum and goat milk.
Overall, the experience was truly eye-opening. The African leaders came away from the conference feeling more like a cohesive team than ever before.
Pearce for Nzige Library
by Lydia Monroe, Ex. Dir. Pearce 4 Kids (P4K) Child Care Center
When I was at our partner school in Nzige, Rwanda, last November I was privileged to cut the ribbon on the school's new library. They needed a library to meet a requirement for the school to receive permanent certification. Upon entering the library, I immediately noticed the labels "science, math, social studies, English, …" on the shelves. But I also saw sparsely filled and empty shelves. Innocent, one of the Nzige teachers, confirmed what was obvious – they needed books and curriculum to fill the shelves.
dreaming of how we could help. We knew our P4K children would be able to relate to wanting/needing books as we have an abundance of books in our classrooms that are loved and used each day. Thus, our Nzige Library fundraiser was born!
When I returned home and told the P4K leadership staff about the library, we immediately began
Our Pearce 4 Kids children (day care, nursery school, pre-k and school age weekday child care ministries) had a great time with a penny war (contest) and a bake sale. They seemed to understand what they were raising funds for … although many of them call it Rosine's library!! (She is P4K's sponsored child). Rosine IS Nzige to them. I love that!!
As with all our fundraisers, our hope is to help teach the children about the joy of giving to others and specifically help them to feel connected to our partner school and friends in Nzige. We had great community support and donations from a few businesses/ individuals. We raised enough money to help the school get a good start in stocking the Nzige library shelves. | web | https://www.childcareministries.org/wp-content/uploads/2019/06/2019-June-AF-Learning-Conf.pdf | 0.42214 | {
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Year 13 Physics
What we do:
We prepare students for the AQA two year A-level course. AQA split the curriculum between Year 1 and Year 2 and we follow this split. Whilst all students start the course aiming to complete the full two years we do sometimes have students sit the AS Level examination after one year. To ensure students can do the AS we teach all the AS content first, and then teach the A-level content at the end of Year 12 and into Year 13. We offer the course to students with a Grade 6+ at GCSE Physics, with a 6+ in GCSE Mathematics. We recommend students also study A-level Maths alongside Physics, but we do have a handful of students who choose not to study A-level Maths.
Why we do this:
We normally have two teachers teaching the course as this is more robust than just having one teacher.
We arrange the topics to offer variety as well as increasing the level of difficulty in many later topics. They build on previous knowledge and this necessitates such sequencing and promotes retrieval.
We have an entry requirement for the course as we know from national figures that students who are below this threshold tend not to succeed. We put in place intervention for weaker students from the start of the course because we know from national figures that students with, for example, a Grade 6 at GCSE tend not to be very successful. We also put in place support for students who are not studying A-level Maths to ensure that they have the required understanding of mathematics needed for A-level Physics.
The course structure allows for students to finish after one year and certificate at AS Level but this is never the intention at the start of the year but the rather the result of a student's change in circumstances (e.g. change in location or gaining employment).
Independent Learning:
Regular independent learning is set to establish, reinforce, and revisit key concepts throughout the course.
Isaac Physics Boards (online) are set as independent learning activities as well as booklets of past paper questions.
Revision tasks are set on the run up to the Aiming High assessments.
Some Topic Reviews are done at home as part of independent learning. | web | https://richmondschool.net/wp-content/uploads/2021/10/Y13-Physics-Curriculum.pdf | 0.431334 | {
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Seedlings Newsletter Term 1
A big welcome back to school! Seedlings have settled back to school routine quickly and it has been wonderful getting to know them all.
This term we will learn through the topic `Super Me & Real Superheroes'
English: We will share a range of stories to improve reading and comprehension. This will support application our phonic knowledge to write sentences and stories, improving punctuation too!
Maths: We will be focusing on number, counting and place value, applying our knowledge for problem solving with a range of maths challenges along the way!
Science: Everyday Materials and their uses. We will link this to topic following children's interests and ideas.
History: We will learn about Florence Nightingale and Mary Seacole linked to real superheroes. Comparing and talking about the past and now.
PE
Wednesday morning and Thursday afternoon. Please wear PE clothes into school.
Contact Books
Your child has a small green contact book. You can put messages in this book including home time collection arrangements.
Religious Education: We will be thinking about creation and Christian values.
Music, Art & DT: We will explore music and create a Superhero dance! We will improve our art and design skills to link to our stories and follow the children's interests.
Reading
Please ensure that your child reads at least 5 times a week at home. Please sign in their reading record.
Reading books are needed in school every day but will be changed on Tuesday and Friday.
Home Learning
Six activities will be sent home each term. These can be completed in any order –
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****Think we've all been aware of the following****
"GOD AND THE SOLDIER"
- - Author Unknown- -
God and the Soldier, all men adore. In times of trouble, and no more. For when war is over, and all things righted Got is neglected, the soldier slighted.
****Some Imagination quotes****
"Logic will get you from A to B. Imagination will take you everywhere." — Albert Einstein
"The man who has no imagination has no wings." — Muhammad Ali
"What is now proved was once only imagined." — William Blake
"Imagination will often carry us to worlds that never were. But without it we go nowhere." - Carl Sagan
"You can't depend on your eyes when your imagination is out of focus." — Mark Twain
****Some Tranquil quotes****
"It is neither wealth nor splendor; but tranquility and occupation which give you happiness." — Thomas Jefferson
"I feel the suffering of millions. And yet, when I look up at the sky, I somehow feel that every-thing will change for the better, that this cruelty too shall end, that peace and tranquility will return once more." - Anne Frank
"Thirteen virtues necessary for true success: temperance, silence, order, resolution, frugality, industry, sincerity, justice, moderation, cleanliness, tranquility, chastity, and humility." - Benjamin Franklin
****Some Work quotes****
"The only way to do great work is to love what you do. If you haven't found it yet, keep looking. Don't settle." — Steve Jobs
"Great work is done by people who are not afraid to be great." — Fernando Flores
"Great work is performed not by strength, but by perseverance." — Samuel Johnson
"You need lofty goals. Then cement it with a great work ethic." —Unknown Author
"Concentrate all your thoughts upon the work at hand. The sun's rays do not burn until brought to a focus."
–
Alexander Graham Bell
"The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming tasks into small manageable tasks, and then starting on the first one." - Mark Twain
"The price of success is hard work, dedication to the job at hand, and the determination that whether we win or lose, we have applied the best of ourselves to the task at hand." - Vince Lombardi
****A Few Virus Tongue in Cheek puns****
1. The dumbest thing I ever bought was a 2020 planner.
2. I was so bored I called Jake from State Farm just to talk to someone. He asked me what I was wearing.
3. The world has turned upside down. Old folks are sneaking out of the house & their kids are yelling at them to stay indoors!
4. Does anyone know if we can take showers yet or should we just keep washing our hands?
5. This virus has done what no woman has been able to do. Cancel sports, shut down all bars & keep men at home!
6. Never in a million years could I have imagined I would go up to a bank teller wearing a mask & asking for money.
7. The spread of this virus is based on 2 things: A: How dense the population is B: How dense the population is!!
****Grade school kids finishing quotes****
…"Don't change horses (in mid-stream) until they stop running."
..."Strike while the (iron is hot) bug is close."
…"Don't bite the hand (that feeds you) looks dirty."
…"You can't teach an old dog new (tricks) math."
…"A penny saved is (a penny earned) not much".
…"Children should be seen and not (heard) spanked or grounded."
…"A bird in the hand is (worth two in the bush) going to poop on you."
****Some Quips with "maybe" other meanings****
….."I am grateful for what I am and have. My thanksgiving is perpetual"…Thoreau
….."The best way to cheer yourself up is to try and cheer somebody else up"…Mark Twain
….."Suppose you were an idiot, and suppose you were a member of Congress, AH but I repeat myself"…Mark Twain
….."There is no grievance that is a fit object of redress by mob law"…Abraham Lincoln
….."When I do good, I feel good, when I do bad, I feel bad and that is MY religion…A. Lincoln | web | http://03088f8.netsolhost.com/images/HRC_Quotations_Feb_2021.pdf | 0.486281 | {
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Toward Better Literacy: Reference Outlines
Writing for Clarity
Writing needs to be unambiguous. Diction (word choice) and syntax (sentence structure) must not leave the reader guessing about what is written.
Argumentation
* The best rule is comfort. If a writer is confident and comfortable with what is written, then there is less of a chance for ambiguity. "Take only ways that are firm." (Proverbs)
* A thesis, the position or focus of a paper, must be clear, or the writer will not have direction and the reader will be left wondering what the paper is about.
o If a position is changed during writing, rework the thesis statement.
* Support must be germane (relevant) to advancing and supporting this thesis
o Avoid "rabbit trails." A writer need not be in a reverie or stream of consciousness.
- This is where the writer has no plan. He/she just writes where the mind goes.
* Arguments follow an organized pattern and logic principles.
o When the essay is written, read it over and look for a feeling of "flow," like a dance.
o If passionate or opinionated about the subject, you need to reflect on your logic.
* A good tool for clarity is to plan well before writing by using an outline and reading the paper aloud, especially if the writer learns best by hearing things.
Diction
* Use a dictionary to get the definition of words and a thesaurus to find nuanced words.
o English is a difficult language, because one word can mean several things and one concept can have several expressions.
* Be concise. Endeavor to say as much as you can in as few words as possible. Don't repeat something, unless for effect or reinforcement.
Sentence Structure
* Check tense—keep a timeline in mind.
* Ensure agreement—keep subject and verb together.
* Parallel structure, using the same grammar pattern in a series.
* Transitions link sections of the paper together by using the same words or continuing a line of thought.
Voice and Style
* Active voice is clearer and stronger. Refer to this handout.
* Break up long and complex sentences. Journalists do this. | web | https://www.towardbetterliteracy.net/_files/ugd/bc0749_54ae5c9437f14dff940426dfd44f90de.pdf | 0.451626 | {
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PRESS RELEASE
DPS GURGAON: INDO-SWISS CULTURAL EXCHANGE
DPS Gurgaon has successfully culminated the maiden venture of the Swiss India Classroom Project with its Swiss partner school, KZU Bulach, Switzerland.
This year saw 21 Swiss students visit DPS Gurgaon from 17 th November'18 to 24 th November'18. They were escorted by their teachers Ms Corinne Elsener and Ms. Pamela Brunner. The visiting students were hosted by their Indian counterparts who will visit Switzerland early next year.
The Swiss students attended school, where their activities were interspersed with yoga, dance, music, art and sculpture classes. To give them an experience of regular school life at DPS Gurgaon, they attended classes and interacted with the students. As a part of the project work, groups of students presented their comparative analysis and research on various aspects such as festivals, tourism, gender roles etc. of the two countries. It was a great learning platform for all. The students also thoroughly enjoyed preparing an Indo-Swiss dessert. The Swiss students got the opportunity to witness a cultural programme showcasing the diverse culture of India presented by the students of Shiksha Kendra, the community outreach initiative of DPS Gurgaon, aiming towards social equality. The days spent at school were filled with fun activities and learning various life skills.
During their stay, the Swiss students along with their partners visited the cities of Jaipur and Agra, and the historic monuments in Delhi. They visited a Gurudwara on the occasion of Guru Purab, the birth anniversary of the first Sikh Guru. Staying with their host families they learnt about Indian food, culture and lifestyle. The guest students got a glimpse of Indian traditions and family celebrations which was indeed memorable.
As a culmination to the exchange, a cultural evening was organized on 24 th November 2018, at DPS Gurgaon, which commenced with the Indian and Swiss anthems sung by the students of both countries. Principal Ms Aditi Misra, expressed joy on the success of the exchange. She thanked the teachers who initiated the exchange, and the parents for being extremely supportive. The wonderful times spent together were brought to light through heart-warming experiences shared by students from both countries, as well as the parents. Presentations capturing a kaleidoscope of events spoke volumes about the unforgettable moments spent together in India. The students walked the ramp showcasing the diverse cultures of both the countries through traditional attire and jewellery, sang a medley of popular songs, and presented dazzling performances of bollywood numbers. The Swiss students left India enamoured with the richness of its heritage, warm tradition, diverse cuisine, colourful markets, and much more. It was indeed an evening to remember, with strong bonds of everlasting friendship and a promise to meet again. | web | http://dpsgurgaon.org/uploaded_files/news/15_01_2019_04_45_21.pdf | 0.486052 | {
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Big Thicket
National Preserve
Pitcher Plant Trail
The Pitcher Plant Trail leads for one quarter-mile through a pine woodland and into a wetland savannah. A boardwalk through the savannah provides easy access for viewing several types of carnivorous plants. While the savannah appears to be very lush, the soil here is actually quite poor in nutrients. Carnivorous plants do well here because they supplement their diet with nutrients from insects.
The trail continues past the boardwalk into a mixed hardwood forest, connects with the Turkey Creek Trail, and then loops back to the trailhead for a total distance of approximately one mile.
The Turkey Creek Trail contines for 3 miles north and 14 miles south of the Pitcher Plant Trail, so follow the signs at the trail junctions carefully to avoid becoming lost.
FILE: PitcherPlantWeb.mxd
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What Are Your Positive Psychological Skills?
Many people find that their mental health problems improve when they practice positive psychological skills. These skills can include new ways to think about your problems, new ways to handle upsetting feelings, new ways to act that make you happier and feeling more fulfilled, and new ways to relate to others.
Sometimes people have more psychological skills than they realize. You can use this worksheet to think about the psychological skills you already have as well as the ones you can work on.
Rate each sentence on a 1 to 7 scale with: 7=Strongly Agree and 1=Strongly Disagree
1. _____I know how to reduce normal stress in my life.
2. _____I talk to friends and relatives when I'm feeling upset.
3. _____I think before I speak when I'm having a conflict with someone.
4. _____I enjoy being in the company of others.
5. _____I know how to make myself happier when I'm feeling blue.
6. _____I know how to calm myself down when I'm anxious or upset.
7. _____I am aware of my character strengths.
8. _____I know how to focus on a problem even if I feel distracted.
9. _____I stand up for myself when necessary.
10. _____I have an overall positive and optimistic attitude towards life.
11. _____I have several good friends that I can rely on if I need help.
12. _____I can always find some humor in the day, even when things are not going well.
13. _____There are very few problems that I can't solve.
14. _____When I'm feeling upset, I usually take a few minutes to reflect on the things that bother me.
15. _____I count my blessing every day for the good things in my life.
16. _____I feel that I can turn to a higher power when things in my life are really difficult.
17. _____I regularly practice relaxation techniques like meditation, deep breathing, or yoga.
18. _____I always try and be aware of my feelings and what is causing them.
19. _____I try to always be aware of my values and act in ways that are consistent with my beliefs.
20. _____I try to express my thoughts and feelings clearly while being aware of the feelings of others.
21. _____I try and be supportive and caring to others whenever I can.
22. _____I live a healthy lifestyle, eating nutritious food, getting enough sleep, and exercising regularly.
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J.L.C. Connections
Parshas Ki Sissa
March 10, 2023 / 17 Adar 5783
The Jewish Learning Connection's Weekly Newsletter
Volume 28, Issue 21
Candlelighting: 6:09 pm
Waxman Torah Center
*
2195 S. Green Road
*
University Heights, OH 44121
*
([REDACTED_PHONE]
*
www.clevelandjlc.com
Friday, March 10
Parsha: Ki Sissa
6:09pm Candlelighting 6:10pm Mincha / Maariv
Shabbos, March 11
8:45am Shacharis Kiddush is sponsored by the Post Family for a continued refuah for Basya bas Mindel Laya
6:00pm Mincha / Shalosh Seudos /
Maariv
Sunday, March 12
9:15am Parsha Class (R. Nisenbaum) 10:00am "The 613 Mitzvos" (R. Stoll)
Monday, March 13
8:00pm "The Rest of the Story" - "The Exodus"
Tuesday, March 14
8:00pm Pirkei d'Rebbi Elazar (R. Stoll)
Wednesday, March 15
8:00pm Nach Still Speaks – Tehillim (R. Stoll)
Thursday, March 16
10:15pm Parsha Class (R. Nisenbaum)
Torah Podcast
Listen to Rabbi Nisenbaum's "Torah Podcast" at Spotify, Apple Podcasts, iHeartRadio, and more, or download at www.maverickpodcasting.com
New episodes twice a week!
Weekday Minyanim
7:00am Shacharis (M-F) 8:00am Shacharis (Sun) 10:00pm Maariv (Sun-Th)
Class Connection
R. Nisenbaum: [REDACTED_PHONE] #352171
"The Torah Podcast" weekly at all podcast locations
R. Stoll:
Zoom: [REDACTED_PHONE]
Audio: [REDACTED_PHONE]
G-d commanded Moshe to take a census of the Jewish people. Although this instruction is mentioned before the sin of the Golden Calf, it was actually given after many of the participants in the sin had been killed. Rather than counting the people themselves, they were instructed to give a half shekel each, and the coins were then counted. The half-shekel served as atonement for the nation.
threw it into a fire. Miraculously, a golden calf appeared by itself.
Only a minority of the nation, three thousand people, actually served the Golden Calf as a god. These instigators were from the Mixed Assembly
Issue Sponsorship
by Ivan Goldberg on the occasion of his father's yahrzeit, Moshe Yosef ben Ahron Dovid HaLevi, 19 Adar
After the great revelation at Sinai, Moshe told the nation that he would return from atop the mountain after forty days. The people miscalculated Moshe's words and began the counting from the moment he left. In fact, however, Moshe had meant for the forty days to begin from the following evening, marking a complete forty days and nights. When Moshe had not returned by the fortieth day of their calculations, they feared he would not return at all. The people clamored around Aharon to make them an image as a replacement for Moshe. Although Aharon had no intention of sinning, he feared for his life. Indeed, the Midrash says that Chur, Miriam's son, was murdered trying to stop the people.
Aharon told the people to bring their gold to him. He thought he could procrastinate until Moshe returned. The people, however, rushed to bring him their gold. Aharon took the gold and who had joined the Jews when they left Egypt and were not from the main body of the nation. The others only viewed the calf as a physical representation of something with which they could connect to G-d, to
take the place of Moshe. Yet this too was considered a serious sin because it marked a lack of trust and belief in the way G-d wanted the people to relate to Him.
The people were all punished on various levels, according to their involvement. The tablets that Moshe had received at Sinai were broken, and only after Moshe prayed on behalf of the people were they finally forgiven. The atonement was completed on Yom Kippur when they received the second set of tablets. Their direct relationship with G-d would never be the same. Only the Levites and the women, who had not been involved with the Calf at all, were spared from punishment. The Levites were chosen to serve in the Temple instead of the firstborn, and the women were given Rosh Chodesh, the New Moon, as a monthly holiday.
Insights: Ki Sissa
The Children of Israel will observe the Shabbos (Exodus 31:16)
A group of Jews created a society to promote Shabbos observance and they approached the Chafetz Chaim to ask for his approval. The Chafetz Chaim began to cry. When asked to explain this reaction, the sage answered, "If you were to see a person stopping by a home and expressing thanks to G-d that he is healthy, you would understand that there are people in this home who are ill. Similarly, if we see the need for such a society it is evident that many people are not taking Shabbos observance seriously. Is that not sufficient reason to cry!"
Did You Know?
There are several customs regarding one's position during Kiddush and Havdalah. Some sit for the entire Kiddush to make it more of a set and established ceremony. Others stand for the first paragraph, since it offers testimony to G-d's Creation, and testimony must be presented standing. Others stand for the entire Kiddush to show the importance of the prayer. Regarding Havdalah too, some stand to show the importance of the prayer, while others sit to make it more of a fixed ceremony. Even those who stand during Kiddush and Havdalah should sit when drinking the wine.
Thought for the Week: Heads should be cool and hearts warm. (A Candle By Day) | web | https://clevelandjlc.com/wp-content/uploads/JLC-Connections-Parshas-Ki-Sisa-5783.pdf | 0.491414 | {
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Acts Chapter 27 Handout
Chapters 27 and 28 tell of Paul's journey to Rome and what happens when he finally arrives there.
Important names: Julius, centurion taking prisoners to Rome from Caesarea; Aristarchus of Thessalonica, and Luke (both accompany Paul on trip to Rome). THE VOYAGE: From CAESAREA catch a ship of Adramyttium---SIDON (refresh and supplies)---MYRA (a city of Lycia; catch a ship of Alexandria sailing to Italy)---FAIR HAVENS (port near city of Lasea in Crete)—CLAUDA (island 23 miles out to sea from Crete)---MELITA (Malta)
Other names: Euroclydon (northeaster) a tempestuous wind; the quicksands (Syrtis) graveyard of many ships off coast of North Africa; Adria (eastern Mediterranean sea); Cnidus (pronounced ny dus)l; stern (rear); tackling (ropes and rigging which support the masts, and move sails up and down, etc.); helps (cables or ropes): The fast (Day of Atonement); Phenice (Phoenix, 40 miles from Fair Havens and better to winter in); 276 people; fourteen days no eating.
v.1-8 Julius, centurion of the August band or special imperial troupe, was to escort Paul and other prisoners to Rome. It probably was his regular assignment. They mounted a ship headed for Adrmyttium, Aristarchus of Thessalonica and Luke, the writer of Acts, accompanying Paul. As a Roman citizen, Paul probably had this privilege which allowed companions, provided that they pay their own way. First the stopped at Sidon where Julius gave Paul liberty to see friends and refresh himself, and also get supplies. They then sailed closed to Cyprus until arriving at Myra where they changed to a larger ship coming from Alexandria transporting wheat to Italy. There were now 276 people aboard. These large ships could handle more than 600. At Cnidus they had to change course because of the winds, traveling south until arriving at Fair Havens on Crete.
v.8-12They had now lost a lot of time, the fast or Day of Atonement being past, it was after the end of September or beginning of October when the weather was bad for sailing. By mid November its almost impossible to sail. Paul warns them to stay in Fair Havens but Julius listens to the captain and the owner of the ship and agrees to try for Phoenix, 40 miles away, which is a better port to winter in.
v.13-20 They sail close to Crete but Euroclydon (Northeaster) arises and blows them out to see. They couldn't fight the wind so they just let it carry the ship. Coming to island, Clauda, they work to keep the boat in place. Then they gird up the ship with ropes and cables; wrapped around the ship to help it stand the storm. They had been towing a lifeboat but puilled it into the ship. They lowered the sail and let the ship drift along because they did not want to hit the sandbars at Syrtis, the graveyard of ships off coast of North Africa. The second day they threw the cargo overboard, and the third day they threw the ships gear (tackle) overboard to make ship[ lighter so it would ride higher on the waves. The sky was dark so there was no way of navigating. All hope was gone.
