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By Dr. Linda Hancock
ABOUT THE AUTHOR
Dr. Hancock has written a regular weekly column entitled "All Psyched Up" for newspapers in two Canadian provinces for more than a dozen years. Over the years, her readers and clients have said that they have benefited from her commonsense solutions, wisdom, and sense of humour. Dr. Linda Hancock, the author of "Life is An Adventure…every step of the way" and "Open for Business Success" is a Registered Psychologist who has a private practice in Medicine Hat. She can be reached at [REDACTED_PHONE] or through email [REDACTED_EMAIL]
Published
February 18th, 2013
Winter is a lot of work!
Hats and gloves, scarves, boots and jackets have to be donned before one can even leave the house. Vehicles must be serviced with winter tires and safety kits. There is snow to shovel and treacherous roads have to be carefully navigated. Extra time must be allotted for travel. Sporting equipment designed for the weather conditions must be properly prepared before it can be used.
But then spring arrives and there is a new freedom that comes with it. One can head outside without adding extra layers of clothing and just keep on walking. We arrive at our destination in a short period of time without worry about being delayed by weather conditions. Outdoor activities seem so much simpler. We can sit outside for hours, toss a frisbee or just watch a ballgame without fear of frostbite.
Spring also surrounds us with new life. Baby birds chirp from their nests and flower buds are coaxed open by the warm sun. A gentle rain washes away the dust from yesterday. Everything seems bright and cheerful and new. We have a song in our hearts and a smile on our lips.
Life can be a lot like the seasons. There are times, like winter, that are more difficult - when you feel like everything takes so much effort. You are sad and wish that there were sunnier days and fewer obstacles that block the path. Getting to where you want to be takes more time than you had hoped and it is sometimes even difficult to see the destination. Often you feel snowed in, or fogged in or lost.
There don't seem to be many people around to help find the way and that leads to feelings of discouragement and fatigue. Life seems hard and cold and bleak. Survival! One foot in front of another - sometimes not even knowing how we did that much - or will be able to continue.
And then, just when you are ready to give up - spring arrives! The sun shines brightly again for long hours at a time. A warm breeze replaces the cold winter winds. One foot in front of the other becomes long, peaceful walks while enjoying all that surrounds us. We hear the song of the birds and feel the song in our own heart that begins to form again. There is new life to replace the things that were dead and buried in the winter of life.
Don't forget the winter for it has reminded us that we are strong and that we will become stronger and wiser each time it is here! But we can now focus on the freedom that the spring offers.
Spring always follows winter and you can count on good times to follow winter times if you are patient. No matter how difficult things seem to be, if you will just want with expectation, you will soon find that things will get better than they have been.
Take heart - for spring is just around the corner! | web | https://cdn.shopify.com/s/files/1/0413/6199/7984/files/The_Freedom_of_Spring.pdf?v=1594583467 | 0.493873 | {
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YEAR 3 WEEK COMMENCING 2/11/20
Maths
English Unit
This week we will be looking at the following objectives:
- To add and subtract 2 and 3 digit numbers not crossing 100. Reasoning focus.
- To add two and three digit numbers crossing 100.
- To subtract a two digit number from a three digit number crossing 100.
We will be starting a non-ficiton unit. Following on from Paddington Bear, this will be all about London. The children will be learning all about the landmarks in London and writing their own tour guide for Paddington. This week we will be working on the following objectives:
- To identify some London landmarks, make links and record simple facts.
- To read short bursts of information and recall key facts.
- To identify patterns when adding and subtracting a two and three digit number.
- To use point and evidence to sort statements into true and false.
- To respond orally and in writing to retrieval questions.
On Monday afternoon we will have PE, therefore the children need to come to school dressed in their PE kits. Please note that we will always aim to do PE outside where possible.
In Science we will looking at shadows, identifying that shadows are formed when the light from a light source is blocked by an opaque object. We will be investigating the shadows that are created when shining a torch on different materials.
In PSHE we will be looking at different scenarios and how our feelings could influence the way we react. We will be looking at who can help us with our feelings and emotions in different situations.
On Wednesday afternoon the children will be looking at locating landmarks in London using a variety of maps and on Thursday afternoon they will be completing a variety of activities linked to Bonfire night.
Spelling: Making singular nouns plural.
Extras
A supply teacher, who is also called Mrs Green, will be teaching the class on Wednesday.
My PPA will be on Thursday afternoon.
Maths, grammar and spelling activities have been set on Active Learn. | web | http://www.coateslane.lancs.sch.uk/wp-content/uploads/2020/11/Year-3.pdf | 0.483644 | {
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Characteristics of a Leader
We all know the type -- the natural leader. If we don't have "it" naturally, can we learn "it"? The answer is yes! Although it helps to have a personality that naturally embodies leadership characteristics, a person who wants to be a leader can develop them. The first step is to understand what makes a leader and begin to adopt some of the key
characteristics of a leader. The following is a list that was created by residents of Santa Ana at an Empowerment Zone event. See how you do with these "top twenty" leadership characteristics, and then look for areas that you may want to improve.
TOP FOUR THINGS EVERY COMMUNITY LEADER NEEDS:
1. To Be Deeply Invested In The Community
2. Vision
3. Good Communication Skills
4. Availability (You need time to do a good job!)
KEY CHARACTERISTICS
Goal Oriented – Believes in Missions
Accountable
Entrepreneurial Spirit
Diplomatic
Thick Skinned
ABILITIES
Is A Good Listener
Ability to Prioritize
Ability To Make Decisions
Ability to Multi-Task
RELATIONSHIP TO COMMUNITY
Represents Community Is Credible in Community Has Visibility in Community Has Good Community Links
EXPERIENCE
Leadership Experience
Experience of Being on a Board or in a Business.
Experience in Team Building
Plus a WINNING ATTITUDE!!!!
What does this mean? See how many "CAN DO'S" do you tend to have! | web | https://www.santacruzneighbors.com/wp-content/uploads/2019/02/tooltip6.pdf | 0.45431 | {
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Preparation for Session 3: Explore and research
(you may photocopy this page or download it from www.rscm.com/IMiW)
The empty church
What is the church building like when it has no congregation present?
What draws your eye and attracts your attention?
What does this say about worship and what is important to worshippers?
The church during regular worship
Worship through the eyes of visitors
What draws your eye and attracts your attention first now?
What kind of atmosphere is being created?
What part does music play in this?
What might attract their attention when the church is empty?
What might attract their attention when worship is in progress?
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Overview of the 1989 Eldorado National Forest Land Management Plan
The Eldorado's original 1989 plan had 6 major emphasis zones and 30 management areas. There have been more than 13 amendments to the plan over the years, the most significant being the 2004 Sierra Nevada Forest Plan Amendment (SNFPA). This plan is now more than 25 years old. Economic, social, and ecological conditions have changed; new laws, regulations and policies are in place; and new information based on monitoring and scientific research is available. Forest Plan Revision will be starting soon under the 2012 Planning Rule. The 1989 plan and amendments can be found on the forest website.
Major Emphasis Zones
Zone 1 – Designated (orange): Lands set aside by legal or official designation.
Zone 2 – High Country (yellow): Lands that are largely undeveloped, and in some cases, unroaded.
Zone 3 – Developed (red): Lands that are managed to emphasize several kinds of developed uses.
Zone 4 – Wildlife (brown): Lands managed to maintain viable populations of spotted owls and goshawks.
Zone 5 – General Forest (green): Lands that are most favorable for growth and harvest of commercial conifer species.
Zone 6 – Streamside Management (blue): Lands that border lakes and streams.
Forest
Service
www.fs.usda.gov/eldorado USDA is an equal opportunity provider and employer.
Emphasis Zone Management Area
Zone 1
1 – Wilderness-Desolation Wilderness, Mokelumne Wilderness, Caples Creek Recommended Wilderness
Eldorado National Forest website: www.fs.usda.gov/eldorado
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How many back vowels are there in English? Indicate their tongue position.
3. What makes human language different from animal communication?
4. Write notes on the following:
(i) Front vowel
(ii) Nasal
5. What is secondary stress? Write a note on it.
OR
Mark the primary stress on the following words:
Bamboo, Desert, Postman, Actor, Tiger,
Half, Calf, Figure.
Section-B
(Short Answer Type Questions)
Note: Attempt any one question out of NS-3400(CV-II)/2
the following three questions. Each question carries 20 marks. Short answer is required not exceeding 200 words.
6. Explain in detail the merits and demerits of non-verbal communication.
OR
Write a note on preparing Bibliography.
7. What is the step by step approach of note making? How does it facilitate understanding?
OR
Enlist the advantages and disadvantages of verbal communication.
8. Write a note on air-stream mechanism.
OR
Write a note on stress and intonation.
Section-C
(Long Answer Type Questions)
Note: Attempt any two questions out of
9. What is the theme of Anton P. Chekov's short story 'The Lament'?
10. Write the character sketch of Chandu in Mulk Raj Anand's 'The Barber's Trade Union'.
11. What is the narrator's opinion of the characters and their actions in the story 'Gift of the Magi' by O'Henry. Use details from the story to support your answer.
12. What are the motifs in the Rocking Horse Winner by D.H. Lawrence?
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Show and Tell Ideas
Maria Regina College
Naxxar Primary School
What to consider during Show and Tell
* Show and tell allows a child to share what is most important to him with his entire class.
* The aim is to choose something that interests the child and allows the child to tell his/ her classmates about it.
* The age and developmental level of the children should be taken into consideration.
Ideas for Show and Tell
* Pets and animals can be good subjects for Show and Tell.
* If a child learns about certain animals at the animal park/ bird park/ petting farm, s/he may take pictures to show his class.
* If the child got a new pet, s/he may take in a lead, pet toy, or even the pet's food dish to show to his/her classmates.
* Something as simple as a favourite book can make a good subject.
* A favourite toy can be used in a Show and Tell session.
* A present/ card given by a special member of the family can be a good idea.
* A child's artwork may be shared during show and tell.
* A model/ something the child worked on at home – maybe during Christmas, the crib, during Carnival – a carnival float/ mask/ puppet etc.
* Many children enjoy sharing holidays abroad or family outing memories.
* They may also want to share things like souvenirs and guidebooks for the holiday destination.
* A child may return to school with a photo album filled with pictures of places he visited.
* These kind of ideas are good for educating the whole class about places far away, without actually travelling there.
Maria Regina College - Literacy Team
* A child may want to speak about his/her family members and show a photo album/ some photos.
* A child can bring his/her favourite battery-operated toy such as a doll/ robot/ car/ aeroplane/ helicopter/ motor cycle etc. and explain how it works to his peers. (No weapons please).
* A child may decide to speak about his favourite hobby – sports, martial arts, camping, scouts, music etc.
* S/he may share experiences while doing his/her favourite hobby and show photos to his/her peers.
* Videos of children while they are actively engaged doing various activities could also be a good idea for Show and Tell:
Building blocks
Doing jig-saw puzzles
Painting a picture
Mixing ingredients while cooking
A Science Experiment
* When preparing a 'Show and tell' session, a power point presentation may be done with the child to speak about the chosen topic.
* The power point helps the children structure their ideas.
* It helps them follow a sequence.
* It enhances their public speaking and presentation skills which are important in their future life.
Parental/ Guardian involvement during Show and tell
* When the child practices 'Show and tell' at home in front of family members/ guardians, s/he will be more confident when facing an audience.
* This helps to reinforce good speaking habits.
* These include keeping eye contact with the audience while you talk and speaking loud enough to be heard by all who are listening. (voice projection)
* Family members/ guardians can ask questions to the child during 'Show and Tell' rehearsal at home, pretending to be in class in front of the child's friends.
* Family members/ guardians may choose to give the teacher a set of prepared questions to guide the child during Show and Tell. | web | http://mrc.naxxar.skola.edu.mt/wp-content/uploads/2016/11/Kindergarten-Show-and-Tell-Ideas.pdf | 0.483524 | {
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Today's Paper » FEATURES » METRO PLUS
Published: September 27, 2012 00:00 IST | Updated: September 27, 2012 04:54 IST
One for the world
SAMVITHA RAM
Giving back is 'in' as more and more youngsters are jumping into the social change bandwagon. SAMVITHA RAM
A new time has come in Chennai; the time to make a difference. Instead of focusing solely on their own lives and spending their time with friends, more youngsters are going out to create an impact on the world.
For society
Nowadays, with every other child in one social group or another, many wonder when this happened. The trend started in early 2006, when "environmentalism" and global warming were topics discussed quite often on the news. Organisations and companies started becoming aware of the issue and many schools in Chennai began environmentrelated projects. Today, almost every private school in Chennai has at least one service-oriented club, with the Interact Club being the most popular.
Over the past five years, individual students and teenagers have been inspired to volunteer their time and services to NGOs and social organisations in Chennai or start their own initiatives to stand up for causes they believe in. These range from environment issues to social change for women, to education and literacy. The most popular "theme" this year has been pets and care for animals. The Chennai Adoption Drive is a prime example. The organisers describe themselves as a "family of passionate humans dedicated to increasing public awareness of Indian Strays we come across daily on the streets, being abused, hurt and tormented for the sole reason of being 'strays'." (Their next drive is on Sept. 30, near Park Sheraton Hotel.) Needless to say, wherever these youngsters go, they are keen on making a difference.
People may be quick to say that this is just a passing fancy for youngsters; a fashionable trend that will go as suddenly as it came. But looking at the passion some youngsters have invested in these projects, it seems that, for once, a trend is here to stay. "If they (students) are just involved in community clubs in their school, then it's natural for them to just spend a year or two on it. After all, they can only do it while they are in school," says Kanika P., a Std XI student. However, many other students (and teachers) feel that these initiatives being encouraged in school lead the student to discover their interest in other volunteering activities.
Get started
Interested, but not sure how to get started? No worries! There are a range of organisations that take on youth volunteers. Says Pranathi R., "I volunteer with the Blue Cross, helping to feed and care for the animals." So do many other youngsters her age.
Scared of animals? Try working with the Spastics Society, which has volunteers from all over the world. Similarly, the Banyan, an organisation that provides "rescue, treatment, rehabilitation and reintegration for homeless women with mental health issues", is another place to share your love and goodwill.
Still unsure of where your talents lie? Sign up with the Chennai Volunteers that aims to reach out to different sections and age-groups and match them with the organisation or project where their talents are most needed.
Roll up your sleeves, get out there, and start changing the world, one step at a time!
It's hard for us to live without our iPods… but some people in the world are living without sound altogether. We need to start giving back. -
POOJA REDDY, Std XII student and volunteer at the Clarke School for the Deaf
More In: METRO PLUS | FEATURES
Printable v ersion | Nov 21 , 2012 1 0:22:11 PM | http://www.thehindu.com/today s-paper/tp-features/tp-metroplus/one-for-the-world/article3940278.ece | web | http://thebanyan.org/html/articles_pdf/2012/one%20fo%20the%20world.pdf | 0.49041 | {
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ANTI-REFLUX DIET
Description
The anti-reflux diet is similar to the bland diet in that caffeine, alcohol, and strongly spiced foods are avoided. Because fat causes an imbalance in sphincter pressure, fried and high fat foods are eliminated. Also eliminated are foods which are directly irritating to the esophagus, such as citrus juice, tomato juice and caffeine drinks. This diet should be high in protein as this stimulates the secretion of gastrin resulting in elevated sphincter pressure. Gaseous forming vegetables such as dried beans, cauliflower, broccoli and cabbage are eliminated if not tolerated.
General Guidelines
- Small, frequent feedings should be taken. Meals should be dry with fluids taken one hour before or after the meal.
- An upright position should be maintained for one hour after eating.
- The last meal of the day should be taken two to four hours before bedtime.
- Don’t wear tight clothing around your abdomen.
- Avoid straining, weight lifting, prolonged bending, constipation.
- Elevate the head of your bed 6 inches (use a bed wedge from any surgical supply store).
- Weight loss is encouraged in overweight patients to minimize increased pressure within the stomach.
- Smoking adversely affects the sphincter pressure and encourages reflux.
Indications for Use
The anti-reflux diet is indicated for patients who have symptoms of esophageal reflux (also referred to as heartburn). This is the regurgitation or backing up of gastric juices from the stomach into the esophagus. The opening between the esophagus and the stomach is the lower esophageal sphincter. The goal of the anti-reflux diet is to maintain a balance in pressure between the sphincter and the stomach.
Nutritional Adequacy
The anti-reflux diet is adequate in all nutrients listed in the RDA when planned to include the recommended servings from the four food groups. Due to individual tolerance, diet may be inadequate in Vitamin C.
**Meal Plan**
**Between Meal Nourishments**
| Time | Food Items |
|--------|-----------------------------|
| 10:00 AM | Cottage cheese, fruit |
| 3:00 PM | Cheese, crackers |
| 8:00 PM | Sandwich, fruit | | web | https://www.montereygi.com/storage/app/media/anti-reflux20diet.pdf | 0.429011 | {
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WELCOME TO SEMIAHMOO!!
GRADE 7 PRESENTATION FOR SEPTEMBER 2024
A WORD ABOUT OUR NAME
• In 2021/2022, Semiahmoo Secondary changed its mascot to the Thunderbird.
• We are no longer the Totems
• This renaming was done with our local Semiahmoo First Nation, and better reflects their history and culture here on the peninsula.
• Out of respect for the band, we no longer shorten the name Semiahmoo to Semi. Using the unabbreviated word shows respect to the peoples that have allowed us to use their name.
• GO SEMIAHMOO THUNDERBIRDS!!!!
BEST THINGS ABOUT SEMIAHMOO ~ A CHANGE FROM ELEMENTARY SCHOOL
• Multiple classes/multiple teachers
• 1500 plus students
• More Clubs and Teams
• Cafeteria
• 3 gyms/multiple fields/weight room
• Youth Room
• Semester system
EXPLORE SOME NEW OPTIONS
• For next year, you will choose between two pathways for your classes:
• **Band Pathway** - Taking Band, choose this option! Your other elective will be an Explorations Elective.
or
• **No Band Pathway** - General Explorations ~ choose this option if you are not taking band. (If you don’t take Band, you will take the Fine Arts Rotation instead)
OPTION ONE: BAND PATHWAY
Choose this option on the Microsoft Form sent to your parents if you would like Band in grade 8 (you should have taken it in grade 7 if you choose this option).
Note: If you don't take Band in grade 8, you will not be able to choose it in grade 9.
Must take Concert Band to be considered for Jazz Band and Jazz Band runs after school.
OPTION TWO: GENERAL EXPLORATIONS PATHWAY
Choose this option on the Microsoft Form sent to your parents if you did not pick the Band Pathway. (Concert Band)
MAKE YOUR TIME AT SEMIAHMOO GREAT
GET INVOLVED!
• **Clubs** ~ Take your pick, there are so many at Semiahmoo!
• **Teams** ~ play volleyball, basketball, soccer, ultimate, rugby, badminton, join track and field etc.
• Volunteer and Leadership Opportunities
YOUTH ROOM
• Open at lunch for drop in activities
• Full time Youth Care Worker
• Hang out and play foosball, air hockey and video games
HAVE FUN!!!
- Spirit days
- Hoe down
- Grade 8 week
- Pancake breakfast
- Pep rallies
- Christmas breakfast
MAKE NEW FRIENDS
• Meet new people from many different elementary schools
• Grow lifelong friendships!!
• Join the Semiahmoo community
• Meet others through TEAMS and CLUBS
Semiahmoo Grade 7 Day:
- In late April and Early May, your teachers will be bringing you to visit Semiahmoo Secondary.
- You will get a tour of the school, and get to play games with our Leadership students.
- There will be a separate Parent Night on April 30th at night, so parents do not attend Grade 7 Day.
MOST IMPORTANTLY: HAVE BALANCE!
• Spend time with friends, family, team and classmates
• Get outside! Be active!
• Regulate your screen time
• Homework is important, but down time and fun is just as important. Spend time on both.
• If finding balance is difficult, or you feel stressed, talk to a trusted adult, or your counsellor—do this earlier rather than later. We are here for you.
A VIDEO TOUR OF SEMI – MADE BY GRADE 7 TEACHERS FROM BAYRIDGE ELEMENTARY (15 MIN)
1) What does the year look like?
• You will have four courses at a time, for 5 months each:
• Semester 1 = September, October, November, December, January
• Semester 2 = February, March, April, May, June
2) What does the daily schedule look like?
• You will have two classes in the morning with a short break in between, then lunch time, then another two classes in the afternoon with a break. After 5 months you will switch to four new classes, (Semester 2). You will have a total of 8 classes in Grade 8.
3) What about lunch time?
• You will have a 40 minute lunch time in the middle of the day. You should bring your own lunch, or you can buy your lunch from the cafeteria. Normally you can eat in the caf, on the floor by your locker, The Youth Room, or at a bench in the halls with your friends.
4) Can I go home for lunch?
• Yes, you can go home. Please be sure to be back in time for your afternoon class.
5) Is there anything to do at lunch besides eat?
• Clubs and sports activities often occur during lunchtime. Or, you can socialize and have fun with friends.
6) What if I can't find my classrooms?
• DON'T WORRY! Just find a teacher or adult and they will show you where to go. It will take you a few days to find out where everything is, but then you'll be a pro!
7) Will I get a locker?
• Yes, you will be able to sign up for a locker online in late August/early September.
8) What else do I need?
• If you are in PE, you need to bring a change of clothes, deodorant, runners and a lock etc. This is very important!
• You should have a binder separated into four sections (or four separate binders), with lots of lined paper. Pens, pencils, erasers, and a calculator if you have Math. If your teacher wants you to have specific items, they will let you know.
A very warm welcome to our grads of 2029!! We can't wait to see you!! | web | https://media.surreyschools.ca/media/Default/frf/9635/Grade%207%20Course%20Selection%20Presentation%202024%202025.pdf | 0.516582 | {
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Andrew Wyeth
The Artist
Andrew Wyeth
Born Chadds Ford, Pennsylvania 1917; died Chadds Ford, Pennsylvania 2009 Andrew was in poor health as a child and was homeschooled by his father, Newell Convers Wyeth, and tutors. At age 15, Wyeth began to train in his father's art studio who was a famous illustrator. At the age of 20, he had his first one-man show at Macbeth Gallery in New York, which sold out in two days. After this show, Saturday Evening Post offered him occasional jobs painting covers for the magazine, however he declined because he wanted to be a more independent artist. For twenty years, Wyeth painted a farm owned by Karl and Anna Kuerlner, he was also used Christina Olson as a model until her death in 1969. She is featured in his best known piece, Christina's World, where he witnessed her out in the fields calmly pulling herself back to the farm house she and her brother inhabited. He was awarded the National Medal of Arts in 2007 and the Congressional Gold Medal in 1988. Wyeth was the first artist to receive the Presidential Medal of Freedom in 1963.
Art Movement
American Realism
This style of art depicted contemporary social realities and the lives and everyday activities of ordinary people. American realist works attempted to define what was real to the artist.
The Artwork
Christina's World
The woman crawling through the tawny grass was the artist's neighbor in Maine, who, crippled by polio. Wyeth commented about the woman as being, "limited physically but by no means spiritually." He later explained that, "the challenge to me was to do justice to her extraordinary conquest of a life which most people would consider hopeless." He recorded the arid landscape, rural house, and shacks with great detail, painting minute blades of grass, individual strands of hair, and nuances of light and shadow. In this style of painting, known as magic realism, everyday scenes are imbued with poetic mystery.
Christina's World, 1948
tempera on panel, 32 ¼ x 47 ¾
Museum of Modern Art, New York
Discussion Suggestions
Discuss the Painting:
* What kind of a mood does this painting create? Why?
* What makes you notice the woman in this painting? Why does her dress seem to stand out from the grass?
* Where do you see different textures? How did Wyeth make them look different from one another?
* What geometric shapes can you find in this painting?
* Where is the negative space in this painting? Why is it important?
* How does Wyeth lead our eyes through the painting?
Activity Idea
First Snow:
* Consider drawing a scene with subjects like those in Wyeth's paintings (old shed in barren field, seashell by a rock at the beach, wild bird perched on a leafless branch, fencepost with dried weeds around the base)
* Sketch a simple outdoors scene on a sheet of white watercolor paper or heavy drawing paper. Sketch the scene very lightly with pencil
* Next place the drawing on newspapers. Dip the old toothbrush into the rubber cement. Then drag a thumb across the bristles, splattering until the sheet of paper is covered with tiny droplets and dots of glue. Let the glue drops dry completely on the paper.
* After the watercolor painting is finished and completely dry, rub away the spots of rubber cement glue with fingers. A perfect white dot of "un-painted paper" will be left beneath each dot of dry glue. When all the glue drops are rubbed away, the watercolor painting will be filled with the appearance of a sparkling white flurry of fresh falling snow.
* Paint a picture on top of the dry glue drops. Paint using rich autumn tones, like Wyeth (tans/browns, blacks/golds, gray skies/storm clouds, orange leaves, dark green pine trees)
Materials Needed:
* Jar of rubber cement glue
* White watercolor paper/heavy white drawing paper
* Pencil & Eraser
Old Tooth Brush
*
* Watercolor paints & brushes
* Newspaper covered work area | web | https://www.peoriariverfrontmuseum.org/system/resources/W1siZiIsIjIwMjAvMDcvMjIvMTFfMTBfMThfNzEyX0FuZHJld19XeWV0aC5wZGYiXV0/Andrew%20Wyeth.pdf | 0.495726 | {
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eastern small-footed bat Myotis leibii
Kingdom: Animalia
Division/Phylum: Chordata
Class: Mammalia
Order: Chiroptera
Family: Vespertilionidae
ILLINOIS STATUS threatened, native
FEATURES
The eastern small-footed bat has black fur that appears to form a facial mask around the eyes. The ears are black and relatively short. The hair on the dorsal side of the bat is bicolored, light or golden at the tip and darker below. The wings are dark brown to black. The calcar is keeled. This species has very tiny feet. The total length of the head and tail is 2.8-3.4 inches.
BEHAVIORS
This species was first found in Illinois in about 1990. It prefers dry, upland areas with rocks and caves. It has been seen roosting on the ground under rocks. These bats seem to feed near trees in upland areas and may also hunt near water. They eat insects and spiders and may glean these prey items from trees and other objects as well as capturing insects in flight. This species hibernates in winter. It is one of the last species in Illinois to begin hibernation (OctoberNovember) and one of the earliest to become active in spring (March). Hibernation occurs in caves and abandoned mines. Mating takes place in the fall with fertilization delayed until spring. Usually one young per female is born and raised per year.
HABITATS
Aquatic Habitats rivers and streams
Woodland Habitats upland deciduous forest
Prairie and Edge Habitats none
© Illinois Department of Natural Resources. 2020. Biodiversity of Illinois. | web | https://dnr.illinois.gov/content/dam/soi/en/web/dnr/education/cdindex/easternsmallfootedbatapdf.pdf | 0.428863 | {
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30 Ideas for the First Anniversary
1. Take flowers to the grave site, memorial site, or other place where you go to remember your loved one.
2. Look at old photos and home videos. Do this alone and have a good cry or reminisce over photo albums with family and friends.
3. Turn digital photos into a photo album on Shutterfly or Snapfish.
4. Donate a few of your loved ones old belongings to a shelter or other charity. If you don't want to give away any of their things, just make a charitable donation in their name.
5. Volunteer with a charity or cause close to your loved one's heart.
6. Plan a memorial service or candle light vigil.
7. Reach out to someone else grieving the loss via letter, card, phone call, or e-mail.
8. Host a dinner party and invite those who knew your loved ones best.
9. Cook your loved one's favorite dish, use one of their recipes to prepare a meal, or host a pot luck and ask people to bring a dish your loved one liked.
10. Light a candle in honor of your loved one.
11. Visit or spend time in a place where you feel close to your loved one.
12. Take the trip you had been planning or dreaming about.
13. Read old notes, letters, or e-mails from your loved one.
14. Treat yourself to a massage.
15. Distract yourself by getting together with friends, going to the movies, or taking a short trip.
16. Watch your loved one's favorite movie.
17. Make a mix CD of music that reminds you of your loved one.
18. Create a new ritual to celebrate the life of your loved one. Choose a ritual that can be repeated in the years to come.
19. Do something your loved one would have enjoyed.
20. Build a memorial with portraits, personal items, and objects that remind you of your loved one.
21. Spend time journaling about your loved one.
22. Make a toast or say a prayer or blessing in their honor.
23. Plant a tree in your loved one's name.
24. Establish a scholarship in their name.
25. Celebrate the strengths you have developed as a result of your loved one's death.
26. Search for joy and feel gratitude.
27. Make a keepsake box of things that remind you of your loved one.
28. Finish a project your loved one was working on.
29. Continue to work towards a cause your loved one was involved with.
30. Tell a story about your loved one to a stranger.
(Resource: http://www.whatsyourgrief.com/dealing-with-the-anniversary-of-a-lovedones-death/) | web | https://www.grievewell.com/wp-content/uploads/2022/05/30-ideas-for-1st-anniversary.pdf | 0.483196 | {
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Purple Pinkie for Polio
Polio has no cure. It is a crippling and potentially fatal disease, and children under the age of five are at the greatest risk. While there is no cure, there is prevention. For as little as $1.00, a child can be protected against this crippling disease for life. The purpose of Purple Pinkie for Polio Day is to twofold: to raise the funds needed to finish the job of eradicating polio, and to raise awareness about the seriousness of this disease, and how we can prevent it. Polio has been eradicated in all but two countries. If polio isn't eradicated, the world will continue to live under the threat of this crippling disease.
When a child is vaccinated in poorer countries, the vaccinator paints indelible purple ink on to the little finger (pinkie) nail of the left hand. Before giving a vaccine, this finger is checked to see if that child was recently vaccinated. If the finger is not purple then they can have the vaccine
The Purple Pinkie Day Campaign will be divided into two parts, the Street Appeal and the Purple Pinkie in school.
The Purple Pinkie Street Appeal on or about 24 October 2017 will have Rotarians gather outside Shops around the Blue Mountains, providing information and collecting donations
Purple Pinkie in School will see Rotarians visiting schools to educate children about polio and supporting a gold coin donation day combined with a purple mufti day.
This Purple Pinkie Day comes at an important time in the fight to eradicate polio, which would be only the second human disease to be eradicated, after smallpox. Currently there are only three polio endemic countries: Nigeria, Pakistan and Afghanistan. In 1988, when Rotary and its partners committed to eradicating the disease, polio paralysed more than 350,000 children per year in 125 countries – or, more than 1,000 per day. Since that time, the number of polio cases has been reduced by 99.9%, with only 11 cases in two countries (Pakistan and Afghanistan) to date in 2017.
Rotary has contributed more than US$1.4 billion to ending polio. Funds contributed to Rotary are tripled thanks to a 2:1 match by the Bill & Melinda Gates Foundation.
Rotary is joined in the fight to end polio by its partners in the Global Polio Eradication Initiative, a public-private partnership that also includes the World Health Organization, the U.S. Centres for Disease Control and Prevention, UNICEF, and the Bill & Melinda Gates Foundation. | web | https://clubrunner.blob.core.windows.net/00000010328/en-au/files/homepage/purple-pinki-for-polio/Purple-Pinkie-for-Polio.pdf | 0.440841 | {
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Prolific came into service for youth voyages with Ocean Youth Trust South in April 2017.
Prolific is a stunning vessel with real beauty and genuine character. She was built in 2005, as a tribute to the herring-fishing vessels in operation along the Norwegian coast during the 19th century.
She is a successor to the original Prolific, built in 1891 as a Grimsby sailing trawler. In 1898 she was sold to Sweden and spent the next half-century fishing in the North Sea. At the end of the second world war she was sold to Estonian refugees not wanting to be repatriated to Russia, and undertook a harrowing voyage across the Atlantic with 69 men and women and at least 10 children on board, eventually arriving in North Carolina.
Her crew had no papers and the story goes that they pleaded for one night's rest on board before being interviewed and possibly turned away. That night, Prolific sank in Wilmington Bay - people can speculate as to the cause but it did mean that the Americans had no choice but to let them stay! The crew were then taken to Ellis Island to be processed as immigrants.
"
" Being on this boat is probably the happiest I've been in months. I love how every activity we do on the boat is made into something fun.
Photo credit: Gregg Cashmore Photography
After working in Sweden and Norway for ten years, Prolific was bought by Ocean Youth Trust South in summer 2015.
She was then given a major refit to bring the vessel and her equipment up to date and to adapt her to OYT South's requirements for voyages with young people.
The current Prolific is a hybrid of historic design and modern-day construction. She is 32 metres long overall and generally sails with up to 12 young people plus eight adult staff and volunteers.
hybrid of historic design and modern-day construction
On deck, Prolific is a ketch, with a rig designed so that young people of different ages and with a wide range of abilities can safely take part in every aspect of sail handling and seamanship.
She has a spacious navigation area where young people can be actively involved both with traditional chartwork and modern electronic navigation.
Below deck, she has comfortable accommodation; a galley area where young people help to cook meals for the whole crew; and a huge saloon area. The saloon has a table big enough to seat the whole crew for meals, games, briefings and voyage planning.
OYT South is thrilled to have been able to bring this unique boat to the UK, where she can play a major part for many years to come in helping young people to develop the skills to succeed in life.
Ocean Youth Trust South•www.oytsouth.org
8 North Meadow, Weevil Lane, Gosport, Hampshire PO12 1BP • Company No. 3898084 • Charity No. 1079959
* [REDACTED_EMAIL] • 02392 602278 " " It's a great experience, absolutely amazing! I enjoyed it because it was really fun being on a big boat. adam, 13 | web | http://www.oytsouth.org/pdfs/Prolific.pdf | 0.434291 | {
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Online home learning guidelines for pupils – September 2020
Pupils – you will be using the online platform more often in the future to access homework set by your teachers or for online lessons should your year group bubble have to close or if we have a national lockdown in the future due to the COVID-19 pandemic. Therefore, we ask that you read and fully understand the following guidelines to ensure that you stay safe and keep others safe too.
I want to stay safe online and I know that anything I do on the computer, phone, tablet or internet may be seen by someone else. I will:
- Only open pages which my parent, carer or teacher has said are okay
- Talk to my parent, carer or teacher before using anything on the internet that I am unsure about
- Tell my parent, carer or teacher if anything makes me feel scared or uncomfortable
- Make sure all the messages I send and comments I leave are polite and positive
- Tell my parent, carer or teacher if I get a nasty message or something makes me feel uncomfortable, and I will not reply
- Not give my phone number or address to anyone online.
- Not tell people about myself online (I will not tell them my name, anything about where I live or where I go to school, names of clubs I attend)
- Not upload photographs of myself onto the computer or internet without my parent or carer's permission
- keep any passwords I have private
- Only speak to people I know online and on the phone.
- Never agree to share photos, phone, video call or meet a stranger.
- Always make sure my parent/carer knows who I am talking to or messaging.
Microsoft Office 365:
- When using Microsoft Office, the teacher may let pupils comment, or they may have turned comments off.
- If you are allowed to comment you must remember our learning on online behaviour - you are polite and positive and comments should be related to your learning.
- Remember - teachers can see exactly who posts what on Office 365.
- If your teacher wants you to create a post, for example taking a picture of your Home Learning Project, they will enable you to create posts for that time.
- If you are posting photos of your learning, please remember to do so safely – remember to always check with your parent/carer before uploading a photo, and try to make sure your photo is of the learning, not the pupil.
- All pupils must be suitably dressed and in a suitable location.
UNACCEPTABLE USE - Examples of unacceptable use include, but are not limited to:
- Creating or sending any messages or comments that might upset other people.
- Using another person's username and password e.g. to access a device or website.
- Looking at, or changing work that belongs to other people without their permission.
- Wasting time or resources on school computers.
- Sharing pictures or making video calls without checking with your parent/carer. | web | https://st-edwards.newham.sch.uk/assets/Documents/Attachments/Children-Protocol.pdf | 0.440157 | {
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Tis image is from the collection of
Edward Hopper (American, 1882-1967)
New York Restaurant,
1922
Edward Hopper (American, 1882-1967)
Oil on canvas, c. 1922 Hackley Picture Fund purchase, 1936.12
New York Restaurant
Edward Hopper studied under Robert Henri and Kenneth Hayes Miller at the New York School of Art from 1900 to 1906 and also had some contact with William Merritt Chase. He made three trips to Europe, but did not enroll for formal study. Hopper was included in the 1913 Armory Show but afer the exhibit he abandoned painting for the next decade, making a living as a commercial artist and refining his art through etchings and watercolors.
In the early 1920s a watercolor, Te Mansard Roof, was exhibited and purchased by the Brooklyn Art Museum. It laid out what would become the hallmarks of Hopper's work: a precise sense of location; clear, harsh light; strong geometric elements; and a sense of loneliness and melancholy. His subtle observations of American life made Hopper an important figure in the development of American art.
New York Restaurant comes out of Hopper's early career. While the scene is crowded, the woman in the red hat seems removed and distant, uninvolved with the man who sits with her. Hopper spoke of this painting in a letter to the MMA dated January 9, 1937: "Te picture New York Restaurant was painted about 1922 – not later at any rate. In a specific and concrete sense, the idea was to attempt to make visual the crowded glamour of a New York restaurant during the noon hour. I am hoping that ideas less easy to define have, perhaps, crept in also." | web | https://muskegonartmuseum.org/wp-content/uploads/2020/03/MMA_HopperNewYorkRestaurant_ColoringSheet.pdf | 0.422879 | {
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AFRICAN AMERICAN HISTORY
* 1619: First slave ship comes to Jamestown from Africa. Slavery continued in some parts of the country until 1859.
o Millions of slaves worked on plantations in the South.
* 1820: Harriet Tubman is born as a slave. She later leads many slaves to freedom on the Underground Railroad.
*
1852: Harriet Beecher Stowe writes Uncle Tom's Cabin.
*
1857: Supreme Court rules that an African American cannot be www.newpathlearning.com a citizen of the U.S. (Dred Scot Case)
* 1862: Emancipation Proclamation given by Abraham Lincoln frees the slaves.
* 1865: Thirteenth Amendment is ratified. This outlaws slavery in the U.S.
* 1908: Thurgood Marshall is born. He later became the first African American to serve as a U.S. Supreme Court justice.
Permission is granted for the purchaser to print copies for non-commercial educational purposes only.
Visit us at www.NewPathLearning.com.
* 1909: NAACP is formed. (National Association for the Advancement of Colored People)
* 1920s: Harlem Renaissance—many black poets, writers, and artists had lots of success.
* 1936: Jesse Owens, an African American track star, won 4 gold medals at the Berlin Olympics.
* 1954 Brown v. Board of Education. Supreme Court decided that segregation of schools is not Constitutional.
* 1955: Rosa Parks would not give up her seat in a bus to a white man. This led to the Montgomery Bus Boycott. Because African Americans were so upset by the arrest of Rosa Parks, they refused to ride any buses.
*
1957: Congress passed the Civil Rights Act to protect the rights of African Americans. www.newpathlearning.com
* 1963: Martin Luther King, Jr. gives his "I have a dream" speech to a huge crowd.
* 1965: African Americans wanted the right to vote. Martin Luther King, Jr. led a 54-mile march to Alabama to try to gain this right.
Permission is granted for the purchaser to print copies for non-commercial educational purposes only.
Visit us at www.NewPathLearning.com.
Try This!
Circle important people from African American history.
Jesse Owens
Richard Nixon
Catherine the Great
Rosa Parks
Jacques Cartier
Christopher Columbus
Martin Luther King, Jr.
Harriet Tubman
Draw lines to connect the famous person with what he or she did.
Rosa Parks boxer
Sojourner Truth
Thurgood Marshall
Muhammad Ali
would not give up seat on a bus led slaves to freedom
Supreme Court Justice www.newpathlearning.com
Harriet Tubman visited Abraham Lincoln
Circle the things that were good or helpful for African Americans.
Ku Klux Klan Civil Rights Act Lynching Harlem Renaissance Thirteenth Amendment Segregation Racial prejudice | web | https://www.newpathonline.com/guides_files/25-4001-14.doc.pdf | 0.42481 | {
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EDITORIAL – THE TASK OF THE CHURCH IS TO KISS FROGS
Paul Beasley-Murray
I collect frogs. Not real frogs - they unnerve me. No, pretend frogs. I have frogs made of stone, frogs made of plastic, frogs made of metal, frogs made of material, and so the list goes on. To entertain little children entering my church office I have a Little Frog Book which features a large rubber frog which squeaks every time it is pushed. In my office I have a frog door-step, a frog bookmark, frog pictures. You name it, I've got it. People in the 'know' help me with my frog collection. Sometimes they give me little frogs. At other times they send me froggy cards. Why, even in the last week I've received two such froggy cards.
It probably all sounds very strange. Certainly some ten-year old children looking around my church office the other day found it all a little puzzling. 'Why on earth does our minister have all these frogs decorating his room?'. There is, however, a very simple explanation. These frogs remind me of my calling, and indeed, not just my calling, but the calling of the church. My task - our task is to kiss frogs.
Has the penny begun to drop? If not, let me explain what I have in mind a little more clearly by developing my froggy theme, courtesy of a parable I came across years ago in a book on small groups by the Australian John Mallison:
"Have you ever felt like a frog? You know the type of thing I mean - stone cold, clammy, ugly, drooping, green, lifeless - all by yourself in the middle of a pond! I have! And I've met plenty of others. We have one in our house nearly every morning. The only thing missing is the pond!
The frog blues (or should I say greens) come when
- you want to be bright, especially first thing in the morning, and you can't;
- you want to share, but are selfish;
- you want to feel thankful, but feel resentment;
- you want to be honest with others, but keep wearing a mask;
- you want to be somebody, but feel a nobody;
- you want to care, but the required effort makes you indifferent;
- you want to make friends, but will they?
If we are honest we have probably all sat on that lily pad in the middle of the pond. Often we have sat there for ages, too frightened or disgusted to jump off and swim. Maybe you're still on that lily pond, floating around and around, all froggy like, fed up and lonely.
Others we meet come across as frogs. They are so hard to love. Their personality doesn't attract others to them. They are either slow, shy, withdrawn and negative, or they are dominant, autocratic, forcing their opinions on others. Cold, unattractive frogs. You feel repulsed by them and want to ignore or throw a rock at them.
A parable might help. Once upon a time there was a frog. He was really a handsome prince under the nasty spell of a wicked witch. Only the kiss of a beautiful maiden could save him. So there he sat, an un-kissed prince of his lilypond kingdom. But (you've guessed it!) one day a beautiful maiden saw him, was overcome with pity, grabbed him and kissed him. Bingo! In a moment of time he stood transformed before her, a handsome prince. And you can guess the finish!
SO WHAT is the task of the church? To KISS FROGS of course!"
In my experience churches are full of frogs - those "cold, clammy, ugly, drooping, green, lifeless" things. If I am honest I have met people in churches whom I would never choose to be friends. Some have come over as the weirdest of odd-balls, while others can appear to be downright repulsive. And yet my experience is that once I begin to put my mind to loving these seemingly unlovely characters, I discover that they are no longer as unlovable as they first appeared.
So when I've had a bad afternoon visiting or sat through a difficult meeting, I retire to my office and see my frogs - and I remember that my task, as indeed the task of the church, is to kiss frogs. Frog-kissing isn't easy, but it can sometimes prove very rewarding. And by the way, a Biblical justification for frog-kissing is found in the words of Jesus: "I give you a new commandment, that you love one another. Just as I have loved you, you also should love one another. By this everyone will know that you are my disciples, if you have love for one another" (John 13.34-35). | web | https://theologicalstudies.org.uk/pdf/theology-today-uk/theology-today-uk_26_284.pdf | 0.431497 | {
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Elodie's Science Fair Logbook
6mu
Slideshow Topics:
#1 Title: Germs
#2 Explanation: What are Germs?
#3 Research: Types of Germs (1/2)
#4 " (2/2)
#5 Research: Hand Washing
#6 Explanation: Hand Sanitizer
#7 Covid and Bad diseases & How to avoid germs
#8 Vaccines
#9 Outro - Conclusions
#10 Thank you
#11 Germs
-virus → influ, common cold, some cancers
bacteria - pneumonia skin
Hand Sanitizer
- It works to kill germs
- When soap and water aren't available
- Key ingredient: Alcohol
- Alcohol destroys disease-causing agents
- 60% Alcohol
Hand Washing
Washing your hands is the best way to stop germs. Think about what you did today; whatever you touched today, you came in contact with germs, and it's most likely that your hands went into your mouth. You probably ate with your hands today. You can't wear gloves all day, so you wash your hands.
How to prevent getting germs
- Wear a mask whenever necessary.
- Wash your hands
- when you eat
- when they are dirty
- after in the bathroom
- after coughing or sneezing
- after touching pets
- and before and after seeing someone sick
- Use hand sanitizer when washing a sink is not handy
- Cover your mouth w/ elbow
- Stay home if sick
What to put in Slide #2
What are Germs?
Germs are tiny organisms/living things that can cause disease and sickness. There are 4 main types of germs. They include bacteria, viruses, fungi, and protozoa. Germs can invade plants, animals, and people. They can sometimes make us sick. Germs can eat/attack nutrients and energy. They can make toxins. Those toxins can cause symptoms of common infections, like fevers, runny noses, coughing, and puking.
Types of Germ
#1 Bacteria: They are tiny, one-celled organisms that get nutrients from their environments to survive. Sometimes that environment can be a human body. Bacteria can reproduce outside of the body or within and they could cause infection. Some infections caused by bacteria include ear infections, sore throats, cavities, and pneumonia.
But not all bacteria is bad. Good bacteria lives in our intestines and they help us use the nutrients in the food we eat and make waste. Some bacteria is used for medicine.
#2 Fungi: Are made of lots of cells, multicellular plant-like organisms. Fungi cannot make food out of soil, water, and air but instead they get their nutrients from plants, people, and animals. They like to live in warm places. And lots of fungi is not dangerous to those who are healthy. An example of fungi is Athlete's Foot.
#3 Viruses
Viruses need to be inside living cells to grow and reproduce. They can't live long if they aren't in a living thing. Where the virus lives in, is called a host. Viruses can spread & make people sick. Viruses cause chicken pox, measles, flu and lots more diseases, like COVID. They can live on countertops and doorknobs.
#4 Protozoa are 1 celled organisms that love moisture and spreads diseases through water. Some Protozoa cause intestinal infections that lead to belly pain, nausea, bad wat and time on toilet. | web | https://platform.cysf.org/media/Logbook_8wRuiEC.pdf | 0.482429 | {
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Preparing for Winter Hazards
With such a cold Fall Season starting already, it isn't a stretch to say that Winter is fast approaching. With it comes rain, sleet, snow, ice, wind, and shorter days with limited daylight. The cold weather can expose you to hazards that could result in injuries, serious health problems, and even death. As the temperatures drop, think about each of the following winter hazards and learn how to protect yourself from the dangers of the winter season.
Cold Temperatures: When working outdoors, remember that low temperatures, combined with wind and dampness, lead to injuries and illness. Wear clothing appropriate for cold, wet, and windy conditions. Layer your clothing so you can adjust to changing environments. If you get wet, change into dry clothing immediately.
Frostbite: Frostbite occurs when skin tissue freezes. It usually affects the fingers, hands, toes, feet, ears, and nose. Prevention includes wearing gloves; keeping feet dry and warm (two layers of wool socks works wonders); covering ears with earmuffs, hard hat liners, or ear protectors; and keeping your nose warm. If you think you have frostbite, don't rub affected areas since rubbing can cause further damage to the skin. Seek medical assistance immediately.
Hypothermia: Hypothermia is a medical emergency that occurs when your body temperature drops below 95º Fahrenheit. Symptoms include fatigue, uncontrolled shivering, cool bluish skin, and slurred speech. Call 911 immediately. Move the victim to warm area, replace wet clothing, and wrap the person in blankets.
Limited Daylight: Getting to work and driving back home in the dark requires extra vigilance. Both at work and home keep walkways and stairs clear of obstructions. Watch carefully for tripping hazards in low light conditions.
Slip, Trip, and Fall Hazards: Make sure all walking and working surfaces are free of snow, ice, mud, and rain to reduce slipping and tripping hazards as well as falls. Be especially careful of wet floors when entering and leaving buildings.
Portable Heaters: When keeping your work area or home warm with a portable heater place it at least three feet away from flammable objects. Never leave a portable heater on when you leave the area.
Winter Driving: When driving in cold, wet, or icy weather, allow plenty of time, and make sure your gas tank is full. Keep your windows and windshield clear. Drive slowly, wear your seatbelt, and leave plenty of room between you and the next vehicle. Always
make an effort to plan for the unexpected. Watch for children- slow down near schools and bus stops.
SAFETY REMINDER
Use breaks and mealtimes to boost your defenses against the cold. Drink warm beverages but avoid caffeine. Eat warm, high-calorie foods such as pasta dishes. | web | https://asamidwest.com/wp-content/uploads/2023/09/Preparing-for-Winter-Hazards.pdf | 0.428023 | {
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ABOUT YOUR HANDCRAFTED TREASURE
Trash Stash Wastebasket
6605500
An earth-friendly wastebasket, made using traditional basket-weaving techniques. Artisans create this basket from recycled post-consumer snack bags and candy wrappers. Artisans purchase the bags and wrappers in bulk from recyclers who gather them throughout Bangladesh. One group of artisans washes the wrappers and wipes them dry with clean rags. A second group wraps the papers around thin bamboo strips, which are then used to weave the basket around a wooden mold.
ABOUT THE ARTISANS
Prokritee (meaning “craftsmenâ€; in Bengali) manages several handicraft enterprises and helps other groups sell their products in local and foreign markets. Prokritee and its enterprises provide jobs for poor rural women. By providing jobs for women, Prokritee improves women’s standard of living and helps them send their children to school.
The organization provides skills development training to artisans. Prokritee creates and promotes income-generating projects that benefit the artisans, adhere to good safety and environmental standards, and have the potential to become self-reliant. Prokritee was established in 2001 as an independent organization. Ten Thousand Villages has purchased products from Prokritee and its predecessor MCC Bangladesh since 1986.
OUR MISSION
We create opportunities for artisans in developing countries to earn income by bringing their products and stories to our markets through long-term, fair trading relationships.
FAIR TRADE GIFT HELPS ARTISANS
in developing countries earn income to give their families a better life.
Learn more about us. www.tenthousandvillages.com | web | http://www.tenthousandvillages.com/downloads/gic/giftcard_6605500.pdf | 0.43922 | {
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Ben-Gurion University of the Negev Jacob Blaustein Institutes for Desert Research The Swiss Institute for Dryland Environmental and Energy Research Mitrani Department of Desert Ecology
Seminar
Guy Rotem
Department of Life Sciences, Ben-Gurion University
Tuesday, April 30, 2019, 12:00 Seminar Room, Old Administration Building
This week there will be no lunch in the meeting room. If you're interested in joining lunch with the speaker (in the Midrasha center/student club). please contact Michal ([REDACTED_EMAIL]).
Agroecology: From Island Biogeography to Network Ecology - Southern Judea Lowlands as a Case Study
It is an accepted fact that we are in the middle of a massive worldwide extinction. Damage, fragmentation, and destruction of natural habitats are considered to be the most significant factors in species extinction. Notably, one of the leading factors towards the latter is their transformation into agricultural areas. The continuous growth of the human population leads to an increasing need for food, and in order to meet food demand, many natural areas are being transformed into agricultural areas, thus significantly increase the negative impact of agriculture on biodiversity. Agroecology is a scientific approach that attempts to bridge the global need for food with the need to preserve biodiversity. One of the agroecology tools is to protect natural patches within agricultural areas. Since reptiles are in the middle of the food web and are in high association with a specific habitat, they are considered adequate bioindicators for the state of the entire ecosystem. In a series of studies, I have examined (with colleagues) the reptiles' diversity within agricultural patches in Southern Judean lowland. Firstly, and in light of the scale-dependent approach, I measured reptiles' abundance, species richness, and diversity. Secondly, I examined the ability of reptiles to disperse between adjacent patches through the agricultural matrix. We found that wheat fields from an ecological trap for reptiles, but reptile can disperse through legumes fields. In other words, the ability of reptiles to disperse between natural patches depends on the crop cycle. In light of this understanding, we have begun to develop a network-based model to offer a crop cycle that will suit the farmer's needs on the one hand and enable maximum connectivity for extended periods on the other. | web | https://in.bgu.ac.il/en/bidr/SIDEER/Site%20Assets/Pages/events/md30-4-19/Seminar%2018%20notice%20-%2030.4.19.pdf | 0.431206 | {
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The Sugar/Ethanol industry's raw material is sugarcane, a plant rich in sucrose, of a perennial culture.
After extraction of juice from the cane, after its purification and concentration, it becomes sugar, one of the most highly consumed products in the world.
If the juice from the cane has yeast added for fermentation, it will become ethanol, commonly used for drink or fuel for Flex cars.
During fabrication of ethanol, part of yeast can be separated, dried, and used as an ingredient for animal feed.
After extraction of juice from the cane, the bagasse which is left over, is burned in boilers that produce steam. This, in turn, is used in the fabrication process of sugar and ethanol. The steam is used to turn turbines for generation of electric energy, which is used in the mill or sold to distributors or factories, conducted through transmission lines.
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Ten Tips for Talking With Your Children
ertainly we knew there'd come the time for the "big talk," but who knew we'd be struggling with how to talk to our children about drugs and AIDS and gay relationships, guns and violence at school, and kids who kill other kids. C
Our world has grown more complex and the media, including the Internet, has swung wide the doors to information and misinformation. Talking with our children about difficult and often disturbing issues has never been more critical.
Following are some tips that may help.
1. It's never too soon to start. Kids are hearing about issues at an earlier age.
2. Don't wait for them to ask. Just because they haven't asked about something doesn't mean they don't want or need information.
3. Tackle subjects even if you're uncomfortable. Set aside your own feelings and initiate dialogue.
4. Be open and encouraging. Create an
Leslie Tuchman is a Marriage and Family Therapist in West Los Angeles. In her private practice, Ms Tuchman works with children, adolescents, families, school-related concerns, couples and adults. In addition to this, Ms Tuchman runs psychotherapy support groups where clients have a chance to enhance personal growth and connections with others.
environment in which any question can be asked at any time.
5. Be clear about your values. Children want and need moral guidelines from their parents.
6. Don't just talk, listen. You'll get information about how to approach an issue while building your child's self-esteem.