Acts Chapter 27 Handout
Page Two
v.21-26Paul speaks and reprimands them for not listening to him about not leaving Crete and then he lets them know they will not die because an angel assured him that he must appear before Caesar. And because they are with him, they will all be saved but first they will be shipwrecked on some island.
v.27-32- After fourteen days and nights the sailors realized they were getting near land. They sounded, meaning they measured the depth of the water by dropping something down to measure, first 120 feet, then 90 feet, water was becoming more shallow. Then they dropped four anchors from the stern, which is the rear, to keep ship from going into the rocks. They now prayed for daylight. v.30 the sailors under pretense of letting down anchors in the front of the ship, were letting down that lifeboat so they could escape. But Paul warned Julius that except they (the sailors) abide in the ship, you cannot be saved. The soldiers cut off the ropes of the boat and let it drop.
v. 33-44 Paul then encouraged everyone to eat since they had not eaten for fourteen days. After eating they threw out the cargo of wheat to lighten the ship. In the morning they saw a cove and a beach, and tried to make the ship run aground on the beach. They raised the anchors, hoisted the main sail to the wind going toward the shore. But they hit a sand bard and the rear of the ship was being broken up by exposure to violent waves. The soldiers were going to kill the prisoners lest they escape and the soldiers be held accountable, and be put to death. But Julius, wanting to save Paul stopped them from killing anyone and told them all to swim for shore or hold on to plans of the ship. All 276 made it safely to shore.
Those who were with Paul were saved because of the favor of God on his life, and because of the purpose God had determined for his life. If you walk and live according to God's purpose for your life, others near you will be blessed and saved. | web | https://resources.razorplanet.com/512025-1559/971543_ActsChapter27Handout20.pdf | 0.520357 | {
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Electronics A level introduction
Aims:
- To give students a taster of what Electronics A level is like.
-
To start developing key skills for the course. This is especially relevant if you've not studied Electronics at GCSE.
Course information
You don't need to have studied GCSE Electronics to do the course - you will be taught everything you need to know from scratch, but you may have to work a little harder at the beginning of year 12 to get the fundamentals established.
We ask for a minimum grade of 7 for Maths, and a 7 for Physics, Electronics or another DT subject, but we would be up for a discussion if you just missed out on these grades.
The A level is run by Eduqas, which is part of the Welsh Joint Examination Committee (WJEC). The specification can be found here. Note that we follow the 2 year course. The text book is entirely online. The first year text book chapters can be found here, and the second year chapters here.
If you are interested at looking at the GCSE text book it's here.
The course is 80% exam and 20% coursework.
There are two exams, both worth 40% of the overall grade. They are both a mix of short answer and extended answer questions with some set in a practical context. Both exams are a generous 2 hours 45 minutes long and have 120 marks. Most students don't need this all this time to finish the paper.
The coursework is made up of a smaller programming project worth 5.7% of the overall A level, and a larger complete design and build worth 14.3% of the overall A level.
The course is taught as theory, hands on practical electronics on breadboards and practicals run on a circuit simulator. The simulator software will be made available for you to use at home and is a great way of trying ideas out.
The summer study programme
This year, for the first time, we are recommending that you complete the following free (and very good) Open University short course:
https://www.open.edu/openlearn/science-maths-technology/introduction-electronics/contentsection-0?active-tab=description-tab
The course should take you between 3 and 10 hours to complete depending on your previous experience and how much time you invest in the online practicals.
The material covered in the course will all be covered in lessons and explained in more depth, so don't worry if some of it seems out of reach - aim to understand the principles.
Further reading
Electronics can get very involved very quickly, so all courses below degree level make some simplifications. It's difficult to find text books that make the same simplifications that the Eduqas course does, but one that is fun and has a very practical approach is Charles Platts' Make: Electronics: Learning through discovery which is also available free online here. Working through this (however far you get) would be very beneficial. I would also look at the online text books listed above, at least at core concepts pages. | web | https://www.beths.bexley.sch.uk/attachments/download.asp?file=3641&type=pdf | 0.453244 | {
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………………………………………………………………………………
OCTOBER Pepin Elementary News
Theme: Social Awareness October is Bullying Prevention Month
We are bringing back our Laker Way themes this year, but with a new twist! We are lining up our themes with the state social and emotional learning competencies, and all of our elementary students will be learning about each theme during their guidance time with Mrs. Smith. September's theme was self-awareness. Students completed activities to help them relate feelings and thoughts to their behavior.
Family Camp in a Bag- Look for your family bag to be sent home on October 5 or 6. If you signed up for Pepin Family Camp in a Bag, we will meet every Tuesday at 5 p.m. Your zoom link will be provided in the bag and also in an email. You do not always have to zoom in to do any activity. This is optional.
LAKER CARDS! - Laker Cards are for sale now for only $10. These cards are full of savings at several local businesses and are good from September 2020-September 2021. - If you would like to purchase a card to assist the Family Resource Council continue to provide families with fun learning opportunities, please contact the school office at [REDACTED_PHONE].
There are several library books still out from last spring. If you have books at home, please send them with your child. Any questions, let Mrs. Ingli know.
Our school year has began very smoothly due in part to all of us working together. We have made many changes and the children have adapted remarkably well and we are seeing a routine begin to be established. Keep up the great work!
Dates to Remember:
October 5: Wear BLUE for World Day of Bullying Prevention
October 6: Virtual Family Camp begins at 5 p.m.
October 16: Teacher In-service (no school for students)
October 19: No school (fall vacation day)
October 21: Unity Day, Wear and share ORANGE to show that we are together against bullying, and united for kindness, acceptance, and inclusion.
October 27: Picture re-take day | web | https://www.pepin.k12.wi.us/cms_files/resources/October%20Elementary%20News.pdf | 0.433815 | {
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DISCUSSION NOTES
FIRST THINGS FIRST
Connect Members to One Another
If you are married, how many years have you and your spouse been together?
Tell the group how you met.
If you are not married, how have your positive or negative experiences (e.g., your parents' divorce; your grandparents' 65th wedding anniversary) affected your view of marriage?
Connect Members to God
In the message we learn that the way we prioritize relationships has implications for how we love God and our spouse. Pastor Schlie illustrates this with an "ultimate love triangle" graphic that puts God at the top, your spouse next in line, and everyone else (including kids and parents) after him or her.
Have you ever heard that marriage should be prioritized this way?
If you are married, do you feel that you prioritize your relationship in this order? Does your spouse?
If you are unmarried, does this change the way you view the marriage relationship?
Message Application
Consider the story Pastor Schlie tells about expectations that carry over from childhood experiences. He uses the example of spouses having different dinner time traditions in their families that can create misunderstandings.
What kind of expectations did you bring into your marriage? (If you're not married, name some expectations you might bring in.)
Did you have a particular tradition in your birth family that conflicted with your spouse's traditions? How did you resolve the issue?
MARRIAGE
MATTERS
DISCUSSION NOTES DISCUSSION NOTES
MARRIAGE
MATTERS | web | https://messiahstcharles.org/wp-content/uploads/2021/02/MMQs2.1.pdf | 0.476218 | {
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Evaluation of Redistricting Criteria
The School Board has identified four criteria that each map should strive to achieve to be considered viable:
1. The School Board will target a zero percent retrogression (no negative change) of minority composition in districts.
Given the racial distribution in Hillsborough County, having a high black population in District Five maximizes the opportunity for a minority candidate to be elected. When considering the demographic profile of each map, any map that identified a significant reduction of the black population in District Five was discarded.
The black population percentage for district five as depicted on this map is 41.1%.
2. School Board Commissioner Districts should have an equal population to comply with the "one person, one vote" requirement. Where all criteria and principles are considered, every effort shall be made to minimize population variance between districts.
Population variance is calculated using the following formula (expressed as a percentage):
\[
\frac{(\text{largest population} - \text{smallest population})}{\text{average population}}
\]
The population variance as depicted on this map is 8.5%.
3. Districts will be created in a compact form as possible and be contiguous.
District boundaries were created manually to ensure continuity. Compactness is determined in part by geographic area and population distribution, as necessary.
4. Districts should allow for the representation of general areas of the County having similar interests or affinities.
The 2020 Census counts provided under Public Law 94-171 from the U.S. Bureau of the Census were used as the primary source of population data and demographic information for reapportionment. Neighborhoods, voter precincts, and natural boundaries were included in the model and adheres to where practicable. | web | https://www.shakeforschoolboard.com/_files/ugd/6af8f8_eac505978dfc4962b8095f2017465aab.pdf | 0.472504 | {
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Transition Screening Tool
Do you need assistance with or information about any of the following?
**Health**
- Finding a primary care doctor to address my adult health care needs
- Finding a specialty care doctor
- Paying for adult health care
- Getting treatments, therapies, equipment, supplies or medication
- Connecting with agencies that can provide me with more information on my disability or special health care need (UCP, OI Foundation, MDA).
**Legal Rights**
- Advocacy
- Selective Services Registration
- American with Disabilities Act
- Education rights/personal rights
- Guardianship Information
- Wills & Trust
- Advanced Directives
**Independent Living**
- Accessible, affordable housing
- Supervised living programs
- Independent living supports
- Personal care attendant
**Psychosocial**
- Family/support networks
- Support Groups
- Sexuality
- Depression/loneliness
- Stress management
- Anger/Violence at school or home
- Bullying
- Risk Taking Behavior (drugs, alcohol, smoking, unprotected sex)
**Employment**
- Career planning/job training
- Finding a job with supports and accommodations/job coach
- Services provided through Vocational Rehabilitation
- Keeping SSI while working and going to school
**Education**
- Accommodations at school/college for students with disabilities (IEP/504/ADA)
- Transition planning in high school
- Post secondary education
- Paying for school/college
- Vocational Rehabilitation
**Transportation**
- Drivers education/license
- Adaptive driving equipment
- Public transportation
**Community Resources**
- Social Security Benefits
- Health Insurance/Medicaid
- Division of Services for People with Disabilities (DSPD)
- Respite Care
- Mental Health Services
- Assistive Technology
- Recreation/Sports
- Assistance programs (food stamps, TANF, housing)
- Spiritual Home
- Leisure Activities
Do you have other questions or concerns about your future?
Would you like to meet with a Care Coordinator today in clinic or be contacted by telephone?
- In clinic
- Telephone: _______________________(phone number)
_________________________________(contact person)
- No, thank you
From the Medical Home Portal www.medicalhomeportal.org, 2009 | web | https://mt.medicalhomeportal.org/link/6999 | 0.46938 | {
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Home Learning: Preschool
Newsletter 13th April 2020
Hi everyone!
This home learning newsletter has ideas for activities which follows our curriculum, Early Years Foundation Stage (EYFS). The activities have been selected carefully for your child's age range however you know your child best, so adapt it as necessary to achieve the best outcome.
If your child doesnt seem interested in an activity, don't be disheartened or assume they can not or won't do it. Leave it a while and try again or do something completely different. Most importantly, have fun with your child!
Communication and Language
Personal Social and Emotional
Parents, here are some key tips to develop your child's speaking skills.
1. Give them time to think of an answer. If you ask question allow up to 10 seconds of thinking time and then rephrase the question. Do not speak for them, give them a chance to try.
2. Model how to speak and build on what your child has said. If your child says 'Paint picture' you can respond 'Yes, you are painting a picture'.
Physical Development
There are a couple of high energy videos on our NCN Home Learning page. Find one to dance with to complete this activity
When you have finished dancing see if you are out of breath, if your heart is beating fast and if you have a warm head. Can you tell mummy and daddy why?
© Natural Choice Nurseries Ltd April 2020
Mummy and daddy need lots of help! Can you be their special helper and help out around the house? Do some cleaning, cooking, organise your wardrobes or tidy all of your toys away
Reminder
Remember to teach your child to wash their hands regularly and for the recommended time of 20 seconds. Make it fun by singing with them and giving lots of praise and attention. Younger children may not like it at first, but they very quickly adjust, especially if you model washing your hands regularly.
Mathematics
Ask mummy and daddy to write numbers on a piece of paper or use number magnets. Can you match lego pieces to the right number e.g. 1 lego piece on number 1, 2 lego pieces on number 2 etc.
To extend this activity, try copying the numbers for yourself! Parents, don't worry if the numbers are back to front, any resemblance is good progress
Understanding the World
Literacy
Ask a family member to write a letter or a shopping list. What do you think it says? Can you write one too?
Expressive Arts and Design
Grow a bean in a zip lock bag, clear glass or plastic cup. Use the internet or a book to research what plants need to survive and then take photos of your plant growing and upload them onto Tapestry.
Make a rainbow to display in your front window. Lots of people are feeling sad and worried so people are putting rainbows in their windows to make others feel happy. Share photos of your rainbows on Tapestry and we can show everybody on our Facebook page to spread even more joy. Perhaps you could make them out of lots of different materials? Can you describe the texture of these materials?
There is a list of free online home learning resources on our webpage along with lots of other useful links and information
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The Wise Men Find Jesus
When Jesus was born, God put an extra-special star in the sky. Far, far away to the east, some Wise Men saw this star. They said, “This star means a new king has been born. Let’s follow it. Let’s find him.”
The Wise Men traveled a long time. They came to the big city of Jerusalem. There, they asked King Herod, “Where is the newborn king? We have seen His star. We have come to worship Him.”
When King Herod heard this news, he was not happy. He did not want anyone else to be king. He asked teachers where the new king was to be born. They said, “God’s Word says He will be born in Bethlehem.”
Herod told this news to the Wise Men. He said, “Go to Bethlehem. If you find this new king, come back and tell me so I can worship Him too.” But Herod lied. He wanted to hurt Jesus.
Soon, the Wise Men saw the star again. They rejoiced and followed it to Bethlehem. (*) They found Jesus with Mary and Joseph. They were living in a house now. The Wise Men bowed down to worship Jesus. They gave Him gifts of gold, frankincense, and myrrh.
God warned the Wise Men to go home a different way to keep the baby Jesus safe from wicked King Herod. God had important plans for baby Jesus to grow up and die on the cross to take away our sins and arise at Easter to give us eternal life.
Fold the family letter back so your child can focus on the big picture as you tell the Bible story. At the point in the story indicated by an asterisk (*), fold the picture strip forward, overlapping part of the big picture. Talk about what has changed in the picture as you continue the story.
Think about It
The light of the star led the way to Jesus, the light of the world. The Bible account of the coming of the Wise Men (Matthew 2:1-12) is especially important to us because it shows that Jesus was sent to be the Savior of people in all nations.
Bible Words
Arise, shine, for your light has come.
Isaiah 60:1
Dear Family,
The Bible’s account of Wise Men coming from afar to worship the Savior shows us that God wants all people to meet Jesus. God led the Wise Men to Jesus with an impressive star. He leads us to Jesus through the power of the Holy Spirit, who gives us faith as we hear God’s Word. The Wise Men knelt down and worshiped Jesus with gifts. We worship Jesus with gifts of love that spill out of our hearts.
See the star, God’s guiding light. See it moving, shining bright. See three gifts the Wise Men bring. See they’ve found the Savior King.
God is using you too. You can help your child meet Jesus, the Savior God promised in His Word. Make a shining star and use it as a bookmark in your Bible story book.
Make paper crowns. Decorate them with glitter and stickers. Read the Bible account together as you pretend to be the Wise Men visiting Jesus. Then talk about what Jesus has done for you. What would you give Jesus to say thank You for His love?
Read more about the Bible story on pages 287–289 in *The Story Bible*, available from Concordia Publishing House (CPH). | web | https://www.immanuelhamiltonec.com/uploads/1/2/6/5/126537383/week_16.pdf | 0.48006 | {
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German troops have been stationed in France as a gesture of unity between the two countries. (Photograph: Daniel Maurer/AFP/Getty Images)
German combat troops were stationed in France for the first time since the Nazi occupation during the second world war.
The force stationed outside Strasbourg was agreed by Nicolas Sarkozy and Angela Merkel as a show of unity between the countries. The French defence minister, Alain Juppé, hailed the "highly symbolic" move as an end to "centuries of conflict".
The French-German Brigade was created in 1989. Until this year, German combat troops had
1 / 2
German troops sent to France in symbolic defence of the euro
Written by Angelique Chrisafis Friday, 10 December 2010 22:54
not been stationed in France, only French ones in Germany – a legacy of the allies' post-war occupation there. German forces occupied France during the 1939-45 war for more than four years, the third major war between the two countries in 75 years.
"German soldiers are today welcome in France," the German chancellor said at a meeting with Sarkozy, the French president, in Freiburg. "For me, that has great symbolism, after all the misdeeds Germany was guilty of during the Nazi era."
Sarkozy said: "It is an honour for us to receive German soldiers in a peaceful context on the French Republic's territory."
The two countries' leaders vowed their "total" determination to defend the euro from the turmoil of Europe's government debt crisis in the run-up to the Brussels summit next week. But they stood by their rejection of raising money through pan-European bonds or expanding a €750bn (£630bn) rescue fund.
Germany and France, the eurozone's first and second largest economies, and its bankrollers, are at odds with many other governments on how best to keep the crisis from spreading and forcing more expensive bailouts, following the financial rescues for Ireland and Greece.
"Let one thing be very clear: we are deeply attached to the euro," Sarkozy said. "We will defend the euro, because the euro is Europe."
Merkel said Germany was determined to defend the 16-nation currency. Its significance went "far beyond" monetary union, she said. "If the euro fails, Europe fails," she added. "This is a deeply serious matter for me. And that's why Germany will do everything to defend the euro jointly with the other countries."
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前金國小國樂班中山大學音樂會
簡介：前金國小自民國 78 年奉教育局令設立音樂班，除了一般學業課程之外， 另增加專業課程，包括主修〈國樂樂器〉，副修〈鋼琴、小提、大提、打 擊〉，樂理、視唱聽寫、音樂欣賞……等等。在全國音樂比賽中，無論是 個人的獨奏，或是團體的合奏項目，均有優秀表現，去年 4 月也赴新加 坡音樂交流演出，頗受好評，在 99 學年度及 100 個學年度連續兩年的全 國學生音樂比賽決賽當中，皆蟬連獲得國樂合奏與絲竹室內樂雙料特優 第一名的殊榮，今天到場表演的是前金國小六年級剛畢業的小朋友。
Today, we'd like to welcome our performers, who are just graduated from the musical class. The Musical Class of Qian-jin Elementary School was established in 1989. Not only do the students major in traditional Chinese instrument, but also minor in many other instruments such as piano, violin, cello, percussions and also music theory. In many nation-wide musical competitions, solo performance and group performance both included, the students have achieved a great success. Last April, they were invited to participate in a musical performance in Singapore, where they also attained positive feedback. In year 2010 and 2011, they are announced as the winners of Chinese Orchestra and Sizhu Chamber Music.
※注意事項：
1.集合時間：101 年7 月11 日星期三晚上5：30（節目開始約6：00）
2.集合地點：統一渡假村(西子灣海景商務飯店)2F (地址：高雄市鼓山區哨船街14 號；電話：533-6676)
3.結束時間：約晚上8：30 接回（晚宴約6：30--8：00）
4.當天服裝：音樂班班服＋深色牛仔褲
5.請務必備妥樂器、調音器、譜架，包括：個人樂器、打擊棒、鈴鼓、譜架， 請自行帶到現場。
節 目 單
參加學生：
吹管組：賴 煒、賴星翰、蔡孟芸、陳汶玲
拉弦組：簡云開、彭婉瑄、陳琪英、彭梓瑜 彈撥組：蔡昀翰、余亭萱、黃意棻、郭耘嘉
曲目解說
一、
垃圾桶
…………
打擊樂
◎曲意：
曲中可見演奏者快速揮動鼓棒敲打桶身與桶面，棒棍、棒端也紛紛派上 用場，搭配各種輕重緩急的打擊節奏，以及花俏的轉身走位，在一連串 花式打擊秀中，結束精彩的打擊樂曲。
◎演出者：
由陳琪英、蔡昀翰、黃意棻、余亭萱4 位同學擔任演出。
Tonight, the very first song presented is "Trash Can", percussion music. In this song, the performers use drum sticks to hit the trash cans. By playing it very swiftly and rhythmically and with performers' various moving, this song narrates marvelous percussion music. So now let us give them a big round of applause and enjoy!
二、
查爾達斯
‧
(
匈牙利舞曲
)
The next performance is Erhu quintet. "Czardas" is a traditional Hungarian folk dance. The origin of the Csárdás can be traced back to the 18th century, used as a recruiting dance by the Hungarian army. The Csárdás is characterized by a variation in tempo: it starts out slowly (lassú) and ends in a very fast tempo (friss, literally "fresh"). The best-known instrumental csárdás is the composition by Vittorio Monti written for violin and piano. The song is full of the colorful characteristics of gypsy music style, which usually aims to spread happiness and wildness atmosphere but also includes soft and peaceful emotions at the same time.
曲意：
查爾達斯舞曲起源於吉普賽人的民間舞蹈，時間大概是在 15 世紀的30 年代，在匈牙利廣為流行，到了 19 世紀的50、60 年代成為匈牙利要的 民間器樂體裁。樂曲開始時也有充滿激情的引，然後出深沉而略帶憂鬱 的題，這就是"拉遜"的段落，它有小調色彩的抒情旋律，後來換成流 暢而華麗的格調，都具有鮮明的匈牙利吉普賽音樂的特點。接著樂曲入 快速而活潑的"弗里斯"，和上面那段"拉遜"形成強烈的對比，充滿 歡快而奔放的氛圍。這段舞曲越來越熱烈，快速的句頻繁出現，使樂曲 進入高潮。突然音樂平靜下來，慢慢地出溫柔而委婉的歌唱性題，這純 樸而甜美的曲調以泛音回應，形成幽谷回聲的動人效果，快速的句再次 現身，並用切分的節處理，將樂曲推向狂放的高潮從而結束全曲。
◎演出者：
由簡云開、彭婉瑄、陳琪英、彭梓瑜、蔡孟芸 5 位同學擔任演出。
三、
送我一枝玫瑰花
…………
琵琶小合奏
"Send Me a Rose" is a song of Pipa string Quartet. This song is adapted from Xin-jian folk song, in which narrates young ladies who fell in love. It is played with simple, smooth and fast tempo, spreading delightfulness and enthusiasm.