7. Be straightforward and honest. You don't have to give all the details, but you do need to be honest.
8. Take time, be patient. Unlike lunch, digesting new information can take time.
9. Don't wait for the "right time." Be ready when opportunities arise. Daily life presents many openings for even a short dialogue.
10. Keep talking. Information given in small doses over a period of time is the best way to have that "big talk."✻
LESLIE TUCHMAN, MA MFT
11850 Wilshire Blvd., Suite 201 Los Angeles, CA 90025
[REDACTED_PHONE]
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HEART AND SOIL
Jareh Das celebrates the colourful legacy of the pleasure garden
Right: Desert Botanical Garden in Phoenix, Arizona, in spring
Veronica Adepoju has nurtured a love of gardens for more than four decades. She lives in Lagos, a city with limited access to green spaces, but this has not hindered her quite the opposite. Having started a landscape gardening company in the early 1980s, in 1998 she opened Jhaloja Recreation Park and Gardens, a two-acre space with topiary, landscaping and a fountain that’s open to the public for a small fee. Created in an area once used for waste disposal, it was conceived as a place to set the world to rights, says Adepoju, and was one of the first recreational parks established in Nigeria after independence. “The serenity of gardens opens the mind to possibilities,” says Adepoju. Its success has inspired the creation of other gardens throughout the country, and led to the transformation of other neglected areas into vibrant, active spaces.
Gardens such as Jhaloja, created for enjoyment, connection and reflection, have played an important role throughout history, one of the earliest examples of a cultivated garden being the far-famed Hanging Gardens, described by Senenmut, the gardener to the pharaohs. Judging by the painted plans discovered in a tomb, the garden was a model of ornamentation, practicality and seclusion, mixing flowers, vegetables, trees and vines. The Hanging Gardens of Babylon were said to have been built by King Nebuchadnezzar II of Babylon to his wife Amytis, a Median princess who missed the green forests of her homeland. Skip forward a few millennia and you have London’s 18th- and 19th-century pleasure grounds – Ranelagh, Vauxhall and Crystal Palace – places of topiary, outdoor escape during a period of urban sprawl and moral sanctimony. These became notorious for their excessive and indulgent entertainment. But now, more than ever, such gardens are coming into their own.
“Gardens and gardening can be uplifting in so many ways,” says Toby Musgrave, author of Green Escapes: The Guide to Secret Urban Gardens. These are places of joy and happiness that offer both private haven and community sanctuary, where stress levels can be lowered, he says. The act of planting is also therapeutic. “Every year, gardens bring with them a mix of hopes and disappointments, but we must face with equal magnanimity. Gardening teaches us humility and patience and reminds us that we are always learning.” A garden has the potential to be a place where achieving the impossible can become the gateway for a new reality.
OnWed in Highgate, London, is a three-acre urban garden, food project and eco-habitat located behind a busy high street. The land has had many lives – it was once a garden centre and contractor’s yard – but was transformed into an urban garden – filled with ponds, meadows, gardens and orchards – with a focus on biodiversity.
“Seeing the transformation of the site, from a heavily tarmacked land to a flourishing haven for wildlife, has confirmed nature’s ability to heal,” says the garden’s director, Sarah Wainwright. “The garden is designed with every feature ‘from the wildflower meadow to the kitchen garden to the ponds’” as contributing to “an increase in biodiversity”. Most importantly, she continues: “Growing food has become an opportunity for us to connect with our communities, to learn about our local food systems, and recover habits that were becoming lost.” At the heart of the space is the garden’s glasshouse, restored by local architects HASA, and used as a venue for art exhibitions, musical performances, film screenings, workshops and talks. “Creativity is an essential element of our approach,” she adds.
Increasingly, abandoned infrastructure – railway lines, flyovers, rooftops and empty plots – is being transformed into green spaces. The success of New York’s High Line – a derelict rail track transformed into a garden walkway – has inspired similar initiatives around the world today. Visitors can walk Singapore’s Rail Corridor, a 24km former railway line; Seoul sky garden Seoulo7017, designed by local architect Yoon Myung of M+RWD; China’s 600m park and trail; and the soon-to-be-opened Camden Highline Little Island, a new public park on the site of the former Pier 54 on the Hudson River. New York, is a philanthropic gift to the city funded by Barry Diller and the Diller-Von Furstenberg Family Foundation. Home to more than 350 species of flowers, trees, and shrubs, and featuring a 687-seat amphitheatre, it was designed by Thomas Heatherwick, with landscaping by Sigite Nielsen of MNLA. Nielsen describes it as “a place of joy”.
Being immersed in nature may not be an issue for all communities, but even in biodiverse landscapes, gardens can still play a crucial role. In the tropical forests of Brazil, the vast botanical park Instituto Inhotim, called Horizonte, spans nearly 140 hectares of tropical forest. The park was commissioned by the mining magnate Bernardo Paz, and the landscape design undertaken by the architect and landscape designer Luiz Carlos Orsini. It was created to “celebrate life in all its exuberance and mystery”, says Orsini, and makes for a particularly striking example of the marriage between nature and art.
The park consists of nine themed gardens, and more than 500 sculptures and artworks. Among works by Yayoi Kusama, Simon Starling and Paul McCarthy, a highlight is Hélio Oiticica’s Invenção da Cor, Penetrável Magic Squares #5 De Luxe, an arrangement of boldly coloured geometric shapes that deconstruct the “square”. All serve to draw attention to the biodiversity of the Atlantic Forest and tropical savanna of Cerrado, which face significant damage from habitat loss and deforestation. The park is home to more than 4,000 species of both native and exotic plants; there are nearly 20,000 palm trees alone. Says Orsini: “Nature is always present, yet something in every detail, and we find sensuality in the forms that seem to dance around the towering volume of tropical plants. Inhotim moves from exuberant maximalism to simple minimalism, from botanical compositions to the mix of stones and nature, which gives a spectacle of balance and sovereignty.”
In Japan’s Nara Prefecture, Miruru Air Forest creates site-specific art that engages with the ecological narrative and protect the land. Conceptualised by a local sculptor, Bukichi Inoue, in collaboration with the government, its mission was to prevent further degradation of the area by creating a cultural landmark where people, art and nature could coexist. Following Inoue’s death in 1997, it was brought to life in 2006 by Israeli artist Dani Karavan – the result is a multifaceted landscape sculpture that’s an extraordinary ode to transience, with a sense of movement and fields.
The gardens of desert landscapes tell further stories of resilience. The Dubai Miracle Garden has asserted itself as the world’s largest natural flower garden, with more than 150 million plants and 750 different flowers. It’s perhaps unsurprising given the expectation-busting construction feats of the region, that such a garden would exist here, and the result is unlike anything you’ll find elsewhere else. This is a Disney-like world with monumental floral sculptures shaped like teddy bears, a floating princess and a life-size Emirates Airbus A380. Its mission, according to its founder emeritus Abdulla Rahim Al Qassimi, is to “people out of malls and closed spaces, and into nature during the cooler months. By contrast, the Desert Botanical Garden in Phoenix, Arizona, is a collection of more than 50,000 plants, cacti and flowers that have adapted to survive. There, a trail explores desert landscapes and people of the Sonoran Desert, and desert wildflowers; it’s a tribute to the beauty and diversity of the ecosystem, while also offering opportunities to learn more about desert landscapes and wellness and food.
What defines a pleasure garden today? Green spaces boost connections to each other and to nature. As Veronica Adepoju says, within such gardens lie “inspiring moments that challenge us. By visiting these gardens, we learn new concepts, embrace, reinvent and appreciate new methods. More than anything, however, they are places that provide an escape, a place to dream, find solace and hope. | web | https://jarehdas.com/wp-content/uploads/2024/05/Pleasure_Gardens_.pdf | 0.476317 | {
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GROUP DISCUSSION
Questions for facilitating dynamic discussion
Kings
Week of February 2, 2020
Week 5: The Danger of Pride (Jeff Griffin, Senior Pastor)
Text: 2 Chronicles 26:1-23
King Uzziah was a man of God. He lived to honor the Lord for many years, but then his growing power led to pride. Pride was his downfall. Pride could be our downfall too. We must study this king and learn how to find true humility.
Kicking it off: What is your favorite part of the Super Bowl? The game, the commercials, or half-time?
Discussion:
1. Reread 2 Chronicles 26:16a After Uzziah became powerful, his pride led to his downfall.
Why does power lead to pride?
2. Reread 2 Chronicles 26:16b He was unfaithful to the LORD his God and entered the temple of the LORD to burn incense on the altar of incense.
Uzziah felt entitled to enter the temple and offer incense. If pride is getting the better of you, what are you tempted to feel entitled to?
3. Reread 2 Chronicles 26:19b While Uzziah was raging at the priests in their presence before the incense altar in the LORD's temple, leprosy broke out on his forehead.
Why do prideful people struggle with defensiveness?
4. Reread 2 Chronicles 26:5 Uzziah sought God during the days of Zechariah, who instructed him in the fear of God.
How does seeking God help us grow in humility?
5. How can someone grow in the "fear of God?"
6. How does the "fear of God" help us become humble?
Wrapping It Up: Ask the Lord to expose your pride. Ask the Lord to help you grow in true humility.
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Anger Resource List
List of Resources
Ages 0 to 4
- I Was So Mad (Look-Look); by Mercer Mayer; Econo-Clad Books, 1999
- When You're Mad: And You Know It; by Elizabeth Crary and Shari Steelsmith; Parenting Press, 1996
- No Hitting! A Lift-the-flap Book; by Karen Katz; New York, Grosset & Dunlap, 2004
Ages 4 to 8
- Andrew's Angry Words; by Dorothea Lachner, the Tjong-Khing (illustrator); North-South Books, 1995
- Anger; by Lenore Franzen; Creative Education, 2005
- Badger's Bad Mood; by Hiawyn Oram: Scholastic Paperbacks, 2002
- Dealing with Anger; by Marianne Johnson; Powerkids Press, 2003
- Feeling Angry; by Maggie Smith; Scholastic Trade, 1996
- Hands Are Not For Hitting; by Martine Agassi; Free Spirit Press, 2000
- I Was So Mad; by Norma Simon, Dora Leder (illustrator); Albert Whitman & Co, 1999
- I'm Furious; by Elizabeth Crary, Jean Whitney (illustrator); Parenting Press, 1996
- Josh's Smiley Faces: A Story About Anger; by Gina DittaDonahue; Magination Press, 2003
- Love, Hate, and Other Feelings; by Pete Sanders; Copper Beech Books, 2000
- Sometimes I'm Bombaloo; by Rachel Vail; Scholastic Paperbacks, 2005
- Stop, Drop, and Chill; by Derrick Barnes; Scholastic, 2004
- When I'm Angry; by Jane Aaron; Golden Books, 1998
- When Sophie Gets Angry - Really, Really Angry; by Molly Bang; Scholastic, 1999
- When I Feel Angry; by Cornelea Spelman; Albert Whitman, 2000
Ages 8 to 12
- Anger Management; by Judith Peacock and Suzane Stutman; LifeMatters, 2000
- Hands Are Not For Hitting; Martine Agassi; Free Spirit Pub., 2000
- Hot Stones and Funny Bones: Teens Helping Teens Cope with Stress and Anger; by Brian Seaward; Health Communications, 2002
- How to Take the Grrrr Out of Anger; by Elizabeth Verdick; Free Spirit Publ, 2003
- Keeping Cool; by Joel Black; Wellness Institute, 2002
- Touching Spirit Bear; by Ben Mikaelsen; Throndike Press, 2004
Young Adult
- Cool It! Teen Tips to Keep Hot Tempers From Boiling Over; by Michael Hershorn; New Horizon Press, 2003
Books for Adults
- The Angry Child: Regaining Control When Your Child Is Out of Control; by Tim Murphy; Clarkson Potter, 2002
- The Explosive Child: a New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children; by Ross Greene; HarperCollins, 2001
- Angry Kids: Understanding and Managing the Emotions that Control Them; by Richard Berry; Fleming H. Revel Co., 2001
- Everything Parent's Guide to Tantrums: The One Book You Need to Prevent Outbursts, Avoid Public Scenes, and Help Your Child Stay Calm; by Joni Levine; Adams Media Corp, 2005
- From Defiance to Cooperation: Real Solutions for Transforming the Angry, Defiant, Discouraged Child; by John Taylor; Prima Publishers, 2001
- Helping Your Kids Deal with Anger, Fear, and Sadness; by H. Norman Wright; Harvest House Publ, 2005
- Healthy Anger: How to Help Children and Teens Manage Their Anger; by Bernad; Oxford University Press, 2003
- Mastering Anger and Aggression the Brazelton Way; T. Berry Brazelton and Joshua Sparrow; De Capo Press, 2005
- Your Angry Child: a Guide for Parents; by Daniel Davis; Haworth Press, 2004
- Tantrums; by Michelle Kennedy; Barrons Educational Series, 2003
*NOTE: This information is provided as a public educational service. The information does not replace any of the instructions your physician gives you. If you have a medical emergency please call the Hospital at ([REDACTED_PHONE]. If you have questions about your child's care, please call Idaho Falls Pediatrics at ([REDACTED_PHONE]. | web | https://www.ifpeds.com/uploads/Anger%20Resource%20List.pdf | 0.465154 | {
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Houses System
Houses:
* House of Friendship – Red Wolf
All SMES students spun the wheel to determine which house they are a part of until they graduate SMES.
House Points:
Throughout the year the houses will compete against each other in competitions and events to accumulate House points. Individual students can also continue to accumulate points for their House by demonstrating the 35 Stallion Essentials and their S.P.E.C.I.A.L skills.
Class Dojo:
Points will be tracked using Class Dojo. Students' dojo monsters will be changed to their house crest. Students can continue to earn individual points on Dojo to earn class rewards.
* House of Dreamers – Bobcat
* House of Courage – Alligator
* House of Givers – Rattlesnake
Why?
This Houses system will encourage "House" building and bonding between students in all grade levels. It will continue SMES's path of positive culture and relationships with students and staff.
Spin Tickets
Students can earn spin tickets from house leaders, and other random staff members. If a student earns a spin ticket, they will get to spin the wheel on Monday during a facebook live feed to earn points for their team, or prizes for themselves or their class.
At the end of the year, the House with the most points wins the House Championship - and all of the honor and glory that comes with it!
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Sing & Play Curricula Descriptions
Get ready to sing, play, and move with your little one in this high-energy music class designed to be just right for children under two years of age. This new Kindermusik curriculum focuses on your child's beginning movement, helping to build the muscles your baby needs to walk, and vocal development, helping to nurture your child's speaking and singing voice. With a mix of both parent-child joint activities and child-focused
activities, you'll be able to join right in on all the singing and dancing while also getting the chance to observe how your older baby or toddler learns on her own. Embark on Kindermusik's fun new exploration of singing, swaying, laughing, and playing through Sing & Play, a just-right mix of early-childhood vocal play and language development, together time, and music and movement activities!
For toddlers, "family" means everyone who loves them! They are often surrounded by family members, friends, and other loving caregivers who look after them and shape their days. Family All Around Me celebrates these bonds and offers lots of opportunities for fun, connection, movement, and instrument play.
Home is where the heart is—but also where the cooking, eating, playtime, bathtime, and pets are! Around the House makes its way through the typical routines and day-parts, from active games and playalongs to calming, rocking lullabies.
An enduring favorite theme, farms (and all the moos, quacks, and neighs that come with them) are a reliable toddler hit! Packed with classics, Big Red Barn is fun and active as you move like animals, make animal sounds, play instruments, and learn about loud/quiet and fast/slow.
Here it comes, here it comes, here it comes...here it is! There it goes, there it goes, it's going...it's gone. Explore the sights, sounds, and sensations of cars, trains, and planes. Experience the steady beat of their clickity-clacks and vroom-vroom-vrooms, the fast-and-slow of their comings and goings, the stopping-and-starting, and the jingling of keys! Off we Zoom!
Nothing could be better than Playtime! This unit is all about fun and predictability. Do it, then do it once more. That was fun. Let's do it again! From Pop Goes the Weasel to Sally Go 'Round the Sun, and Little Green Frog to Monkey See, Monkey Do, this unit is a non-stop play-fest that stresses the developmental value of predictability, repetition, and play.
All we can say is...Yum! You'll "gobble up" this unit's strawberries and pancakes, apples, raisins, and other yummy treats. Then you'll move, move, move! Little bodies learn movement, coordination, and body awareness through contrasts--so get ready to move your body in highand-low, large-and-small, and even energetic-and-calm ways.
Experience opposite concepts with your voices, bodies, and movements, as well as instruments and props, in Way Up High! You'll swoop and flutter fast and slow, high and low, as you explore spatial development and positional vocabulary, multi-sensory learning, and more.
What do you do in the morning? In Hello, Day!, you'll greet the day with all of your senses. You'll say good morning to the sunshine, you'll blow away the morning dew, you'll stretch your bodies high and low, explore and exercise fine-motor skills, and even play bathtime and laundry games.
Parks, playgrounds, and yards of all shapes and sizes were made for play, play, play! Our bodies get a gross-motor "goose" when we go on a pretend adventure in our Big Back Yard.
I Can Do That! Being a toddler is complicated. There's so much I still need help with, but so many new things within my grasp! I like to try them out, but you're always telling me to be careful. So let's try some new things together, and when we're done, I'll probably want to remind you: I Can Do That!
Up the water spout, down the water spout, you know how it goes. We'll use our senses to explore the sights, sounds, and sensations of sunny days, rainy days, and all the other kinds of days in between. Rain or Shine, we'll be ready for some fun!
Lace up your sneakers, we're going out on the town! We'll visit the city and see what there is to see, then head out into the country to check that out, too. Bear will, of course, go over the mountain and go a-yodeling, too. Come along! You never know what adventures you'll have when you're On the Town with Bear. | web | http://kindermusikcambridge.com/files/SAP-Unit-Descriptions.pdf | 0.482703 | {
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2016 - 2017 Film Series First Saturday, 7pm
(except for Sunday, November 6) Free, Donations gladly accepted
November 6 (Sunday, 7pm) Foreign Letters (2011)
Ellie, a 12-year-old immigrant girl from Israel, moves to the United States in 1982. Her halting English limits her ability to make new friends, as does the fact that she's Jewish. But she finds common ground with a classmate at school, a Vietnamese refugee. This sensitive drama is written and directed by Ella Thier, who also plays Ellie's mother and whose childhood experiences are the basis of the film. (99 min, Hebrew, Vietnamese, and English)
December 3 Iraq N' Roll (2011)
In this intimate and poignant film about family, culture and identity, filmmaker Gili Gaon follows popular contemporary Israeli rock musician Dudu Tassa as he embarks on a deeply personal journey to reconnect with the musical legacy of his grandfather, Daud al-Kuwaity. Daud and his brother Saleh were Jewish musicians who lived in Iraq in the 1930's and were the most celebrated musicians and composers of their time. (56 min, Hebrew and Arabic)
January 7 The Tomashefskys (2012)
Boris and Bessie Thomashefsky, immigrants from the Kiev province of the Ukraine, became two of Yiddish theatre's biggest stars, dominating center stage not only as performers but also as entrepreneurs who drew countless authors, composers, actors, musicians, producers and designers into their creative circle. In this movie, their grandson, Michael Tilson Thomas explores their lives through a musical performance that features five performers and the New World Symphony orchestra. (82 min, English and Yiddish)
February 4 The Jewish Cardinal (2013)
The Jewish Cardinal dramatically enacts the fascinating story of Jean-Marie Lustiger, the son of Polish-Jewish immigrants, who maintained his cultural identity as a Jew even after converting to Catholicism at a young age, and later joining the priesthood. He was appointed Archbishop of Paris by Pope Jean Paul II - and found a new platform to celebrate his dual identity as a Catholic Jew, The Jewish director captures the schism in his subject's soul. (96 min, PG, French)
March 4 Image Before My Eyes (1981)
A stunning commemoration of Jews in Poland before the two World Wars, paying homage to the dynamic and vibrant society of 3.5 million people that was destroyed during the Holocaust. The film draws on the sacred and rare artifacts of a crushed world-home movies, forgotten song recordings, and the evocative memories of survivors-to recreate Jewish Poland. (90 min, English)
April 1
Havana Curveball (2014)
At 13, Mica is studying for his Bar Mitzvah. He takes to heart his Rabbi's requirement to help "heal the world" and launches a plan to send baseballs to Cuba, a country that saved his grandpa's life. The course of the project is twisted because of the embargo, and captured on film by his award-winning filmmaker parents. (60 min, English) | web | http://bethhatfiloh.com/wp-content/uploads/2016/10/Film-Series-2016_17.pdf | 0.441004 | {
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SAFE PROCEDURES: NEEDLES OR OTHER SHARPS
- If found, needles or other sharps must not be recapped.
- They should be disposed of in rigid, puncture resistant containers with sharp side facing down.
- These containers should be in the nurse’s office.
- Notify appropriate personnel.
IF AN INCIDENT OCCURS BUT YOU’RE NOT EXPOSED…
● If a spill of blood occurs (e.g., a student cuts him or herself or has a nose bleed) and you are not exposed:
● Call the appropriate personnel (e.g., nurse) for treatment of injured person
● Secure the area
● Call the appropriate personnel (e.g., custodian) for clean up
IF AN EXPOSURE OCCURS...
- If body fluids, particularly blood, get into an opening in the skin, wash the area with soap and running water
- Applying bleach to the skin is not recommended
- If body fluids, particularly blood, get into the eyes, flush with water or a saline solution
STEPS TO TAKE IF EXPOSED
- Report the incident to the appropriate personnel (e.g., the nurse, principal, department head)
- Seek medical attention immediately
WHEN IS MEDICAL ATTENTION APPROPRIATE?
- Follow-up (medical attention) is needed if you have an unprotected exposure. Examples are:
- Blood splashing into an open cut or into the eyes
- An accidental needlestick
- A bite that breaks the skin
POST-EXPOSURE FOLLOW-UP
• Whether you need treatment is dependent on different factors, such as type of exposure.
• If necessary, medication is available that may decrease an individual’s risk of becoming infected with at least some of the diseases.
TREATMENT AFTER AN EXPOSURE
- If medication is indicated, the sooner it is provided after an exposure, the more effective it will be.
- Other treatment that may be appropriate include blood test and counseling.
PLEASE RECALL...
• Remember - even if you have been exposed, the odds are that you will not become infected.
• Training on infectious diseases and their prevention should be offered to new employees and annually thereafter.
RESOURCES (STATE)
- MA Division of Occupational Safety (DOS)
- Tel: ([REDACTED_PHONE]
- website: www.state.ma.us/dos
- MA Department of Public Health (DPH)
- Tel: ([REDACTED_PHONE]
- website: www.state.ma.us/dph
RESOURCES (FEDERAL)
- Centers for Disease Control & Prevention (CDC)
- tel: [REDACTED_PHONE] or [REDACTED_PHONE]
- web site: www.cdc.gov
- National Institute for Occupational Safety and Health (NIOSH)
- tel: [REDACTED_PHONE]
- web site: www.cdc.gov/niosh
RESOURCES - FEDERAL (CONT’D)
- Occupational Safety and Health Administration (OSHA)
- tel: [REDACTED_PHONE]
- web site: www.osha.gov | web | https://resources.finalsite.net/images/v1689343976/middleborok12maus/dwhiml65irphmlqzbfw8/SafeProcedures-NeedlesorOtherSharpsOCR2.pdf | 0.462918 | {
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Literacy:
Narrative
We are exploring the text 'Beegu' and we will be practising the skills needed to write our own version.
Phonics
We are learning about the /or/ sound spelt 'a' before l or ll (e.g. fall, always). We are also revising common exception words.
Maths:
Go Mental for Maths– This half term the objectives are:
To know times tables and division facts for the 2x and 10x tables. Please practice this at home when possible.
In maths this week we are learning about place value in 2 and 3 digit numbers. We will be solving problems using place value.
Topic – One Small Step… (Space and the moon landing)
ICT: We will be using software to create digital images.
PE: We will be doing boccia on a Wednesday and yoga on a Thursday afternoon.
Art: We will be cooking rock cakes.
RE: We will be learning about the concept of remembering in Passover
History: We will be learning about the moon landing in 1969.
Science: We will be learning about humans and other animals.
Home Learning Activities:
Home Learning will be discussed with the children on Tuesday and is due to be completed by the following Monday. Please be aware that not all home activities will require a written response.
Home learning this week is history
Interview a grown-up who was alive for the moon landing in 1969. What was it like? How did it make them feel? What do they remember about it?
Spellings
Children will receive between 5-10 spellings each week. This week the spellings words relate to our phonics learning. Spelling tests will be on a Friday.
Reading
We will be checking regularly to see if children are ready to go up to the next book band. Children will read to an adult in school at least once a week. Please encourage your child to read as often as possible at home. It is also important to ask them questions about what they have read, to see their understanding of the text.
Happy New Year!
This half term we welcome Mr Page into Oak Class as a trainee teacher. We also have our new class LSA Miss Garrett starting full-time.
Miss Etheridge
TWYFORD ST MARY'S C of E PRIMARY SCHOOL
Oak Class Weekly Newsletter
Week beginning: Monday 8 th January 2018 | web | http://www.twyfordstmarys.co.uk/index.php/class-weekly-letters/oak/1477-oak-8th-january-2018/file | 0.432123 | {
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INTRODUCTION
• Beck’s Hybrids is the largest family-owned retail seed company and the third-largest seed brand in the United States.
• To get an accurate estimate of corn production, Beck’s currently counts each corn plant manually, and they want a way to automate the process.
• To start the process, Beck’s had drones fly over and take pictures of different fields.
• Once all the pictures are taken, the pictures are stitched together to create a large orthomosaic.
• Our goal is to create an automated model to count the total amount of plants in a plot with minimal error.
Research and Methodology
• Looked into whether it was better to make use of premade model or make one ourselves
• Beck’s wanted everything to be able to run in house so using Google’s AI or Open CV to run image processing was not possible
• Becks used ArcGIS pro which had a labeling software and the ability to train a Deep learning Model, so we chose to run everything in ArcGIS pro
• Found out some similar tasks and try using their model as a pre-trained model.
• U-Net Image Segmentation Model
• Image Segmentation is a Computer Vision technique that classifies each pixel of the image
• U-Net uses deep convolutional networks
• Previously implemented in similar plant counting problems (Corn Plant Counting Using Deep Learning and UAV Images)
Initial Model Outputs
Left: training data set
Right: corn plants recognized by model
Later model outputs with improved training parameters
FUTURE GOALS
• Continue training models with larger datasets
• Evaluate the model training at different drone imagery resolutions
• Expand the model to handle later stages of growth
• Compare different Computer Vision tasks (Object Detection, Image Segmentation, Instance Segmentation)
• Experiment with more computationally intensive, advanced models
Corn Plant Labeling
Labeling all plants under a single label regardless of overlap
Experimenting with labeling overlapping plants separately
CONCLUSION
• Through our initial research, we have found pros and cons of computer vision tasks
• Instance segmentation is more capable of differentiating among overlapping instances (for example, humans), although its performance has not been proven with corn plants yet.
• Object detection is advantageous because of the ease of labeling which is done through the process of bounding boxes, compared to image segmentation which requires annotation of the pixels at a more fine-grained level.