◎曲意：
新疆民歌改編，曲中描寫新疆少女熱戀中的情懷，以簡明而暢快的節奏， 帶出愉快而熱烈的情愫。
◎演出者：
由蔡昀翰、黃意棻、余亭萱、郭耘嘉4 位同學組合的彈撥四重奏。
四
、
春
…………
揚琴獨奏
Spring is song of Chinese (hammered) dulcimer solo, written by Hwan He and Wang Se. It is a song which portrays the beautiful scenery of spring rain, blossom and the variety of life. Our performer is Cai Jun-Han. Jun-Han participated in a nation-wide musical contest in Kaohsiung when he was in the fifth grade and in the first round, he was announced as the first place of dulcimer solo and the third place in the final round.
◎曲意： 黃河與王瑟合作的一首新作品，描寫春天雨露均霑，百花綻放，萬物生 氣盎然之景象。
◎演出者： 由蔡昀翰小朋友擔任演出，蔡昀翰小朋友在五年級時，參加全國學生音 樂比賽高雄初賽，得到揚琴獨奏第一名的成績，代表參加全國決賽時又 得到第三名的好成績，相當不容易。
五、
小天鵝
…………
雙笛重奏
"Little Swan", also named as "Dace of Little Swan," is one of the best well-known scene in Swan Lake, which is composed by the famous musician, Tchaikovsky. Today this song is performed in Chinese flutes duet. Lai wei and Lai Xing-han are our performers today. They both attained the nation-wide musical contest last year and were announced as the second and the third place in flutes solo in the first round. Lai wei, as the representative, were announced as the second place in the final round.
◎曲意：
取材於柴可夫斯基天鵝湖中的四小天鵝舞曲配樂，改由雙笛重奏。
◎演出者：
由賴煒、賴星翰小朋友擔任演出，賴煒、賴星翰兩位小朋友參加 100 學 年度全國學生音樂比賽高雄初賽時，分別得到笛子獨奏第二名及第三名 的成績，而且賴煒小朋友還代表參加全國決賽時，也得到第二名的好成 績，非常不容易。 | web | http://www.math.nsysu.edu.tw/~wong/WONRA2012/Chinese_Music_Concert.pdf | 0.489873 | {
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Quinault Indian Nation
SR 109 THREATS AND CONCERNS JULIE BURNETT, COMMUNITY SERVICES DIRECTOR
SR 109 begins outside the City of Hoquiam, and continues up the coast, past Ocean Shores, Copalis Beach, Pacific Beach, and Moclips. It is the main access to the Quinault Indian Reservation. It also serves as the major Tsunami Emergency Evacuation Route.
SR 109 is the only road in and out of Taholah, the government seat where hundreds of people live and work for the Quinault Indian Nation.
This highway is seriously threatened by landslides and erosion issues.
Climate Change and Geological activity has impacted SR 109.
Mud Slides
2018 Mudslide
The Quinault Indian Nation experienced two recent major mudslides on SR 109.
December 18, 2018 at MP 33.5 a huge mudslide occurred. This resulted in a road closure. WSDOT responded with a clean up, but another slide occurred at the same spot within a week. The road was reduced to one lane, with a traffic light installed for several months.
SR 109 January 2020 Mudslide
January 6, 2020: Both lanes of SR 109 were blocked with debris, including a tree at MP 34. This slide was 25-50 fee north of the 2018 slide.
88 Corner
In January 2021, the QIN declared an Emergency, and identified a temporary by-pass logging road that could serve as a temporary road.
March 2021: QIN hired a geology team to review the "88 corner" slide.
The "88 corner" area has changed noticeably in the past 3 years, with trees shifting, and other movement occurring.
88 corner slide images
WSDOT Response to QIN 88 corner
WSDOT response: They have noted that there have been significant changes to the road since 2020. Changes included: tension cracks, and deformation occurring within WSDOT's ROW.
They have committed to providing a region survey crew to survey the roadway and add markers on certain trees to watch for movement. Once a baseline is established, the crew will survey monthly to monitor movement.
Short term strategies:
Re-routing surface water from the area
Periodic monitoring of the failure
Beginning preliminary review and analysis for a potential realignment of SR 109. | web | https://wstc.wa.gov/wp-content/uploads/2021/11/2021-1117-BP13C-SR109-QuinaultIndianNation.pdf | 0.481944 | {
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Seán Kelleher
His name is Seán Kelleher, son of Tomás Kelleher who took part in many engagements in the war of Independence, Upton ambush where he rescued Charlie Hurley and he was section commander in the historical battle of Crossbarry on the 19th of March 1921. An undercover of darkness, Barry and his men decided to move column. Sean’s father Tom was in charge of the advance and Shane Doyle the advance guard and Jim Doyle from Kilmore was in charge of the rail guard. Barry in many ways put all his eggs in one basket in Crossbarry. He had 104 officers including himself. The column was divided into 7 sections, with 14 men in each section within each section commander. Seán Hales, Knocknaunya was in charge of Section 1. John Jordan, Newentown took charge of Section 2. Mick Crowley, Kilbrittain the brigade engineer was in charge of Section 3. Dennis Jordan from Murrabulla, Timoleague was given Section 4. Tom Kelleher, Sean Kelleher’s father oversaw Section 5. Pete Kearney, Durmanway took charge of Section 6 and Christy O’Connell took Section 7 away to the west. Barry had a major decision to make at this point. The decision was whether he should leave the location and try get a withdrawal or should he face the British. He was well aware that the British were coming in large numbers. There was no doubt about that. What was running through their minds “How could they survive?”
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No Isolation
Ensomhet er å oppleve at det er en avstand mellom faktisk og ønsket sosial kontakt.
Depresjon
Demens
Hjerte- og karsykdommer
= 15 sigaretter hver dag
11% Røykere i Norge
16% Er plaget av ensomhet
Når livet endrer seg er vi utsatt
A young girl with red hair is sitting on a couch, looking at a tablet computer. She is wearing a white sweatshirt with a floral pattern and blue jeans. The background shows a cozy living room with a yellow cushion and a gray couch.
6000
Barn og unge med langtidssykdom i Norge
• Prestasjonsgap
Lavere karakterer
Redusert sosial og emosjonell velvære
Skolefrafall
The impact of technology on education is profound, transforming how students learn and interact with their environment. On one hand, technology has revolutionized home learning by providing access to vast amounts of information and interactive tools that can enhance educational experiences. On the other hand, in traditional classroom settings, technology has become an integral part of teaching methods, enabling teachers to deliver content more effectively and engage students in dynamic learning activities.
As we move forward, it's crucial to consider the balance between these two environments—home and school—to ensure that technology is used in ways that support both individual learning needs and collective educational goals. This approach not only prepares students for the digital age but also fosters a deeper understanding of how technology can be harnessed to enhance learning outcomes across different contexts.
AV1
A student interacts with a robot in a classroom setting, pointing at a notebook.
Students in a classroom raising their hands to answer questions.
A group of children sitting on a rock, engaged in conversation and enjoying each other's company.
"Det beste med AV1 er den sosiale kontakten"
A connected society
A strategy for tackling loneliness – laying the foundations for change
The elderly woman is sitting at a table in her living room, surrounded by various items such as bottles, glasses, and a tray with food. The room has a window with white curtains and stained glass, and there are several paintings on the walls. The woman appears to be smiling and looking directly at the camera.
1 av 3
80 år og over, sier de er ensomme
Kilde: Eurostat (2018)
Forventninger ikke innfridd
"Eldre er umettelige på kontakt med familien, men familien sliter ofte med å organisere sin kontakt"
Fagansvarlig, Finstadtunet sykehjem
Teknologi hjelper faktisk
Norwegian TV in the living room
PA
I AM TODAY'S MASCOT
Tusen takk
Hans Fredrik Vestneshagen
[REDACTED_EMAIL]
+[REDACTED_PHONE] | web | https://s3-eu-west-1.amazonaws.com/folkehelsekonferansen-docs/2018_Presentasjoner/DAG-1-PARALLELL-A-02-VESTNESHAGEN.pdf | 0.439592 | {
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|
40-41
42-43
44-45
46-47
48
For me, a particular highlight among many was the session on Saturday examining the theme of this year's festival, Food Health and Healing Land. The speakers presented a range of approaches to bringing the land, and ourselves, back to health, including per ma culture, regenerative farming and indigenous cultivation, foods and burning methods. Several presenters spoke of their difficult journeys learning how to work with the land instead of trying to impose inappropriate European methods.
I was not the only one to feel we are starting to move beyond permaculture, which has been based mainly on northern hemisphere plants, good as it is. We are at last learning about our own very different land and how to live in it. There is a great deal more to learn, and we need to get the word out so destruction of the land can be reversed. The Two Fires committee welcomes interested people who would like to be involved in keeping this unique and important festival alive. Contact Julia Green on 0402 605 945. n
Food health and healing the land
Merrie Hamilton describes the Two Fires Festival
The Two Fires Festival programme this time was very diverse and inspiring but among my favourites was a short film titled 'The Quarry' by Stuart Cohen and narrated by Aboriginal archaeologist from the Office of Environment and Heritage, Dave Johnston. Why? Because, not only is it stunningly beautiful and a good story, but it embodies the spirit of the Two Fires Festival.
this would have been a very special place for the local Aboriginal groups. One family's generous sharing of the site with Indigenous people whose traditional country this is, has been a journey into the unknown — brave, rare and much appreciated.
Judith Wright worked tirelessly through out her life to protect and preserve the natural environment and to honour and respect our Indigenous peoples. In this story, both her goals come together with simple elegance.
A stone axe quarry has been discovered on private land — 'Millpost', near Bungendore, NSW. For thousands of years
I hope that this example will lead the way for other non-Indigenous landholders to open precious sites on their properties (without fear of Native Title or tenure change) and enter into partnerships with Aboriginal custodians.
In the 21st century we all need to walk into the future together with confidence and co-operation.
To view the Quarry Video, go to the link at: www.twofiresfestival.org.au Congratulations to the 2019 Two Fires Festival committee and volunteers. n
|
Our stories are the land
Uncle Max Dulumunmun Harrison wants more than a piece of paper
Following my beliefs and the teachings that came from my grandfather, I know we walk the same land, we drink the same water and we breathe the same air. The more that people could understand that, the better we can walk in unity. We can walk this land together. There should be no separation. There's got to be no 'them and us'.
Those words in that English dictionary have got to be finally removed. Them and us. It is such a desecration on our spirits and on our beings. It's such a desecration on our culture.
I correct my young people that I teach, a lot of those young men, as you seen the dances, when they do something, they do it respectfully. It's about if they take a fruit off a tree, they will shake the tree three times. If the fruit falls off, it's theirs. If it doesn't, it still belongs to that tree. And if we start to pluck those things off, then we are guilty of raping the land. That's what we see people doing now — they're raping the land.
We really got to look at how we can take our foods. Actually, we don't need all this big, big milling and big machineries and all this and that.
We got to get off our butts and learn to be able to put something into the land so that it'll grow.
Then we can ask the great creator to bring it up for us. Now, a lot of the things people must say, "Yeah, but how?" How do we feed the multitude of people? Well, we're not the creator. We must just feed ourselves and our children. And we can do that. For 80,000 years and upwards, our mob has been doing that right up until the mission days.
Then suddenly we had ration days after working one, two weeks; 10 pound of flour, a pound of tea, even if it was that, a bit of fruit, no butter, little bit of salt … something like that. We weren't allowed to go out onto the land to hunt and gather our own foods. We weren't allowed to go to the ocean and take our food because we were fined.
I remember when brother Walter was granted some abalone licences and a lot of our people looked at that and we thought, "Why do we need that, why do we have to buy this licence?" To go and gather the food that was God given to us? We had the knowhow — we still have the knowhow into the hunting and the gathering of our foods.
For sixty years, I've been taking people up and go look at mountains and teaching them about the creation of rocks up there. Then Parks [NSW National Parks and Wildlife Service] took over, and I have to get permission all of a sudden. I don't believe in land rights and native title because it's still white man's legislation. I just don't like seeing the torment and the anguish of our people got to go through to meet the guidelines of a white man's paper. We never had that. It's just a paper — it's not the land.
Our stories are the land. This is what I try to teach all my young people now. I just love teaching them about culture, cultural life. And the dream time. So what is this native title? We're the keepers of the land, we're not the owners. We're the keepers of the land.
I don't know how we're going to handle this treaty? Why do we need a treaty for the land? I was the first in the state of New South Wales, as Aboriginal Chairman of a Land Council, to be giving deeds and title back to a community. I regretted that because I seen what happened after. I had to leave my community because my mob just went haywire. You see, it's not only our mob that does this. Everybody in your little block [of land], you have a right to stop people from coming in. You have that ownership on that little bit of paper.
So different little things like this is, how do we go? How do we burst this sacred word treaty? We get no hope down in Parliament. We've got very little hope down there. They haven't got a treaty amongst themselves. Have a look at the parties — fair dinkum.
I think I'll stop there because I'm getting out of spirit and going into politics. n
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Don't floss? Then AirFloss.
Removes plaque where brushing can't
For those who don't floss consistently, AirFloss is an easy way to start cleaning between teeth. AirFloss can be used with mouthwash or water and features unique air and micro-droplet technology to help remove plaque in hard to reach areas.
Easy to use
Nozzle designed for easy access to hard-to-reach areas
Technology that cleans with a touch
Guidance tip ensures correct placement
Helps build a healthy habit
An easy way to improve cleaning between teeth
Highlights
Air and micro-droplet technolo
AirFloss utilizes unique air and micro-droplet technology to send a burst of pressurized air and water or mouthwash between your teeth. The one-touch activation button is as simple as a mouse click.
Guidance tip
The slim angled nozzle and guidance tip make finding the correct placement easy. Just slide along the tooth's surface near the gum line until the tip fits into the groove between the teeth.
Slim, angled nozzle
Slim, angled nozzle designed for easy access to hard-to-reach areas
An easy way to start
Interproximal cleaning is very important to overall oral health. AirFloss is an easy way to clean deeper between teeth, helping to form a healthy habit. After three months of using AirFloss, 96% of inconsistent flossers continued to use AirFloss four or more days per week.*
Specifications
Ease of use
Nozzle system: Easily snaps on and off
Items included
AirFloss Nozzle: 2
Cleaning performance
Nozzles: Best results change every 6mos
Design and finishing
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Golden Eagle
Aigle royal
Aquila chrysaetos
Migratory Species
Wingspan: 187 cm to 230 cm
The Golden Eagle is the largest bird of prey in Quebec. Its plumage is dark brown throughout, and adults have golden highlights on the back of the head. Its large wings are rounded at the tips and its tail is lightly banded.
/
The male and female are similar in colouring. The female is larger than the male.
The Golden Eagle prefers wide open spaces such as mountainous areas with plateaus, bogs and deforested areas, as these make hunting easier.
The diet consists mainly of small rodents, rabbits and hares, but they also eat other birds and the occasional carrion.
The Golden Eagle can live up to 30 years in the wild and up to 46 years in captivity.
The nest is built on a cliff or in a large tree. It varies from 1.0 to 1.5 meters in diameter and 0.5 to 1 meter in height. The female typically lays 2 eggs, and exceptionally 1 or 3. The pair is monogamous, which means it stays together for life.
The young leave the nest about 65 to 70 days after hatching. However, they remain dependent on their parents until they are about 90 to 100 days old.
The Golden Eagle population of Quebec is poorly studied, but is nevertheless classified as a vulnerable species. The bird's habitat is difficult for humans to access, yet a drop in population size has been observed. This decline is attributed to pesticides, poaching, habitat loss, and poorly camouflaged traps in which the eagles get caught.
Despite its impressive size, the Golden Eagle is a very light bird, weighing only 3.6 to 4.5 kilograms (8 to 10 pounds). As with all birds, the eagle's weight is reduced by two key characteristics. Firstly, the structure of feathers makes them much more lightweight than they would be if they had fur like mammals. Second, the large bones of birds are hollow and so they contain much more air than ours, which makes them considerably lighter. | web | https://www.uqrop.qc.ca/upload/files/oiseaux-quebec/accipitridae/goldeneagle.pdf | 0.429255 | {
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Reading into Success Story Guides
Before Reading:
- Read the title aloud, along with the author and illustrator. Ask for a prediction on what the book will be about, after showing the cover.
- Do a picture walk by flipping through the pages looking at the illustrations. Let the child make observations. You do not have to read text, unless you want to draw attention to any special features.
- Have you ever been nervous or worried before you did something new? Did you do anything to help make that feeling go away?
During Reading:
- Do you have some of the same worries as the critters?
- Do you think your teacher is nervous too for the first day of school?
After Reading:
- What did the critters do to help each other out because they were all nervous?
- What did the critters learn about being nervous?
Putting into Practice:
- Do we all have worries sometimes? What could we do if we have worries?
- Do worries go away after we get used to something or someone? What should we do if our worries do not go away?
Contact Us
[REDACTED_EMAIL] https://readingintosuccess.org
A storybook guide for First Day Critter Jitters written by Jory John and illustrated by Liz Climo.
Self-Awareness, Relationship Skills, Responsible Decision-Making
Back to School, Worry, Nervousness, Making Friends, Team Work
All the critters are nervous for the first day of school. When they get to school, they discover they are not the only ones nervous. Through teamwork, they get through the day. | web | https://readingintosuccess.org/wp-content/uploads/2022/03/First-Day-Critter-Jitters-Story-Guide.pdf | 0.467966 | {
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Don't Bag It Lawn Care Plan
Most people like a beautiful, green lawn and often use more fertilizer and water than necessary. More mowing, extra back breaking work in bagging grass clippings, and higher water bills often result.
Between March and September, the volume of residential solid waste increases 20 to 50 % due to grass clippings. During the spring and summer months, grass clippings strain the garbage collection system using up valuable landfill space.
Grass clippings make an excellent compost for gardens. Compost use is the best way to improve garden soil because it returns nutrients to the soil and improves the soils physical characteristics.
Now consider not bagging your grass. With the Don't Bag It Lawn Care Plan, you won't have to stop every 10 minutes to empty your mower bag. By leaving the clippings on the lawn and allowing them to work their way back into the soil, you'll produce a beautiful, green lawn. Recycle your lawn clippings and save time, energy and money.
Follow this plan and never bag grass clippings again!
For more information Contact Aggie Horticulture®
____________________________________________
References to commercial products or trade names are made with the understanding that no discrimination is intended and no endorsement by Texas A&M AgriLife Extension Service.
____________________________________________
Educational programs of the Texas A&M AgriLife Extension Service are open to all people without regard to race, color, sex, religion, national origin, age, disability, genetic information, or veteran status."
Homeowners following this Don't Bag It lawn care plan report they mow their lawns in 38% less time than when they bagged the grass clippings. They also say their lawns are 30% better than they were before Don't Bag It.
DON'T BAG IT
©
Lawn Care Plan for Texas
For information on Don't Bag It you can go to http://aggie-horticulture.tamu.edu/earthkind/landscape/dont-bag-it/
This Don't Bag It Lawn Care Plan will save you time, energy and money too!
Mowing Plan
Watering Plan
Fertilizer Plan
Turfgrasses vary in their need for water:
The rule of thumb for mowing home lawns is not to remove more than one-third of the leaf surface at any one time. With this mowing schedule, you no longer need to bag your grass clippings.
Grass clippings left on your lawn don't contribute to thatch, but return valuable nutrients to the soil. They contain about 4 % nitrogen, 0.5 % phosphorus and about 2 % potassium, as well as all the necessary minor elements plants need.
1. St. Augustine (requires the most)
The rate of fertilizer application, the frequency of application, the ratio of nutrients in the fertilizer and the source of nitrogen all have a great deal to do with how fast the lawn grows.
3. Zoysia
2."Tif" Bermuda
4. Centipede
6. Buffalograss (requires the least)
5. Common Bermuda
During the driest period of summer, our lawns usually require about 1 inch of water every 5 to 6 days. Most hose sprinklers apply ¼ to 1/3 inch of water per hour, so they would need to run approximately 4 hours in one spot. If water runs off the lawn before 1 inch is applied, turn the sprinkler off, let the water soak in for about an hour, and then continue to water.
Nitrogen recommendations for Texas warm-seaon lawns based on management level and grass type (per year).
The best time to water is early morning so less water is lost to evaporation. The worst time to water is in the evening because the lawn stays wet all night. This encourages disease development. Lawns watered too frequently tend to develop shallow root systems which make them more susceptible to grub damage.
NR=not recommended
Before fertilizing your lawn, a soil test is recommended. The soil test report sheet gives you all the information you need to buy the right fertilizer, the amount to use and dates to apply it. If you have any questions, please call your local County Extension Agent.
Without a soil test, the following fertility plan is designed to allow the lawn to grow at a moderate rate and still have good color:
release fertilizer containing either sulfur-coated urea or ureaformaldehyde as a nitrogen source.
For slow, even growth, use a slow- | web | https://www.haslet.org/DocumentCenter/View/2264/Dont-Bag-It-Grass-Clippings | 0.443647 | {
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Term/weeks: Spring 2
As readers…
This term, we will continue with our much-loved book 'The Boy at the Back of the Class' as our daily whole class reading book. The children will have weekly comprehensions based on this, focusing on using the inference skill.
The children will also get the opportunity to read/perform more poetry. We will be focusing on 'The Jabberwocky' by Lewis Carroll but will look at a range of others too.
As writers…
We will continue to base a lot of our English writing on our class book. We will learn how to write from a range of perspectives, how to use speech to advance action and understanding how our word choices can enhance our writing through the use of a thesaurus. We will also continue to understand how to use different clauses in our sentences, add fronted adverbials and use parenthesis. We will then begin our poetry unit on 'The Jabberwocky': performing it and using it as a model for our own.
As computing experts: Coding
Children will be completing a coding unit this term in computing, learning to: create a program using event, object and action code blocks, describe the algorithms they created and create/interpret a program that includes an IF and IF/ ELSE statement.