REFERENCES
• https://github.com/svishwa/crowdcount-cascaded-ml
• https://www.nature.com/articles/s41598-021-02387-9
• https://arxiv.org/abs/[REDACTED_PHONE]
• https://www.esri.com/arcgis-blog/author/khess/
• https://www.v7labs.com/blog/labelimg-guide
ACKNOWLEDGEMENTS
• Thank you to Will Hirschfeld, Steve Becker, Chris Tallman, Doug Abney, and everyone else at Beck’s
• Thank you to David Glass, Kevin Amstutz, Emily Hoeing, and the rest of the Data Mine staff | web | https://datamine.purdue.edu/wp-content/uploads/2024/07/TDM_Symposium2023_Poster_Becks.pdf | 0.433721 | {
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HOUSE JOINT RESOLUTION NO. 40
By Madam Speaker Harwell
A RESOLUTION to recognize Judson Miller Chaudoin on becoming an Eagle Scout.
WHEREAS, at a time when this nation's youth face difficult challenges, the Boy Scouts of America is one of our finest assets, providing young men with an educational program that contributes significantly to their character development, citizenship training, and improved mental and physical fitness; and
WHEREAS, the highest rank a Boy Scout can attain is that of Eagle Scout, and Judson Miller Chaudoin, after considerable effort and diligent preparation, has joined the prestigious Eagle Court of Honor; and
WHEREAS, the son of Jay and Kim Chaudoin, Judson is a senior at Lipscomb Academy, where he has demonstrated considerable ability as a leader among his peers and is a member of the drama program, concert chorus, and the National Honor Society; and
WHEREAS, Judson is a four-year member of the varsity football and swim teams, a two-year member of the varsity baseball team, and a YMCA-certified lifeguard employed by the Brentwood YMCA; and
WHEREAS, he evinces his devout religious faith as a member of Otter Creek Church of Christ, where he is an active participant of the church's youth group. As the worship leader of his church's annual youth-led worship service in 2015 and 2016, he selected songs, chose praise team members, and rehearsed with the praise team to prepare for service; and
WHEREAS, in 2015, he participated in a ten-person, week-long trek on a portion of the Appalachian Trail. Judson was also a part of an eight-member praise team selected to perform at the annual youth event, Winterfest, in Gatlinburg, which had an estimated attendance of 10,000; and
WHEREAS, his notable record of achievement as a member of Boy Scout Troop One includes twenty-six merit badges, distinguished service as senior patrol leader and assistant senior patrol leader, and membership in the Boy Scouts' honor society, the Order of the Arrow; and
WHEREAS, Judson's Eagle project greatly contributed to the betterment of his community and reflected the true spirit of volunteerism; and
WHEREAS, it is appropriate that we should pause to recognize Judson Chaudoin as one of the most outstanding young people in our state; now, therefore,
BE IT RESOLVED BY THE HOUSE OF REPRESENTATIVES OF THE ONE HUNDRED TENTH GENERAL ASSEMBLY OF THE STATE OF TENNESSEE, THE SENATE CONCURRING, that we hereby honor and congratulate Judson Miller Chaudoin on becoming an Eagle Scout and extend to him our best wishes for every future success.
BE IT FURTHER RESOLVED, that an appropriate copy of this resolution be prepared for presentation with this final resolving clause omitted from such copy.
HOUSE JOINT RESOLUTION NO. 40
ADOPTED: February 6, 2017
Beth Harwell
BETH HARWELL, SPEAKER
HOUSE OF REPRESENTATIVES
Randy McNally
RANDY MCNALLY
SPEAKER OF THE SENATE
APPROVED this 9th day of February 2017
Bill Haslam
BILL HASLAM, GOVERNOR | web | http://publications.tnsosfiles.com/acts/110/resolutions/hjr0040.pdf | 0.455716 | {
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Minute
Safety
Talk
Distracted Driving:
5
Having the Diffi cult Conversations
T e use of electronic devices behind the wheel is all too common these days. In fact, many of these devices are being built into our vehicles, making them very tempting to use. However, they are also extremely dangerous – even if you're using them hands-free. While you may understand the danger these devices pose and avoid using them yourself while driving, you've probably been in a vehicle with another person who has driven distracted. Did you say anything?
We've all been in one of the following scenarios where we weren't sure what to say in order to preserve our safety and the safety of those around us. It's your right to get to where you're going safely. Let's explore some ways you can ensure that happens.
Scenario #1:
We've all probably been in a taxi or rideshare service where the driver spent the entire ride on the phone. It might feel awkward to say something to a stranger, but remember that you are the customer and deserve to be safe. It can be as simple as saying when you fi rst notice the driver being distracted, "For your safety and for mine, can you please not use your mobile devices while I'm in the car?" You can even let them know that if they do not disconnect, you'd like them to pull over and let you out.
As people who drive for a living, they've surely seen their fair share of distracted drivers and have probably encountered some close calls. Arm yourself with some quick stats to help explain why it's so dangerous. If you still feel awkward and travel frequently for work, consider printing up a small business card that you can hand the driver when you get in with your request. Remind yourself of the saying, "T e customer is always right," and in this case you defi nitely are.
Scenario #2
Perhaps you've been in the car with your co-workers, either driving on a business trip or just heading out to
the local sandwich shop for lunch, and they've made a call or sent a text behind the wheel. Again, it's good to share that you care about both their safety and yours. You could say, "I'd appreciate it if you'd not use your phone while driving – it's the safest choice for both of us." Or, "Do you mind waiting until we are parked to make that call or send that text?" Also, a little education can go a long way, so share a few quick stats with them as well.
If they are taking a business-related call, off er to do the talking as the passenger so the driver can focus on the road. You might be a little embarrassed to speak up, especially if there are other co-workers in the vehicle too, but in a recent NSC poll 74% of respondents said they view distracted drivers as a major traffi c safety concern. Odds are, others in the vehicle are just as concerned as you and they'll actually really appreciate you speaking up.
Scenario #3
Unfortunately, many people seem to view their drive as a time to catch up with people during a busy day. So speak up for safety even when you are not in the vehicle. Let's say you receive a phone call from your spouse, family member or friend, and you know they are driving when talking to you. You can say, "Are you driving right now? Let's catch up once you're parked. I don't want you to be distracted while you're driving."
Also, teach your children the dangers of distracted driving and tell them to speak up if they see someone doing it. T ey are usually much less bashful to point it out and will help keep drivers accountable even when you aren't with them.
Knowledge is power
Here are a few quick statistics you can keep in your arsenal to make these conversations easier. T e data doesn't lie, so it is great to have in your back pocket.
* T ousands of people needlessly die each year in distracted driving crashes.
* Up to 94 percent of crashes are caused by human error – shouldn't we be operating at our best?
* When you are talking and driving – even hands-free – your brain can miss seeing up to 50 percent of your driving environment.
* Multitasking is a myth. Driving and phone conversations both require a great deal of thought. When doing them at the same time, your brain is unable to do either well.
* New studies show using voice-to-text is actually more distracting than typing texts by hand – you should never do either behind the wheel.
[REDACTED_PHONE] 0317 © 2017 National Safety Council ational Safety Council | web | http://www.nsc.org/Membership%20Site%20Document%20Library/DDAM/2017/2017-DDAM-SafetyTalk-Member.pdf | 0.49278 | {
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San Lin, Former ENERGY and FLY Student
Born in Thailand, San Lin came to the United States with his family in 2008 when he was six years old. His parents were fluent in Burmese and Karen and were learning English, but they were not able to assist him with his education. When San Lin was starting fifth grade, his parents signed him up for WEDI’s ENERGY program in hopes that it would help with his English fluency.
It wasn’t easy at first. His older sister LayMya Aye remembers that prior to entering ENERGY, he would hide his homework because he didn’t want to do it. He eventually moved up to FLY, WEDI’s middle school program, and things started getting better: “Because he had attended ENERGY, he could stay on task,” shares LayMya Aye. “He also had more people to help him to go over what he didn’t understand, rather than just myself, so he had more support.” He was also exposed to new literary genres and discovered his love of mystery books.
When San Lin entered FLY, he was reading at a second-grade level. With the help of FLY’s staff and volunteers, he was reading at a fourth-grade level when he graduated from the program. His family was amazed by his progress. “Because the students were learning specific things, grammar one day and fluency another, his grammar is probably better than mine,” exclaims LayMya Aye. “It gave him somewhere to go where everyone else was learning at the same pace and the students were going through the journey together.” This confidence also helped San Lin come out of his shell and begin to make friends like Abubakar, with whom he bonded over a shared love of anime.
San Lin is now a freshman at Hutchinson Technical High School where he is focusing on coding, drafting, and drawing. He plans to study game design in college. “Because of the help San Lin received in the ENERGY and FLY programs,” says LayMya Aye, “his future looks very bright.”
VISION
All residents of Western New York can succeed and thrive in a culturally inclusive community.
MISSION
WEDI strengthens communities through a continuum of educational and financial resources, removing systemic barriers to economic equity for all Western New Yorkers. | web | https://my.wedibuffalo.org/_files/ugd/b07aad_3d905eedbf8549828dd22b07a3cdd71f.pdf | 0.512728 | {
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Telephone Meditation
* First ring - not jumping straight away to answer the phone
Breathing in, I calm myself……breathing out I smile
* Second ring - the same with more calmness and a more secure smile
* Third ring - if the person really wants to talk to me they will wait I am grounding myself……. and I am centred in my body
* Fourth ring - I walk with calmness and dignity to the phone
And/or, I gently pick up the phone with calmness and dignity
Still breathing and smiling when I answer
I am my better self and this is good for me and good for the person who is calling | web | http://everydaymindfulness.com/download/i/mark_dl/u/4008565726/4540955872/Telephone%20Meditation.pdf | 0.443932 | {
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THE PRESIDENT: Dr. Fletcher, how are you?
DR. FLETCHER: Very fine, sir, Mr. President.
THE PRESIDENT: Dr. Fletcher, Congressman Teague, Congressman Frey, distinguished guests, ladies and gentlemen:
I am extremely happy to have this chance to send my greetings and very best wishes on the dedication of the Science and Technology Exposition. I am honored to congratulate all who took part in creating this very important Bicentennial program. This massive combined effort, planned and carried out by NASA, 16 other Federal agencies and a number of corporations and institutions of higher learning, represents the same spirit of cooperation and mutual support that enabled Americans to venture from Cape Canaveral to the moon and back.
The Kennedy Space Center is the fitting location for this exposition. In just 20 years it has become historic ground in the United States as well as in the world.
The brave astronauts of the Mercury, Gemini and Apollo programs and their dedicated support teams represent the finest quality in American science and technology. The Space Center and the fabulous story behind it has become a part of America's national heritage. More than just a story of technical expertise, it is a superb story of courage, perseverance and strength, of determination and of faith. It is another chapter in America's history of reaching out to the unknown that began when the first colonists set sail across an unfriendly sea to an unexplored continent.
America's future is itself unchartered territory but I am confident we will face that challenge with the same courage and imagination that have marked all of our voyages into the unknown.
This fine exposition will tell Americans of our unique contribution to the progress of mankind. It unveils some of the scientific wonders to come, developments which will not only range across the solar system but which will change everyday life here on earth. It will show Americans that our horizons are still unlimited and so is our capacity to reach for them into our third century.
I congratulate all who have been a part from the very beginning of the development of this outstanding exposition and I wish everybody connected with it the very best and I hope and trust that thousands and thousands and thousands of Americans and those from other parts of the world will come and see for themselves what we have done and what we will do in the future.
Thank you, Dr. Fletcher, and the very best to all.
DR. FLETCHER: Thank you, Mr. President.
END (AT 11:18 A.M. EDT) | web | https://www.fordlibrarymuseum.gov/library/document/0248/whpr19760614-013.pdf | 0.423733 | {
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Sense Square srl is an innovative start-up that intends to provide products and services in the field of environmental monitoring through smart technologies, ICT, IoT. The aim of the start-up is to make air quality monitoring a right of all citizens, so as to make them aware of the air they breathe, thus allowing them to behave and take action to limit the negative impacts on own health.
**TECHNICAL SHEET FULL MONITORING STATIONS**
Type of power supply: connected by cable to the mains.
Operating voltage of the control unit: 5v
Technology used for sending data: GPRS or WIFI
Frequency of data transmission: from 2 to 10 minutes
Data collected by the control unit:
1. Meteorological;
2. Thin powders (PM 2.5 and PM 10);
3. Gas (see table).
Technologies used for the detection of meteorological data:
1. MEMS (Thermometer, Barometer and Hygrometer);
2. Anemometer and wind vane.
Temperature measurement range: -40°C to +85°C
Temperature reading accuracy: ±1°C
Technology used for the detection of fine particles: Laser Diffraction (Laser Scattering principle).
Measurement range: 0 - 1000 µg / m³
Relative error: <10%
Technology used for gas detection: Electrochemical Sensors
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Single Best Weight Loss Tip
Don't Eat All the Time
Before the 1970s and the obesity epidemic, societies ate varied diets, some even heavily based on refined carbohydrates without suffering from rampant obesity. The Irish loved their potatoes. The Chinese were eating white rice. A lot of white rice. Yet they had virtually no obesity. Think about America in the 1970s. Disco was sweeping the nation. Star Wars and Jaws played to packed theatres. If you looked at an old photograph from that era, you might be amazed at two things. First, why did anybody ever think bell bottoms were cool? Second, there was very little obesity.
There were no after school snacks. If you tried to get one, your mom would say that you would ruin your dinner. There were no bedtime snacks. Your mom would say that you should have eaten more at dinner.
What did Americans eat in the 1970s? White bread and jam. Ice cream. Oreo cookies. Sandwiches for lunch every day. They were not eating whole wheat pasta. They were not eating quinoa. They were not eating kale. They were not counting calories. They were not counting net carbs. They were not even really exercising much.
These people were doing everything 'wrong' yet, seemingly effortlessly, there was no obesity.
Why? The answer is simple. Come closer. Listen carefully.
They Were Not Eating All the Time
There were three meals per day – breakfast, lunch and dinner. There were no mid-morning snacks.
When you don't eat, it's known as 'fasting' and it's part of a natural cycle. Feeding and fasting. This is the reason for the English word 'Break fast' or breakfast, the meal that breaks your fast. During your sleep, you are (presumably) not eating and therefore fasting. This allows time for your body to digest food, process the nutrients and burn the stored energy to power your vital organs and muscles. During feeding, you store food energy as body fat. During fasting, you burn body fat for energy.
In order to maintain stable weight, you must balance feeding and fasting. If you are predominantly feeding, you will gain weight. If you are predominantly fasting, you will lose weight. It's truly as simple as that. The dietary intervention that has been successfully used for countless generations… intermittent fasting.
Weight gain or loss really comes down to two simple factors:
* What we eat
* When (or how often) we eat
Most diets only address the first point and ignore the second one. Because of that, they fail over the long term. You can't address half a problem and expect good results.
TheFastingMethod.com
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Toothpaste to Bleach Teeth and Prevent Microbial Growh in Mouth
Thursday, 16 June 2016 WIB, By: Marwati
Oral health is a health issue that has not been given much attention by Indonesian citizens. Basic Health Research Data in 2013 showed that as many as 25.9% of Indonesia's population still has oral health problems.
Some oral health cases such as cavities and tooth discoloration arise due to low awareness of the public to maintain oral hygiene. The growth of microbes in the oral cavity triggers demineralization of teeth that erodes tooth enamel. The process initiates and affects the color of the teeth.
This prompted Dentistry UGM students - Rahayu Widiastuti, Tri Wanudyawati, Faiq Azhar, and Pharmacy students, Thoriq Ziyad and Akbar Eka Nugraha - to create a formula that contains compounds that can inhibit the growth of microbes in the oral cavity. It could also maintain oral health and whiten the teeth.
Rahayu said that so far there have been many toothpaste products in the market that have a composition to address health and oral cavity problems. However, there is no product that has a composition that serves to inhibit or kill microbes, such as Streptoccous mutans, in the oral cavity.
"Therefore, we tested compound that has potential to be an alternative antibacterial and whitening teeth for toothpaste," Rahayu said, Wednesday (15/6).
The toothpaste was named Dentrifice Zeolite and Strawberry or DENZIORRY. The compounds used for anti-bacterial alternative is crystal polymer of alumino silicate mineral called zeolite which is widely available.
In making of the teeth whitening, they use ellagitannin acid and malic acid obtained from the extraction of strawberries. Ellagitanin acid will react to produce free radicals H+. These radicals can disrupt the unsaturated structure on the enamel, the enamel becomes saturated structure, so that it results on lighter color.
Besides, the acid contained in a strawberry would be a big contributor for teeth whitening since acid can erode tooth enamel surface.
"Cu-Zeolite and strawberry extract are used as an active ingredient formula to make DENZIORRY toothpaste," she explained.
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UGM Students Develop Antibacterial Gum from Onion Skin Extract G | web | https://ugm.ac.id/en/newsPdf/11926-toothpaste-to-bleach-teeth-and-prevent-microbial-growh-in-mouth | 0.485072 | {
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Sanctuary at a Glance:
Location: Alpena County
Size: 95 acres
History: 79 acres purchased in August 1968, 16 acres purchased in December 1969
About MNA:
The Michigan Nature Association is a nonprofit conservation organization working to protect Michigan’s rare, threatened and endangered species by protecting the lands and waters they need to survive.
Established in 1952, MNA’s members, donors, and volunteers have built a remarkable network of more than 170 nature sanctuaries across the state – the largest network of natural areas established and maintained by a nonprofit conservation organization in Michigan.
Originally named the Grass Lake Nature Sanctuary, this sanctuary was dedicated to Julius C. and Marie Moran Peter on June 3, 1979. The Peters were financial advisors, boosters and enthusiastic volunteers of the Macomb Nature Association, which later became MNA. Julius and Marie spread the word about the Association to their friends and their community and were instrumental in gaining contributions resulting in the purchases of hundreds of acres of land that became sanctuaries.
The Peter Memorial Nature Sanctuary is wild and remote. Those who walk on the old path to Grass Lake encounter many interesting plants, such as purple flowering raspberry, buffalo berry, columbine, and spurred gentians. In early June, the dwarf lake iris grows four to six inches tall, while the bird’s eye primrose flowers bloom beautifully. Both prefer this sanctuary’s alkaline soil.
The Grass Lake edge fluctuates from year to year and is home to sedges, pitcher plant, false asphodel, arrow grass, and sweet gale. The open sections are ideal for bird watching, as the lakeshore is home to ducks, shorebirds, hawks and warblers.
Hamilton Road, the first Michigan Natural Beauty Road, travels below the southern border of Peter Memorial. A bumpy ride, Hamilton crosses exposed dolomite near the sanctuary entrance. By searching carefully along the roadside, sheets of dolomite containing fossils can sometimes be found.
The black-throated green warbler
The black-throated green warbler (Setophaga virens) is identified by its yellow and olive face and extensive black throat and breast. It’s associated with conifers across most of its breeding range, nesting in spruce, pine, fir, cedar, or cypress stands. It also occurs in mixed and broadleaf forests in the southern parts of its breeding range. Insects are the main component in this warbler’s diet, although berries are sometimes included. Their population seems to be increasing in the south but decreasing in the north; this is most likely due to the loss of mature forests.
The first Natural Beauty Road
Hamilton Road was declared the first Michigan Natural Beauty Road in 1971; MNA proposed this legislation in 1970 and was instrumental in getting it passed. The goals of the Natural Beauty Roads program are to identify and preserve specific country-local roads having unusual or outstanding naturally-occurring beauty in an undisturbed condition for the use and enjoyment of local residents and the public in general.
Planning Your Visit:
The best time to visit Peter Memorial Nature Sanctuary is in the summer, when the rare dwarf lake iris is in bloom. The dwarf lake iris is only found on the northern shores of Lake Michigan and Lake Huron and was declared the Michigan state wildflower in 1998.
How To Get There
The sanctuary is located in Alpena County, off Hamilton Road near Alpena. Take US-23 to Bloom Road. Turn right onto Bloom Road, turn right onto North Point Road, and then turn right onto Hamilton Road. Drive 0.5 miles on Hamilton Road to reach the access easement.
Please call [REDACTED_PHONE] for more information. | web | https://michigannature.org/fileLibrary/Peter%20Memorial%20Nature%20Sanctuary%20Fact%20Sheet.pdf | 0.493614 | {
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Because of their low, mounding habit, they are often used as edging along
Heuchera 'Carnival Cocomint'
* Use: Coral Bells are a versatile perennial. This villosa hybrid, part of the Carnival series, known for their tidy mounding habit and excellent heat and humidity tolerance, is a terrific choice for adding a touch of colour towards the front of a border. Produces tall, airy sprays of small white flowers. A great choice for adding texture to borders or mixed containers. Tolerates heat and humidity.
paths or in containers. Try cutting a few of the tall flower scapes for fresh bouquets.
* Growth: Moderate growing; foliage reaches 10 to 12 in. tall, 12 to 14 in. wide.
* Exposure/Soil: Sun– part shade. More sun tolerant than other coral bells. Best when planted under other trees, but not too deep a shade or poor flowering and leaf color. Moist, well-drained soil, but not soggy. Use slow release fertilizer two times a year. Water regularly, when top 3 in. of soil is dry.
* Hardiness: Zone 4-9; Perennial
* Foliage: Semi-evergreen. Tidy, low mounds of lightly textured, heavily lobed, rich mint green, silver-frosted foliage with burgundy venation.
* Flower: Dainty white flowers are held aloft on airy stems May through July. | web | https://growersoutlet.com/Plant_Info/Perennials/Heuchera/Heuchera_Carnival_Cocomintl.pdf | 0.427879 | {
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Conservation in the Classroom
How Can I Make a Difference? Helping the planet as a young person
September 28, 2022
1 pm ET / 10 am PT
Recommended grade levels: 6–10
Watch live on Conservation in the Classroom
View recording on the Wild Classroom YouTube channel
Ryan Zlatanova
WWF Activism and Outreach Specialist
Reid Chapman
Teen Activist
Students can often feel powerless in the face of environmental crises, but there is tremendous potential for young people to make a difference. Start off the school year empowered by tuning in to learn tangible ways for your students to help the planet. Ryan Zlatanova, Activism and Outreach Specialist at WWF, will talk about why youth voices are so important. He will be joined by Reid Chapman, a current high school student who has been advocating for nature since he was a child.
Reflect
Have you ever felt overwhelmed by a challenge or an obstacle you were faced with? What happened? Describe how you handled the situation and what you learned from the experience.
Consider
What issues have youth helped draw greater public attention to?
Acknowledge
What issue do you care about? How does this issue affect your community?
Predict
Think about your favorite activities, indoor and outdoor. Explain how climate change may impact these activities now and in the future.
Planning to watch the event live? Write your question(s) for the presenter here:
_______________________________________________________________________________________
_______________________________________________________________________________________
INFORMATIONAL RESOURCES
Use these web articles and videos to provide additional information to your learners on how to advocate for their environment and biodiversity.
- Video: [WWF Activists’ message to world leaders on climate](#)
- Video: [Being a Young Environmental Advocate](#)
- Web article: [From the front lines of climate change, Arctic Youth Ambassador Gabriel Stenek shares one village’s story](#)
- Web article: [Mercedes Kashatok and Muriel Reid on stepping up to the challenges of a changing Arctic](#)
- Webpage: [Faith-Motivated Youth Stories](#)
- Web story: [Miami Rising Up](#)
HOW TO HELP
- Webpage: [What you can do to fight climate change](#)
- Webpage: [Going the Extra Wild Mile: Wild Classroom spotlight stories](#)
Check out these lesson plans to supplement the content from the event.
**Living Planet Report**
This youth edition of the Living Planet Report explains the Living Planet Index and highlights the key findings and recommendations through graphics and case studies. Use it as a scientific resource or in conjunction with the activities.
Grades 6–12
**Grasslands of the Northern Great Plains toolkit**
Discussion questions, lesson plans, and a virtual field trip video take a look at the role pollinators play to keep ecosystems healthy while familiarizing learners with the pollinators and wildflowers native to their area and how to support them.
Grades 3–8
**Be a Food Waste Warrior toolkit**
Use this set of lessons, activities, and resources to teach the planetary impact of what we eat and what we throw away.
Grades K–12
ASSESSMENTS
Conclude your lesson on environmental advocacy with these resources and fun assessment tools.
Online quizzes
- How can I protect biodiversity? Kahoot!
- Climate change course on Kahoot!
Conclusion questions
Why do you think youth voices can be so powerful?
How would you find allies (friends, organizations, businesses) that support your cause?
What actions could you take to make your voice heard with your friends or in your community?
If you could say one thing to a world leader to make a change, what would it be?
Action steps
Challenge your learners to commit to one of the following actions to help spread awareness about the importance of protecting the environment within their community:
- Start or join a green club.
- Host an event or a fundraiser.
- Write to your local politicians.
- Organize a cleanup. | web | https://files.worldwildlife.org/wwfcmsprod/files/Publication/file/82jqpxmdyt_Ryan_CitC_packet_final.pdf | 0.484428 | {
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Acceptable Black Cart Items:
If you have extra waste that does not fit in your cart, set it out in a sealed bag on top of your cart. Your collector will pick it up and charge your account for the extra service.
- Ceramic dishware or glassware
- Kitty litter and animal feces (bagged)
- Coat hangers
- Clothing and linens
- Pens and pencils
- Cooking grease (solid only)
- Diapers
- Corks
- Foil-backed or plastic-backed paper
- Incandescent light bulbs (no fluorescents of HIDs)
- Glass mirrors and windows
- Plastic items mixed with metal, fabric or rubber
- Plastic bags, wrappers and film (not labeled "Compostable")
- Plastic labeled "Biodegradable" only
- Small pieces of plywood, pressboard, and painted or stained wood
- Juice or soy milk type boxes with foil liner
- Rubber bands
- Styrofoam
These items are NOT accepted in the black cart:
- Appliances
- Large items (furniture, metal, plastic, wood, etc.)
- Batteries
- Cooking oil
- Asbestos
- Construction debris
- Dirt, rocks or stone
- Fluorescent or HID light bulbs
- Electronics
- Food scraps, soiled paper or yard trimmings
- Liquids or ice
- Needles or syringes
- Motor oil
- Paint
- Recyclable cardboard, glass, metal, paper or plastic
- Plastic labeled "Compostable"
- Toys with electronics or batteries
- Household hazardous waste or chemicals
- Waxed cardboard and paper
- Waxy milk or juice cartons
For more information on all of our residential programs visit SFRecycling.com.
Visit SFEnvironment.org/Ecofinder for alternative reuse, recycling, and donation information. | web | http://360thirdstreet.com/wp-content/uploads/2014/01/Acceptable_Black_Cart_Items.pdf | 0.421052 | {
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BRAIN INTERNATIONAL SCHOOL
Term-II Class: VII
Session:2018-19
Science Revision sheet
Chapter -9:Soil .
Q. Answer the following questions:
i. What is soil erosion ? List the agents of soil erosion .
ii. Why are earthworms called a farmer's friend ?
iii. How can a farmer convert acidic soil to neutral soil ?
iv. Soil is a home to several animals . Give examples to support this statement .
Chapter-10:Respiration In Organisms.