As mathematicians…
Hawks:
Hawks will begin the term by completing their division unit and methods and then use their multiplication and division knowledge to answer word problems. They will then have a unit on length where they will learn how to measure in km and m and the equivalent lengths and perimeter of shapes. Later in the term, they will begin a fraction unit, understanding, ordering and converting mixed numbers / improper fractions, and adding and subtracting fractions.
Times Tables/ KIRF: Our K.I.RF (key instant recall fact) for this term are to practise all times tables, particularly trickier ones. We will play Times Table Rockstar to help practise these and children will continue to have weekly individual tests.
As geographers and historians…
We will be finding out about our European neighbours, specifically Scandinavia.
We will have an understanding of the physical and human geography of Scandinavia as well as its similarities and differences to the UK. We will also investigate the culture in Scandinavia, presenting our findings in different ways.
Our European Neighbours:
Scandinavia
As members of our community (PSHE and RE):
RE: We will be finding out about the question: 'Is forgiveness always possible for Christians?' We will be learning to understand how Jesus' life, death and resurrection teaches Christians about forgiveness.
PSHE: 'Healthy Me' - we will be looking at what it means to be healthy. We will be focusing on the effects of smoking and alcohol on our bodies. We will discuss the importance of healthy friendships.
Redland School
What's on…
* Friday 22 nd March – Hawks class visit to care home
* Thursday 7 th March – World Book Day
* Date TBC - Hawks and Buzzard class trip to the library
* Thursday 14 th March – Cake sale
* Wednesday 27 th March – Last day of term
As active individuals (PE)…
Hawks:
Hawks will be doing dance sessions on a Friday morning with Mr Mitchell this term.
On a Thursday, Hawks will be doing cricket with Mr Murphy outside.
Buzzards:
Buzzards are doing dance sessions on a Friday morning with Mr Mitchell.
The Year 4s will continue to swim for three weeks this term. After that, they will begin PE outdoors on a Monday.
As linguists:
We will be learning vocabulary for places in a town and practising giving and receiving directions.
We will also be building sentences using nouns, verbs, prepositions and adjectives.
As scientists…
This term, we will learn about common electrical appliances and how to construct simple series circuits as well as understand cells, wires, bulbs and buzzers and about the different types of switches. They will learn to troubleshoot and identify whether or not a bulb will light in a simple series circuit and be able to identify a complete circuit. They will also learn about conductors | web | https://www.redland.wilts.sch.uk/download/49/what-are-hawks-learning-about/5249/curriculum-letter-term-4.pdf | 0.491163 | {
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Welcome to our Exciting New Term
Our new topic is ‘The Great Fire of London’. We will be learning about how the fire started, why it spread so quickly and how it was stopped.
Homework – Create a Tudor house using recycled materials? OR Find 5 facts about the Great Fire of London to share with your class?
You only needed to produce one piece of homework. We can’t wait to see them – please bring them in as soon as you have finished them.
We have had a wonderful first term. The children loved the visit to the Cube to watch Dinosaur live! We also had lots of fun collecting leaves to use for our Autumn art projects.
Autumn Term 2 Learning
English – We will be reading different poetry and creating our own firework poems. We will also be looking at following and writing instructions.
Maths – We will be focusing on addition and subtraction, looking at different number bonds and the inverse of number sentences.
RE – This term we will be looking at the Christmas story and thinking about what gift we would give to Jesus.
Science – This term’s focus is Materials. We will be describing and grouping different objects according to their properties.
What is happening this term?
29th October – photographs
30th October – African Drumming
1st November – Outdoor Learning Day
4th December – Parents Christmas crafts (TBC)
7th December – Year 1 class assembly, please join us.
19th December 9.00 am – Christmas Concert
PE will be on Tuesday and Friday. Please make sure your child has a PE kit in school on those days.
Reading – Please continue to read with your child throughout the week. If you sign their reading record, your child will get a smiley!
Below is a list of the Year 1 Common Exception words, please practice reading and spelling them throughout the year – on their own, in sentences and in short stories.
| Year 1 |
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Features
- At Early Years and key stage 1, it is not a requirement to teach target languages (TL), however the key knowledge progression document encourages teachers to:
o Foster an interest in learning languages and begin to understand why we learn other languages
o Help children understand and appreciate cultural differences in other countries
[x] Target language exposure in KS1 should predominantly focus on the aspects of speaking and listening (including by listening to native speakers through video, voice recordings etc)
- At key stage 2, the key knowledge progression document takes full account of the national curriculum's requirements and groups these into the following strands:
o Speaking and Listening
o Reading
o Writing
o Knowledge of Different Languages
o Knowledge of Different Cultures
- The first four strands have been selected to allow children to understand and communicate ideas, facts and feelings in speech and writing in a target language (mirroring the structure in which English is taught and learnt). The final strand promotes the curriculum's vision of children demonstrating compassion and mutual understanding to make a positive contribution to the wider world.
- Skills are dependent on specific knowledge. A skill is the capacity to perform and in order to perform a deep body of knowledge needs to be acquired and retained.
- Knowledge statements should be what pupils retain for ever. In other words, this knowledge is within their long-term memory and will be retained.
- When considering pupils' improvement in subject specific vocabulary, pupils could be provided with a knowledge organiser which contains the relevant words used for Foreign Languages for their age group.
National Curriculum Subject Content
reading and writing
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New & Novel Crops for the Upper Taieri
Bruce Smallfield
74 Gerald Street, Lincoln 7608
The New Zealand Institute for Plant and Food Research Limited
Crops Identified as potential opportunities for the Strath Taieri (2006)
New and Novel Crops researched at Redbank Research Station (Crop & Food Research)
- Maniototo former novel crop trials Arnica, Chamomile, Saffron, Coriander
New & novel crops selection based on range of market assessments – European and Asia
- Fruit crops – 9 species
- Nut crops – 4 species
- Essential Oil Crops – 23 species
- Herb and Medicinal Crops – 38 species
- Ornamental Crops – 17 species
- Arable Seed Crops – 39 species
Redbank Research Station
Abbreviations:
- **Life** – Perennial plant (P), annual plant (A), biennial plant (B);
- **Water** – D = drought resistant, SI = strategic irrigation dependent on the growth cycle and drought tolerance of the crop, I = irrigation a growth requirement of the crop, T = trickle irrigation.
- **Product** – crop product lists which is predominantly targeted from the plant – seed, plant leaf and stems, roots, and nuts. EO notes that the plant has essential oil for extraction.
- **Equipment** – Equipment that can be needed for the prospective crop – Hm = harvesting machinery, Dr = drier, Ph = pack house, Ch = chiller, Dex = distillation extraction, Rh = root harvester, W = washer, Sh = a primary requirement for the crop.
Arnica montana – anti inflammatory medicinal
• MAFF sustainable Farming fund project with support from Weleda NZ, Venture Southland and Crop & Food Research
• Aims:
– Identified environments and soils in Southern NZ
– Evaluate a range of organic weed control strategies to successfully grow *A. montana* under organic production systems.
– Produced a grower’s guide on arnica flower production - included gross margin analysis.
• Romania and Spain main source of flowers from the wild
• Wild populations decreasing in size and number - habitat loss and exploitation
• Controls on harvesting in wild is controlled
• Supply in Europe has been affected by COVID and Ukraine war
Trials at Styx Creek and Waipiata
- Trialist in Maniototo developed a small commercial operation, with flowers exported to Europe – produced the best quality product they have ever seen.
Arnica: Harvesting a Quality Drug
- Levels of lactones increase as the flower matures
- Levels of lactones greatest in disc & ray flowers (A,B,C) and lowest in the stem (D)
Edible Mycorrhizal Fungi: NZ Shoro- Rhizopogon roseolus
• Mycorrhizal fungi associated with roots of trees
• Prized fungal delicacy in Japan (seasonal)
• Occurs in Nasby forest area - accidently introduced and most closely related to American species
• First cultivation of “NZ shoro” - Nelson 2001 on Pinus radiata plantation
• “Japanese shoro” first cultivated at Lincoln 2009
• Low input, low risk crop seedlings could be produced cheaply.
• Work required to test market value potential, promote and educate on how to harvest and prepare
• Currently no NZ yield or plantation management information – irrigation could improve reliability of fruiting.
Shoro – Strengths, weaknesses, opportunities and risks
Strengths
- Decline of wild production in Northern Hemisphere
- Companion crop for managed forestry production - carbon credits
- Growing interest in fungi as meat substitute
- Is tolerant of low pH Soils
- Research has demonstrated the potential
- Not easy to replicate by potential competitors, need access to inoculum and technology to inoculate trees
- Occur and fruits naturally in Naseby Pine forest without irrigation
NZ holds inoculum of the traditional Japanese Shoro strain
Weaknesses
- Current New Zealand market limited to a few high-end restaurants online sales and farmers’ markets
- Fruiting season highly dependent on soil temperatures and autumn rainfall without irrigation
Opportunities
- Premium high-value gourmet food product not competing with field mushrooms
- Companion crop for managed forestry production
Shoro – Strengths, weaknesses, opportunities and risks
Risks
- Current knowledge restricted to research trials
- Not proven at a large commercial scale
- Current New Zealand market limited to a few high-end restaurants online sales and farmers’ markets
- Commercial infrastructure to produce inoculated plants yet to be put in place
- Fruiting season highly dependent on soil temperatures and autumn rainfall without irrigation
- Cultivation knowledge restricted to a few locations
- New Zealand research expertise limited to two people
Taramea essential oil: MEA-Kāti Huirapa Rūnaka Ki Puketeraki
- Taramea (spear grass), taonga species – Listed in Ngāi Tahu Treaty of Waitangi tribunal claim
- Gum saturated in hinu-weka or the fat of other species – analogous to the historical French “enfleurage” process
- Recipe preserved in a waiata
Taku hei piripiri My little neck-satchel of sweet-scented moss
Taku hei mokimoki My little neck-satchel of fragrant fern
Taku hei Tawhiri My little neck-satchel of odoriferous gum
Taku Kati Taramea My sweet-smelling neck-locket of sharp-pointed taramea!
Taramea essential oil: Variation In Oil Yield, Lake Onslow & Dunstan Trail
Oil Yield (ml/100g)
- 0.0 to 0.19
- 0.20 to 0.39
- 0.40 to 0.59
- 0.60 to 0.79
- 0.80+
Site 1
Interested in minor or novel crops?
• Understand climatic limitation – frequency and intensity of out of season frosts
• Identify market sectors of interest to you
• If looking at international crops check possible to import into NZ and source more than one plant variety
– MPI Plants Biosecurity Index
• Best crops likely to be from continental environments
• Minor and novel crops have limited improved germplasm, technical growing and market information
• Expect to develop own markets
• Native species are Taonga and there is an expectation that development will involve partnership with iwi
Thank you
T: +[REDACTED_PHONE]
M: +[REDACTED_PHONE]
E: [REDACTED_EMAIL]
plantandfood.co.nz
The New Zealand Institute for Plant and Food Research Limited
Creating a sustainable, primary industry in Aotearoa New Zealand based on a premium, high-value food: tree-syrup (e.g. maple, birch and other tree species). | web | https://www.thewholestory.co.nz/wp-content/uploads/2023/02/Bruce-Smallfield-Plant-Food-Research.pdf | 0.482598 | {
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The need for Himalayan Greta Thunbergs
the himalayan consensus
WITH AN ARMY OF YOUNG ENVIRONMENTAL ACTIVISTS, THE HIMALAYAS CAN SHOW THE WORLD THAT REGENERATING AND PROTECTING THE ENVIRONMENT IS NOT ONLY IMAGINABLE BUT ALSO DOABLE
The 2019 Himalayan Consensus Summit in Kathmandu was an exhilarating event with many inspiring and some intriguing presentations on the brave new world of the future of work, regeneration of damaged environments, and imagined wonders of the circular economy.
Discussions covered worrying trends such as the melting of Himalayan glaciers, extreme weather patterns, and increase in sudden-onset hazards that threaten people’s livelihoods and lead to increased out-migration.
The younger generation should not be discouraged or disheartened with some of these gloomier forecasts. Erring on the side of optimism, it is possible to imagine a different, more hopeful future. If the people and leaders of the Himalayan region play their cards right, it can be the first fossil fuel free zone by 2050. The Himalayas have all the renewable resources — plentiful sunshine, roaring water resources and gusting winds — required to create an economy free of fossil fuel. To realise this potential, it is important to cultivate enlightened leadership and ambitious vision, and harness new technologies to create new kinds of jobs as well as find new ways of protecting the environment.
Just as the young environmental activist, Greta Thunberg, has awakened the world’s conscience, it will take an army of young environmental activists from across the world to persuade adults to follow their leadership, vision, and ambition for a brighter future.
With a billion people under its canopy, the Himalayas can show the world that regenerating and protecting the environment is not only imaginable but also doable.
This may sound utopian, especially when the great subcontinent metropolises — Kathmandu, New Delhi, Dhaka, Islamabad — are choking in smog, littered with garbage, and entrapped with gas guzzling vehicles. This is certainly the reality today, but the region need not be doomed to this as its destiny.
Growing consumerism has encouraged consumption in ever-increasing quantities and the disposal of barely used clothes, computers, cars, cell phones, and other consumer goods in favour of new replacements.
Vast quantities of such products fill landfills, spoil and destroy the environment, and lead to the extraction of even more raw materials. Such activities pose a grave threat to the environment. It is, however, possible to imagine a future economy not based on endless extraction of increasing quantities of raw materials, but on recycling of old or barely used commodities. This is one way to view the circular economy.
As an example, mountains of used clothes shipped from all over Europe and North America are recycled in Panipat, Haryana.
Every piece — buttons, zippers, and clothes of different colours and sizes — are meticulously separated by thousands of workers, mostly women, both in their homes and in community settings. These clothes were originally stitched in places like India, Bangladesh, Cambodia, and Indonesia and shipped to department stores and fancy boutiques in Europe and North America. After being recycled in Panipat, used clothes are turned into new yarns that are reused in carpet and garment factories and shipped back to Europe and North America as brand new carpets and fancy clothes.
The same could be done with barely used mobile phones, computers, cars and other consumer goods. Doing so will require labour-intensive work that will generate employment and environment friendly hightech solutions that can create new kinds of jobs and lifestyles.
The concern for protecting the Himalayan ecosystem can be channelled into innovative solutions for recharging the Himalayan water reserves and conserving Himalayan flora and fauna. This may sound rather far-fetched and utopian.
Nonetheless, it is important to remember that the greatest transformations in human history have been shaped by utopian dreamers, not by conservative realists. The revolutionary idea of one generation often becomes the common sense of the next. Our dream must be for the future generation to live in harmony with the environment while having a decent and dignified life bestowed on them by a circular economy with the help of new technologies and human ingenuity. Young leaders and activists — the Himalayan Greta Thunbergs — are needed to help make this dream a reality.
The author is the Advisory Board Member at Nepal Economic Forum. He serves on the boards of several national and international organisations and public-private partnerships. Previously, he was the Deputy Executive Director of UNICEF and Assistant Secretary-General of the United Nations. | web | http://kulgautam.org/wp-content/uploads/2019/08/The-need-for-Himalayan-Greta-Thunbergs.pdf | 0.481312 | {
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JANDONA
The Italian style
Built by one of Italy's leading shipyards, Cantiere di Pisa, after a design by the renowned architect Pier Luigi Spadolini, this yacht from 1968 represents a highlight of Italian yacht design. She represents the end of an era when yachts of this size were still made of wood. The hull was built of three-layer diagonally laid mahogany, a masterpiece of boat building. Also, the interior shows many original design details of the 60s. Despite her age, she offers considerable comfort, such as full air-conditioning, showers, etc. As she has cabins for up to 6 people, she can also be chartered for several days.
Fact sheet
* Engine = PAIR CATERPILLAR
* Power = 2 x 435 hp
* Length of the boat = 15.30 meters
* How many guests can board? = up to 12 persons
* Food on board? = up to 8 persons on the afterdeck and 4 persons inside
* Toilet on board? = Yes, 2 fully equipped bathrooms
* Cabin on board? = Yes, 3 cabins with a total of 6 sleeping places
* Bed/rest zone on board? = Yes, inside and outside
Copyright©Classic Boats Venice S.a.s. di C.G.Z. Beteiligungs GmbH
* Kitchen on board? = Yes
* Rain & sun protection? = Yes
Copyright©Classic Boats Venice S.a.s. di C.G.Z. Beteiligungs GmbH | web | https://www.classicboatsvenice.com/wp-content/uploads/2019/04/cbv-JANDONA.pdf | 0.421022 | {
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**Personal, Social and Emotional Development**
**PSCHE: Good to be me**
WALT: Understand the role of the men and women during the Victorian era and how these compare to roles they have today.
WALT: Take on the role of an ‘Agony Aunt’ and respond to the worries of a Victorian child.
**R.E.: Christianity - Is Christianity still a strong religion 2000 years after Jesus was on Earth?**
WALT: Examine the influences Christianity still has in the world and evaluate whether it is still a strong religion.
WALT: Explain how the influence people have had on me has affected what I see as important.
WALT: Explain how some of the reasons people use to suggest that Christianity is a strong religion today can be counteracted.
WALT: Give opinions as to whether Christianity is a strong religion now and justify these.
---
**Literacy**
**Reading:**
The children will be reading the story of *Rose Campion and the Stolen Secret* by Lyn Gardner over the course of the half-term and focus on the following objectives:
- WALT: draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
- WALT: predict what might happen from details stated and implied.
- WALT: identify main ideas drawn from more than one paragraph and summarise these.
- WALT: Identify how language, structure, and presentation contribute to meaning.
- WALT: retrieve and record information from fiction.
**Writing:**
**Weeks 1 and 2:**
WALT: Write a diary entry in role as Lord Henry
**Week 3 & 4:**
WALT: Write a narrative between the heroes and villains
**Weeks 5 and 6:**
WALT: Write a letter in role Sarah Dorset to her cousin Oliver.
As part of our continuous preparation for the end of Key Stage 2 SATs tests in May, the children will also be applying their Reading and Grammar skills in test scenarios.
---
**Physical Development**
**Dodgeball:**
WALT: Play competitive games, modified where appropriate, and apply basic principles suitable for attacking and defending.
---
**Understanding of the World**
**HISTORY: The Victorians** (An aspect of British history that extends pupils’ knowledge since 1066)
WALT: Study changes in an aspect of social history – housing and poverty.
WALT: Research living conditions and daily life in Victorian Britain comparing living conditions of the rich and the poor.
WALT: Research and sequence events that led to an improvement in living conditions for the poor.
WALT: Compare life in Victorian times with modern times
**SCIENCE: Living things and their habitats**
WALT: Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.
WALT: Give reasons for classifying plants and animals based on specific characteristics.
**COMPUTING: Programming – iNetwork**
WALT: Design, write and debug programs that accomplish specific goals including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
WALT: Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
WALT: Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration.
---
**Mathematics**
- WALT: Draw and translate simple shapes on the coordinate plane, and reflect them in the axis.
- WALT: Describe positions on the full coordinate grid (all four quadrants)
- WALT: Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius.
- WALT: Calculate and interpret the mean as an average.
- WALT: Explain how unknown relationships might be expressed algebraically.
---
**Languages**
**Favourites**
WALT: Understand the main points from a short spoken presentation by someone about his/herself.
WALT: Write short simple sentences about a character or a famous person.
WALT: Prepare short statements about my favourite things.
WALT: Draft, write, check and then write in best a presentation to introduce myself and my likes and dislikes.
---
**Expressive Art and Design**
**Art and Design: 3D sculpture**
WALT: Improve mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.
**Music:**
WALT: Play and perform in solo and ensemble contexts, using our voices and playing musical instruments with increasing accuracy, fluency, control and expression.
WALT: Improvise and compose music for a range of purposes using the inter-related dimensions of music. | web | https://bedifferent-federation.org.uk/curriculums/lps/year19-20/spring2-year6-activities.pdf | 0.47945 | {
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Brooks Wright - 10th Grade
Springfield Township High School; Erdenheim, PA
I heard her call my name in the darkness. "Brooks," she says, "Brooks," she sings, actually, "Up and at 'em!" I squeeze my eyes shut and cringe. She knows that creeps me out. But what about Cortland, I thought. She needs to get up, too, because she takes much longer to get herself ready for our first day of school photos, even if we have to wear masks.
"Brooks, when you're ready, we can FaceTime Cort. It's early, and she's still sleeping up at college," Mom laughed. I heard a slight sadness in Mom's voice; me and her both needed just a bit more time to get used to it, only being the two of us in the house. Not having Cortland in the first day of school photos is like only being able to find one Airpod; it's just wrong.
So this is what it's like to grow up with your best friend, and she leaves for college during a pandemic. I am not sure how I feel about today at this point. I am ready to see my friends and teachers, smile behind masks, and walk the halls as a sophomore. But right now? Mom is getting ready for work, and she is still remote. Mom will start playing loud 80's music (or, as I like to call it, "old people music") to annoy me enough to get out of bed. I reluctantly put my socks on and get ready to go to school.
I thought I would never get used to school without Cortland, let alone the anxiety I had about students and teachers not wearing masks properly and complaining about the mandate. For my entire life, I was part of a twosome where my sister was always there to listen, to stand by me when I was worried, to make fun of my ridiculously-heavy backpack full of gum wrappers, and to eye-roll within situations that had to be labeled "memorable," like the first day of school. But I did. And I did it with a sense of pride because it came naturally.
Even my mom noticed I was more involved in school activities, actively sought out opportunities to meet new people, and felt more confident about my homework. I feel happier. And I don't think it is because Cortland is not here, but because this new space lets me figure out that my voice is essential. What's remarkable is that the school clubs allow me to contribute and help others in our community. The transition was, at first, a place where I felt like a part of me was missing, and masks sparked anxiety.
Reflecting on my experience, I learned I have actually stepped out and moved forward, and not only have I found my voice, but I am supporting others who still need someone to stand with them. While I have had many days and nights learning about my feelings and actions since this school year began, I also know my experience is not weird, and it will have transformed me for the better. Cortland is home on winter break, and it's funny how she's kind of in my space now
(literally and figuratively; we share a room). We are constantly transitioning, I think. I could get used to this. | web | https://urbanedjournal.gse.upenn.edu/sites/default/files/pdf_archive/43_wright.pdf | 0.448442 | {
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Quickstart Your Kayak
COURSE OVERVIEW: This workshop is a brief introduction to paddling a kayak. Students are presented with basic information on dressing to paddle safely and potential hazards and simple rescues. A minimal paddle skill set is presented and practiced, allowing students to safely and comfortably maneuver on still water.