Q .Answer the following questions:
i. Define: (i) aerobic respiration (ii) anaerobic respiration.
ii. Explain the respiration in: (a) Earthworm (b)Cockroach.
iii. Explain respiration in plants .
iv. Explain the role of diaphragm in the process of breathing also draw the diagram .
Chapter -11:Transportation In Plants and Animals .
Q. Answer the following questions:
i. Why is transport of materials necessary in a plant or in an animal ?Explain.
ii. Discuss the importance of transpiration in plants.
iii. List the functions of blood .
iv. Draw the well labelled diagrams of excretory system.
Chapter 12:Reproduction In Plants.
i. Write the differences in self and cross-pollination.
ii. Define reproduction .Why is it important ?
iii. Describe the different methods of asexual reproduction .Give examples
iv. Name the four whorls of a flower .Write the function of each .
Chapter -14:Electric currents and Its Effects .
i. Why is a good fuse wire made up of tin ?
ii. How do short circuit occur ?
iii. State the factors on which the strength of an electromagnet depends.
iv. What is an electric fuse made up of ? How does it function to prevent a circuit from burning?
Chapter -15:Light.
Q .Answer the following questions:
i. What is rectilinear propagation of light ? How will you prove it ?
ii. Write the uses of concave and convex lenses.
iii. What is Lateral inversion ?
iv. Distinguish between the Real Image and Virtual Image
Chapter -16:Water-A Precious Resource.
i. Define : (a) Auifer (b) Water table.
ii. Explain the factors responsible for the depletion of water table .
iii. Draw water cycle.
iv. What is drip irrigation ?
Chapter -17: Forests- Our Lifeline.
i. How do forests help to maintain the water table ?
ii. Give any four factors which are responsible for the destruction of forests .
iii. Why are trees planted alongside the roads?
iv. Explain why there is no waste in a forest.
Chapter -18:Waste water story.
Q. Define these terms:(a) Sewage (b) Contaminants (c) Waste water treatment plants
i. What happens when the sewage is passed through bar screens?
ii. Why is clarified water passed through aeration tanks ?
iii. How is biogas formed?
iv. Why is it necessary to treat the sewage before it is discharged into the rivers ?
v. List various contaminants present in sewage.
vi. How can we reduce water pollution at public places? | web | https://www.braininternational.org/client_media/contentpage_27_8_291.pdf | 0.482952 | {
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What is Autism Spectrum Disorder (ASD)?
Autism Spectrum Disorder (ASD) is a complex developmental disability that typically appears during the first three years of life: it is the result of a neurological disorder that affects the functioning of the brain.
Autism Spectrum Disorder is one of the most common developmental disabilities.
Questions ?
If you have any questions about transitions contact any of the following agencies:
Early Intervention Services Ages 0-6 years 1-888-703-KIDS Ext. 2
Children's Treatment Network Simcoe York Ages 6-18 years (not yet diagnosed) [REDACTED_PHONE]
Kerry's Place Autism Services Ages 6-18 (already diagnosed) [REDACTED_PHONE] Ext. 350
Developmental Services Ontario - Central East Ages 18+ [REDACTED_PHONE]
211 Social Services Directory Any Age 211 or www.211ontario.ca
Additional Resources
CanChild-Keeping it Together http://www.canchild.ca/en/ canchildresources/kityouthkit.asp
How to run a meeting http://www.mindtools.com/CommSkll/ RunningMeetings.htm
Bloorview timetable http://www.hollandbloorview.ca/ resourcecentre/growing_up/ growing_up_timetable.php
Connections Manual https://www.yssn.ca/resources-publications/
For other resources, check out the ASD Partnership website:
http://www.yorkasdpartnership.org
www.facebook.com/YorkASDPartners
@YorkASDPartners
THINKING ABOUT TRANSITIONS?
Starting Kindergarten Becoming a Teenager Graduating from High School
It is never too early to start planning!
Change happens to everyone throughout their life. These changes are called transitions. When planning for the future, children and their families should start early.
Any change or transition will be more successful with planning that can be broken down into four phases:
* Prepare
* Plan
* Practice
* Make the transition
Everyone has a role to play!
Role of child/youth/adult transitioning
* Have a voice in the process.
* Be involved to the greatest extent possible.
* Be included in discussions and meetings from the beginning.
* Share your goals for the transition and your future.
Role of parent/natural support person*
* Develop and share goals of the person transitioning.
* Consider how the person's voice can be heard in the process.
* Lead the transition process to keep it moving.
* Your knowledge and experience are vital. Share what you know works best.
Role of service providers/school staff/formal support**
* Explain the services they provide.
* Share additional resources and options that are available.
* Provide service based on the needs of the person transitioning.
* Natural supports are the relationships that occur in every day life: this might include a friend, neighbour, a sister etc. who you would turn to for support - you may want to invite them to participate and help you.
** Formal supports usually involve some sort of payment for services and may include relationships with service providers.
Prepare
* Identify and think about the transition or change that is coming.
* Gather information about goals, strengths, needs, abilities, interests, likes and dislikes.
* Identify who can help, build your transition team.
* Choose a lead; it can be you, a professional or a person you trust and rely on.
* Make a list of the equipment, tools and strategies that work. What do others need to know for you to succeed?
Plan
* Arrange and participate in a joint meeting of all service providers and other significant people involved. Create an agenda, take attendance and take notes.
* Make sure everything is in writing and that the meeting notes are shared with the team. Documentation may include; case notes and Individual Education Plans etc.
* Share the information, skills, tools and strategies, people will need to know for the transition to be successful.
* Think about how sounds, lighting, scents, textures, etc., can impact and plan for that.
* Express your thoughts, hopes, needs, wants, fears and ask questions.
* Create a communication plan. Decide how and when you will communicate with various team members. This may include; communication books, emails, phone calls and meetings, etc.
* Create a transition plan that outlines the steps necessary.
Practice
* Practice the plan - this helps everyone know what works, what happens next and make changes as necessary.
* Visit and explore new setting(s) as many times as possible.
* Introduce people as well as places – Names and faces.
* Use visuals (pictures, videos, stories and schedules) as part of your practice to help feel more comfortable with the change. Share and use what works.
* PRACTICE, PRACTICE, PRACTICE.
Making the Transition
* Follow through on your plan.
* Assess if things are working.
* Plan meetings to review how things are going, get updates from everyone involved.
* Make changes as needed.
Be patient!
Everything takes time.
Expect the Unexpected!
Don't panic when something happens that you are not prepared for. Revisit your plan, then prepare, plan and practice again. | web | https://www.yorkcommunityautismpartnership.org/wp-content/uploads/ASD-Transition-Brochure.pdf | 0.429029 | {
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SANT NIRANKARI MISSION
Washington DC Metropolitan Area Spiritual Center 4501 Pleasant Valley Road, Chantilly Virginia 20151
Guru Pooja Divas – Tree Plantation Community Service Tuesday February 23 rd , 2021
On February 23 rd 2021, as per the directive from Satguru Mata Sudiksha Ji, members of the Sant Nirankari Mission Washington DC planted two Maple trees at the Washington DC Spiritual Center to honor the 67th birth anniversary of Satguru Baba Hardev Singh Ji Maharaj.
Due to the snow on the ground, the trees were temporarily planted in planters and placed inside the Bhawan. Once the weather conditions become suitable, the trees will be replanted outside in ground. Several members of the Mission, keeping mission's directive in mind, also planted trees and plants around their houses.
Trees are an important part of every community and create a peaceful, aesthetically pleasing environment. Trees increase our quality of life by providing oxygen, improving air quality, conserving water, preserving soil, and supporting wildlife. Trees are both beautiful and majestic and the sentimental value of a special tree is simply immeasurable.
Satguru Baba Hardev Singh Ji throughout his life inspired humanity to perform activities to improve the environment we live in. He believed that 'Pollution is harmful, be it inside in our mind or outside in the environment'. Clean environment helps us keep healthy body and sound mind to serve fellow human beings. Similarly, 'God Knowledge' bestowed upon us by Satguru helps us lead a spiritually enlightened life.
May we always remember Satguru's teachings and implement those in our lives and spread the message of love, peace, kindness, and goodwill for all through our actions. We pray to her holiness that we can continue to participate in events that help our community.
Sorabh Kumar Washington DC, Feb 2021 | web | https://www.nirankari.org/washingtondc/events/2021/ReportGPDFeb2021.pdf | 0.427855 | {
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DIVERSITY MANAGEMENT OPERATIONS CENTER
DEFENSE HUMAN RESOURCES ACTIVITY
4800 MARK CENTER DRIVE, SUITE 06E22 ALEXANDRIA, VA [REDACTED_PHONE]
MEMORANDUM FOR: SENIOR PENTAGON LEADERSHIP DEFENSE AGENCY AND DOD FIELD ACTIVITY DIRECTORS
SUBJECT: 2021 Department of Defense Asian American and Pacific Islander Heritage Month
The Department of Defense celebrates May 1-31, 2021 as Asian American and Pacific Islander (AAPI) Heritage Month. During this month, we honor the generations of Asian Americans, Pacific Islanders, and Native Hawaiians who continue to serve proudly and selflessly in the defense of our nation. The month of May is significant, as it commemorates both the arrival of the first Japanese immigrants to the United States on May 7, 1843, and the contributions from Chinese pioneers who helped complete the first Transcontinental Railroad on May 10, 1869.
This year's theme, "Advancing Leaders Through Purpose-Driven Service," highlights AAPIs' advancement as leaders in our military and civilian ranks. We take this time in May to acknowledge and honor the military and civilian leaders of our AAPI community, such as Brigadier General Albert Lyman, the first Chinese Hawaiian American general officer who commanded the 32nd Army Division; Vice Admiral Raquel C. Bono, Medical Corps, who served as the command surgeon, U.S. Pacific Command; Brigadier General Coral W. Peitsch, the first female Asian American general officer in the U.S Army; and the highest ranking AAPI in the military, Eric Shinseki, a four-star general who served as the Army Chief of Staff. We also honor U.S. Senator Tammy Duckworth, retired U.S. Army Lieutenant Colonel, Pilot and Purple Heart recipient, who lost both legs and partial use of her right arm during Operation Iraqi Freedom. Each of these leaders have demonstrated what dedication to the security and safety of our nation looks like.
Today, AAPIs make up more than 5% of the enlisted corps, 7% of the officer corps, and 12% of the civilian workforce. Nearly three dozen AAPIs have been awarded the Medal of Honor, the highest military decoration for valor. Despite the racial injustices and inequalities they face in their communities, the AAPI leaders of today remain committed to the safeguarding of freedom and protection of all citizens in the United States.
Our strength as soldiers, sailors, marines, airmen, and guardians is rooted in our commitment to embrace and value the differences of our entire workforce. As we serve together as one force, let us stand together in solidarity to celebrate the rich history and culture of the AAPI community, and the contributions of their patriotism and courage. For more information, connect to: https://www.defenseculture.mil/Human-Relations-Toolkit/Special-Observances.
Clarence A. Johnson
Director
JOHNSON.CL
ARENCE.A.11
13801073
Digitally signed by
JOHNSON.CLARENCE.
A.[REDACTED_PHONE]
Date: 2021.05.03
11:00:57 -04'00' | web | https://www.defenseculture.mil/Portals/90/Documents/Observances/AAPIHM/2021/DMOC_Memo_2021DOR-20210504.pdf?ver=Dd6L1C7po4VPDift5XlKLw%3D%3D | 0.436892 | {
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Tankless Water Heaters
Tankless water heaters, also known as on-demand or instant water heaters, heat the water as it passes through the heater, based upon the demand for hot water.
Advantages of tankless water heaters
- Provides hot water quickly
- Takes up less space than traditional tank
- No wasted energy in the form of "standby" heat loss
Disadvantages
With electric tankless water heaters, there are possible "hidden" costs for electrical service and distribution system upgrades. You may need to hire an electrician to upgrade your electrical panel to handle increased load; electric tankless water heaters require more energy to operate.
Conventional water heaters typically require 4.5 kilowatts, while electric tankless models require 18 to 28 kilowatts (natural gas tankless models are also available). In addition, PGE may need to
Tankless Water Heaters
upgrade distribution system equipment serving the home. Otherwise, lights may flicker and electrical devices could be damaged. Those costs would be billed to the customer.
Tankless water heaters have a limited water flow rate. Generally, the largest tankless heaters can provide enough hot water to supply one shower or bath at a time and two sinks. Most likely, you wouldn't be able to run dishwashers or clothes washers at the same time as a shower. A family of four might not have enough hot water to meet their needs.
Some homes may require more than one tankless water heater, depending on the house design. For example, if a large house has multiple bathrooms on opposite ends of the house, one tankless heater would not be adequate.
Compare efficiency, savings against costs
Energy savings from an electric tankless water heater may be small in comparison with the added costs:
- Conventional water heaters: up to 95+ percent efficiency ratings
- Tankless water heaters: 95 percent+ efficiency ratings
- Estimated average savings with tankless: $15 per year
Alternatives
- Install a standard tank closer to where you need the water
- Small under-sink tank to save space
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Internationl Research Journal of Agricultural Economics and Statistics
Volume 3 | Issue 1 | March, 2012 | 189-191
CORRESPONDENCE TO :
SUKANTA SARKAR
Department of Economics, Faculty of Management, ICFAI University Tripura, AGARTALA (TRIPURA) INDIA
Email:
cmurthy1966@
gmail.com
The study makes an attempt to assess the global warming effects on Bangladeshi economy in near future. The results indicate that economy of Bangladesh will be badly affected by the global warming. It is evident from the study that if sea level increases the large area of Bangladesh will be sinking under water. Bangladesh is a poor country and agriculture is the main occupation of the common people. As poverty and unemployment are the basic problems before the common people and global warming will strike another blow on them. Incidence of flood and drought i.e. natural calamities will increase. Thus, the paper suggests that Government of Bangladesh should improve disaster management system within the country and at the same time should increase global attention about this problem.
The Report included predictions of dramatic increases in average world temperatures over the next 92 years and serious harm resulting from the predicted temperature increases (Green and Armstrong, 2010).
Global warming is the increase in the average temperature of Earth's near-surface air and oceans since the mid-20th century and its projected continuation. Climate model projections summarized in the latest IPCC report indicate that the global surface temperature is likely to rise a further 1.1 to 6.4 0 C (2.0 to 11.5 0 F) during the 21st century. Proposed responses to climate change include mitigation to reduce emissions, adaptation to the effects of global warming, and geoengineering to remove greenhouse gases from the atmosphere or block incoming sunlight (Global Warming, 2010).
In 2007, the Intergovernmental Panel on Climate Change's Working Group One, a panel of experts established by the World Meteorological Organization and the United Nations Environment Programme, issued its Fourth Assessment Report.
Global warming is a problem not for any particular country but a new threat for the whole earth. All countries future economics and social status is link with that. Bangladesh is the eighth most populous country and is among the most densely populated countries in the world. The country also has a high poverty rate. Geographically, the country straddles the fertile Ganges-Brahmaputra Delta and is subject to annual monsoon floods and cyclones. Most Bangladeshis earn their living from agriculture. Although rice and jute are the primary crops, maize and vegetables are assuming greater importance. The basic objectives of this paper are to analyze the future threat on Bangladesh's economy for global warming.
The area of the Bangladesh is 147,570 square kilometers. Bangladesh is in the low-lying Ganges–Brahmaputra River Delta or Ganges Delta. The Ganges unites with the Jaunt (main channel of the Brahmaputra) and later joins the Meghna to eventually empty into the Bay of Bengal. Most parts of Bangladesh are less than 12 m (39.4 ft) above the sea level, and it is believed that about 10 per cent of the land would be flooded if the sea level were to rise by 1 m (3.28 ft). Natural calamities, such as floods, tropical cyclones, tornadoes, and tidal bores occur almost every year, combined with the effects of deforestation, soil degradation and erosion (Bangladesh, 2010).
The basic objective of this paper is to analyze the global
Global warming and Bangladesh economy: future forcasting
SUKANTA SARKAR
KEY WORDS : Global warming, Economy future forcasting
HOW TO CITE THIS PAPER : Sarkar, Sukanta (2012). Global warming and Bangladesh economy: future
forcasting,Internat. Res. J. agric. Eco. & Stat.,3(1) : 189-191.
PAPER HISTORY : Received
Revised:
: 03.09 2011;
15.11.2011;
Accepted :
18.02.2012 | web | http://researchjournal.co.in/online/IRJAES/IRJAES%203(1)/3_A-189-191.pdf | 0.427214 | {
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This enrichment is designed to preview the Social Studies curriculum that you will be learning about this school year. Respond to each question on a separate sheet of paper and submit to your Social Studies teacher on the due date. You may need to research the answers to the questions. (Staple your response to this calendar)
Name: _________________ Period: _____
Due Date:
September 15, 2017
Grade: _________
June 2017
July 2017
Supplies:
7
Supplies:
Composition Book
Pencils (If mechanical, please include extra lead)
Color Pencils
Highlighters (multi-color pack)
Scissors
Glue Sticks
Markers
Ear buds
TBA
Composition Book
Pencils (If mechanical, please include extra lead)
Color Pencils
Loose Leaf Paper
Scissors
Markers
H
d S
iti
Ear buds
Mr. Gregory Bennett ~ [REDACTED_EMAIL] th Grade Social Studies Teacher
August 2017
Final Reflection
What do you want to learn in Social Studies this year? What is your goal for the 2017-2018 school year (short term and long term)? How will you meet your goal? | web | http://svms.ccs.k12.nc.us/files/2017/06/7th-Grade-Social-Studies-Summer-Enrichment-Work-2017-2018-School-Year-1.pdf | 0.4353 | {
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2015 Che2410 – Homework Assignment #3 Due on Oct. 23 rd before midnight
1. (30 pts) Consider the heat (diffusion) equation:
We are modelling the temperature profile of a long and narrow reactor, where the temperature at one end is room temperature, and at the other end the temperature is fluctuating ±50 degrees around room temperature.
(a) Turn this differential equation into a difference equation by using the Forward Euler method (i.e., forward differencing in time, central differencing in space).
(b) Solve the difference equation using the scheme in (a). Use an extra grid point on each end of the x-domain to handle the boundaries (i.e., do not use periodic boundary conditions). Plot the temperature profile of the entire reactor at 𝑡= 4𝜋. Also, show your results for the entire time-domain and x-domain by representing the 𝑇 variable by color: create a 2D plot with 𝑥 on the horizontal axis, 𝑡 on the vertical axis, and represent 𝑇 by color (where blue is coldest and red is warmest). See example below.
(c) Turn this differential equation into a difference equation by using the Crank-Nicolson scheme.
(d) Solve the difference equation above with the same boundary conditions as in (b). Also report your results using the same plots as in (b).
(e) How do your results compare using the two different methods?
(f) For either method, plot your results also for 𝐾= 50 and 𝐾= 500. What changes, what does not change, and why? | web | http://wilmerlab.com/teaching/mathmethods_che2410/2015_Che2410_HW3.pdf | 0.453639 | {
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2018
February 3rd,
8:30 A.M.-1:30 P.M.
Saturday,
Sonoma State University
PROFESSIONAL SUPPORT AND RESOURCE FAIR
Rebuild, Restore, Reinvigorate
Directors and teacher leaders of the California Subject Matter Project (CSMP) invite our educator colleagues in Sonoma, Napa, and Mendocino counties who have been displaced or affected by the wildfires to join us at this special event designed just for you.
The Professional Support and Resource Fair will include:
1. Workshops focused on ways to engage your students in:
*Inquiring into environmental hazards and health issues as a first step for students to helping their communities rebuild
*Learning in and across disciplines that fosters resilience (including for dual immersion and bilingual students)
*Reclaiming a sense of place and community
*Understanding the changing and challenging relationships between people and their natural world
2. Opportunities to select FREE books and resources
*Rebuild classroom and school libraries:
[x]Books and resources in Spanish or Spanish/English for dual immersion and bilingual classes
[x]Informational books, fiction, graphic novels, and more across grade level spans K-2, 3-5, 6-8, 9-12
*Replace instructional supplies:
[x]Supplies for Makerspaces or STEM classes
[x]Mathematics manipulatives
[x]Art supplies
*Rebuild educators' professional libraries with books that focus on:
[x]teaching specific disciplines and implementing California Standards
[x]supporting students through trauma; fostering resilience
[x]supporting English learners, students with disabilities, or other special needs populations
3. Drawings for gift cards, conference registration packages, sets of books for school PLCs on teaching through trauma and fostering resilience, and more (attendance gives you your ticket; no purchase required)
4. Morning goodies and lunch
5. Connections with fellow educators from the nine California Subject Matter Projects who will describe CSMP support for your schools over the long haul of recovery
Save the date!
Registration and complete program information will be sent out in early January. Email us at [REDACTED_EMAIL] if you have any questions. | web | https://www.californiawritingproject.org/uploads/1/3/6/0/13607033/professional_support_resource_fair.pdf | 0.498931 | {
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First Nine Weeks
Grade: 5
Subject: CIP Math
Year: 2017-2018
multistep practical problems involving addition, subtraction, multiplication, and division with and without remainders of whole numbers. (5.4) 8 days
Number and Number Sense
Recognize and name fractions in their equivalent decimal form and vice versa (5.2a) 2 days
Compare and order fractions and decimals in a given set from least to greatest and greatest to least (5.2b) 3 days
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Pray, Sir Robin Red-breast, pray who gave you leave
Look, Sir Robin Red-breast, here I own the soil,
Well, Sir Robin Red-breast, what you say is true.
Cherries from my cherry tree thus to come and thieve? Pray you, sir, how is it yours?
And this tree I've planted here, tended it with toil. I help keep it free from worms.
Eat your fill and never think I begrudge it you. Thank you very kindly, sir!
Did you make the tree? Can you prove those cherries, sir, don't belong to me?
I have labored too. So I think the fruit belongs both to me and you.
Thanks to you I'll sing, And return to visit you early every spring.
Note: Let half the children be farmers and half Robin Redbreasts. Those playing Robin may mount chairs for trees. It may, of course, be done by two children instead of the whole group. | web | http://gardenofpraise.com/pdf/childw39.pdf | 0.500264 | {
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Universal PreK (UPK) Café June 25, 2019 – Issue 7
Welcome to summer! The Agency of Education Early Learning Team's UPK Café will continue through the summer with a variety of research and evidence-based resources, hot topics, news items and professional articles relevant to your daily work and practice as an Early Childhood Educator and Early Childhood Special Educator.
This week we will be sharing some fun summer activities that you can share with families in newsletters, home visits, playgroups…the list goes on! We would also like to put out an invitation for you to share some of your favorite warm weather activities that can be added to the next few issues summer UPK Café. We love to see what you are doing!
Once again, THANK YOU for the work you do with Vermont's children! Enjoy your summer playing outside and running through sprinklers!
1) Water Play!
Everyone's favorite place to be on a hot summer day – the water! This resource comes straight from our Vermont Learning Standards (VELS). The VELS is a resource tool that provides opportunities and experiences that allow all children to make progress toward or achieve common goals. This also includes making adaptations and accommodations for children's unique circumstances.
2) Exploring Outside!
Walks in the shade, a hike on a favorite mountain and even exploring your own neighborhood is a nice way to discover more about where we live! Here is another great resource from the VELS website that can be shared with families or used in your program this summer.
3) Everyone can Journal!
Journaling doesn't have to be writing words. It can be pictures cut from a magazine, photos from a day around town and even personal drawings. Find a notebook, glue sticks, stickers, colored pencils – anything really! Set aside some quiet time for children to journal about their summer days. Take the time to ask about the picture, ask if you can write a few words about what they have drawn or a picture they have chosen in their journal for. At the end of the summer you'll find a full journal of memories!
4) Vermont Agency of Education's definition of High-Quality Effective PreKindergarten Education
What defines Vermont Universal Prekindergarten Education (UPK) is the implementation of high-quality, effective instruction by licensed educators who use evidence-based practices within intentionally designed early learning environments.
Early educators align curriculum with the Vermont Early Learning Standards while adapting experiences to support the full participation of each and every child to realize their full potential and promote successful outcomes.
If you have a resource you'd like to share on UPK Café or have been forwarded this issue and would like to be added to our mailing list, please contact Leslie at [REDACTED_EMAIL].
Thank you!
UPK Café: June 25, 2019 – Issue 7
(Revised: May 1, 2020) | web | https://education.vermont.gov/sites/aoe/files/documents/edu-upk-cafe-issue-7-june-25-2019.pdf | 0.489581 | {
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Mazuri ® Parrot Breeder Diet
(Available at www.mazuri.com or through a Mazuri ® retailer.)
Formula Code – 56A9
Description
A complete diet for large psittacines. This diet is specially formulated for breeding birds and for birds raising young.
Features and Benefits
- Specially formulated with balanced nutrition - Can be used as the sole diet for breeding birds.
- Better than pellets - Less fines and increased digestibility.
- Nutritionally complete - Requires no mixing or supplementation.
- Better than seeds - Less waste (20-50% of seed weight is hulls).
- Formulation allows for supplementation with species appropriate food items - Can include up to 20% (by weight) of diet as produce, seeds, etc. to encourage natural feeding behaviors and for training and enrichment.
- Reduced diet preparation - Less time chopping fruit and veggies.
- No artificial colors or flavors.
- Natural sources of pigments, antioxidants and Omega-3 fatty acids.
Product Form
Catalog #
Extruded feed: 5/16" round particle.
- 25 lb. net weight paper sack
Guaranteed Analysis
Ingredients
Ground corn, dehulled soybean meal, corn gluten meal, wheat middlings, soybean oil, dicalcium phosphate, flaxseed, calcium carbonate, wheat germ, brewers dried yeast, calcium propionate (a preservative), dried egg product, salt, dlmethionine, l-lysine, Lactobacillus acidophilus fermentation product dehydrated, choline chloride, l-ascorbyl-2polyphosphate (stabilized vitamin C), pyridoxine hydrochloride, Lactobacillus casei fermentation product dehydrated, Bifidobacterium thermophilum fermentation product dehydrated, biotin, Enterococcus faecium fermentation product dehydrated, beta carotene, d-alpha tocopheryl acetate (form of vitamin E), cholecalciferol (vitamin D3), menadione sodium bisulfite complex (source of vitamin K), preserved with mixed tocopherols (form of vitamin E), folic acid, rosemary extract, vitamin A acetate, l-tryptophan, citric acid, riboflavin, canthaxanthin (color), calcium pantothenate, nicotinic acid, tagetes (Aztec marigold) extract (color), thiamine mononitrate, vitamin B12 supplement, manganous oxide, zinc oxide, ferrous carbonate, copper sulfate, zinc sulfate, calcium iodate, sodium selenite, cobalt carbonate.
Feeding Directions
- This diet should be fed to prepare the birds for breeding and throughout the breeding season. If the birds are seasonal breeders or they are managed to be seasonal breeders, offer the Mazuri ® Parrot Breeder Diet at the start of the breeding season. If the birds are bred all year, feed this diet continuously. Wean young birds on this diet and continue feeding until first molt. After first molt, switch birds to Mazuri ® Parrot Maintenance Diet.
- To switch birds from seeds (or any diet they are currently being fed) to Mazuri ® Parrot Breeder Diet, do a gradual changeover, starting with 90% seed (or current diet) and 10% Mazuri ® Parrot Breeder Diet. On each succeeding day, reduce the amount of seeds by 10% while increasing the amount of Mazuri ® Parrot Breeder Diet by 10%. On the 10th day, the diet should consist only of Mazuri ® Parrot Breeder Diet.
o Monitor the bird's weight and behavior carefully during the conversion period. Be specially attentive during the 10th to 12th day. If the bird is losing weight, or if the bird is not consuming the product, offer the bird a mix of 50% seed and 50% Mazuri ® Parrot Breeder Diet and restart the conversion process from this point. If the bird is not eating, the excreta color will become dark green and the volume will decrease. If the bird is consuming the Mazuri ® Parrot Breeder Diet, the excreta will be a brownish-green color.
- Feeding Mazuri ® Parrot Breeder Diet at 60% of the diet will meet the nutritional requirements of birds at maintenance (offer seeds, produce and nuts for the other 40%). However, protein and calcium requirements of breeding birds are not met at the 60% feeding rate.
0001455
Approximate Nutrient Composition 1
NUTRIENTS
Mazuri ® Parrot Breeder Diet
MINERALS
Storage Conditions
For best results, store contents of open bag in container with sealing lid. Store in a cool (75 o F or colder), dry (approximately 50% RH) location. Freezing will not harm the diet and may extend freshness. Use within 1 year of bag manufacturing
1 Based on the latest ingredient analysis information. Since nutrient composition of ingredients varies, analyses will vary accordingly.
2 Determined based on data gathered in domesticated poultry.
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Pick or Pass
Directions: Cut out all the cards in this exercise (on the pages after the picture) and make a pile. All of the cards have a positive quality on each card. Pass the pile of cards to the first person. That person should pick a card and do one of the following:
Pick - If the card describes you well, you can decide to keep the card you picked for yourself.
Pass - Or you can pass the card to another person in the group who you feel it describes well.
Discard – You can elect to discard any card that you do not feel strongly applies to yourself or to another group member.
Keep a dictionary handy online in case a group member needs a definition. Repeat this for as long as the group wants to keep going. There are many cards available for different group sizes. It is optional how many you may want to use depending on the group size.
Close Out: At the end of the group, everyone should have some cards in front of them. Take turns going around the room discussing what cards each person has. Below are some discussion questions:
* Read your cards to the group…then discuss:
* How do you feel about the qualities you ended up with?
* Were you flattered or surprised by any qualities given to you by other group members, and if so, why?
* Is there a quality that really stands out to you as extra meaningful and important?
* What do you need to do in order to continue to build on these positive qualities in your own individual process of positive change and recovery? | web | https://www.takingtheescalator.com/_files/ugd/5d7aa2_aea042d85569421d86d7b28477e54e3b.pdf?index=true | 0.448731 | {
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Agri Articles
(e-Magazine for Agricultural Articles)
Volume: 02, Issue: 05 (SEP-OCT, 2022)
Available online athttp://www.agriarticles.com
Agri Articles, ISSN: 2582-9882
Diseases of Sesame
( Niharika Sheoran , Lovepreet Kaur and Sushil Kumar )
* 1 2 3
1 Department of Plant Pathology, 2 Department of Entomology, 3 Department of Agronomy, CCSHAU, Hisar- 125004
[REDACTED_EMAIL]
*Corresponding Author's email:
he flowering vegetation sesame (Sesamum indicum), often known as benne, belongs to the Sesamum genus. There are many wild relatives in Africa, but fewer in India. It has become widely naturalised in tropical areas all over the world and is grown for its edible, pod-shaped seeds. The major producers in 2018 were Sudan, Myanmar, and India, with a total global production of 6 million metric tonnes. T
One of the first domesticated oilseed crops is sesame seed, which dates back more than 3,000 years. Numerous other species of sesamum exist; the majority are native to subSaharan Africa and are wild. The cultivar S. indicum was originated in India. It thrives in drought-stricken areas when other crops fail. One of the seeds with the highest oil content is sesame. It is a frequently used ingredient in cuisines all around the world and has a deep, nutty flavour. It can cause allergic responses in some people, just as other foods. Various diseases affect its yield. Listed below are some of the most significant ones:
1. Phyllody: Phytoplasma
Economic importance: McGibbon (1924) was the first to report its occurrence in Burma.
The disease is transmitted by vector leafhopper.
Disease Management:
Remove infected plants and weed host.
Spray Dimethoate (Rogor) @ 200ml/200lt. water/acre to control the jassids.
2. Alternaria blight: Alternaria sesami
Economic Importance: It was first recorded by Dey 1948 from India. Disease causes 15-20% yield losses.
Pathogen:
It is seed borne. Temperature of 20-30 ⁰ Celsius and high humid conditions favour the disease.
Management:
Spray the crop twice with mancozeb @800g/250 lt. water/acre at an interval of 10-15 days.
3. Charcoal rot or Root rot: Macrophomina phaseolina
Economic Importance: Disease cause yield losses upto 5-100%. Day temperature of 30 ⁰ Celsius and prolonged drought followed by irrigation.
Agri Articles
ISSN: 2582-9882
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Brahmin who knew many Languages
Once there was a brahmana who knew many languages.
Once he visited a court and began speaking to people in a language different from theirs. No one could figure out his language at all!
Oh dear linguist brahmana, which language are you speaking? What's your mother tongue?
Well, my respectable king, it's for you to figure out. If you can find out my mother tongue, then you are surely very clever.
What a challenge! Let me think what his mother tongue could be...
There was a joker in the king's court. His name was Tenaliram. Tenaliram was very sharp and clever!
If you can find out the Brahmana's mother tongue, I'll award you with a thousand gold coins.
Don't worry, master. I'll definitely find it out for you tonight.
So in the evening when the pandit was walking in the garden, Tenaliram, wrapped in a blanket, climbed a tree to spy over him.
When the brahmana came under the tree, Tenaliram jumbed with all the force to frighten him.
He exclaimed in Malayalam, thus his real language was found.
Oh my God!
MORAL:
No matter what fancy or great philosophies the philosophers teach, if they can't control their anger and reactions, the truth comes out. In other words, they don't follow what they preach, or sometimes they don't even understand themselves what they are preaching. | web | http://comics.iskcondesiretree.com/01_-_For_children_-_PDF_format/03_-_Moral_Stories-01/Brahmin_who_knew_many_languages.pdf | 0.457245 | {
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MOTION
PLANNING & LAND USE MANAGEMENT
On February 28, 2006, the City Council adopted Ordinance No. 177,404, which added three native trees to the list of Protected Trees in the City. Any removal of a Protected Tree requires a permit from the Board of Public Works, with replacement required. Any removal of a Protected Tree in a project that requires environmental review is required to mitigate the removal of the tree.
On April 17, 2012, the City Council designated the Toyon, *Heteromeles arbutifolia*, as the official City native plant, in conjunction with the re-landscaping of the City Hall grounds to feature water wise plants. The Toyon, known also as Christmas berry and California holly, is a common shrub native to California which typically grows from two to five meters and has a rounded to irregular top. The plant attracts butterflies, and its berries provided food for local Native American tribes, such as the Chumash, Tongva, and Tataviam.
The Mexican Elderberry, *Sambucus mexicana*, is a tree or large shrub that is native to California and is also found elsewhere in North America and beyond and it can grow from 4 to 25 feet in height. Fruits ripen from late July into September. At least 50 species of songbirds, upland game birds, and small mammals relish the fruit of the elderberry during summer and early fall. White-tailed deer browse the twigs, foliage and fruit during the summer. Elderberries are outstanding as nesting cover for small birds. During summer, the partial shade under elderberries promotes a dense ground cover of grasses and forbs that offer good loafing or feeding areas for broods of young pheasants and quail.
The elderberry is also of well-known value and highly prized to the Indians of North America for the many purposes it serves. Frequently, the elderberry was so greatly enjoyed that families would live for weeks on little else. Many were dried for use in the winter, and were either re-cooked or eaten raw. Elderberries are still highly prized for food by modern Native Americans.
Given the special attributes of these two shrubs it is appropriate that the City consider taking action to protect them.
I THEREFORE MOVE that the Planning Department with the assistance of the Bureau of Street Services be directed to report with recommendations relative to protecting the Mexican Elderberry and the Toyon, including the feasibility of adding these two shrubs to the list of Protected Trees as set forth in § 46.01 of the Municipal Code.
PRESENTED BY MITCH O'FARRELL
Councilman, 13th District
SECONDED BY
007 8 2013 | web | https://www.babcnc.org/assets/documents/16/meeting6254ab4800243.pdf | 0.485438 | {
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The History of the Krafts Memorial Organ
Our Savior's Lutheran Congregation, established in 1947, had a piano as its first instrument for accompanying singing in its worship services. The first organ was an electronic instrument, purchased in 1958. It continued in use until the installation of the Hendrickson Pipe Organ in 1977. Mrs. Mary Jean Beck, the first organist, continues to serve as regular organist.
Early in the 1970's, when it was realized that the electronic organ was in need of replacement, interest grew in investigating the possible purchase of a pipe organ. Throughout 1973 and 1974, a committee composed of Mary Jean Beck, Ronald Prazak, and Eleanor Yackel visited churches, listening to instruments and interviewing organists and builders. By the time of the 1975 annual congregational meeting a recommendation was submitted to the congregation that a pipe organ should be purchased and built for Our Savior's Church. Charles Hendrickson was recommended as the builder because of his reputation for producing fine instruments for several regional churches and institutions, as well as for his reliable follow-up service. It was agreed that he would be well-qualified to build an organ specifically for the needs of Our Savior's Church.
In May, 1975, the contract with Mr. Hendrickson was signed by Council President Robert Zaske. It specified that an eight-rank, two-manual pipe organ, costing $26,000, should be installed two years from the time of signing of the contract. The plan was to have the organ built in the balcony. Later, when the builder and the organ committee met to talk specifically about the design of the instrument, it was realized that the altar area would be a preferable location for reasons of better acoustics, space, and for better participation in worship by organ, choir, and congregation. Because of the change in plans, the installation was delayed until December, 1977. The organ "spoke" for worship services for the first time on Christmas Eve, 1977.
The organ was financed entirely by regular pledges and memorial gifts made by members and friends of the congregation. They had a conviction that a fine instrument would be helpful in worship life, an esthetic asset to the community, and a fitting memorial to a beloved former pastor, Rudolfs Krafts, who regarded hymn singing and other sacred music as one of the important means of worshipping God.
To God be the glory! | web | https://www.oursaviorsonline.org/_files/ugd/576346_c2cde6d89dd84e00b391f65da1fe635b.pdf | 0.446201 | {
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The Facts:
1. Girls living in poverty lack menstrual supplies to manage their periods. Imagine if you come from a house of 5 women each living on less than $1/day - affording menstrual products is out of the question.
2. Poor teenage girls are missing 2-5 days of school per month - staying home while they have their period. This can add up to 20% of their education in their adolescent years!
3. Studies show that every year of schooling increasing a girl's future earning power by 10 to 20 percent.
4. Less than half a cent of every development dollar goes to programs specifically for girls, particularly those ages 10-14.
5. Girls make up 70 percent of the world's 125 million out-of-school youth.
6. The positive impact of girls' education has been shown to transcend generations, resulting in better health outcomes among women, their children, and eventually their grandchildren. When a woman has an income, she will invest 90% back into her family and her children's health and education compared to 30% for men.
7. An adolescent girl is the world's most powerful force for change and the most influential figure in today's society.
LunaPads gives girls living in extreme poverty immediate, essential and sustainable means to remain in school or at work while menstruating. For just $20 you can provide one adolescent girl with a shot at up to 20% more education. LunaPads kits are environmentally friendly, safe, healthy, easy to use and last for up to 5 years! More education for our girls means healthier families, stronger communities and a better world. Invest in a girl and she will do the rest. | web | https://www.globalgiving.org/pfil/7326/projdoc.pdf | 0.426731 | {
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Heroes Regional Park Library 6075 N 83rd AVE, Glendale, AZ 85303
October 2023
1
2:00 pm
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22
29
[REDACTED_PHONE]
— Tween and
Family Project: Colors of Autumn
Drop-in for this fun family painting! We will explore the seasonal shapes and colors to create masterpieces of seasonal expression.
Teens
10/1 @ 2 pm. TeenVenture:- Air Dry Clay Mini Figures. Embark on a creative journey with Teen Venture, the exciting monthly craft program for teenagers! Get ready to mold your imagination into reality as you craft adorable mini squishy figures using the magic of air-dry clay.
*Registration required. Space is limited to the first 25 teens.
10/8 @ 2 pm. Outside the Box: Teen Gaming Time. Do you want to try new games and make friends? Come to the library teen spaces and have fun! This program is for teens 12 - 18 y.o.
10/12 @ 5:30 pm. Teen STEAM Lab: Build a Ghost Detector! Detect invisible physical fields and substances with your own ghost meter! Get a glimpse into fascinating physics of conductivity, learn how semiconductors work, and what it takes to be a ghost hunter. This program is for teens 12 - 18 y.o. *Please register! This project is supported by the Arizona State Library, Archives & Public Records, a division of the Secretary of State, with federal funds from the Institute of Museum and Library Services.
10/28 @ 1 pm Tween and Teen Coding Club.
Preschool/School Age
STEAM Kids Club
10/4 @ 1:30 pm — Spooky Tangrams 10/11 @ 1:30 pm — Assembling Skeletons 10/18 @ 1:30 pm — DIY Oni Masks 10/25 @ 1:30 pm — Haunting Paper Lanterns *Registration required for each session. Space is limited to the first 25 children.
This project is supported by the Arizona State Library, Archives & Public Records, a division of the Secretary of State, with federal funds from the Institute of Museum and Library Services.
Big Kid Storytime with Ms. Stephanie
10/2, 10/9, 10/16, 10/23, 10/30 @ 4 pm Embark on a delightful literary adventure at our interactive Storytime for school-aged children (5-7 years old). Join us each week as we dive into captivating books that will ignite imagination and foster a love for reading. Through engaging discussions and a fun craft activity, young minds will unlock their creativity.
Start Coding in the library! We will guide you through some fun projects showing how to build a better world through coding! This program is for 10-18
year olds. *Please register!
We have all needed materials and tools!
This project is supported by the Arizona State Library, Archives & Public Records, a division of the Secretary of State, with federal funds from the Institute of Museum and Library Services.
All events at the Glendale Public Library are public, and participants may be photographed by the media and/or City staff for future print and/or online publication.
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The Connecticut General Assembly
For IMMEDIATE Release Contact: Rose Ryan
March 12, 2010 ([REDACTED_PHONE]
REP. FONTANA CALLS FOR REMOVAL OF CADMIUM IN CHILDREN'S PRODUCTS
State Representatives Steve Fontana (D-North Haven) joined with other lawmakers, public health officials and children's advocates today to urge the legislature to pass a bill that prohibits the sale, manufacturing, and distribution of children's jewelry that contains cadmium.
"This legislation represents a reasonable and balanced approach to removing a toxic chemical from children's jewelry—a purpose that we should all share," said Representative Fontana.
Cadmium is a metal used in electroplating, pigments, and plastic that can have adverse health impacts in humans, especially children. It is currently ranked seventh on the U.S. Department of Public Health and Human Services priority list of 275 hazardous substances. It is a known carcinogen and has been shown to cause developmental problems in young children. The Chairwoman of the U.S. Consumer Product Safety Commission recently advised parents not to allow young children to be given or to play with cheap metal jewelry due to concerns over cadmium.
"The Connecticut Public Health Association strongly supports efforts to limit cadmium exposures in children to prevent any possible health effects and related diseases later in life," said Annamarie Beaulieu, MPH, Campaign Director for the Connecticut Public Health Association. "The evidence linking cadmium to certain cancers and reproductive disorders is very compelling."
Just yesterday, federal regulators called for the recall of Rudolph the Red-Nosed Reindeer charm bracelets sold at dollar-type stores due to their high levels of cadmium. This follows incidents in January where two major retailers pulled products made with cadmium from their shelves. Wal-Mart voluntarily recalled 55,000 children's necklaces made in China and Claire's, the jewelry and accessories store, voluntarily stopped selling a children's bracelet.
"The fact that toxic cadmium is currently legal to use in children's jewelry shows how our federal chemical laws are completely ineffective," said Sarah Uhl, Environmental Health Coordinator for Clean Water Action. "We commend the Children's Committee for recognizing that Connecticut must take the lead."
Connecticut currently bans packaging and packaging components that use cadmium from being sold or used for promotional purposes. However, the law is silent when it comes to using the same chemical in the actual products.
The Select Committee on Children passed House Bill 5314, An Act Concerning Child Safe Products and Banning Cadmium in Children's Products, earlier this week. The bill specifically bans cadmium in jewelry made for children under age 12. The bill now goes to the Environment Committee.
Several other states have moved in the direction of banning or limiting use of the substance, including Washington and California. Florida, Illinois, Minnesota, Mississippi, New Jersey, and New York are currently considering cadmium legislation.
Rose Ryan Communications Coordinator House Democrats Connecticut General Assembly Legislative Office Building Room 5000 Hartford, CT 06106 ([REDACTED_PHONE] [REDACTED_EMAIL] | web | http://stevefontana.com/stephenfontana/pdfs/Cadmium_2010.pdf | 0.482364 | {
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Day 3:
Do you remember?
What are my start of class expectations?
At the beginning of each class, you will …
1) Sit in your assigned seat (after putting your phone up!)
2) Get out your Handy Dandy Science Notebook and a pencil/pen (sharpeners in the supplies caddy on your table.)
3) Put your stuff on the tray under your chair.
4) Wait quietly for the helpers to set up the Science Starter.
5) Write down answers for all questions and wait for everyone to finish.
6) Check your answers and make corrections if needed.
NOTE: If you are absent, put a stamp in the box to earn credit for that day. Stamps are in the Student Zone area!
Find "Rules & Procedures" page on mrstomm.com to help you answer these questions.
1. What does it take to be a good minion?
________ ________ _________
2. What grade would you earn for each score?
75% = _____ 92% = _____ 89.4% = _____ 55% = ______
3. How many times does a quiz grade count? _______
4. What happens if you don't turn in an assignment?
5. What happens if you forget your materials?
1. What does it take to be a good minion?
2. What grade would you earn for each score?
75% = _____ 92% = _____ 89.4% = _____ 55% = ______ C A B
3. How many times does a quiz grade count? _______
4. What happens if you don't turn in an assignment?
5. What happens if you forget your materials?
Science Survey Results
Your Favorite Activities
= My Activities in
School
Finish this sentence - I like it when teachers ... *
Notice when I do something well and help me out when they know I'm not sure what to do (plus make other kids behave so they don't bug me!)
Finish this sentence - I don't like it when teachers ... *
Give us "busywork" assignments because we are in trouble, yell a lot, or punish everyone when it's only a few kids causing trouble
Do you like working in groups?
Depends on the group – as long as everyone works, it's great!
What else would I like you to know?
I enjoy teaching when learning can be fun for everyone. I do not enjoy having to act as a "baby sitter" for students who cannot behave and waste class time.
Respect is a two-way street!
Quizlet Live Time
Go to Quizlet.live & wait for the code Use your first name and last initial
Make sure all your stuff is on the tray and chairs are pushed in.
You will be moving around the room with your laptops.
At the end of each class, you will…
1) Work on the class activity or assignment (or other homework) UNTIL I tell the class to pack up and line up.
2) Push in your chair.
3) Get your phone from the caddy. (Leave OFF!)
4) Return to your table and stand next to your chair until the bell rings.
5) Leave the room in an orderly manner.
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Hempland Primary: Happening this week
RESPECT • OPPORTUNITY • AMBITION • RESILIENCE
Issue 01: 18/09/2020
Early Years
What a fabulous 2 weeks we have had. It has been wonderful to meet all the children and get to know them all.
We have been busy exploring our classrooms and outside area; making ball runs, creating fabulous pictures in the creative area and getting busy in the playdough, just to name a few things. We have even started to learn some sounds in phonics, everybody has really enjoyed learning the rhymes and sounds for the letters s, a, t, p.
We are so proud of all the children; they have made a fantastic start to school!
Years 3 & 4
This week in Year 3 we have explored lots of descriptive vocabulary. We used our fantastic ideas to write dragon poems. We have also created some fabulous dragon character descriptions ready for our adventure stories. Here is just some of the brilliant writing...
This week we kicked off our Science Topic 'Living Things and Their Habitats' by exploring our school grounds. We looked for signs of animals living in our school environment and were excited to find lots of evidence like feathers, half eaten fruit and even fox poo! We also saw some animals 'in action' whilst we walked around. Great detective work Year 4!
Years 1 & 2
In Year 1 this week we have had lots of fun. We have been following our new routines and getting to know everyone more each day. We have now set up weekly challenges in our Areas of Provision and have been amazed at the determination and how many challenges were achieved this week! Everyone is enjoying the daily phonics lessons, in particularly identifying the alien words. You have been absolute stars this week - well done!
Another very enjoyable week in Year Two this week! In History, we had our first introduction to a famous pirate and learnt about some of the terrible things that Blackbeard did. In Geography, we have started to learn about the seven continents and five oceans of the world and in Music, we listened carefully to a pirate inspired piece of music and shared our ideas of what the composer was trying to show through artwork.
Years 5 & 6
In year 5, we made the epic trip to Athens, Greece. We boarded Hempland Airways with our own boarding passes and took our allocated seats. Our in-flight entertainment consisted of dancing the traditional Greek dance of the Zorba and perusing the in-flight menu.
When we arrived in Athens, we explored the major sites and thought about the differences between Athens and York. It was a balmy 32 degrees in Athens and we were slightly disappointed when we landed back in York as it was only 14 degrees!
What do you get if you cross 'Little Miss Princess' with 'Mr Tickle'? Little Miss Tickle of course! Year 6 had fun this week in science learning about inheritance and offspring. We created offspring from Mr Men and Little Miss characters and considered which characteristics might be inherited. | web | https://hemplandprimary.co.uk/wp-content/uploads/sites/5/2020/09/18.9.20-Happening-this-week.pdf | 0.427505 | {
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Project Description
The historic market town of Melton Mowbray in Leicestershire has a population of over 25,000 people and is developed around the confluence of the River Eye which joins with the River Wreake in the town centre. Flooding previously occurred approximately once every five to six years, with records dating back to 1828. The worst recent flooding was in Easter 1998 and 164 properties were flooded when the River Eye spilled its banks during a 1 in 50 year storm event.
The Challenge
The Environment Agency needed to develop a flood alleviation scheme to protect residents and businesses against such future events. The chosen option was to implement flood storage upstream of Melton to a 1 in 100 year standard of protection by constructing a dam and surrounding embankments in Brentingby. The completed dam can retain approximately 3.7 million cubic metres of water, up to a maximum of 4.5 metres above the floodplain. The dam and surrounding embankments are approximately 650 metres long and required scour protection both upstream and downstream of the control barrier structure to reduce erosion during flood events, particularly where the river runs parallel. During the original FAS embankment construction, a layer of temporary coir Turf Reinforcement Mat (TRM) was installed that now needed upgrading following an inspection and maintenance check. It would be cost prohibitive to remove the old layer, so a solution was needed whereby the existing TRM could remain in situ and a new one installed above it to provide reinforcement should over topping occur.
Project Information
| Client | Environment Agency |
|--------------|--------------------|
| Contractor | J N Bentley |
| Products | Erosamat 3/20Z 500M|
| Quantity | 6,500m² |
Benefits
- Long-term protection against scour and erosion for flood embankments
- Supports and reinforces grass roots against high flow velocities
- UK manufactured product with reduced carbon footprint compared to imported options
- Proven solution for flood spillway velocities up to 7m/s
The Solution
ABG was approached by Mott MacDonald for advice on the removal and treatment of the existing vegetation. **Erosamat 3/20Z 500M** was chosen because of its ability to withstand over topping flow velocities of up to 7m/s when fully vegetated. The mat consists of a dense matrix of UV stabilised filaments, thermally bonded together and reinforced with a polypropylene mesh to create a tough and flexible, long lasting erosion control TRM. The existing vegetation was cleared and the Erosamat installed onto the topsoil above the old temporary matting to provide root reinforcement and protect the newly hydroseeded grass against damage by wind, rain and water erosion. As the vegetation grows into the mat, the roots become entwined within the fibre matrix to provide strong anchorage that is capable of resisting high shear stress from flood water in the event the embankments over-top.
The ABG Service
UK production and technical support with site specific installation guidance provided. The site was hydro-seeded following installation.
Erosamat 3/20Z 500M layer following hydroseeding
Early retention of soil and seeds encouraging early germination
Composite root structure supporting healthy and sustainable vegetation | web | https://www.abg-geosynthetics.com/wp-content/uploads/ABG-Erosion-Control-Erosamat-Brentingby-UK-CASE-STUDY.pdf | 0.48174 | {
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Leadership Mentality
For the 50-years anniversary of the US automotive industry a big party with an impressive parade was held in the automotive stronghold Detroit. On the 1st of July 1946 an opulent parade of the General Motors Group, in a dimension as nobody has seen before, drove at walking pace through the main streets of the city. The whole parade was a successful and nice presentation of the big US car manufacturers. Marching bands accompanied the floats and vehicles and provided the musical entertainment.
The biggest eye-catcher of the fleet was the unorthodox presentation vehicle of the brand Buick. They fitted the back-then latest Buick front end with a cylindric rear end onto a huge, wheeled platform. Even if the piggy-packed Buick was real, it was not able to drive by itself, not even for a single meter; as it was just a dummy. But it was a dummy with a special connection. The front end of the car bore strong resemblance to a concept vehicle, the so called Y-Job. The cryptical abbreviation Y-Job was the designation of the first concept vehicle in automotive history, which was designed by the renowned car designer Harley J. Earl in 1939. It was downright riddled with groundbreaking features. The short before the outbreak of the war finished Buick concept car featured the first electric windows, but this just as little as the pneumatically actuated pop-up headlamps was not implemented on the Buick float in 1946. Instead of pop-up headlamps two standard front lights were fitted. Also the striking, large, chromed front grill was just rudimentarily equivalent to the 1939-version.
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Canada’s British Home Children
Almost Forgotten - Almost
Between 1869 and 1948, an estimated 100,000 children were sent to Canada from Great Britain as indentured farm labourers and domestic servants. Their average age was 12. Seventy of the children were placed in an orphanage in Prince Albert. Learn their history.
When: Saturday, September 23, 2023
Time: 2:00 pm to 4:00 pm
Where: Prince Albert Historical Museum
10 River Street East, Prince Albert, SK
Seating is limited. Please reserve a seat.
Contact: [REDACTED_PHONE]
Susan Brazeau is a researcher, genealogist, author, historian, educator and speaker. Her Master’s Thesis, “They Were But Children: The Immigration of British Home Children to Canada” is published in the Journal of Integrated Studies (2014).
She is a 15-year member of the Royal Canadian Legion Branch #39; Vice President of the Lloydminster & Area Brain Injury Society; and a member of several museums and research groups. She is retired from her teaching position with Lakeland College.
Joan (Champ) Brewerton is a regular columnist in the Prince Albert Daily Herald Rural Roots edition. Her most recent column, “Shattered Lives”, presented the stories of 70 British Home Children sent to St. Patrick’s Catholic Orphanage between 1901 and 1907.