−
Personal Skills:
a. Swimming ability (identify non-swimmers in class)
b. Physical fitness and warm ups (see handout)
c. Paddling and boat handling
d. Safety and rescue
e. (Optional) first aid and CPR
f. Personal Equipment
3) SAFETY AND RESCUE (40 minutes)
- Life jackets (PFD): types, materials, correct fit
− Possible Hazards:
a. Current
b. Strainers
c. 3 W's- wind, waves, weather
- Hypothermia-Help & Huddle, appropriate clothing
- Hyperthermia-hydrate often and early, appropriate clothing
− Rescue:
a. Rescue Sequence: RETHROG
b.
Rescue Priorities: people, boats, gear
− Demonstrate or Discuss:
a. Water confidence and comfort test
b. Effective rescue techniques
4) EQUIPMENT (15 minutes)
- Kayak: types, parts, materials
- Paddles: types, parts, hand positions, sizing
5) GETTING STARTED (30 minutes)
- Car Topping: racks, tie downs, loading and unloading
- Kayak Carries
- Launching: from land or docks
- Trim
- Positions of paddle and posture
- Terminology: onside, offside, etc.
-
6) MANUVERS (I hour, 45 minutes)
- Forward: Hull moves forward in a straight line.
- Forward Stopping: boat stops within a reasonable distance.
- Spin: (onside & offside) Hull pivots from standstill.
- Turn: Hull turns while underway
- Abeams: Hull moves sideway from standstill
COURSE OBJECTIVES: To make available a short program emphasizing safety, enjoyment and skill acquisition for entry level paddlers
PARTICIPANT QUALIFICATIONS:
None
MINIMUM PERSONAL EQUIPMENT FOR THE CLASS:
None
COURSE DURATION: Three + hours at Instructor's
discretion
LOCATION: Quietwater
SUCCESSIVE COURSES: Intro to Kayak, Essentials of Kayak Touring, Essentials of River Kayak
The following is a summary of course content for the Quickstart Paddling program. The content and sequence of instruction should be arranged to best fit the students' needs, classroom location and time allowances.
1) INTRODUCTION AND LOGISTICS (10 minutes)
- Welcome
- Introduction of instructors and participants
- Course overview with expectations and limitations, and time frame
- Waiver, assumption of risk, and medical form
- PFD policy (wear at all times on water)
- Site specifics: sequence, regrouping, toilet facilities, and alternate possibilities
2) PERSONAL PREPARATION (5 minutes)
- Personal Behavior:
a. No alcohol/ substance abuse
b. Private property rights
c. Litter
d. Etiquette (at put-in & take-out, on water, noise)
Quickstart Your Kayak
7) CONCLUSION (15 minutes)
- Course Review
- Course Limitations (not advanced)
- Need for further instructions, practice, and experience
− ACA membership/participation cards
− Local paddle clubs or groups
NOTES
Phone: ([REDACTED_PHONE] / Fax: ([REDACTED_PHONE]
www.americancanoe.org | web | http://gonekayaking.com/elements/QuickstartYourKayak.pdf | 0.49405 | {
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Terra Nullius was the colonial legal doctrine that allowed the taking over of land that was considered empty (null, unused, unoccupied) and therefore better deserving of the stewardship of a productive power. It is an astonishingly powerful concept: even as it raises indignation in all right-minded people today, we are left inhabiting a world which is in large tracts the legacy of this movement of the imagination, this injunction to be fruitful and make the land multiply. Australia and Israel are obvious contemporary examples, but so are the depictions of once deserted landscapes built over with green, thriving communities that are so prevalent in the brochures of Pakistani developers. In each of these cases, what is at issue is not simply the claim to occupy, as in the right to possess what was once empty, but the very definition of emptiness, of nullity, of scale.
David Alesworth's embroidered colonial maps, on carpets that were themselves once maps of some imaginary garden or heavenly geometry, are palimpsests that lead us to the both the contingency of these markings and to their violence: artistic, creative, brutalising and ephemeral. Processes of decay mark the lives of their fraying, fibrous surfaces. This is no romance of colonial Karachi or Lahore, a sepia-tinted wistful gaze towards the civilised streets of a trading city built by the British. The puckered thread of the map refuses to blend into the weave of the carpet, it floats above it, the surface below resisting the uncomfortable superimposition. No comforting beauty emerges: instead we see a destructive overwriting that mirrors the relation of map to territory, of colonial geography to colonised land, of fantasy to fantasised.
This is also vastly different from the related colonial doctrine of the civilising mission, as that endeavour sought to transform an existing and flawed humanity, to raise it the threshold of life. It assumed the existence of life, albeit in a flawed form. For Terra Nullius to operate, the colonial eye had to everywhere watch out for desert, for impenetrable jungle, for unmarked and unmapped territory. Cartography produced not only this surveying gaze, but marked out its negative, its absences as spaces to be filled, river sources to be discovered, land to be turned over and traversed. But this is turn produced a way of imagining one's presence in the world, along with a picture of the world as globe. In Conrad's Heart of Darkness (1899), the character Marlow says:
"At that time there were many blank spaces on the earth, and when I saw one that looked particularly inviting on a map (but they all look like that) I would put my finger on it and say, When I grow up I will go there."
The invitation to adventure is not from the charted terrain, but from the blank spaces. They call to us, paradoxically because they are empty, while demanding of us that we map them. Is this not the same imagination which impels science fiction, where it speculatively encounters the unknown as an extension of human imagination and territory? Isiah Lavender III, in Race in American Science Fiction (2011), argues that this genre is essentially an expression of the anxiety of race as it came to the forefront of modern consciousness. Without reducing race to coloniality, we can see the line running through a certain enterprise of governance that is justified and given internal coherence by a prospect of empty land, uncivilized beliefs, and racial inferiority.
An early British map of Karachi, then, on one of David Alesworth's carpets is not simply a marking out, but at the same time and more importantly an erasure. It is a drawing of boundaries and topographies that violate and supplant the land they depict. In one corner of a map we see the words "ruins of the old English factory". This factory was set up in the late 18 th century along with others along the region to produce textiles and goods for export to Britain: it was closed very soon thereafter, in response to the protests of local people. What were these protests? What manner of life can we imagine that confronted with the prospect of work, investment and industry, rejected it outright?
There are relations to the land that cannot be given in cartographic form, cannot be set out in land deeds. First people in Australia have rights to land which do not regard the value of its mineral deposits, of its legal status. The land, or features of the landscape, have relations of kinship, ancestry, animism (to use a vocabulary of insufficient terms from anthropology). | web | https://research.gold.ac.uk/id/eprint/36034/3/Terra%20Nullius%20-DCA.pdf | 0.48837 | {
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HOPE
Planet earth, we know, is in a fragile state and it's up to us all what will be it's ultimate fate But as long as you are part of the solution Then HOPE will triumph in its thought revolution
You too can reduce, re-use, recycle and reclaim each little action helps us achieve our important aim We all contribute to the environment that's around and so create HOPE that earth can rebound
If you reduce your own pollution That's also an important contribution If you also use as little as you possibly can there's greater HOPE for this earth's life span
There's lots that's natural you can use we just need to spread this good news Not all we use on this planet can we renew the only HOPE is in a more sustainable view
So whilst the problems at times seem so immense there are lots of small measures that are just commonsense Don't let others your choices manipulate just do what you know will help HOPE regenerate
Besides it not just you alone that'll stand for what's right there's a whole community that's concerned about earth's plight so don't be dismayed and do nothing at all there's HOPE for our world if you just heed the call!
HOPEFUL
Everywhere you go today people are unhopeful about our earth But there's still HOPE in the middle of it, I should point out for what it's worth!
I also heard someone say the other day That the environment's in a hopeless state But if HOPE's in Queensland we should set them straight!
And even If the environment is a sad and sorry case with HOPE in Toowoomba it's now a hope-filled place
So if you're doing your bit then that's a hopeful start and HOPE is not just around but in your heart!
, | web | http://hopeaustralia.org.au/uploads/media/Poems__HOPE_and_HOPEFUL.pdf | 0.442054 | {
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NATIVE AMERICAN HERITAGE MONTH BOOK TALKS Living Nations, Living Words
Recommended for adults
The 23rd US Poet Laureate Joy Harjo, who is also the first Native American Poet Laureate, gathered 47 contemporary Native Nations poets to share their work based on the theme of place and displacement with four touchpoints in mind: visibility, persistence, resistance, and acknowledgement. This signature project is both a book of poetry and an online interactive collection filled with various art media formats.
Request the book here: tinyurl.com/kwfwcshp
Book Resources:
Joy Harjo Official Site www.joyharjo.com
Joy Harjo, U.S. Poet Laureate: A Resource Guide guides.loc.gov/poet-laureate-joy-harjo
Living Nations, Living Words Project Site tinyurl.com/ev5sdatp
Educator Guide tinyurl.com/3htdy8pf
Discussion Questions/Guide:
* Which poem was your favorite and why?
* Select one poem to read and then listen to the sound recording from the Living Nations, Living Words site. What were your thoughts after reading the poem and how did your feelings change after listening to the recording?
* In your opinion, why was "place and displacement" chosen as the theme for this anthology?
* How did the interactive map help you to understand the poet? Where would you place yourself on the map and why?
* How did this book shape your view on the concept of a person having connections to land?
Read-Alikes:
An American Sunrise: Poems by Joy Harjo (Book)
tinyurl.com/ya5358jm
Postcolonial Love Poem by Natalie Diaz (Book) tinyurl.com/c7kj6stj
When the Light of the World Was Subdued, Our Songs Came Through by Joy Harjo (Book) tinyurl.com/3k6pfdhw
Other Resources:
Interview with Poet Laureate Joy Harjo (Video)
loc.gov/item/webcast-8767
N. Scott Momaday: Words from a Bear (DVD)
tinyurl.com/46rk763n
Moccasins and Microphones (Kanopy) lacounty.kanopy.com/video/moccasins-and-microphones
Native American Poetry and Culture (Poetry Foundation Site) tinyurl.com/ppwhjc7w | web | https://lacountylibrary.org/wp-content/uploads/2021/11/NAHM-Living-Nations-Living-Words-Readers-Guide-Week-3.pdf | 0.487227 | {
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Layers of the Rainforests
This layer receives the most sunlight and plenty of rain. It is very windy here and trees can rise to 70m in height. There are plenty of animals such as birds and monkeys in this layer (e.g. scarlet macaws, harpy eagles, canary-winged parakeets, morpho butterflies and capuchin/squirrel monkeys).
Upper Canopy
Understory / Lower Canopy
Forest Floor
Logging
Cattle Ranching
Mining and Oil Companies
Dams
This layer still gets plenty of sunlight and rain but it is less windy. Wide leaves and thicker branches create a roof which stops light getting to lower layers. It is home to a range of wildlife (e.g. toucans, sloths, howler monkeys, iguanas and tree snakes).
This layer only gets a small amount of light and is a damp and warm environment filled with smaller shrubs and trees which provide shelter and food for other animals (e.g. tree frogs, jaguars and the praying mantis).
This layer is dark, damp and very warm with virtually no sunlight reaching the floor. Leaves fall to the floor and start to rot. It is filled with rodents, insects and insect-eating animals (e.g. click beetles, worms, giant centipedes, giant anteaters and leaf-cutter ants).
Deforestation
Trees are cut down to sell and make furniture with. They are also turned into charcoal. Huge areas of forest are cut down in one go. Roads are created which causes even more damage.
Forests are being burned down to make way for cattle farming, supplying beef to the rest of the world. Soil soon becomes dry and cattle farmers have to move on leaving a trail of destruction behind.
The demand for minerals and metals such as oil, aluminium, copper, gold and diamonds mean that rainforests are destroyed to access the ground below. Chemicals used can often end up in rivers, polluting water supplies.
Large dams are used to help with the creation of electricity. This is seen as 'clean' energy but has resulted in the flooding of large areas of rainforest.
Rainforests
Rainforests are a kind of forest habitat that can be found in warm places. They are full of tall trees and leafy plants. It is called a 'rainforest' because it also gets a lot of rain every year, helping all the plants grow.
Indigenous People
The way of life for indigenous people in rainforests has gone on uninterrupted for centuries, but it is now under threat because of the invasion of the rainforest by outsiders - logging companies, mining operations and ranchers looking to make a profit.
The Loss of the Rainforests
Half the world's rainforests have been destroyed in a century and at this rate you might even see them vanish altogether in your lifetime! More than 20 percent of the world oxygen is produced in the Amazon Rainforest. Deforestation is in fact considered the second major cause of climate change, responsible for up to 25% of global carbon dioxide emissions.
FACT BOX
Every year about 18million hectares of forest – an area the size of England and Wales – is cleared!
https://upload.wikimedia.org/wikipedia/commons/8/8d/Rain_forest_location_map.png
Equator
Tropic of
Capricorn
Tropic of
Cancer
Amazon
Congo
River Basin
Madagascar
Central American
Australasian
South East
Asian
Where in the World?
Rainforest habitats are forests located around the tropics, which is a zone around the equator, and are mainly found in Africa, Asia, Australia, Central America and South America. The largest rainforest habitat in the world is the Amazon rainforest in South America. Temperate rainforests are not as warm so there aren't as many plants. These are located along the northwest coast of North America, and in parts of Chile, New Zealand and Australia. | web | https://pencombe.hmfa.org.uk/wp-content/uploads/2023/07/Rainforests-.pdf | 0.428771 | {
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- "So, life sucks right?" and everyone is going through something
- "Having a happier life doesn't hinge on turning lemons into lemonade, but on learning to stomach lemons better!"
It's not about making something bad, good – it's about being able to stomach the bad, a little bit better
Resilience
1. The capacity to withstand or to recover quickly from difficulties, toughness.
2. The ability of a substance or object to spring back into action
What has worked? Start with Why!
- Simon Sinek – book and TED talk
- Marketing drivel and jargon
"People don't buy what you do, they but why you do it"
- it's about reframing the 'why' to help you get through the tough stuff in life
What is Why? "The Golden Circle"
- this is what drives actions and people's decision makings
Outer circle – "What" is easy – everyone knows "what" they do
Middle circle – "How" we do it is also pretty clear in most cases (mission statement, strategy, priorities)
Centre circle – "Why" isn't always clear, sometimes it is just a feeling (e.g. "Why are we friend?" "Just because we are")
What is Why? – Student Recruitment
- what > recruitment students
- how > UCAS, Fairs, Presentations etc.
- why > can't always articulate it
Golden Circle Examples (Noted Below)
"People don't buy what you do, they buy why you do it"
Success
- success is a relative term… hindsight is a perfect science
- NFL Sport Example > lots of events and factors can affect what success may look like, compared to expected success
Subtle art of not giving a F*ck!
- book & netflix special – Mark Manson
- self-help author
- this book is not about, not caring!
- if you don't care about anything, you're a sociopath
Case Studies/Examples:
- you have to care about something
- what you care about is 100% your choice and no one else's
You have to give a f*** about something, so what are you going to choose to give a f*** about?
- you're going to die (sorry if this is new info to you!)
- there are only so many f***s you can give…
- priorities are key!
Youtube clip > A Valuable Lesson For A Happier Life
- golf balls are the really important things, take care of these first (family etc.)
- pebbles are important things, but not always urgent (car etc.)
- sand is the other aspects of life, but they maybe shouldn't take up as much room
- no matter how busy life is, there's always room for a beer!
Priorities
- we are in charge of setting our own priorities
- we define what success is
- what is your why? Flipping it what, to why, may help you set your priorities and be surprising
Robert Webb
- mentioned UCAS Exhibition experience of Desert Island Discs (find podcast/Linkedin post)
Never underestimate the impact of your IAG or any conversation (brief or otherwise)
REMEMBER YOUR WHY - HELPING STUDENTS MAKE INFORMED DECISIONS
Golden Circle Examples
Example: What is Why? – Creative Zen
- what > it's easier than having lots of records
- how > 5GB music storage device
- why > it's easier than having lots of records
No one bought it… (they started with the what, rather than the why)
Example: What is Why? – Apple
- why > we want 1000 songs in your pocket
- how > 5GB music storage device
- what > Here is our iPod – the future
People bought it… it's all about narrative
Example: What is Why? – Martin Luther King
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8 th Grade Lesson Plan
American History
Lesson Title: Native People and European Explorers
Sunshine State Standards: SS.8A.1.7, SS.8.A.2.5, SS.8.A.2.6, SS.8.A.2.7, SS.8.A.3.15, SS.8.A.3.16, SS.8.A.4.1, SS.8.A.4.13, SS.8.A.4.17, SS.8.A.4.18, SS.8.A.4.3, SS.8.A.4.4
Assessment
Pre-none
Post- Suggested evaluation is a five-paragraph essay entitled: How the arrival of Europeans change the lives of Native Americans
Instructional Objectives
The learner will:
-Discuss different treaties between European Governments and how they affected Native people.
-Know what constitutes the Trail of tears, how it received its name, and who it affected.
-Understand Andrew Jackson's continued mistreatment of Native people and how American citizens benefited.
-Analyze the three Seminole Wars and their context within American History.
-Assess how America's continued westward expansion decimated tribes.
Procedures
I.
Statement of Objectives
The teacher will state to the students that at the end of the lesson, they should be able to discuss how European exploration and American expansion affected native people across the country.
II.
Set
The teacher will have students watch a short video entitled "Seminole Wars." The teacher will lead a discussion on the video.
III.
Instruction
Teaching Strategies
Over the course of several days, the teacher will teach and review sections of the classroom book covering: The Earliest Americans, European Exploration, Colonization, The American Revolution, The new Nation, and the Civil War. When reviewing these sections, the teacher will make sure to cover these topics:
-Different Native American tribes and their cultural differences -Particularly the Seminole Tribe
-Native American Empires such as: Incas, Mayans, and Aztecs
-Columbus, Vespucci, and Spanish arrival in the "New World"
-Differences between Spain, France, and Britain's exploration and encounters with Native People
- Indian wars (Pontiac's Rebellion, Pequot War, King Philip's War, Seminole Wars, etc.)
-European wars (Seven Years' War, French/Indian war, American Revolution, War of 1812)
-Treaties and Laws (Proclamation of 1763, Treaty of Moultrie, Indian Removal Act, Indian Selfdetermination Act, etc.)
Enrichment (SS.8.A.1.7)
The class will take a field trip to the Ah-Tah-Thi-Ki Museum, where they will learn about the history of the Seminole Tribe, as well as view historic events in American History from the eyes of the Seminole Indians.
Checking for Understanding
Students will conduct a class discussion of the events of each Seminole War and the major participants (both Seminole and U.S. government).
IV.
Closure
A brief summary of the lesson will be given by the teacher.
V. Alternative and/or supplemental activities
Independent Practice
Students will study major Seminole Warriors of the Seminole Wars and discuss how they helped or hindered the Seminole fight against the United States government.
Reteaching
Have students complete a vocabulary worksheet of important words related to the Seminoles and the U.S. government.
Materials
Textbooks, handouts, essay test, sma0rt board or AV equipment, Seminole Wars video. | web | https://www.ahtahthiki.com/downloads/8th-Grade-Lesson-Plan.pdf | 0.467569 | {
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Principal's Message - Mr. MacDonald
Queen's Ball Fashion Show
Community culture has a tremendous impact on school function. Schools are microcosms of their communities, and everything that happens in them can fundamentally change the environment. When schools act as a catalyst to bring people together, we gather as a single voice in support of our students. This past Tuesday, the community came together in support of a program that is embedded in the culture at JT Foster. When students can demonstrate their work and correlate that work with success, research suggests that this is the ultimate motivator. Communities that support all students, as a whole, tend to be the most successful ones. We are thankful for a small group of volunteers who dedicate themselves to making this program successful, and I would like to take this opportunity to express my sincere gratitude to all who came out to the school to be part of this event.
Family School Liaison Counsellor - Angie Conway
October is Domestic Violence Awareness month and at JT Foster, we have the privilege of welcoming Rowan House Society to present to our grade 8 and 10 classes. The Preventative Education School Program is evidence-based and aims to support in "breaking the cycle of domestic violence and abuse in our communities." This week we had our first round of two presentations by the Preventative Education facilitators, Cuiney and Lindsey.
The grade 8s will learn about values, boundaries, empathy and the impact of being a bystander. They will also discuss healthy relationships and how to recognize red flags/unhealthy signs in all of their relationships. The grade 10s will discuss red flags in relationships in more depth as well as dating abuse. They will explore how to understand their own values, boundaries and self esteem to understand if they are ready to begin dating.
Both groups will receive information on what to do if they find themselves in unhealthy relationships or if they are concerned about others and the relationships they observe.
For more information on Rowan House Society and their programs, please visit their website at www.rowanhouse.ca. You can also follow them on Facebook and Instagram.
October 25th, 2024
If you, or someone you know needs support, you can call Rowan House directly at [REDACTED_PHONE].