Joan studied western Canadian history at the University of Saskatchewan, earning a Master’s degree. Her knowledge of the province’s history led to a career at the Western Development Museum, culminating in her role as chief executive officer for all four branches of the museum. Joan is now retired and lives in North Battleford with her husband Gordon.
PRESENTED BY:
princealberthistoricalsociety.ca
paherald.sk.ca
Prince Albert, Saskatchewan
Your local news source since 1894
Employee owned and operated. Community focused. | web | https://historypa.com/mrws/filedriver/Events/Other/BristishHomeChildren.pdf | 0.42525 | {
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Healthy Solutions Suggestions for
Chemical-Free Landscape Care on Islesboro
INTRODUCTION
SOURCES AND ACKNOWLEDGEMENTS
PAGE
. . . . . .24
For references and online links to further information about pesticides, please visit https://pesticidesafetyonislesboro.com/
INTRODUCTION
To our friends and neighbors:
June 2020
We live on a small island and share drinking water, air, and land resources with each other. Lawn and garden care can either add to our health and enjoyment of the island, or lead to disease and pollution.
Pesticide Safety on Islesboro (PSI) has put these guidelines together to help Islesboro residents, gardeners, caretakers, and landscaping professionals take a natural approach to landscape care, rather than depending on the use of dangerous chemicals. We are very grateful to the many islanders who helped us with this project (please see p. 24).
Increasingly, science shows that synthetic chemicals used in landscape care harm humans, our pets, wildlife, and the environment. For instance, in thousands of recent lawsuits, glyphosate, a chemical in the weed-killer Round-up, is cited as a cause of cancer. 1 Numerous studies have found that the herbicide 2,4-D, used in "weed and feed" products, can harm the human hormone system, leading to health problems such as birth defects, autism, and Parkinson's disease. 2 The Smithsonian Institution warns that a single seed treated with imidacloprid, an insecticide in the neonicotinoid family, can kill a songbird within days. 3
Over the years, many of you have developed successful gardening practices that may well differ from those suggested here. If your lawn or garden currently depends on chemicals, we hope this guide will help you find a healthier way to maintain your landscape. When it comes to gardening techniques, do what works for you – just don't use products containing synthetic pesticides.
If you have questions, please contact any one of us directly or through the PSI website, https://pesticidesafetyonislesboro.com/ And if you know of a safe, simple gardening technique or a solution to a particular pest problem that isn't mentioned in the booklet, please tell us. Your input would be welcome, for this publication is a community project that will be updated from time to time. Nancy Alexander Linda Gillies (chair)
PSI is a standing committee of the Town of Islesboro and has the full support of the Select Board. The Town does not use synthetic pesticides on its properties.
Lauren Bruce (Select Board liaison) Marilyn Smith Anna Kiers Congdon Jennifer West Helen Elkins
1 https://fortune.com/2019/10/30/roundup-lawsuits-bayer-defiant
3 https://www.smithsonianmag.com/science-nature/popular-pesticides-linked-drops-bird-population-[REDACTED_PHONE]
2 Walter J. Crinnion, Joseph E. Pizzorno, Clinical Environmental Medicine, pp. 278-281; Diane Lewis, M.D., The Great Healthy Yard Project, pp. 81-84. Copies of these books are in the Alice L. Pendleton Library | web | https://pesticidesafetyonislesboro.com/bookletintro.pdf | 0.505811 | {
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Shooting the Rapids by Frances Anne Hopkins
The Express Canoe
When General Brock learned of the outbreak of war, he called on North West Company fur trader William McKay (or MacKay). Brock knew that McKay could organize the 12 elite voyageurs needed to take an express canoe the nearly 2000 km trip from Montreal to St. Joseph Island in record time. Brock wanted his commander Captain Charles Roberts to capture the fort on Mackinac Island before the Americans realized the war had started. The trip to St. Joseph Island routinely took four to six weeks in a fully loaded canoe. A lightly loaded canoe with expert paddlers could make it in as few as 18 days. McKay set off late June from Lachine. The voyagers paddled the Ottawa River for 563 km to its junction with the Mattawa River, making eighteen portages. The 56 km Mattawa River required poles as well as paddles against the swift currents. The usual speed of the express canoe on lakes was about 80 strokes a minute, which propelled the craft at about 16.09 km per hour. The 14 hour days took the
crack team of FrenchCanadian, Mohawk and Metis paddlers along the Mattawa to Lake Nipissing, and then down the French River leading to Georgian Bay and from thence through Lake Huron to St. Joseph Island. McKay and his crew arrived at St. Joseph Island July 8 th —in a mere eight days! An express canoe was about 11 metres in
ReadingAndRemembrance.ca | LectureEtSouvenir.ca length and 1.8 metres wide. Empty, it weighed around 270 kg. It carried only light provisions to ensure speed. From years of paddling heavily-laden canoes that carried up to 3600 kg of freight, the voyageurs had the capacity to get the next leg from St. Joseph Island to Fort Mackinac in just 17 hours. The successful surprise attack on Fort Mackinac took place on July 18 th . As well as the North West Company's schooner Caledonia, and 10 bateaux, 70 war canoes took part in the assault—many no doubt manned by McKay's astounding express canoe paddlers.
ReadingAndRemembrance.ca |2 |LectureEtSouvenir.ca | web | http://readingandremembrance.ca/forms/RR2012/2012Minutes/ExpressCanoe.pdf | 0.424005 | {
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I lost a real nice looking garden. I don't plant anymore. I used to have corn patch. My sister across the lake, she died. She used to have--be a corn patch. And I used to dry corn every year.
(Yeah.)
We made bread from fresh corn-grated.
(Yeah.)
Put in the pan. Dough in the pan like.
(Yeah)
And then bake it. When its done just crumble it up and dry it in the sun.
(Yeah. Now I like it that way too, where its grated off and bake it. And then--)
Well you can boil it and cut it off the cob and dry it.
(Now that's the one that I'm thinking about. What do they call that?)
Soup corn.
(Yes, soup corn. Now that's the kind I like the best.)
You can buy that now.
(You can?)
Yes. You can buy it in the stores. Fifty cents a can about this size.
(Oh my goodness.)
**MEDICINES WERE MADE BY INDIANS**
They learned that from the Indians:
(They sure--in fact they learned a lot of things from the Indians. Something else people don't--I mean young people don't know anything about and that's dried meat. That they used to call jerky. But no one makes it anymore.)
No, they don't make that either.
(Words not clear.)
(Yeah.)
And Mullen. And he makes--Cotton--Horehound.
(Horehound.. Yeah, they used Horehound in it.)
Make syrup out of it. Makes a good cough syrup.
(It makes a good cough syrup. But those old Indian remedies now they actually work.)
Yeah.
(And there was one remedy for an asthma that my grandmother used to use and we didn't--nobody wrote it down. And it was something that she burned or smoked. And we can't think what it is now. But she used to have asthma.)
(Words not clear)
She used to use on her children not me.
(Yeah. Well, a lot of the herbs are gone now that they used to find.) | web | https://digital.libraries.ou.edu/utils/getfile/collection/dorisduke/id/15466/filename/15462.pdfpage/page/7 | 0.477294 | {
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HONEY NUTRITION
2% minerals, vitamins, pollen and protein.
The vitamins present in honey are B6, thiamin, niacin, riboflavin, pantothenic acid and certain amino acids. The minerals found in honey include calcium, copper, iron, magnesium, manganese, phosphorus, potassium, sodium and zinc.
The 3 key health benefits of honey are related to the fact that:
1. Honey is nature's energy booster
2. Honey is a great immunity system builder
3. Honey is a natural remedy for many ailments
Nature's Energy Booster
A great natural source of carbohydrates which provide strength and energy to our bodies, honey is known for its effectiveness in instantly boosting the performance, endurance and reduce muscle fatigue of athletes. Its natural sugars play an important role in preventing fatigue during exercise. The glucose in honey is absorbed by the body quickly and gives an immediate energy boost, while the fructose is absorbed more slowly providing sustained energy. It is known that honey has also been found to keep levels of blood sugar fairly constant compared to other types of sugar.
Immunity System Builder
Amongst the many health benefits of honey, honey can be a powerful immune system booster. It's antioxidant and anti-bacterial properties can help improve digestive system and help you stay healthy and fight disease.
Amazing honey properties
-- antimicrobial, antioxidant, and hygroscopic which all make honey a popular food as well as a medicine.
1. Honey is Hygroscopic
Honey has a hygroscopic nature, which means when exposed to air, it naturally absorbs moisture in from the air. In treating open wounds, honey is useful as it could help prevent scarring by keeping the skin moist, encourage the growth of new tissues, and allow easy removal of any dressing by preventing dressing from becoming stuck to the skin. Honey's hygroscopic properties also make it an ideal ingredient in a lot of cosmetics as it helps keep skin hydrated and fresh and prevents drying. Thus, some people call honey a natural "humectant" as it attracts and retains moisture. When used in skin and hair treatments, honey traps and seals in the moisture leaving skin soft and supple, and hair glossy and healthy.
2. Honey is Antibacterial
The effective antimicrobial agent in honey prohibits the growth of certain bacteria. It contains an enzyme that produces hydrogen peroxide which is believed to be the main reason for the antimicrobial activity of honey. As such, honey is a useful treatment for wounds and scalds. Cuts, abrasions and scalds can be covered in honey to prevent bacteria from entering the wound and promote healing.
3. Honey is a Source of Antioxidants
Honey contains natural antioxidant properties that can destroy biologically destructive chemical agents. Studies also found that dark-color honeys seem to possess more antioxidants than light-color varieties.
[ See more Honey Nutrition information on page 2 ]
These statements have not been evaluated by the Food and Drug Administration. This product is not intended to diagnose, treat, cure or prevent any disease. If you are pregnant, nursing, taking any medication or have a medical condition, please consult your healthcare practitioner before taking any dietary supplement.
1 cup(about 16 tablespoons, or about 48 teaspoons)
:
1 tablespoon(3 teaspoons): | web | http://docs.rfbsbees.com/HoneyNutrition.pdf | 0.425723 | {
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Bolja Civilizacija. Mreza Znalaca i FER
Davor Pavuna
Svicarski Institut za Tehnologiju
ÉCOLE POLYTECHNIQUE FÉDÉRALE DE LAUSANNE
Physis = Moja Znanost
Izazovi Tehnologije
Hrvatski Izazovi
Technology’s Promise
Highlights from the TechCast Project
By William E. Halal
About the Book
"... an introductory text, with a unified, balanced point of view, is of considerable value. This is what Cyrot and Pavuna have produced. Their book still requires a significant effort for a genuine beginner, but it can be studied step by step. It sets up delicate compromises between the opposite dangers of dogmatism and oversimplification."
from the foreword by P G de Gennes
What sets this book apart from others on the introduction to superconductivity and high-$T_c$ materials is its simple and pragmatic approach. The authors describe all relevant superconducting phenomena and rely on the macroscopic Ginzburg-Landau theory to derive the most important results. Examples are chosen from selected conventional superconductors like Nb-Ti and compared to those of high-$T_c$ materials. The text should be of interest to students and researchers in all branches of science and engineering, with the possible exception of theoretical physicists, who may require a more mathematical approach.
Magnetic-levitation is an application where superconductors perform extremely well. Transport vehicles such as trains can be made to "float" on strong superconducting magnets, virtually eliminating friction between the train and its tracks. Not only would conventional electromagnets waste much of the electrical energy as heat, they would have to be physically much larger than superconducting magnets. A landmark for the commercial use of MAGLEV technology occurred in 1990 when it gained the status of a nationally-funded project in Japan. The Minister of Transport authorized construction of the Yamanashi Maglev Test Line which opened on April 3, 1997. In December 2003, the MLX01 test vehicle (shown above) attained an incredible speed of 361 mph (581 kph).
MRI & "Big Physics"
Magnetic Resonance Imaging
Philips
Tevatron
Fermi National Laboratory
In Wisconsin, USA (1995 - ):
Starting our trip upwards .... We can see the foliage.
$10^6$
1,000 km
Typical sight from a satellite
$10^7$
10,000 km
The northern hemisphere of Earth, and part of South America
$10^{13}$
10 Billion km
At this height of our trip, we could observe the Solar System and the orbits of the planets.
$10^{18}$
100 light-years
“Nothing”
Only stars and Nebulae...
$10^{22}$
1 Million light-years
At this tremendous distance we can see the entire Via-Lactea (Milky Way) & other galaxies as well ...
$10^{23}$ - 10 Million light-years
All the galaxies look small with immense empty spaces inbetween.
The same laws are ruling all!
10 Centimeters
Getting closer at 10 cm ... We can delineate the leaves.
10^{-6}
1 micron
The nucleus of the cell is visible.
10⁻⁹
1 Nanometer
...the chromosome blocks can be observed.
10-14
10 Femtometers
Now we could observe the nucleus of the carbon atom
$10^{-16}$
100 Attometers
‘quarks’
This is our limit
Savrsen Univerzuum:
Zakon & Energija
Sto Izabiremo?
INTRODUCTION
More sex, fewer antidepressants; more religious influence in China, less religious influence in the Middle East and the United States; more...
Kakvu Civilizaciju?
Beijing imposes car ban to ease traffic jams
(Xinhua)
Updated: [REDACTED_PHONE]:37
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Plastične vrećice razgrađuju se na svjetlosti: polako se raspadaju u manje, otrovnije petropolimere
CNN.com/technology, 16. prosinca 2007.
koji polako truju tlo i vodu.
CNN.com/technology, 16.prosinca 2007.
Posljedica: mikroskopske otrovne čestice ulaze u hranidbeni lanac.
CNN.com/technology, 16.prosinca 2007
$10^8$
100,000 km
The Earth starts looking small...
Before it's too late. wwf.org
Koja Energetika?
Nanotehnologije @ Brookhaven (2008)
Solar Energy in the Sahara to Power Europe Gains Support
by Matthew McDermott, New York, NY on 07.22.08
Wind energy is a clean, renewable source of energy that can be harnessed from the wind's kinetic energy to generate electricity. Wind turbines convert the wind's motion into electrical energy, which can then be used to power homes, businesses, and other facilities.
There are two main types of wind turbines: onshore and offshore. Onshore wind turbines are typically located in open fields or on hills, while offshore wind turbines are installed in the ocean. Offshore wind turbines have several advantages over onshore turbines, including:
1. **More consistent wind speeds**: The wind is generally stronger and more consistent at sea than on land, which means that offshore wind turbines can produce more electricity with less downtime.
2. **Less visual impact**: Offshore wind turbines are typically located far from shore, which means that they have a smaller visual impact on the landscape.
3. **More efficient use of space**: Offshore wind turbines can be installed closer together than onshore turbines, which means that they can generate more electricity per unit area.
4. **Lower maintenance costs**: Offshore wind turbines are typically located in areas with lower population densities, which means that they have fewer people living nearby who could potentially cause damage to the turbines.
5. **More stable foundations**: Offshore wind turbines are typically installed on concrete foundations that are anchored to the seabed, which provides a more stable foundation than onshore turbines that are typically installed on concrete towers.
Overall, offshore wind turbines offer several advantages over onshore turbines, making them an attractive option for generating clean, renewable energy.
Kakva nanotehnologija - Kakva racunala?
At Chinese Academy, May 2009
Prof. Zhao @Beijing: $25M Nanotech Lab for 2012+
Our Future Set-Up:
STM
MBE
ARPES
Bio-Medicina?
First Announcement
International Conference and BioPhysics Summer School
From Solid State To BioPhysics IV
Hotel Croatia, Cavtat, Dubrovnik, Croatia
6-13 June 2008.
Including BioPhysics Summer School
Sponsored by: Croatian Ministry of Science and Technology
The European Office of Aerospace Research & Development (EOARD)
Organization (co-)supported by:
Ruder Bošković Institute, Zagreb, Croatia
École Polytechnique Fédérale de Lausanne, Switzerland
Faculty of Science, Zagreb, Croatia
Institute of Physics, Zagreb, Croatia
University of Dubrovnik, Croatia
Splitsko Sveučilište, Croatia
International Institute for Complex Adaptable Matter
Deadlines
Abstracts 15th April 2008
Registration 1st May 2008
Co-chairs:
László Forró and Davor Pavuna
École Polytechnique Fédérale de Lausanne (EPFL) Switzerland
Conference Scientific Coordinator:
Sylvia Jeney, EPFL
Website
http://dubrovnik2008.epfl.ch
International Advisory Committee:
D. Andelman (Israel)
W. Ansorge (Switzerland)
N. W. Ashcroft (USA)
N. Ban (Switzerland)
S. Baršić (Croatia)
A. Bishop (USA)
I. Božović (USA)
C.W. Paul Chu (USA & China)
Marvin L. Cohen (USA)
I. Dikic (Germany)
A. Ferrih (U.K.)
H.K. Flyvbjerg (Denmark)
J. Giaever (USA)
A. Heeger (USA)
A. Jánossy (Hungary)
K. Kern (Germany)
R. Laughlin (USA)
P.A. Lindgard (Denmark)
S. Marcelja (Croatia)
G. Margaritondo (Switzerland)
M. Milan (Croatia)
K.A. Müller (Switzerland)
Y.W. Park (S. Korea)
J. Peter-Katalinic (Germany)
J.C. Phillips (USA)
D. Prelovsek (USA)
R. Podgornik (Slovenia)
J. Prost (France)
M. Radman (France)
T. Rizzo (Switzerland)
E. Sackmann (Germany)
M. Tinkham (USA)
Y. Tokura (Japan)
F. Vidal (Spain)
M.K. Wu (Taiwan)
M. Zinić (Croatia)
A sto izabiru - Mladi?
Izbor Buducnosti (Mladih):
Ljubav
Zajednistvo
Komunikacija
Nezagadjenost!
Hrvatska ?
1’300’000 kvazi-zaposlenih !!!
Moja NOVA Hrvatska:
3% Umrezenih Znalaca
u CISTOJ Hrvatskoj :
□≈ 100’000 umrezenih u ekonomiji znanja
Google: 20'000 zaposlenih
Profit do $1'000'000 po zaposlenom
HR programeri mogu ostvariti
BOLJE SOFTWARE KREACIJE!!!
Supra-ekonomija
Znalaca je Moguca!
Nikola Tesla Hon. Ph.D. Zagreb University (1926)
- The unit for magnetic induction tesla (T)
Bolje Sutra:
\[ Mi = Vi \]
Iskrenost i Cestitost
Izvrsnost i Strucnost
Fluidna Komunikacija
JUN 25 2005
With Mr. Liang Shiyi and Mr. Wang Zhenyi at the 2004 China-Italy Business Forum in Guangzhou, China.
Buducnost:
$Mi = Pobjednici$ | web | https://www.ieee.hr/_download/repository/Pavuna%40FER.pdf | 0.490788 | {
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THE CLEAR COACHING MODEL
An Alternative To The Grow Model
The GROW model for how to structure a coaching session is so widely used that its easy to forget that there might be other great models. The CLEAR model provides a different perspective on what to focus on in a coaching session.
CLEAR is an acronym for:
* Contracting: Opening the discussion, setting the scope, establishing the desired outcomes, and agreeing the ground rules.
* Listening: Using active listening encourage the coachee to develop their understanding to encourage personal insight.
* Exploring: Helping the coachee to understand the personal impact the situation is having on themselves, and challenging the coachee to think through possibilities for future action in resolving the situation.
* Action: Supporting the coachee in choosing a way ahead and deciding the next step.
* Review: Closing the intervention, reinforcing ground covered, decisions made and value added. The coach also encourages feedback from the client on what was helpful about the coaching process, what was difficult and what they would like to be different in future coaching sessions.
The model makes explicit the importance of the wider contracting issues, encouraging questions like 'What helps you learn?" and "What blocks your learning?". Secondly, the CLEAR model emphasises the importance of reviewing the sessions to reinforce the value and importance of the interaction. | web | http://psych-pcs.co.uk/Coaching_Models_The_CLEAR_Coaching_Model.pdf | 0.429172 | {
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8.16
Gabriel the Angel
Gabriel is best known today for his New Testament appearances in the Gospel of Luke.
* He appears to Zechariah the priest in the temple to announce the birth of his son, the future John the Baptist (Luke 1:11– 20).
* He appears to Mary the virgin in Nazareth to announce the birth of her son, the future Jesus Christ (Luke 1:26–38).
Gabriel would already have been well known to most of Luke's readers, because of his role in the Old Testament book of Daniel.
* He comes in human form to explain the significance of a vision Daniel has had (Dan. 8:15–26).
* He comes again to give Daniel special wisdom and understanding (Dan. 9:21–27).
In all of these cases, Gabriel functions primarily as a messenger from God. In 1 Enoch, a nonbiblical Jewish writing, Gabriel is assigned many duties.
* He is one of the "glorious ones" who watch over humanity (1 Enoch 40:3–10).
* He is one of four select angels who bring the prayers of martyrs to God's attention (1 Enoch 9:1–11).
* He is the angel who will cast the wicked into the fiery furnace at the Last Judgment.
Notably, in 1 Enoch and similar writings, Gabriel is typically referred to as an "archangel," though in the Bible that term is applied only to Michael (Jude 9).
In church tradition, Gabriel came to be identified as the angel or archangel whose trumpet blast will announce the return of Christ (Matt. 24:31; 1 Thess. 4:16). In Islam, Gabriel is identified as the angel who dictated the Koran to Mohamed. | web | http://cdn.bakerpublishinggroup.com/processed/esource-assets/files/1758/original/8.16.Gabriel_the_Angel.pdf?1524082685 | 0.485641 | {
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Typical Costs for a Uganda Missions Trip
The exact cost for a short-term missions trip to Uganda will vary from individual to individual based on length of stay, time of year, number of immunizations that must be taken, and personal preferences of things to take, personal funds, and how much money a person wants to spend on gifts for friends back home and how much you wish to share to help meet the needs of Ugandans.
Personal Cost Estimator
For example, if you already have a valid Passport (expires at least 6 months after your trip is scheduled to be over), and have had the two hepatitis series, the trip would cost you $260 less than someone who still needed these.
Most team members, especially the ladies, go to a local Salvation Army or Good Will thrift store and purchase clothes (outer garments) to wear while in Uganda and then give them away as they prepare to depart.
Include your own personal toiletries for the trip and some basic First Aid supplies (band-aids, triple antibiotic cream, etc.)
Almost all team members take some of their favorite snacks, granola bars, etc., with them Increasingly snacks and candies familiar to most travelers are become available in Uganda. Some teams take a day off and visit a safari game park and that costs about $250.00
It is realistic to expect each team member to raise the basic $3,500 and provide the reminder themselves. We have had team members who found it very hard to cover much if any trip funds and in that case, our other team members have chipped in and helped. We would never want anyone to miss out on ministry in Uganda due to a few hundred dollars.
Here is a breakdown of how the basic $3,500 is typically used based on experience over a twentyeight year period. The variations depend on time of the year, number on the team, number of venues visited, etc.
* $1,300 to $1,700 airfare to Uganda and back
* $400 to $600 for lodging, food, and traveling Uganda
* $1,500 to $2,000 used for ministry in Uganda
Funding Tips
The Apostle Paul requested, received and acknowledge support in his missionary work:
* "I plan to do so when I go to Spain. I hope to visit you while passing through and to have you assist me on my journey there, after I have enjoyed your company for a while" Romans 15:24
* "I have received full payment and even more; I am amply supplied, now that I have received from Epaphroditus the gifts you sent. They are a fragrant offering, an acceptable sacrifice, pleasing to God. Philippians 4:18
* I may not be a trained speaker, but I do have knowledge. We have made this perfectly clear to you in every way. 7 Was it a sin for me to lower myself in order to elevate you by preaching the gospel of God to you free of charge? 8 I robbed other churches by receiving support from them so as to serve you. 9 And when I was with you and needed something, I was not a burden to anyone, for the brothers who came from Macedonia supplied what I needed. I have kept myself from being a burden to you in any way, and will continue to do so. 2 Corinthians 11:6-9
Therefore, we should not think it out of place for us to do the same. This not only will help us raise the funds we need, it will also help build a network of friends who will pray for our trip and will in fact, be partners with us.
Here are some tips to help you reach people with the message about your trip:
* Make this matter of first importance in your own daily prayers, take this need to God (if the money comes from Him, it will be HIS trip. If you produce the money, it could very easily become YOUR trip)
* Make a written list of friends, family, neighbors, churches, groups that would have an interest in you and an interest in the work of the Lord (experience has shown that between 35 and 65 contacts are sufficient to raise the $2,900 for this ministry in Uganda)
* When you write
< Explain where you are going and why
< Review sample letters to gain some idea of what to say ([REDACTED_ID] [REDACTED_ID] IN NEXT [REDACTED_ID])
< Detailed when you will be going and with whom
< Ask for prayer and state that all who say they will pray and/or give financially, will receive a prayer calendar about one week before you leave
< Do not be afraid to ask for financial help
< Ask for their email addresses so you can send updates from Uganda as email connections are available to the team
<
< Ask for the opportunity to speak with them about this if they desire
It is acceptable to photocopy many letter and then handwrite the recipients name at the beginning
< Include the return envelope and there is not need for you to put a stamp on it.
< Include ACTI endorsement letter and you may or may not want to include "Are Short Term Missions Worth The Cost?" and "How Funds are Used."
* Purchase commemorative stamps to use on your envelopes as these attract the eye to your letter and it will most probably be opened first
* Finally, I always take my appeal letters to the Post Office for mailing. I sit in the parking lot and hold them in my hands and pray over them before taking them inside for mailing
* If your first mailing does not produce sufficient funds, the create a second list with around 25 more possible supporter to mail to. Pray some more!
* Contact Bob Hayes if you need more materials [REDACTED_EMAIL]
A mailing piece consists of the following with items with #s 2 - 4 being provided by ACTI but are not in this initial packet of information.
1. Your personal letter
2. A copy of your ACTI endorsement letter
3. A copy of "Are Short Term Missions Worth the Cost" and "How Funds are Used" on the back
4. A pre-addressed return envelope which contains information on ACTI financial accountability and provision for your teams ministry dates, your name, and for donors information. | web | https://www.ugandamission.net/acti1/consider/04typicalcostswfuntips.pdf | 0.499357 | {
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Galveston Island has the best year-round birding! We encourage you to explore and enjoy discovering all that the island has to offer. This itinerary is designed to be enjoyed during any season of the year.
Need help with identification? Guided tours are available; visit www.birdingforfun.com or contact Galveston Island Nature Tourism Council (GINTC) at [REDACTED_PHONE].
Not sure where to start? Try this self-guided birding tour of some of Galveston’s urban hotspots – it’s a great introduction to birding!
1. **Visitor Center, 2328 Broadway, Galveston** MAP
Start your tour in the parking lot, where it’s possible to see up to 15 different species of birds. (Parking is free.) Check the high lines for Eurasian Collared-Dove and White-winged Dove. The trees in the garden area are usually full of activity, especially during spring, when warblers may be present. Loggerhead Shrike and Eastern Phoebe are common in the trees near Rosenberg Library. Scan the steeple of First Baptist Church during winter for the occasional Red-tailed Hawk.