Important Upcoming Dates - Lee Chattaway & Jenna Flitton
Monday October 28
* Lettie Croskery (Career Practitioner) will be here at 9am
* Sydney Wallis (LRSD Pursuits Virtual School) will be here from 9-9:30am to check in with students taking virtual classes
Tuesday October 29
* Student Leadership Meeting at lunch
* Queens Ball Dance practice 7-9pm
Wednesday October 30
* Grade 9 follow up immunizations
* Lifetouch Picture Retakes - 8:30-10:00am
* Rowan House Presentations (grades 8 &10)
Thursday October 31
* Halloween - wear your costumes to school
* Queens Ball Etiquette practice
Friday November 1
* No School for Jr. High students
Tuesday November 5
* Student Leadership Meeting at lunch
* Travel Club Meeting at 5:30pm with EF Tours in the Conference Room
* Queens Ball Dance practice
Thursday November 7
* Queens Ball Etiquette practice 7-9pm
Friday November 8
* Remembrance Day Ceremony 11am
November 11-15
* No School for the week
* Canceled: Queens Ball Dance practice Nov. 12
* Canceled: Queens Ball Etiquette practice Nov. 14
* No Sports practices for the week | web | https://www.jtfosterhighschool.ca/download/471937 | 0.434429 | {
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Meal with complex carbs and easily digestible protein (avoid dairy and fats, especially grease)
Examples: 1) Whole wheat bagel w/ peanut butter and honey, banana; 2) Oatmeal (real, not instant), 1-2 eggs (hardboiled is best), banana
Experiment with balanced food combinations that work best for you before a race
**Protein Suggestions**
- **Eggs**
- roughly 6 grams of protein per egg
- most efficiently absorbed protein on the planet (hardboiled is best)
- **Chicken**
- a chicken breast the size of a deck of cards has roughly 25 grams of protein
- **Tuna**
- read the label for protein levels
- **Lean Beef**
- some Olympic distance runners eat a medium sized lean steak (the size of a deck of cards) the night before a race, along with a balanced meal of complex carbs, fruits, and vegetables
- **Fish**
- baked, not fried
- **Peanut Butter**
- be sure to buy REAL peanut butter (they are labeled, and usually require stirring)
- having less ingredients on the label is best
- **Nuts**
- The harder the nut the better
- Non-roasted Almonds (avoid roasted nuts), Walnuts, etc
- Stay away from processed meats (read labels for ingredients when available)
**Carbohydrate Suggestions**
- **Whole wheat breads/bagels**
- eat bread that is 3g of fiber or more per serving
- **Granola**
- avoid artificially sweetened granola bars (corn syrups, fructose, etc)
- **Honey**
- use this in place of sugar or other sweeteners where possible
- **Whole grain rice and noodles (anything other than plain white rice; regular noodles are ok)**
- quinoa is one of the best rice options
**Fruit and Vegetable Suggestions**
- Eat a variety of colors (greens, reds, etc); don’t just eat the same fruit and veggies every day
- Raw is better than cooked (when possible), but cooked is better than no fruits or veggies at all
- apples, bananas, oranges, grapes, blueberries, strawberries, etc
- spinach (great veggie option), carrots, beans (green, black, pinto, etc), peas, peppers, onions, etc
**Supplements**
- **Omega 3 pills (1000mg daily)**
- These have tremendous anti-inflammatory properties (prevent muscle soreness and fatigue)
- These are essentially fish oil pills; take them DURING a meal farthest from next workout so they absorb into your body with your food
- **Vitamin D (1000 iu daily)**
- This vitamin is naturally absorbed from sunlight, so it is especially important to take during long periods of cold weather (not typically recommended during summer months)
- A generic daily multi-vitamin
- These are not needed if you already eat a perfect diet that provides the needed vitamins (so most teenagers need one) | web | http://www.marctrack.com/nutrition%20page%202.pdf | 0.456941 | {
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Historical Notes
September 2007
THE WOMAN'S CLUB
by Paul A. Kuta and Benjamin B. Little
Wilton Manors Historical Society
On July 10, 2007--following unanimous approval by the Planning and Zoning Board--the City Commission granted historic landmark status to the Wilton Manors Woman's Club building at 600 N.E. 21 st Court, just east of the current City Hall.
The Woman's Club was chartered in the State of Florida and federated internationally in 1949. It originally gathered in the Village Meeting Hall on N.E. 26th Street, which is now the site of our local public library. As shown in this rare photo, ground for the permanent clubhouse was broken in April 1955 on land donated by Alvar Hagen. Seen left to right are Clayton Leaver, Alvar Hagen, Louama Leaver, and Virginia Hagen. Both Mrs. Hagen and Mrs. Leaver served as Presidents of the Woman's Club.
For almost 60 years, members of the Woman's Club have contributed to the civic, cultural, educational, and social formation of our city. They have supported innumerable philanthropic causes; and they have maintained their clubhouse solely through private means.
Newspaper articles
announcing various community initiatives, such Holiday Decorations, Memorial Day events, and barbecues listed who was on the committee to make it happen. Mr. X., Mr. Y.
Sometimes the "auxiliary committee" was announced. Mrs. X. Mrs. Y. These were the "stay at home moms" who made the community work. And, many of them belonged to the Woman's Club. In the 1950's, these were the women who were deferentially discrete behind their pearls. They were driving the bus.
Times have changed. The membership aged and new members were hard to find. The Woman's Club hangs on with regular meetings, and card games, but as of January 2011, they have turned their building over to the City of Wilton Manors. The City has been able invest the resources necessary to maintain the building. In an era of intense development in Wilton Manors, it is good to know that some organizations and structures of historic importance to our city still remain and are recognized for their worth.
The Woman's Club still holds regular meetings and monthly luncheons. They continue to do good works. The Club always welcomes new members. Those interested in joining the group should phone [REDACTED_PHONE] or [REDACTED_PHONE].
The material on this site is made available solely for research, teaching, and private study. All images and written content should be considered © Wilton Manors Historical Society or another entity. Any duplication, publication, or other re-use requires permission and appropriate attribution. Please click on "CONTACT US" on the menu bar for further information. - Womans_Club.docx | web | http://wiltonmanorshistoricalsociety.org/pdfs/2014/Womans_Club.pdf | 0.475542 | {
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FACTS ABOUT
Changes to California’s Commercial Vehicle Idling Regulation
Idling diesel trucks and buses create toxic air pollution, contribute to global warming, and waste costly fuel – and in some cases, the operator may be breaking the law. Find out how you can help keep emissions in check so we can all breathe easier.
Which vehicles are covered?
Heavy-duty diesel vehicles with a Gross Vehicle Weight Rating (GVWR) of 10,000 lbs. or heavier.
How long can I idle?
Idling for more than 5 minutes is prohibited within California’s borders (exceptions apply). While at a school, the driver must shut down the engine immediately upon arrival and leave within 30 seconds of starting the engine. For more information on idling limits at schools, see the School Bus Idling factsheet.
What must you do if cited by an ARB representative?
Provide the following:
• Driver’s license
• Vehicle registration
• Motor carrier information (Motor carriers must provide their drivers with motor carrier information.)
What are the fines?
Vehicle owners and drivers may receive fines, starting at $300 and can be as much as $1000 per day. Vehicle owners can now be responsible for citations issued to drivers of their vehicles.
Are there situations where idling is allowed?
Yes. Idling is allowed in the following situations:
• You are stuck in traffic
• When idling is necessary to inspect or service your vehicle
• You are operating a power take-off device
• You cannot move due to adverse weather conditions or mechanical failure
• A bus with passengers on board or idling for up to 10 minutes prior to passengers boarding.
• You are queuing (must be beyond 100 feet from any restricted area)
• Your truck’s engine meets the optional low-NOx idling emission standard, and your truck is located more than 100 feet from any restricted areas (clean-idle label required). Restricted areas include: housing units, schools, hotels, motels, hospitals, senior care facilities or child care facilities.
See www.arb.ca.gov/noidle for a complete list of exemptions.
If I can’t idle, what can I do about cab comfort?
Listed below are some available idle reduction technologies:
• Battery-powered auxiliary power systems
• Fuel-fired heaters (restrictions apply; see www.arb.ca.gov/noidle)
• Diesel-fueled auxiliary power systems (restrictions apply; see www.arb.ca.gov/noidle)
• Truck stop hookups that provide heat, cooling, electricity and other services throughout California
Visit www.arb.ca.gov/msprog/cabcomfort/cabcomfort.htm for further details on these and other idle-reduction technologies.
What restrictions apply to idle-reduction technologies?
• You may not operate a diesel-fueled auxiliary power system for more than 5 minutes when you are within 100 feet of any restricted areas.
• Diesel-fueled auxiliary power systems (APS) on trucks with 2007 or newer model year engines must meet additional requirements (verified clean APS label required)
• Fuel-fired heaters must meet certain emission standards
Visit www.arb.ca.gov/noidle for further details.
If I see a truck illegally idling, what should I do?
Call us at 1-800-END-SMOG or email [REDACTED_EMAIL] with the following information:
• Date and time you saw the violation
• Location (cross streets or address, and city) of the incident
• License plate number from the front of the truck, including state
• DOT, MC and MX number from side of door
• Company name and any identifying marks on the truck
• Details about the observed idling violation
Your calls or email will be kept anonymous, if requested.
Where can I get more information?
• www.arb.ca.gov/noidle
• [REDACTED_PHONE] or [REDACTED_PHONE] | web | https://ironmanparts.com/pdf/noidle.pdf | 0.487177 | {
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BIBLICAL PARENTING 101
Week 1: What is Biblical Parenting?
How would you define successful parenting?
How would you define the goal of Biblical parenting?
The goal of Biblical parenting is to point your children to Christ by raising them in the training and instruction of the Lord.
From Jana Magruder, *Nothing Less*, p. 29
What are the Prospects for Young Professing Christians?
In a recent Barna Research Survey, 58% of young adults who attended church every week when they were teenagers did not attend church at all by the time they were 29.
Britt Beamer of American Research Group studied 20,000 young people in the early 2000’s who said they attended church every week growing up, but rarely attend today. 40% already had doubts about the truth of the Bible in Middle School, another 44% in High school, and an additional 11% while in college.
See Ken Ham and Britt Beamer *Already Gone: Why Your Kids Will Quit Church and What You Can Do to Stop It* (Master Books, 2009).
Where do most Americans look for parenting advice?
1) Their experience growing up – 91%
2) Their parents – 65%
3) Their friends – 62%
4) Their spouse – 58%
5) Sacred text – 46%
6) Their church – 43%
89% of American households own at least one copy of the Bible.
Only 11% of Americans have read the Bible in its entirety.
23% have read only a few sentences or less.
While 77% of parents surveyed by Lifeway Research identify as Christians, only 14% are very familiar with what the Bible says about parenting.
From Jana Magruder, *Nothing Less*, p. 23
What does the Bible say about Parenting?
Psalm 127:3-5
Behold, children are a gift of the Lord,
The fruit of the womb is a reward.
Like arrows in the hand of a warrior,
So are the children of one’s youth.
How blessed is the man whose quiver is full of them;
They will not be ashamed
When they speak with their enemies in the gate.
Deuteronomy 6:6-9
These words, which I am commanding you today, shall be on your heart.
You shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up.
You shall bind them as a sign on your hand and they shall be as frontals on your forehead.
You shall write them on the doorposts of your house and on your gates.
Ephesians 1:3
Fathers do not provoke your children to anger, but bring them up in the discipline [training] and instruction of the Lord
2 Timothy 3:14-15
Continue in the things you have learned and become convinced of, knowing from whom you have learned them, and that from childhood you have known the sacred writings which are able to give you the wisdom that leads to salvation through faith which is in Christ Jesus.
Proverbs 1:8
Hear, my son, your father’s instruction
And do not forsake your mother’s teaching.
Joel 1:3
Tell your sons about it,
And let your sons tell their sons,
And their sons the next generation.
Psalm 78:5-7
For He established a testimony in Jacob
And appointed a law in Israel,
Which He commanded our fathers
That they should teach them to their children,
That the generation to come might know, even the children yet to be born,
That they may arise and tell them to their children,
That they should put their confidence in God
And not forget the works of God,
But keep His commandments.
Proverbs 22:6
Train up a child in the way he should go,
Even when he is old he will not depart from it.
J. C. Ryle: “Precious, no doubt, are these little ones in your eyes; but if you love them, think often of their souls…. No part of them should be so dear to you as that part which will never die. The world, with all its glory, shall pass away; the hills shall melt…. But the spirit which dwells in those little creatures, whom you love so well, shall outlive them all…. In every step you take about them, in every plan, and scheme, and arrangement that concerns them, do not leave out the mighty question, ‘How will this affect their souls?’”
Christian Smith surveyed 3000 teenagers and conducted 250 in depth interviews in the early 2000’s. His conclusion was that parents are the most influential factor in shaping the future of their religious lives.
Jonathan Edwards: “Every Christian family ought to be as it were a little church, consecrated to Christ, and wholly influenced and governed by his rules. And family education and order are some of the chief means of grace. If these fail, all other means are likely to prove ineffectual. If these are duly maintained, all the means of grace will be likely to prosper and be successful.”
AUTHORITY & RESPONSIBILITY IN THE WORLD
GOD
(DAN. 4:17, 34-35; JUDE 1:25)
GENERAL REVELATION
(GENERAL UNIVERSAL LIMITED KNOWLEDGE OF GOD, TRUTH & MORAL LAWS)
SPECIAL REVELATION
(SPECIFIC COMPREHENSIVE KNOWLEDGE OF GOD, TRUTH & MORAL LAWS)
CREATION
(ROM. 1:18-20)
CONSCIENCE
(ROM. 2:14-15; 1:32)
BIBLE
(JOHN 17:17; 2 TIM. 3:16)
GOVERNMENT
(ROM. 13:1-4)
CITIZENS
EMPLOYERS
(EPH. 6:5-9)
EMPLOYEES
FAMILY
(EPH. 5:22-25, 28; 6:1-4)
HUSBANDS & WIVES
FATHERS & MOTHERS
CHILDREN
CHURCH
(HEB. 13:17)
ELDERS
(1 PET. 5:1-4)
CHRISTIANS
(ACTS 5:29; 17:11) | web | http://www.kerrvillebiblechurch.org/uploads/1/1/2/9/112960813/parenting_101_week_1_pp_slides.pdf | 0.484993 | {
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Plants 7.3
Kernels of Life
www.CrosswordWeaver.com
ACROSS
DOWN
1 – The hard outer layer of a seed; the protective covering, or integument, also called testa.
5 – The embryonic roots of seed plants.
7 – The appearance of the first leaves of the crop plant above the ground.
6 – Any organism in its earliest stages of development.
10 – The early growth stage of a plant grown from seed as it emerges above the ground surface.
11 – A large complex protein molecule produced by the body that stimulates or speeds up various chemical reactions without being used up itself;
15 – The primary descending root, usually conical, of a plant from which lateral branching roots may develop; e.g., as in carrots and alfalfa.
16 – A flattened outgrowth from a plant stem, varying in size and shape, usually green, which is concerned primarily with the manufacture of carbohydrates by photosynthesis.
17 – The body that, after fertilization, becomes the seed; the egg-containing unit of the ovary.
18 – A physiologic state where the seed embryo is incapable of growth
19 – The portion of a seed contained within the seed coat.
1 – The first leaf of a germinating monocot which sheaths the succeeding leaves.
2 – The short stem of an embryo seed plant, the portion of the axis of the embryo seedling between the attachment of the cotyledons and the radicle.
3 – A fine growth on an epidermal cell of the root. It absorbs water and mineral nutrients for the plant.
4 – In a germinating seed plant, the primary bud that develops into the primary stem. In a dicotyledon, such as beans, it is located between the cotyledons.
8 – The capacity of seeds to germinate.
10 – a root that Branches of the primary root are often fibrous and referred to as secondary roots.
9 – The outer coat of a seed, also called seed coat.
11 – The part of the axis of an embryo above the region of attachment of the cotyledons.
12 – A kind of carbohydrate manufactured by plants and stored in the seeds, roots, and fruit as a reserve energy supply.
13 – An enzyme that converts starch to maltose.
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In the previous chapter we left the Narrator on Horsell Common just as the Martians started to emerge from their cylinder.
'I remained standing knee-deep in the heather, staring at the mound that hid them. I was a battle-ground of fear and curiosity.'
'I did not dare to go back towards the pit, but I felt a passionate longing to peer into it. I began walking, therefore, in a big curve, seeking some point of vantage and continually looking at the sand-heaps that hid these new-comers to our earth'.
From his position to the south-west of the sandpits, he was obviously skirting around to the west and north-west towards Anthony's. This is confirmed by the next line where he states that...
'Most of the spectators had gathered in one or two groups—one a little crowd towards Woking, the other a knot o' people in the direction of Chobham.' He was obviously not part of these two groups.'
'There were a few near me. One man I approached—he was, I perceived, a neighbour of mine, though I did not know his name—and accosted. But it was scarcely a time for articulate conversation'.
Woking was virtually a 'new town' at that time, so it is not surprising that most people, Wells included, would not immediately know all their neighbours' names.
'Then I shifted my position to a little knoll that gave me the advantage of a yard or more of elevation; and when I looked for him presently he was walking towards Woking'.
'The crowd far away on the left, towards Woking seemed to grow, and I heard now a faint murmur from it. The little knot of people towards Chobham dispersed.'
This again confirms the Narrators position, and as 'the dusk came on, slow, intermittent movement upon the sand-pits began'— 'I, too, on my side began to move towards the pit'.
'Then within thirty yards of the pits, advancing from the direction of Horsell, I noted a little black knot of men, the foremost of whom was waving a white flag'.
This was the 'Deputation' here to show the Martians (who would obviously have known the correct etiquette) that 'we too were intelligent'.
'Slowly a humped shape rose out of the pit, and the ghost of a beam of light seemed to flicker out from it'.
At this point the Martian's heat-ray struck and 'by the light of their own destruction, I saw them staggering and falling, and their supporters turning to run'.
'And as the unseen shaft of heat passed over them, pine trees burst into fire, and every dry furze-bush became with one dull thud a mass of flames. And far away towards Knaphill I saw the flashes of trees and hedges and wooden buildings suddenly set alight'.
You cannot see Knaphill from Horsell Common today - there are too many tall trees, but you can clearly see the common from the top of Knaphill, giving you an insight into how far Wells envisaged his 'heat-ray' to be able to travel.
'Something fell with a crash far away on the left where the road from Woking station opens out on the common'.
'All this had happened with such swiftness that I had stood motionless, dumbfounded and dazzled by
More views from Pearson's showing the destruction by the heat-ray.
The 'western afterglow' would have picked out the houses of Cheapside on the edge of Horsell Common.
'The tops of the pine-trees and the roofs of Horsell came out sharp and black against the western afterglow'
'Patches of bush and isolated trees here and there smoked and glowed still, and the houses towards Woking station were sending up spires of flame into the stillness of the evening air'.
'With an effort I turned and began a stumbling run through the heather.'
1895 Ordnance Survey, 25" Map
Many of the houses in the Woodham Road area were newly built in the mid 1890's on land that was previously part of Potter's Farm and Horsell Grange. These must have been the houses towards Woking station that were sending up spires of flame. | web | https://wokinghistory.org/onewebmedia/05%20The%20Heat%20Ray.pdf | 0.477715 | {
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Name:
Birth Date:
Matriculation Number:
Field of Study:
Exam Künstliche Intelligenz 1
Feb 12., 2018
Exam Grade:
Bonus Points:
Final Grade:
Organizational Information
Please read the following directions carefully and acknowledge them with your signature.
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Erklärung
Durch meine Unterschrift bestätige ich den Empfang der vollständigen Klausurunterlagen und die Kenntnisnahme der obigen Informationen.
Erlangen, Feb 12., 2018. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Unterschrift)
1 Prolog
Problem 1.1 (The Zip Function)
The zip function takes two lists with lengths that differ at most by 1, and outputs a list of 4pt lists containing one element from the first list and the element with the same index from the other list, possibly followed by a one-element list with the left-over argument.
Create a ProLog predicate with 3 arguments: the first two would be the two lists you want to zip, and the third one would be the result. For instance:
Feel free to implement any helper functions.
Hint:
Remember that you can pattern match a list L as [HEAD|TAIL].
Problem 1.2 (DFS in Prolog)
We want to implement DFS in prolog. We'll use the following data structures for search 12pt trees:
```
subtrees([]). subtrees([(Cost,T)|Rest]) :- number(Cost),istree(T), subtrees(Rest). istree(tree(_,Children)) :- subtrees(Children).
```
Write a method dfs such that dfs(G,T,X,Y) on a tree T returns the path to the goal G in X and the cost of the path in Y
2 Search
Problem 2.1 (Astar vs. Greedy)
Shortly explain the principle of operation of the A* search. How does it differ from the 5pt Greedy search?
Problem 2.2 (A ∗ Theory)
What is the condition on the heuristic function that makes A ∗ optimal? Does a heuristic 5pt with this condition always exist?
3 Adversarial Search
Problem 3.1 (Minimax Restrictions)
Name at least five criteria that a game has to satisfy in order for the minimax algorithm 3pt to be applicable.
Problem 3.2 (Minimax Algorithm and Alphabeta Pruning)
Consider the following (complete!) search tree:
1. What is the minimax value at node B?
2. Which subtrees in the tree can be pruned during alpha-beta search? What is the criterion for pruning a subtree?
10pt
4 Constraint Satisfaction Problems & Inference
Problem 4.1 (Constraint Networks)
* * A constraint network is a triple ⟨V, D, C⟩. Explain the roles of V , D, and C. 4pt If you use the word "constraint" you have to define and briefly explain it.
Problem 4.2 (Constraint Networks)
Describe the following problems as constraint networks
1. Sudoku
2. The 8 queens problem
10pt
5 Logic
Problem 5.1 (Propositional Resolution)
Prove the following formula using the resolution calculus:
5pt
Problem 5.2 (First-Order Tableau)
Prove the following formula using the first-order free variable tableaux calculus. We have 10pt P ∈ Σ p 2 , f, g ∈ Σ f 1 and a, b ∈ Σ f 0 .
6 Planning
Problem 6.1 Cheeta is an intelligent and lazy monkey. Your task is to help him grab a 12pt banana.
Initially, the monkey and a boat are "Low" on the ground at position "A" and the banana hangs "High" at position "B". There is a river between "A" and "B", and Cheeta can only travel between these positions by boat. Cheeta can climb up the tree where the banana hangs, meaning that it can climb from height "Low" to "High". Cheeta can grab the banana when they are both at the same position and at the same height.
The following STRIPS model is used. The facts are:
* At(x, y): x ∈{Boat, Banana, Cheeta} is at position y ∈{A, B, Boat}
.
* Height(x, y): x ∈{Boat, Banana, Cheeta} is at height y ∈{Low, High}
* Climbable(x): Cheeta can climb at position x ∈{A, B}
.
* Grabbed(): Cheeta has grabbed the banana.
The goal for Cheeta is to grab the banana using the following available actions:
* Drive(x, y) to get from x to y
* GetIn(x) to get in the boat (at location x)
* GetOut(x) to get out of the boat (at location x)
* Climb(x, y, z) to climb at position x from height y to height z
* Grab(x, y) to grab the banana (at position x and height y)
(a) Properly define the actions Drive(x, y) and GetIn(x
)
(b) Give the initial state and a solution to this planning problem. | web | https://kwarc.info/teaching/AI/exam-WS2017-18.pdf | 0.478726 | {
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HIST10 WORLD CIVILIZATIONS TO 1500 STUDY GUIDE: Map Quiz #1 50 points
Instructions: The map quiz will take place at the end of class on January 23. You will have the exact same maps as below but with numbers instead of the place names. You will then be required to match 25 of the terms with the correct corresponding numbers.
1. Aegean Sea
3. Athens
2. Anatolia
4. Catal Hüyük
5. Crete
7. Delphi
6. Cyprus
8. Euphrates
10. Guangzhou
9. Ganges
11.
Harappa
13. Hindu Kush
12. Himalayas
14. Indus
15. Knossos
16. Luoyang
18. Mycenae
17. Lydia
19. Nile
21. Papua New Guinea
20. Ordos Bend
22. Persia
24. Sparta
23. Persian Gulf
25. Tigris
27. Uruk
26. Ur
28. Xi'an (Chang'an)
30. Yellow River
29. Yangzi (Yangtze) | web | http://www.personal.psu.edu/faculty/d/g/dga11/HIST10_MAP_QUIZ_01_STUDY_GUIDE_LABELED%28FALL_2021%29.pdf | 0.434556 | {
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Thank you for stopping by! (again, I hope)
My name is Darlene Town and the design you’re seeing on the cover of this and in the field is part of my graduate school studies.
If this is your first visit, I’ll tell you where it all started:
I’m concerned with a lot of global and national issues, especially those related to the use of resources and energy.
I moved out here 12 years ago to get back in touch with what I’d learned to love through my great-grandparents—Mother Nature. I have raised vegetable garden beds, chickens, and a beautiful view that’s not polluted by street lights, concrete, marketing, or traffic.
I teach at a community college 45 minutes away, in downtown Kansas City, but the trade-off with drive time to space and quiet bliss is worth it.
Allow me explain the elements in my field design:
- **The Daylily** is inspired by Dard Hunter’s Rose (also called the Roycroft Rose).
- **GOOD:**
- **Adjective—**
1. morally excellent; virtuous; righteous; pious: *a good man*.
- satisfactory in quality, quantity, or degree: *a good teacher; good health*.
- of high quality; excellent.
- right; proper; fit: *It is good that you are here*. *His credentials are good*.
- well-behaved: *a good child*.
- **Noun—**
1. profit or advantage; worth; benefit: *What good will that do? We shall work for the common good*.
2. excellence or merit; kindness: *to do good*.
3. moral righteousness; virtue: *to be a power for good*.
I chose this word to complement my daylily motif as the second in a series of characteristics I now try to incorporate in my way of living. With GOOD, I connect with ‘good teacher,’ I’m continuing to build my “good credentials” by completing my MFA in Graphic Design, and I most definitely wish “to be a power for good.”
I no longer want to be part of an industry that pushes products for the sake of propagating consumerism. Our landfills are piled high with stuff we never really needed or isn’t built to last. There are many people who are aware of these issues and are working to make change—for example, building to suit/not building one-size-fits-all, building to last and with materials that we recognize and can be replenished (that counts out petroleum-based plastics), making things that can have multiple uses, making what REALLY serves us.
Other projects I’m working on:
- **reusing my cistern to water the garden**
My cistern is 10 feet from my garage, unused, just waiting for new purpose.
Instead of gallon after gallon of rain water going nowhere, it can now be captured and pumped out to the garden, or anywhere I want. As we all know, rainwater is far better for our vegetation than tap water. I can’t wait to start using it!
Darlene Town
I’m attending the Vermont College of Fine Arts MFA–Graphic Design program (vcfa.edu)
You can see more of my work and studies at www.dtimages.net
or tell me what you think at dtown65.wordpress.com
PERGOLA BOARD MEASUREMENTS
- 1x6 (2@6')
- 2x6 (8@6')
- 1x2 (6@6')
- 4x4 posts (2@17')
CISTERN REPLACEMENT CAP
3 - 2x6@8" used to cut to those sizes, and 5 – pieces @ 30-1/2" for the top
CISTERN HAND PUMP
I chose to use a sump pump, one-way check valve instead of a check valve, and an adapter union where T fitting inside other parts is completely opened - no need to re-mount the wheel.
top: 1-1/2" x 1-1/2" brass washer about 7" across of spalted maple cut just larger than 1" wide x 1" tall. I used a 1" diameter rounded budget bolt from 1/2" thick 1/4" diameter, both goes through 3/4" PVC plug that is glued to the end of the 1" PVC plunger tube.
trees after cutting back | web | http://www.dtimages.net/PaintedRock/GOOD-share2-web.pdf | 0.486886 | {
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√
1. Let f (x) = x x 2 + 3.
(a) (5%) Show that f (x) is a one-to-one function.
(b) (5%) Let g(x) be the inverse function of f (x). Find g ′ (−2).
2. (a) (6%) Set a,b ∈ R . If lim x→0 √ ax + b − 2 x = 2, then a,b =?
(b) (6%) Find lim n→∞ ( n + 2 n − 2 ) 2 n .
3. (a) (5%) Lety=cot(cos (3x)). Find
2
dy dx.
(b) (5%) Let y = x ln x , x > 0. Find dy dx .
(c) (5%) Find the 52 th derivative of sin3x.
4. (10%) Prove the inequality ∣ tan a − tan b∣≥∣a − b∣ for a,b ∈(− π 2 , π 2 ) , a ≠ b.
5. (10%) Use linear approximation to estimate the value of e sin − 1 (− 0 . 0002 ) .
6. (10%) Find an equation of the tangent line to the curve x cos 2 y = sin y at the point (0,π)
7. (23%) Let y = f(x) = ( x + 1 ) 3 x 2 + 2x . Find the following
(a) the intervals on which y = f(x) increases (3%)
the intervals on whichy=f (x) decreases
(3%)
(b) the intervals on which y = f(x) is concave up (3%)
the intervals on whichy=f (x) is concave down
(3%)
(c) the local maximum(if exists) of y = f(x): (coordinates) (2%)
the local minimum(if exists) ofy=f (x):
(coordinates) (2%)
(d) all asymptotes of y = f(x) (4%)
(e) Sketch the graph of y = f(x). (3%)
8. (10%) A truck gets 500/x kilometers per liter when driven at a constant speed of x kph (between 60 and 120 kph). If the price of fuel is $20/liter and the driver is paid $400/hour, at what speed between 60 and 120 kph is it most economical(minimal sum of the fuel cost and driver's pay) to drive for 400 kilometers?
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MONTHLY CLIMATE SUMMARY
CANEFIELD AIRPORT April 2023
OTHER
REMARKS: Climatological normal -30-year average (1991-2020)
Rainfall total for the month was less than normal (20% of normal). Daytime highs were much higher than normal, while night-time lows were normal. A relatively dry and stable atmosphere was dominant, in spite of the passage of a few troughs. Hazy days reported mainly during the first half of the month. | web | https://weather.gov.dm/images/docs/mcs_cf_04_apr_2023.pdf | 0.446214 | {
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Tools to review your connectedness.
Connectedness is a measure of how well linked two flocks are genetically. It ensures that breeding values, and therefore future performance, are as accurate as possible. The NZGE allows us to assess the performance of animals across different flocks. Non-genetic effects (e.g. environmental) must be separated from genetic effects to allow an accurate estimation of genetic merit. One way to do this is to use link sires to connect different groups of animals.
However, connectedness between flocks, gained from using a common sire, is progressively lost as the years pass, so breeders need to share rams regularly – ideally every year, but at least once every two years.
How to review your connectedness
Look up your flock on nprove.nz. Flocks with connected traits display teal boxes on nProve, indicating that the trait is both recorded and benchmarked, and those that are unconnected appear as a grey or white box.
Connectedness for each trait is considered independently, so a flock may be connected for some, but not all traits. If an animal is from a flock that is not connected for every component trait in an index, the index will be blank.
You can look at the 'Participants and Flock Connectedness table' on sil.co.nz. From the homepage, go to: NZGE > View latest NZGE Reports. NZGE Reports are published monthly and this table shows what each flock is genetically connected for.
You can also request a Traffic Light Report from your bureau. This indicates connectedness, the proportion of connecting animals and the age of the connections. The number indicates the proportion of connecting animals (3 = lots of connecting animals, 1 = few, and 0 = none).
The picture of the face indicates the age of connections – an unsmiling face means connections are two years old and a red frowning face means connections are three years old and will lapse at year change in February, unless new connections are made.
Check with your bureau or B+LNZ Genetics if you have questions about how you are connected to the main NZGE grouping. | web | https://www.sil.co.nz/files/Tools%20to%20review%20your%20Connectedness.pdf | 0.442067 | {
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Course: Drama and Media
taught by Christina Zoniou,
Member of the Special Laboratorial and Teaching Staff
University of Peloponnese, Faculty of Fine Arts, Department of Theatre Studies, Greece
In ISTANBUL GELISIM UNIVERISTY
Department of Radio and Television
24 / 09 / 20 - 28 / 09 / 2012
CONTENTS
The course is a workshop of theatre, based on the principles of applied drama, that explores the ways of drama and acting techniques could apply in media education. The course engages basic acting techniques, theatrical activities and drama games.
Issues of body, voice, improvisation, creativity, imagination, group work are taught and students explore through theatrical improvisations and games the process of television and radio production and the role of the actor in different performance settings.
"We must love the art in ourselves, not ourselves in the art."
Konstantin Sergeyevich Stanislavsky—1863-1938
"Art is not a mirror held up to reality, but a hammer with which to shape it."
Bertolt Brecht, 1898-1956
"[In] its most archaic sense, theatre is the capacity possessed by human beings – and not by animals – to observe themselves in action. Humans are capable of seeing themselves in the act of seeing, of thinking their emotions, of being moved by their thoughts. They can see themselves here and imagine themselves there; they can see themselves today and imagine themselves tomorrow. This is why humans are able to identify (themselves and others) and not merely to recognise."
Augusto Boal, 1931 - 2009
STRUCTURE OF THE COURSES
1. Icebreakers and name games
2. Warm-up activities
3. Improvisations and role plays
4. Reflection
5. Rehearsals and presentations
6. De-rolling activities
RECOMMENDED READING
Dinkgraefe, D.M. (2001). *Approaches to Acting: Past and Present*. New York: Continuum (IN ENGLISH)
Hodge, A. (2000). *Twentieth Century Actor Training*. London and New York: Routledge. (IN ENGLISH)
Boal, Augusto. (2002). *Games for actors and non-actors* (2nd ed.) London: Routledge. (Translated by Adrian Jackson.) (1st ed., 1992).
Spolin, Viola (1999). *Improvisations for the theater: a handbook of teaching and directing techniques*. (3rd ed.) 412 pg. (1st ed. 1963, 2nd ed. 1985). Evanston, IL: Northwestern University Press.
Stanislavsky Konstantin 1938. *An Actor's Work: A Student's Diary*. Trans. and ed. Jean Benedetti. London: Routledge, 2008.
Zarrilli, Phillip B., ed. 2002. *Acting (Re)Considered: A Theoretical and Practical Guide*. Worlds of Performance Ser. 2nd edition. London and New York: Routledge. | web | http://erasmus.uop.gr/images/stories/files/e-class/drama%20and%20media.pdf | 0.425051 | {
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Festival du Voyageur
www.tralco.com
Exercise 1
Identify the following by placing the letter of the correct answer in the space provided:
1. _____ The Festival takes place in the ... season.
a) spoons
2. _____ Indispensable for walking over snow.
3. _____ A distinct Aboriginal community.
4. _____ Its pelt was used to make hats.
5. _____ The rhythm section of traditional music.
6. _____ Horses pull it in winter.
7. _____ Fort at the western end of Lake Superior.
8. _____ Traditional Métis dancers.
9. _____ Kind of bread cooked over an open fire
10. _____ Food carried in sacks.
11. _____ Transportation used by the voyageurs.
12. _____ The French Quarter of Winnipeg.
13. _____ Scotsman who founded a colony in Manitoba.
14. _____ Voyageurs wore it around the waist.
15. _____ North West Company Fort on the Red River.
b) pemmican
c) St. Boniface
d) Lord Selkirk
e) sash
f) snowshoes
g) canoe
h) Bannock
i) Fort Gibraltar
j) sleigh
k) winter
l) Fort William
m) Métis
n) beaver
o) The Asham Stompers
Exercise 2
Identify the following by placing the letter of the correct answer in the space provided:
1. _____ Provides the music for traditional dancing.
a) taps
2. _____ Portable shelter of the First Nations.
3. _____ Voyageurs' traditional headgear.
4. _____ Fashionable European hat.
5. _____ Traditional footwear of the First Nations.
6. _____ The equivalent of a Big Mac.
7. _____ Winnipeg is the capital of this province.
8. _____ Its meat is the basis of pemmican.
9. _____ Dance shoes.
10. _____ Carrying a canoe and its contents.
11. _____ Popular fur pelts of the period.
12. _____ The Voyageurs departure point.
13. _____ It passes by Fort Gibraltar.
14. _____ They protect the hands.
b) beaver
c) Manitoba d) mittens
e) portage
f) Montreal
g) moccasins
h) Red River
i) Bon Festival!
j) top hat
k) spoonful of pemmican
l) tipi
m) tuque
n) bison
15. _____ A festival greeting.
o) fiddler
True or False A
Indicate whether the statements are true or false. Correct the false statements.
True False
1. The Festival du Voyageur is celebrated in spring.
2. Manitoba is situated in the Prairie region of Canada.
3. The Prairies are extremely cold in winter.
4. The snow sculpture competition is international.
5. Bannock is a kind of dried deer meat.
6. The North West Company was the only fur trading
company in the region.
7. Snowshoes are really useful for sliding on ice.
8. Pemmican was made from bison meat.
9. The meat was first dried, and then powdered.
10. Pemmican was low in calories.
11. Pemmican was stored in barrels.
12. Pemmican was made by the Voyageurs themselves.
13. Pemmican was one of a variety of foods the Voyageurs ate.
14. The North West Company fort was called Fort Garry.
15. The Voyageurs left Montreal and travelled west. | web | http://shopresources.linguascope.com/samples/TR/FVE.pdf | 0.425763 | {
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FREEPROGRAM
REDUCE THE ANXIETY
PRESENTERBOOKSWILLBEONSALE
Lynn Lyons, LICSW is an internationally recognized psychotherapist, author, and speaker with a special interest in interrupting the generational patterns of anxiety in families. Her skill-based approach to anxiety focuses on the need to teach families about HOW anxiety works and what families can do to pull members out of the powerful "anxiety cult" that demands obedience to its need for certainty and com-
RAISING INDEPENDENT AND COURAGEOUS CHILDREN
fort. Lynn's approach uses humor, playful connection, and a constant focus on DOING.
* Lynn is the co-author with Reid Wilson of Anxious Kids, Anxious Parents and the companion book for kids Playing with Anxiety: Casey's Guide for Teens and Kids. She is the author of Using Hypnosis with Children: Creating and Delivering Effective Interventions and has two DVD programs for parents and children. She maintains a private practice in Concord, New Hampshire where she sees families whenever she's not on the road teaching.
When children and parents/ guardians are in the grips of anxiety and worry it can be overwhelming. Anxiety can move into families and take over daily routines, schoolwork, bedtime and recreation. Often the things we do intuitively as adults to help and console our anxious children actually makes the anxiety grow stronger. Lynn Lyons will talk with parents/ guardians regarding the positive role they can play in problem solving, tolerating discomfort and developing emotional management with a goal of raising courageous and independent children and improving the emotional functioning of our families.
P A R E N T S /G UA R D I A N S A N D C H I L D R E N 12 A N D O V E R O F T H E I N T E R -L A K E S S C H O O L D I S T R I C T
AREINVITEDON
THURS DA Y , S E P T E M B E R 13, 2018 6:00 - 8:00 P M - ILHS A U D I T O R I U M
BABYSITTINGPROVIDED—QUESTIONSCALLILHSGUIDANCE | web | http://inter-lakes.k12.nh.us/images/stories/documents/district/LyonsFlyer_original.pdf | 0.471114 | {
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MFL CHALLENGES
Recipes from Around the World
Do you have a favourite recipe that you’d like to share?
As we are unable to travel abroad at the moment, we want the world to join us instead by sharing our ideas of the best food from Pilton to Phnom Penh.
We’re inviting staff, students and parents to share their favourite recipes so that we can create a special digital recipe book.
So, whether it’s your granny’s Devon Apple cake recipe, Jamie Oliver’s pukka paella or a mouthwatering menu you’ve created yourself with sliced white bread and a bag of crisps, why not share it for the rest of us to enjoy too?
Mrs Whalley has started the culinary ball rolling with her Salmon & Asparagus Risotto (tried and tested by Yr 11 Italian GCSE students last term).
Please send Mrs Whalley your recipe details on the attached form, plus lots of lovely photos (videos too, please).
**SALMON AND ASPARAGUS RISOTTO**
**MRS WHALLEY**
Country of origin: Italy
| Ingredients | 7V WHA |
|-------------|--------|
| 200g arborio rice | Serves: 2 (generously) |
| 150g asparagus chopped | Inspired by: My Italian friend Francesca who wrote this recipe out for me in Italy many years ago |
| 60g spring onions chopped | |
| 240g salmon fillets diced | |
| 2-3 vegetable stock cubes each dissolved in 420ml of boiling water | Method: |
| A handful of grated mature cheddar cheese | Add the olive oil to a large deep non-stick saucepan and heat on a medium heat. |
| Parmesan and white wine to taste | Add the spring onions and asparagus and stir for a few minutes. Add the rice and stir in until it appears slightly toasted. Add a small amount of white wine if desired, until evaporated. Pour the first jug of stock into the pan. Stir and leave until it is nearly evaporated. Stir the next jug of stock in and again wait for it to be absorbed. After around five minutes, after pouring the second jug of stock in, add the salmon and stir. After ten minutes taste the rice for texture. If it is still too hard and the stock has been absorbed, add a little more. When the rice is the desired texture, stir in mature cheddar for a creamy taste (an English addition to the recipe!). |
| 1 tbsp olive oil | |
**Serving suggestion:**
Serve with parmesan on the side which can be added if wanted. I usually add homemade garlic bread and insalata caprese to start.
**Adaptations:**
I often swap the salmon and asparagus for smoked haddock and spinach. The haddock is added when the salmon would be, and the spinach stirred in right at the end so that there is just enough time for it to wilt.
Mushroom risotto can easily be made as a vegetarian option, exchanging the asparagus for mushrooms in the recipe above.
| MY RECIPE SUGGESTION | Send to Mrs Whalley at [REDACTED_EMAIL] |
|----------------------|-------------------------------------------------|
| Name: | Tutor group: |
| Recipe: | Serves: |
| Country of origin: | Inspired by (person or recipe writer): |
| Ingredients: | Method: |
| Serving suggestion: | Adaptation: |
Are you a keen film maker?
We have an exciting opportunity for you!
In 2019 we were very lucky to be awarded funding for a very exciting project with our partner schools abroad. Our project is called:
LOCAL SPACES-SPECIAL PLACES - OUR COMMITMENT TO A BETTER FUTURE (OUR WORLD, DON’T WASTE IT!)
Our plan was to visit all of our partner schools to investigate and study these issues in each unique environment. As this is not possible at the moment, we would like to be able to send a video to our partners so that they can see what a beautiful part of the UK we live in and what impact our behaviour is having on our spaces.
Where are our partner schools?
Together with Braunton Academy, we have partner schools in:
- Spain
- Martinique
- Austria
What would we like you to do?
Create a 1-3 minute film about a place of natural beauty in your local area.
Please include details about any wildlife which can be found there, activities which take place there and any evidence that suggests the area is looked after e.g. bins, litter collections, weather defences.
Where?
Your film can be made anywhere within the North Devon Areas of Outstanding Natural Beauty.
Style
- Films must be factual and about the environment but can be any style of film.
- Your film MUST NOT contain people’s faces.
- Your film could be a documentary style production or contain a song or poem.
- It could have a voice over, or subtitles, or just have music in the background.
Equipment
Camera: video camera, digital camera, GoPro, iPad/tablet or mobile phone
Tripod: (if you don’t have one you could use a bag of rice to prop up your camera or phone)
Sound equipment: digital audio recorder/microphone if available
Editing equipment: software for your computer or an app if you are using a tablet or a mobile phone
Storyboard and plan your film shots
Use a variety of shots to make your film have more impact and tell the story better.
Long shot (wide shot)
Close-up and mid shot
Extreme close-up
Other useful shots:
- Tracking Shots
- Tilt Shots
- Zoom Shots
- PoV shots
https://www.youtube.com/watch?v=Rkk2UzY4US8&list=PLYOHB4V8B-q4sZs6LU8jN5ak_n4b5Mo38&index=9
Example Storylines
Your film must tell a story but what must a good story have? Yes… A beginning, middle and end!
- A walk - the beginning to the end of a walk
- Problem > Solution - pose a problem and then solve the problem
- Holiday presenter - What’s special about North Devon? Sell the area
- Scientific/biodiversity/habitats - introduce a species Why do they live here?
- Wildlife – how many species? Lifecycles?
- Stop + Look! - What activities can take place? Rock-pooling, beach combing, hiking, mountain biking?
https://youtu.be/TfTtNCdiQpI?list=PLyOHB4V8B-q4sZs6LU8jN5ak_n4b5Mo38
Permission must be obtained for all music used in the film. You cannot use music downloaded from the internet without permission from the owners and those who hold the rights to the music.
- So, are you musical?
- Do you have friends who are musical?
- Can you write your own song/rap or poem to accompany the film?
Permission must be obtained from any contributors (anyone whose voice is used in your film) and an adult must give authority for contributors under the age of 18.
Permission must also be obtained for filming on private land and for any photographs or film footage which does not belong to you.
Research
You do not have to be a wildlife or geography expert. There are lots of resources available online:
- AONB website
- National Trust website
- Devon Wildlife Trust website
Editing
Your short film must be edited.
If you don’t have editing equipment on a computer don’t worry; there are apps that you can download onto your phone.
It’s really very easy and great fun!
Submitting your entry
We would like to receive your films by Monday, 8th March 2021.
Please send your film on a memory stick to:
MFL Department,
Pilton Community College,
Chaddiford Lane,
EX31 1RB
After half-term, your language teachers will set you an optional assignment in Teams to which you will be able to attach your film if you would prefer to submit it that way.
Prizes
• The winning entry will be shared with our partner schools.
• All shortlisted entries will receive a certificate.
• The winner and runners up will receive vouchers and prizes.
And finally...
We are not asking you to travel. Please stick to your closest coastal, woods or moorland destination. You could film this during your daily exercise. You don’t have to go far from home to find a great place to film in North Devon!
Please have fun, be careful and do not damage or disturb the wildlife while making your film!
- Example of a walk
- Example of a poem | web | https://68dba11a-a8fa-41e1-a583-d30b9c8ad33a.usrfiles.com/ugd/68dba1_77c01ad1a91b49be8593b016dd4b8d56.pdf | 0.502858 | {
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Directions For Making a Buzz Saw
1. Colour two paper circles for each buzz saw.
2. Cut one circle out and glue it onto cardboard.
3. Cut corrugated cardboard circle out and glue the other paper circle on the back side of the cardboard circle.
4. With a sharp object, puncture holes through the two black dots in the centre of the cardboard and thread 30 inches of string through one hole and back through the second hole. Tie in knot.
Cut out these circles and tape them to a piece of cardboard. Then, cut along the lines. You will have a beautiful mobile! | web | https://www.langpioneervillage.ca/wp-content/uploads/2020/03/2020-03-17-Buzz-Saw-Craft.pdf | 0.446182 | {
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SCREENING PROCESS
At the Fisher Early Learning Center each child will undergo a developmental screening in accordance with best practices in early childhood. Screening provides a snapshot of your child's current abilities across developmental domains. The screening results inform parents and teachers if children are developing typically and help to identify areas of strength and need. Early identification of areas of concern is considered best practice in quality early childhood education programs. At Fisher, we are committed to high-quality programming and adhere to best practices. Therefore, all children are screened on a yearly basis, within the first three months of the school year or when they begin at Fisher.
At Fisher we use the Ages and Stages Questionnaire-3 (ASQ-3) and the Ages and Stages Questionnaire: Social Emotional (ASQ:SE) to screen the children. The ASQ-3 evaluates children's abilities in five areas: Communication, Gross Motor, Fine Motor, Problem-Solving, and Personal-Social. The ASQ:SE portion of the screener looks more closely at the social emotional components of a child's development to assess their competencies and skills in this specific area. The ASQ:SE requires the parents' input and thus will be sent home along with the ASQ-3 for parents/caregivers to complete.
Please note:
- Parents will complete an ASQ-3 and an ASQ:SE
- Teachers will complete an ASQ-3 and review the parents' ASQ:SE
The screening results are confidential and communicated to the parents directly. If additional evaluation and services are recommended, the Fisher Inclusion Team (FIT) Coordinator will contact families to discuss the screening results and arrange for further evaluation. If you are interested in viewing these screening tools, or have questions or concerns about how this screening tool will meet your child's needs, please contact the FIT Coordinator. More information about FIT and the screening procedure is available in the Parent Handbook. | web | https://morgridge.du.edu/sites/default/files/2022-02/screeningprocesswebsite.pdf | 0.453865 | {
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} | 5331790de5a382c5cd3da421e4d95a4b36d79b891672c928bab12bab8b4d567d | ||
Keep Your Pets Safe This Winter!
Amend Exercise & Walking Routines
Even with their fur, dogs and cats are still susceptible to frostbite and hypothermia. Shorten walks and do not leave pets outside for extended periods of time.
Be Aware of Cold Symptoms
Cold tolerance varies from pet to pet based on their coat, body fat stores, activity levels, & health. If you notice whining , shivering, anxiety, or weakness, contact us immediately.
Check Your Car
Outdoor & feral cats may seek shelter and warmth in and around cars. Tap on the hood, check between tires, or honk the horn before heading out.
Prevent Poisoning
Keep anti-freeeze, rock salt, and other poisonous chemicals out of reach and clean up spills immediately. Wipe paws, legs & belly after walks.
Source: American Veterinary Medical Assoication: https://www.avma.org/public/PetCare/Pages/Cold-weather-pet-safety.aspx | web | http://leesburgvet.com/pdf/Winter_Weather_Safety_Tips.pdf | 0.446859 | {
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Professional turf managers and home gardeners around the world rely on the Scotts Lawn Builder slow release technology to build thicker, greener lawns and recreational turf.
**WHEN DO I FEED MY LAWN?**
Apply anytime of year. For best results feed three times per year.
- **ONE ANNUAL FEEDING IN EARLY SPRING**
- **SECOND ANNUAL FEEDING IN EARLY SUMMER**
- **THIRD ANNUAL FEEDING IN AUTUMN**
**HOW MUCH WILL I NEED?**
Lawn Builder is unlike traditional fertilisers as you use less to feed more.
To determine the size of your lawn in m², multiply the length by the width in metres.
| Lawn Builder | Traditional Fertiliser |
|--------------|------------------------|
| 1/4 of a tennis court equals approx 65m² | This pack treats 285m² |
| 1/2 of a tennis court equals approx 130m² | That is more than 1 tennis court! |
| 1 whole tennis court equals approx 260m² |
You will need to apply 14g/m² of your lawn.
**HOW DO I APPLY IT?**
During warm weather periods, apply to dry soil before watering in. Scotts Lawn Builder is safe to use after next rain or watering when evenly and correctly applied with a spreader. Guaranteed to green the lawn within one week of obtaining moisture.
For best results use a Scotts Spreader, however if applying by hand ensure even distribution.
**APPLYING BY SCOTTS SPREADERS**
- EvenGreen Drop Spreader - SETTING 6
- EasyGreen Rotary Spreader - SETTING 26½
- HandyGreen Hand Held Spreader - SETTING 3
**GUARANTEED ANALYSIS**
Scotts Lawn Builder NPK 32:0:8
32% Nitrogen (N)
- 0.9% as ammonium nitrate
- 31.1% as urea and methylated urea slow release nitrogen
8% Potassium (K) as potassium sulphate
4.4% Sulphur (S) as sulphate
0.7% Iron (Fe) (610mg/kg)
This product contains <0.5mg/kg cadmium (Cd), <0.5mg/kg lead (Pb) and <0.1mg/kg mercury (Hg). Therefore this product may be used without restriction on food and animal feed crops.
**CAUTION**
KEEP OUT OF REACH OF CHILDREN.
This product contains fertiliser salts. Avoid eye contact with contents. If contact occurs, flush eyes with water immediately for 15 minutes. If swallowed, drink 1-2 glasses of water. Consult physician.
**FOR FREE GARDENING TIPS AND INFORMATION, CALL OUR GARDEN HELPING TOLL FREE:**
Australia [REDACTED_PHONE] or NZ 0800 449 213
www.scottsaustralia.com.au
**The Scotts Difference**
Unlike traditional fertilisers, every particle of Scotts Lawn Builder™ contains Scotts patented timed-release Nitrogen and Potassium, formulated to release nutrients just as your lawn needs them.
- Your lawn will be greener and stay greener for up to 3 months.
- Controlled feeding eliminates waste, prevents burning and surge growth.
*Easy to re-enter lawn after application
*When used according to directions | web | https://www.lovethegarden.com/sites/default/files/content/products/documents/pack_label/AU_108306_SLB_PL.pdf | 0.439201 | {
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PRAYER, PRAISE, BLESSINGS & REFLECTION
WMC FAMILY… Bergman, Robert
Health, healing, comfort:
…Edith and Hedy, along with their families, as they grieve the loss of their sister, Liz Kuhl.
… Joan West, Peter and Lorraine Neufeld, Chars and Marc Willerton, Tara Cassels, Tony (Rita's nephew), Corrina Loewen (Marc's sister), Russ Dyck (Sheldon's cousin)
MCCanada Witness Workers…
…Bock Ki Kim and Sook Kyoung Park (South Korea)
…Rudy Dirks (Leadership Coaching Network, DR Congo & Angola)
…Werner and Joanne De Jong (Ethiopia)
…Gerald and Rie Neufeld (Tokyo)
…Dann and Joji Pantoja (Philippines)
…Tom and Christina Poovong, Sarah Wood (Thailand)
…Tany Warkentin (Africa)
WMC's Identity Statement:
'With our feet firmly planted in our Anabaptist and Mennonite beginning, we work to reach out with our hands to welcome and lift up all who come here. We encourage one another with the heart of Christ to learn and to grow in spiritual maturity and to take amazing risks for God.
We acknowledge our presence on the traditional lands of the Cree, Ojibway, Dakota and Metis nations. We recognize that we are all guests on this land and will be mindful of our impact as we critically look at colonial histories and present-day implications. We acknowledge this as a first step in fulfilling our responsibility and commitment to truth and reconciliation.
Pastor: Terrell Wiebe
Ministers: The Congregation
Office: [REDACTED_PHONE]
Custodians: Matt & Heather Heide 534 3270
Cell: [REDACTED_PHONE]
Administration: Phone: 534 6889
Email: [REDACTED_EMAIL] Email: [REDACTED_EMAIL]
Whitewater Church Website: https://whitewatermc.ca/
Whitewater Mennonite Church
Worship Leader: Lorraine Reimer
Music: Sheldon Dyck
Sermon: Pastor Terrell Wiebe "What is in your hands?"
John 6:1-14 NRSV
6 After this Jesus went to the other side of the Sea of Galilee, also called the Sea of Tiberias. 2 A large crowd kept following him because they saw the signs that he was doing for the sick. 3 Jesus went up the mountain and sat down there with his disciples. 4 Now the Passover, the festival of the Jews, was near. 5 When he looked up and saw a large crowd coming toward him, Jesus said to Philip, "Where are we to buy bread for these people to eat?" 6 He said this to test him, for he himself knew what he was going to do. 7 Philip answered him, "Two hundred denarii would not buy enough bread for each of them to get a little." 8 One of his disciples, Andrew, Simon Peter's brother, said to him, 9 "There is a boy here who has five barley loaves and two fish. But what are they among so many people?" 10 Jesus said, "Make the people sit down." Now there was a great deal of grass in the place, so they sat down, about five thousand in all. 11 Then Jesus took the loaves, and when he had given thanks he distributed them to those who were seated; so also the fish, as much as they wanted. 12 When they were satisfied, he told his disciples, "Gather up the fragments left over, so that nothing may be lost." 13 So they gathered them up, and from the fragments of the five barley loaves, left by those who had eaten, they filled twelve baskets. 14 When the people saw the sign that he had done, they began to say, "This is indeed the prophet who is to come into the world."
Announcements and Upcoming Events
October 22 - Work morning at Whitewater Church 9am-12pm
October 23 - Kerry Sanger-Harvery (MCM) will be speaking, and sharing in a Kairos Blanket Exercise during Sunday School (Details below - all welcome!)
October 29 - Woodcutters at Camp Koinonia
November 2 - YFC Gala
November 4 - Soup & Pie Fall Concert at MCI - from 5-7pm and concert at 7:30pm (by donation)
November 8 - Devotions at Westview, Evergreen, and Cherry Creek Place volunteers needed
The Kairos Blanket Exercise is an interactive group experience designed to build understanding about our shared history as Indigenous and non-Indigenous peoples in Canada by walking through pre-contact, treaty-making, colonization and resistance. Everyone is actively involved to the extent they are able. The experience can be quite impactful and emotional, as connections are drawn between the historical dispossession of land and the present realities for many Indigenous communities. The hour will include a chance to reflect on the experience as time allows.
Youth For Christ Fundraising Gala Wednesday Nov 2, at the Victorian Inn Grand Salon, Tables of 8 Please contact Andy if you are interested in attending .
Camps with Meaning Celebration Fundraising Banquets. Let's celebrate this summer's camping ministry and raise money to send more kids to camp. Oct. 22, 5:30pm - Emmanuel Mennonite Church, Winkler. Oct. 23, 5:30pm - Douglas Mennonite Church. To reserve your free tickets or host a table, contact the camp office. [REDACTED_PHONE]
Creation Ministries International invites you to join guest speaker Gus Olsthoorn for discussions "If the Bible is True…" and "Noah's Flood: The Catastrophe that Changed the World" 7pm on Thursday, November 3rd, 2022 at the Boissevain Family Worship Centre.
Singin' in the Grain is delighted to invite you to a live choral concert. Attend in Winnipeg at Douglas Mennonite Church on October 29 or in Winkler at Emmanuel Mennonite Church on October 30. For more details, visit foodgrainsbank.ca/singing. | web | https://whitewatermc.ca/res/pub/Bulletins-2/Bulletin-22-10-16.pdf | 0.494534 | {
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History
Description
North Avondale and Avondale can trace their history back to the mid 1800's when large tracts of land were subdivided and wealthy merchants and manufacturers began to build large homes on spacious lots. The same expansion was happening in other areas outside of the City of Cincinnati creating the first suburbs such as Clifton, Mt. Auburn and Walnut Hills. Stephen Burton, a prominent Cincinnatian and ironworks owner, was one of these residents. He would become the first mayor of the Village of Avondale, which was incorporated in 1864.
As the neighborhood expanded northward into the late 1800's and the population increased, the demand for public services such as police and fire protection and public sewers increased as well. These issues were largely improved when in 1896, the City of Cincinnati, also in an effort to regain population and tax revenue that had left for the suburbs, annexed the Village of Avondale into the city.
Businessmen such as Andrew Erkenbrecher, Samuel Pogue, Frank Herschede, and Barney Kroger built homes on these winding streets around the turn of the century. Many of these residences were, at the time and continue to be, some of finest examples of residential architecture in Cincinnati including Italian Renaissance, English Medieval, Greek Revival and many other styles.
By 1890, the Village had spread nearly to the brow of the hill overlooking the Millcreek Valley. In 1892, it was announced that Robert Mitchell, president of the Mitchell Furniture Company, would build a milelong avenue that would open up a substantial tract of land for new homes at this north end of the village. Housing construction began around 1900. This original tract of land and the surrounding area became what makes up the majority of North Avondale today. default watermark
From the mid 1800's to the 1950's, North Avondale and (South) Avondale experienced many changes in the racial and religious makeup of its population. After World War II, many residents left Avondale to buy modern homes in the new suburbs. This started a trend of large, old homes being subdivided, often illegally, into low-rent apartments for the new residents. This was a primary cause for property values to fall in South Avondale.
In 1960, in an effort to thwart this same fate, a group of residents in North Avondale formed [NANA]—the North Avondale Neighborhood Association—to help fight "blockbusting" and other unscrupulous realtor practices of the day and to promote intra-community relations. This 20th century action helped to develop North Avondale into a racially and economically integrated, stable neighborhood.
May 4, 1961 Press Release to promote the First Annual Meeting:
"The Future of North Avondale" will be discussed at the first annual meeting NANA (North Avondale Neighborhoods Association) Tuesday, May 9 at 8 p.m. in North Avondale School.
The program will consist of a panel moderated by Charles Messer and election of officers.
Panel participants will be Father David McCarthy, Xavier University; George Redfern, assistant superintendent of public schools; and former Vice Mayor, Theodore M. Berry.
Arrangements for the meeting are being made by John Goldman, assisted by Dr. Murray Tieger and Wynn Newman.
Nominees presented by nominating committee are: Carl Gutman, Chairman; Dr. Louis Brown, First Vice Chairman; Robert Levy, Second Vice Chairman; Mrs. Riley Matthews, Secretary; A. Edgar Aub, Jr., Treasurer.
Date Created September 8, 2022 Author robinsensergmail-com | web | https://northavondalecincinnati.com/history?action=genpdf&id=405 | 0.503322 | {
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Q & A WITH JASON JORDAN
TWA members and others are talking to writer Sharon Babcock about enduring inspirations, life lessons, and perspectives from their experiences on the working waterfront.
This month's feature: Jason Jordan from the Port of Tacoma.
In his role as director of Environment and Planning Programs at the Port of Tacoma, Jason Jordan ensures that the port uses sustainable practices in its day-to-day activities regarding energy consumption,
storm water runoff, and the reduction of air emissions. Under his watch are projects to turn some spaces involved in the port's industrial growth into healthy spaces capable of supporting public access, human enjoyment and an adequate habitat for wildlife.
He and his team have led varied projects around Commencement Bay and the Puyallup River to turn degraded spaces into healthy habitats capable of supporting vibrant social and economic activities. One of those places, the recently created 30-acre habitat site known as Place of Circling Waters, now includes an inter-tidal salt marsh and emergent wetlands.
Q: What in your life prepared you for this work?
A: I grew up in Longview with a close connection to the Columbia River. That involved camping, boating, fishing for salmon, steelhead and sturgeon. I watched the vessels going up and down the river, looked into what they carried, and where they were from. From then on up through some of my high school years, I wrote stories about tugboat drivers, and I tried to get hired on as a spare hand on tugboats.
After high school I knew that academics were not my strength and thought that maybe if I was in the Coast Guard for their two-year program, a tugboat might hire me. Then the Coast Guard program changed from requiring two years to requiring four, and my grandpa said "If you will do it for 4fouryears, why don't you think of college?" To this day, I remain grateful for that push from him. I took a community college course with the professor treating students like adults--refreshing for me--and I began to enjoy the studies.
After achieving … a master's degree in Public Administration, I worked at a small environmental consulting firm in Vancouver, Washington -- the J.D. White Company— (where) I got a taste of what working in the public sector might be like. John White, the owner, was a great role model. He began calling me "junior" six months into the job and assigned me to land use planning for both the city and the Port of Vancouver.
Q: What brought you to the Puget Sound area?
A: My wife and I wanted to locate in the Seattle area, so I took positions first on Bainbridge Island and then in Renton, adding land use planning to what I had previously done. We lived in Ballard, and I watched the ships on Elliott Bay. Then I landed a planning and environmental position at the Port of Seattle. That showed me that I wanted to work in maritime commerce—something bigger than myself. The mission of ports is to create real economic value, and I liked that.
Q: What did you find as you entered this world of ports?
A: That environmental work is complex work that must show value, and support a port's mission: economic development. In addition, it must have an ecological gain or benefit, be strategic (well laid out and thoughtful), must bring together design, permitting, and available resources. It is not viewed as a revenue generator. The Port of Tacoma has allowed me and my team to do it correctly so that our work makes financial sense, creates economic benefit, and fits the port's mission.
Q: What is the impact on your work on the Seaport Alliance (a new collaboration) between the ports of Seattle and Tacoma?
A: My counterpart at the Port of Seattle and I have been included in the discussion about how work might come together in this new arrangement. Change is scary. The conversations have nudged me to take off my personal hat, my program hat, and even my Port of Tacoma hat. When I do that, the alliance makes such perfect sense.
Q: What have been your most important lessons learned?
A: The ones that are not tactical but about attitude and approach. I've learned to joke a bit and how to tackle a tough issue in a room when the parties are not agreeing. How to get to the root of an issue. My mentors were fun to be around, and I always learned a lot. Early on, one taught me not to chew gum when making a presentation. One taught me emotional intelligence, by example, and how to leverage that for the port. She modeled how to be twoto-three ahead of what was going on. We spent time to think about how to improve our strategies.
Q: What would you like the legacy of your work to be?
A: I would like to leave Commencement Bay in better shape than I found it. What is motivating to me is that our work is substantial and is meant to last for generations. Colleagues and I get energized to work hard for that. I like the fact that we are creating jobs with what we do, that our work can have a multiplier effect, from short-term construction jobs to building a wharf and that these are high-paying, family-wage jobs.
Q: Looking long term at Commencement Bay, what do you see for it?
A: I see a working waterfront that will continue to be just that and stakeholders throughout the city making sound decisions from both land use and environmental perspectives and that these can coexist and function at high levels. I believe we are moving in the right direction for the right reasons.
Q: What might the challenges be in the future?
A: We can't create more land along our waterfront, so we need to protect it for industrial, commercial, and residential uses. This will become a larger issue as the region continues to grow. It will continue to rain in the Pacific Northwest, so water quality and storm water regulations will affect all of us who are located on or use the bay. We have to balance the need to remove contamination with the resources required to do it. Land use and storm water issues will drive us in many directions for a long while. | web | http://tacomawaterfront.org/site/wp-content/uploads/2016/04/June-2015-Jason-Jordan.pdf | 0.489921 | {
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Potential Response Guide: Women and the vote
There is no single set of correct answers to the case study card placement activity in Civic Action, Then and Now. Many cards could comfortably fit in more than one category: the discussion and reasoning are more important than the answers.
However, here is one possible set of responses that may be helpful to teachers.
Participating as an individual
Working Together as a Group
| 1 | Create a group of local supporters The Manitoba Political Equality League was founded to promote equality and obtain the right to vote for women in the province. |
|---|---|
| 2 | Join with national organizations Local women’s groups worked with national organizations such as the Woman’s Christian Temperance Union to help further their cause. |
| 3 | Hold group activities Manitoba women held social events or “Pink Teas” in their homes so women could discuss issues related to the struggle for equality. |
Building Public Support
| 1 | Give public talks Nellie McClung, a novelist and activist, went on speaking tours to promote her writings and women’s voting rights. |
|---|---|
| 2 | Create a publication A monthly magazine, Freyja (which means “woman” in Icelandic), was published in Manitoba to educate readers about women’s rights. |
| 3 | Take part in public events The Manitoba Political Equality League set up a booth at the Winnipeg Stampede, where they handed out pamphlets in favour of women getting the vote. |
| 4 | Attract attention through advertising The Manitoba Political Equality League ordered 100 banners to hang on Winnipeg streetcars as rolling ads. |
| 5 | Use humour to get noticed Women staged a mock parliament with a humorous debate on whether men should have the vote. |
Working Through the Political System
| 1 | Speak to the legislature Leaders of various organizations gave inspiring speeches in the Legislative Assembly of Manitoba. |
| 2 | Get involved in election campaigns Women volunteered to help provincial electoral candidates who would, if elected, support women’s voting rights in the legislature. |
| 3 | Present a petition A petition with over 40,000 signatures was presented to the provincial premier to show there was political support for women’s voting rights. |
| 4 | Promote introduction of a bill Activists convinced Premier Norris to introduce a bill in the Manitoba legislature to extend the vote to women in the province. | | web | https://electionsanddemocracy.ca/system/files/2023-06/Civic_Action_ResponseG_Women.pdf | 0.48761 | {
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