2. **Kempner Park, 2704 Ave. O, Galveston (UTC 063)** MAP
After heading west on Broadway, turn left on 27th Street and then right on Avenue O. This beautiful park features large historic oak trees, reminiscent of those that once covered Galveston before Hurricane Ike. The habitat is attractive to migrants in the spring, and a walk through the park can produce Black and White Warbler, Northern Parula, Indigo Bunting, and other songbirds. Both American Robin and Red-shouldered Hawk nest here. (Interested in exploring more of the urban area? Inquire at the Galveston Visitor Center for the self-guided tree sculpture tour of lovely carvings created from hurricane-damaged trees.)
Turn right on Avenue O, then right again on 29th Street to Avenue K. Turn right, following Avenue K to 18th Street. Yellow-crowned Night-Herons commonly nest in the oak trees here in spring and summer. Please keep a respectful distance and stay quiet so as not to disturb nesting parents (and residents).
Piers 19–21, 2200 Harborside Drive, Galveston
Head north one block and turn left on Broadway Street, then right on 21st Street/Moody Avenue until you reach the wharves. After parking, walk over to Pier 19, where Brown Pelican and Neotropic Cormorant are seen quite close-up year-round. Check carefully under the wharves and on moored boats for Black-crowned Night-Heron, which is always present.
At Pier 21 where the tall ship Elissa is usually docked, check for Osprey perched on the mast and in the riggings, and Green Heron fishing from the ropes low over the water. Scan the skies for Magnificent Frigatebird soaring high overhead in summer, as well as various gulls and terns year-round.
Note: Paid parking is available in the Texas Seaport Museum parking lot, and nearby restaurants will validate up to 3 hours for patrons. Paid street parking is also available, and free street parking may be found if you’re willing to walk a bit further.
Offatts Bayou, Lee and Joe Jamail Bay Park
1600 61st Street, Galveston (UTC 065)
Head west on Harborside Drive, then turn left on 51st Street, and right on Broadway Street. Take exit 1A, staying in the second lane from the left before turning left on 61st Street. The park entrance is on the immediate right. (If you miss that entrance, there is another one further down; enter there and walk over bridge.)
Walk toward the boat ramp and look over the side of the wall into the water directly below it. During winter and early spring, this is one of the best places to get close-up views of Common Loon, commonly seen diving and foraging here. Scan the surface of the water further out for loons, checking carefully for the rare Pacific Loon, which has been reported at this location. Eared Grebe, Red-breasted Merganser, and other diving ducks may also be seen.
Scan the pilings and power poles on all sides for Osprey, Ring-billed and Herring Gull, and Royal and Forster’s Tern. Ruddy Turnstone and Willet are common on the pier, and Brown Pelican and Neotropic Cormorant are present year-round.
With its scenic westward view, this location is also a wonderful place right in the middle of the city to view and photograph sunsets. | web | https://www.galvestonnaturetourism.org/wp-content/uploads/2019/08/Itinerary_Urban.pdf | 0.500568 | {
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Introduction: In this series, we've learned that either we control our money or it controls us. Today, we look at how giving generously exercises control over our money.
1. Read Acts 20:32-36. Share times when you've been blessed by giving and receiving. Describe what you consider the difference between the two if any. What about giving because God tells us to? How do you work that in with the idea of blessing?
2. Pastor David talked about 2 reasons we're uncomfortable about giving and 2 reasons we don't give:
Uncomfortable:
--Not convinced we need to
--spiritual abuse & manipulation
Not giving:
--Don't trust or feel safe enough
--Struggling financially
Discuss these 4 issues. Describe what each means from your perspective. Which ones have been difficult for you and which ones have not? Share why. How have you worked through them or you are working through them.
3. Read: Leviticus 27:30, Proverbs 3:9-10. Discuss the idea of trusting God with your money. Why do you think this is difficult? What do you think learning to trust God involves? What are some stories you can share around this?
4. Read Malachi 3:6-12. Pastor David said the tithe…
* Teaches me to put God first
* Provides for God's work
* Tests God's faithfulness
Reflect on these three statements. Where have you seen them demonstrated in your life or the life another? Are there other scripture passages or illustrations in the scripture that you think speak to these statements too?
5. Pastor David made the following four statements about giving generously:
* Means watching for periodic opportunities – Isaiah 32:8, 2 Corinthians 8:3-5
* Happens when you make a commitment – Philemon 1:6
* Breaks the power of money – Hebrews 13:5
* So we don't miss the miracle – Mark 6:30-44
What do you see as the main obstacles to generous giving? Read the corresponding scripture passages and discuss how you think they apply to David's statement. What other scripture passages do you think speak to each statement too?
Conclusion: Pastor David ended his message today by saying, "Spiritual growth doesn't cause giving; giving produces spiritual growth." Where might you need to exercise faith this week in becoming a more generous person? Share where you think God may be speaking to you and then pray for one another as a group. | web | https://fairhaven.church/wp-content/uploads/2021/03/012917-Study-Guide.pdf | 0.497626 | {
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Reuse & Recycling HHW
LAKE TRAVIS REGIONAL REUSE & RECYCLING CENTER 3207 NEIDHARDT DRIVE, AUSTIN, TEXAS 78734 [OFF GENERAL WILLIAMSON, BEHIND THE ESD6 FIRESTATION]
Household hazardous waste is common everyday products that people use in and around their homes that due to their chemical nature, can be hazardous to the environment and water supply if not properly disposed.
Collection Dates to drop off your household hazardous waste products for Fiscal Year 2016 are Wednesday's, 9am – Noon
June 1, 2016
September 7, 2016
THE CENTER WILL ACCEPT:
* Household products — cleaning products, drain cleaners, oven cleaning solvents, degreasers, polishers, pool chemicals, household rechargeable batteries, mercury thermometers, gas grill propane tanks;
* Paint products — latex and oil-based paints, spray paints, preservatives, strippers, etc.; or,
* Automotive products — antifreeze, car batteries, oil, oil filters, transmission fluid, brake fluid, etc.
Accepted materials must be labeled and preferred to come in their original containers for transport.
THE CENTER WILL NOT ACCEPT:
* Asbestos products — including linoleum tiles containing asbestos from older homes;
* Industrial waste — anything from a business;
* Medical waste — needles, prescriptions, etc.;
* Ammunition or explosives — fireworks, dynamite, flares, etc.;
* Radioactive waste — smoke detectors, etc.;
* Compressed gas cylinders — except for gas grill propane tanks;
* Tires;
* Appliances — small or large; or,
* Technology products — computers, printers, televisions, speakers, surround sound, other electronic equipment.
Collection events are free and open to residents and utility customers of the partners. To drop off items, a resident or customer must present a driver's license or utility bill with an address in the jurisdictional boundaries of one of the following partners: the City of Lakeway, the City of Bee Cave, Village of The Hills, Hurst Creek Municipal Utility District, Lakeway MUD, or Water Control and Improvement District (WCID) No. 17. "We invite residents and utility customers of the center's partners to properly dispose of household hazardous waste to prevent pollution that could endanger human health, wildlife, and the environment," center spokeswoman Julie Oakley said. For residents that live outside of the partner jurisdiction, please consider taking your waste items to the City of Austin & Travis County House h old Hazardous Waste Facility or you may pay a $40 fee to leave with this center on one of the collection dates.
Did you know there is a Reuse / Recycle Building where you can pick up FREE partially filled products that still have useful characteristics. Paint is the primary product at this time but there are also partial containers of household products such as comet, pool/spa products and furniture refinishers. Latex paint has been blended on-site and poured up into 2-gallon buckets for use and there are currently two colors; grey and taupe. All products are free and can be picked up on the same dates of collection events. You will be asked to sign a waiver of liability for the products. That's all!
Fluorescent Bulb Recycling CANNOT be accepted at the Lake Travis Regional Reuse & Recycling Center, but The Home Depot has an ongoing recycling program for fluorescent light bulbs (cfl's). You can take your expired bulbs to any location. For more information on The Home Depot's recycling program, follow the link, or call the City of Lakeway Solid Waste Department at [REDACTED_PHONE].
For other items not accepted at the Lake Travis Regional & Recycling Center, please contact
```
City of Austin & Travis County Household Hazardous Waste Facility Hours Address Saturdays: 2514 Business Center Drive 7 a.m. to noon Austin, TX 78744 (Near the corner of IH-35 & Hwy 71, off Todd Lane) Mondays-Fridays: [REDACTED_PHONE] 9 a.m. to 5 p.m.Closed on New Year's Day, Memorial Day, 4th of July, Labor Day, Thanksgiving Day, and Christmas Day.Visit their website for more information including the list of household hazardous waste items that are accepted and what items are not accepted.
``` | web | http://www.hurstcreekmud.org/_docs/HAZARDOUS%20RECYCLING%202016.pdf | 0.477349 | {
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Anna Thornton at the Youth Olympic Games
Written by Administrator
The Second Youth Olympic Games were held in Nanjing in the People's Republic of China from the 16th to 28th of August. Representing Great Britain in sculling was Anna Thornton, a Becket School pupil and member of Nottingham Rowing Club.
The YOG is an international multi-sport, educational and cultural festival for teenagers, held every two years. In this year's Games, 3600 athletes representing 200 countries competed in 28 summer sports. Sarah Winkless, an international rower, was GB's "Chef de Mission". After a spectacular opening ceremony built around the theme of "Building the Dream" all the athletes lived in an Olympic village. The whole experience is seen as preparation for future Olympians. Athletes attend lectures by Olympic stars and acclimatise to what might well be their future.
In the sculling competition Anna, current National Schools WJ18 Champion and recent winner of a bronze medal at the World Junior Rowing Championships in Hamburg, progressed through the heats to the semi-finals there she was narrowly pushed into fourth place which put her in the B final. Here she came second, an overall position of eighth in the rankings, and as she is still 17 a very creditable result.
Upon her return Anna said: "Nanjing was an incredible experience. It's great to race internationally and to compete against the strongest athletes in the world. There were a few challenges, including racing in a new boat and in a hot climate, but that's all part of competing. Living in the village with all the other athletes was great fun. I had the opportunity to watch a lot of the other sports and meet athletes from other countries."
So a quick break and it's back to school and back to training. Anna spends at least 14 hours per week in the boat, on the rowing machine, weight training, running, stretching and core-conditioning.
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Monday, 01 September 2014 11:46 - Last Updated Monday, 01 September 2014 11:58
Anna Thornton
--
2 / 3
Written by Administrator
3 / 3 | web | http://jpaulwilliamson.co.uk/index.php?view=article&catid=1%3Alatest-news&id=289%3Aanna-thornton-at-the-youth-olympic-games-in-nanjing&format=pdf&option=com_content&Itemid=65 | 0.492065 | {
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Director of Public Health – Bolton Council – Additional Information
Demographics of Bolton
Bolton has a population of around 283,500 and is rich in diversity with an evolving demographic profile. Around a fifth of the population in Bolton is non-White British; of whom the majority are of South Asian origin. The largest ethnic minority group in Bolton is of Indian origin. On a whole, Bolton has a BME population of 18%, with 14% being of Asian ethnicity.
The health of people in Bolton is generally worse than the England average. Bolton is one of the 20% most deprived districts in England and around 20% (12,000) of children live in low income families. The employment rate is currently 73.2% which is similar to the England average and is at its highest rate for five years, though issues persist such as the very low rates observed in those with long-term health conditions and disabilities. Life expectancy for both men and women is lower than the England average and this challenge has proved difficult to overcome.
Health inequalities in Bolton
Bolton is home to some of the most affluent and some of the most deprived areas in England. Narrowing the gap in outcomes between these areas has long been a priority for the borough. Good progress has been made during the last decade in terms of narrowing the gap around health, crime, cleanliness, and academic achievement but there is still more to do. Therefore narrowing the inequality gap remains a major local focus.
Key health issues
* Life expectancy has stalled locally, which though historically unusual, does now follow the national pattern;
* CVD is the chief cause of Bolton's life expectancy gap to England and within the borough between the most and least deprived (the town has one of the largest such inequality gaps of our peers and across GM);
* Obesity is increasing and with it so will CVD and diabetes – posing further risk to what is often considered the overarching indicator of a borough's health;
* Furthermore, diabetes and other forms of CVD are very strongly associated with deprivation and ethnicity and so it is expected this will disproportionately affect the most deprived in the borough as well as the South Asian community, further widening local inequalities;
* The rate of self-harm in the borough is worse than seen nationally, with Bolton seeing around 27 suicides a year. This is a recent improvement as following the recession Bolton briefly had the 5 th highest rate in the country.
Multiple disadvantage
* There are Bolton residents subject to multiple disadvantage who will simply not benefit from the new job opportunities forecast over the coming decade. Unchecked this will lead to further concentration of needs locally;
* The people in this cohort range from those with a combination of unhealthy lifestyles (who will begin to contribute to CVD-related health inequalities as they age) to those suffering
severe multiple deprivation (homeless, alcohol/drug problems, contact with criminal justice system);
* Poverty is an almost universal indicator for this cohort whilst mental ill-health is a common and complicating factor;
* Some of these individuals are likely to be dependent on local services throughout their lives.
Older and younger people
* Though Bolton has now passed its peak in births, given the much faster birth rate seen in the BME population, there is a question as to whether services are fully equipped to deal with the pace of this demographic shift going forward (esp. mothers born outside UK 1 );
* There are implications for indicators such as school readiness, childhood obesity, and child poverty - particularly as the highest birth rates are seen in our areas of existing challenge;
* Levels of GCSE attainment, breastfeeding initiation and smoking at time of delivery are worse than the England average, while infant mortality and under 18 conceptions are equal to the national average. The latter are recent achievements following years of consistent improvement;
* As the dementia diagnosis indicator continues to improve, more work post-diagnosis will be required to minimise the effects of dementia;
* Preventative work through promoting better lifestyle and exercise will be vital to this –up to half of all dementias have a vascular component.
1 This is particularly important for mothers born outside the UK as anecdotally, and from workshops carried out for previous intelligence support to health visiting and school nursing, language barriers have been identified as a key hindrance to effective service delivery and noted to be highly resource/time intensive. Of particular concern are new and emerging communities (especially New EU, and within that the Hungarian community) as there is a lack of professionals from similar ethnic backgrounds working in Bolton. | web | https://boltonleadership.com/storage/app/media/documents/1%20page%20Bolton%20PH%20overview%20MC%20edit.pdf | 0.469645 | {
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Small group questions
Session 3 Unites
KS3-KS4 Questions:
How would you have reacted if you were witnessing the disciples at pentecost? 1.
Have you seen the gifts of the Holy Spirit in your life? 2.
Do you think you could have been one of the disciples at the time? 3.
KS4-KS5 Questions:
Where have you seen God present in your life? 1.
What is your understanding of the Trinity? 2.
What does this teaching mean to you? 3.
What gifts have yo been blessed with through this especially difficult time? 4.
Active part:
Explore the idea of adoration. Through the time of adoration we will share together in the evening, explore your own personal relationship with the Trinity. Take time to engage in this spiritual conversation, gaining a greater awareness of the Father, Son and Holy Spirit. about ourselves, or something we'd rather keep hidden? | web | http://www.kenelmyouthtrust.org.uk/uploads/1/1/2/0/112091691/small_group_questions_3.pdf | 0.42406 | {
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Habit 1: Be Proactive
List ideas of things you can do when you are bored. Keep the list in a visible spot and ad to it as you have new ideas.
Habit 4: Think Win-Win
Make a "wish poster". Start by drawing a line down the middle of the poster. On one side, record the student's hopes, dreams and wishes. On the other side, record the parent/guardian's hopes dreams, and wishes. How can your family work together to make both sets of wishes a reality?
Habit 7: Sharpen the Saw
Read a book together as a family.
7 th Grade Citizenship
Choice Board
Habit 2: Begin With the End In Mind
Habit 3: Put First Things First
Set a family goal and a personal for the week. Make a plan for achieving this shortterm goal.
Habit 5: Seek First to Understand, Then to Be Understood
Think of someone in your family who is a great listener. What makes them a great listener?
Kindness Challenge #1
Go for a walk and identify 5 things that you are grateful for that exist within a 10 min walk of where you live.
Talk about what is most important to your family. Make a list of your family's top three Big Rocks (most important priorities).
Habit 6: Synergize
Complete a family project or chore together.
Kindness Challenge #2
Challenge 3 friends to send you a picture of what they believe will most make you say, "AWWWW!" | web | https://www.sno.wednet.edu/site/handlers/filedownload.ashx?moduleinstanceid=4934&dataid=15347&FileName=7th%20Grade%20Choice%20Board%20Week%201%20Citizenship.pdf | 0.449402 | {
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Walk away more informed, empowered, and inspired to advance educational equity for all students in SA
“There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.” — Niccolo Machiavelli
Today’s Goal and My Role
Goal:
Walk away more informed, empowered, and inspired to advance educational equity for all students in San Antonio
My Role:
Share Kindness gifts and embrace the Kindness gifts others have to share
Agenda
• Thoughts about your journey so far
• My Why
• Award-Winning Strategy
• What We Are Doing:
• Kindness,
• Academic Excellence,
• Quantum Computing
• Collaboration with Others
• Collaboration with Leadership SAISD Fellows
Your Leadership SAISD Journey So Far
• Personal Leadership Development
• Community Building
• History Of Ed Landscape In SA (Mexican American and African American Perspectives)
• Current State Of SAISD
• School Finance
Comments About The Journey
Personal Leadership development: “You don’t need permission to lead!”
Passion Purpose Perseverance
Tireless Work – Community Volunteer – Role Model – Tomorrow’s Leaders
Screw up; beat self up; get back in the race! “Fall down seven times, get up eight!” Japanese Proverb
Community Building
Asset-based Community Development model, Northwestern University
Acknowledge, Affirm, Activate the gifts of those individuals and small groups with gifts
“The essential difference between you and others is that you see our children as ASSETS to be developed not LIABILITIES to be cared for.” Clem Miller
Comments About The Journey
• History Of Ed Landscape In SA (Mexican American and African American Perspectives)
• Current State Of SAISD and School Finance
“When you control a man’s thinking, you do not have to worry about his actions. He will find his “proper place” and will stay in it. You do not need to send him to the back door. He will go without being told. In fact, if there is no back door, he will protest until one is made for his use. His education demands it.”
–Dr. Carter G. Woodson; The Miseducation of the Negro.
My Why
MIMS
Motivate Individual Minority Students
To prepare for and apply to America’s Best Colleges
“All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.”
- Aristotle
An Award-Winning Strategy in Support of the Starfish
- Gather Information
- Share Information
- Connect to local/national resources
- Build Community Capacity
An Award-Winning “Gather—Share—Connect—Build” Strategy in Support of the Starfish
What We Are Doing
The Power of Kindness
“Three things in Human Life Are important; The first is to be kind. The second is to be kind. The third is to be kind.”
~Mother Teresa
Kindness Matters
Kindness Champion
Export Eastside Kindness to America’s Best Colleges
Vanderbilt
Notre Dame
Middlebury College
University of San Diego
US Military Academy at West Point
US Air Force Academy
Cornell University
Pomona College
New York University
George Washington University
Metropolitan State University Denver
Yale University
Eastside Quantum Computing Interns
Ask Me About Quantum Computing
Eastside Quantum Computing Interns
Eastside Quantum Computing Interns 2.0
The Coding School
“Coveted” Certificates of Completion
Questions For Sharing
• What are you passionate about?
• Where can you / are you sharing your Kindness gifts?
• How are the children doing?
• Please share a “Lesson Learned” with us!
Harvest Season | web | https://www.academicexcellencematters.com/_files/ugd/ada255_a095408a6f2741f7a9526f2513ad2250.pdf | 0.425854 | {
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Safety Requirements versus Religious Rights
The Ontario Highway Traffic Safety Act requires motorcycle riders to wear a helmet. So when Balijinder Badesha was issued a ticket of $110.00 for failing to wear a helmet while riding his motorcycle, it seemed that the law was being enforced. However, Mr. Badesha was not wearing a helmet because he was wearing a turban. Therefore, there is a potential conflict with the freedom of religion guaranteed by section 2(b) of theCharter of Rights and Freedoms. And so, not surprisingly, Mr. Badesha challenged the law requiring motorcyclists to wear helmets because it is against the Sikh faith to remove the turban outside the home or to cover the turban with anything else.
According to Mr. Badesha and his supporters, although the law might seem neutral because it applies equally to all the citizens of Ontario, it effectively prevents devout Sikhs from riding motorcycles. The law, Mr. Badesha suggests, forces Sikh men to choose between religion and riding.
An Ontario judge ruled in early March that allowing Sikh men to ride motorcycles without a helmet presents an undue burden on the province to maintain standards of safety. British Columbia, Manitoba, the United Kingdom, Hong Kong and India all have made exemptions allowing Sikh men to ride motorcycles and wear a turban.
Sources
Byrn Weese, " Sikh Biker Fights Helmet Law" Sun Media (February 15, 2008).
Keith Leslie, "Judge Rules Against Sikh Challenge of Helmet Law" CBC News (March 15, 2008) | web | https://www.constitutionalstudies.ca/2008/04/safety-requirements-versus-religious-rights/?print=pdf | 0.457081 | {
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education, so that they are moral, informed, free citizens of Church and world? What if the family that directly puts food on your table begins each day in God’s Word, then goes forth to steward God’s creation? I think it is a recipe for healthier soil, healthier food, healthier communities, and healthier congregations.
The Lutheran Institute of Regenerative Agriculture (LIRA), located in southern Iowa, provides summer work and apprenticeship opportunities for Lutheran young people. LCC students have opportunities to work, to learn, and to teach, with subject matter ranging from regenerative farming techniques to the Lutheran liberal arts. For updates concerning the development of LIRA’s programs, visit www.lutheransinag.org/the-plan or contact Rev. Maronde at [REDACTED_EMAIL].
PREPARING LUTHERANS FOR LIVES OF FAITH AND VIRTUE
LCC Patrons donating $10, $25, $50, $100, or $250 a month are vital in providing for our students a premier classical Lutheran education. If you are not already a Patron, please consider donating monthly today at www.lutherclassical.org/patron-program.
Congregations are also helping students by becoming Scholars’ Congregations, donating $2,500 or $5,000 annually to LCC for institutional scholarships for their students. Learn more about Scholars’ Congregations today at www.lutherclassical.org/give-congregation.
Enrollment of LCC’s first students (“gap year” students) is expected to be finalized by May 1 for the inaugural Fall 2025 term. Learn more about LCC’s next application window starting August 1 at www.lutherclassical.org/apply.
Have thoughts on this month’s Ad Fontes? Contact us at [REDACTED_EMAIL] or ([REDACTED_PHONE].
RURAL AMERICA, AND THUS THE RURAL CHURCH, IS at a point of crisis. We took on the noble goal of feeding the world, but we forgot to feed our neighbors. Our rural communities became food deserts, as incapable of feeding ourselves and as tied to the grocery store as any suburban community (indeed, in many cases, more so). Family farms were squeezed out, one by one, overwhelmed by the pressure of government regulation, falling commodity prices, and skyrocketing input costs. Our young people, by and large, moved to the city. With the demise of the small family farm came dried up, burned out towns, consolidated or closed schools, and smaller and smaller congregations. Rural pastors keep adding additional parishes to their list of responsibilities, and some must find additional work to make ends meet.
That’s a dark picture. But, though that sad story must be told, I would much rather think about the future. Those who founded Luther Classical College looked at a world gone mad and said, “Let’s build something.” There are many, including more
Lutherans than you may think, who are taking the kind of steps to build something, to rebuild rural community and congregations. The homesteading movement has been described as a “tidal wave” and the local food movement isn’t far behind. There are people learning how to raise their own food, regaining skills that have skipped a generation or two. There are young people with an entrepreneurial impulse (I’ve met some of them!) to raise local food for their neighbors, who are not terribly interested in commodity agriculture, but would love to have a market garden and a yard full of chickens. There are people going back to the land, or they are looking to go back. For them, *Ad Fontes* is more than a clarion call to return to the teaching and learning of Latin, to the sources of Western civilization. *Ad Fontes* is a call to return to the land, to work with the hands, to all that stewarding God’s creation can teach one who is willing to learn.
There is an insightful book by Victor Davis Hanson called *The Land was Everything: Letters from an American Farmer*. Victor Davis a professor of classics and a farmer. Like his father and his father’s father before him, Dr. Hanson tends the vines and orchards on a southern California farm, feeding New Yorkers on the other side of the country with fresh fruit. He makes the fascinating argument that the Greeks recognized a universal truth, that a connection to the land is vital for both individual men and society as a whole. “The Greeks, who unlike us were seldom obese and occasionally even were hungry, knew that man farms not merely to be fed, but also to learn how his society should be organized” (pp. 148-149). Only the rugged, self-sufficient, land-owning and land-working farmer, not easily duped or swayed, can provide the proper balance to the impulsiveness of the city. Dr. Hanson again: “Does a man understand the universe because he can read Descartes, or does such insight arise only after he has lost his ripe crop a day before harvest” (p. 143)? We have lost the connection between hard work, between the land and our intellect, theology and philosophy. It is time to regain that connection, for our good, and the good of both Church and world.
If rural America, if the rural Church, is worth “saving,” then how do we do it? We need congregations, and land owners, who are willing to welcome young farmers into their midst, entrepreneurial people who have the desire to not only grow their own food, but provide for others and simply need the land and encouragement to do so. What if a congregation with farmland, or a pious Lutheran farmer, offered ten to forty acre tracts to young families, giving them a place to put down roots, to produce food for their families, or even for their neighbors?
It’s hard to know exactly what might happen, but I think the future is bright. Imagine a small, rural congregation, which burst at the seams from the 20’s through the 60’s, now seemingly dried up, with 20 people in pew on a Sunday, suddenly experiencing a resurgence. Young families, homesteaders, local food producers, those with a remote job in some city and an acreage in the country, filling that little church with children. Suddenly there are baptisms again, weddings too, and confirmations. Suddenly a congregation that hasn’t had a Sunday school in fifteen years is looking for teachers.
Maybe things will be that dramatic. Maybe not. But imagine the benefit for the Church and world if more people are directly connected with the land. What if people know exactly where their food comes from, and they know their farmer by name (and kneel beside him at the Holy Supper)? What if those who produce our food have also been formed by a robust classical Lutheran | web | https://www.lutherclassical.org/wp-content/uploads/2024/04/Ad-Fontes-04-2024-1.pdf | 0.499934 | {
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First- and Second-Year Vocal Performance Class Recital
Jonathan Beyer, Instructor Alexandra Marcora-Naumenko, piano
First- and Second-Year Vocal Performance Class Recital
Jonathan Beyer, Instructor Alexandra Marcora-Naumenko, piano
PROGR A M
GEORGES BIZET
Ouvre ton cœur
(1838–1875)
(Text by Louis Delâtre)
Lynn Kang, soprano Student of Ruth Golden
STEFANO DONAUDY
Perché dolce, caro bene
(1879–1925)
Katie McDermott, soprano
Student of Catherine Malfitano
GIOVANNI LEGRENZI
Che fiero costume
(1626–1690)
Jonas Liu, baritone Student of Joan Patenaude Yarnell
GABRIELE SIBELLA (b. 1919)
Bacio Morto (Text by Ada Negri)
Danni Fu, soprano
Student of Christòpheren Nomura
JOHANNES BR AHMS (1833–1897)
Die Mainacht (Text by Ludwig Christoph Heinrich Hölty)
Tieyin Li, baritone Student of Christòpheren Nomura
W. A. MOZART (1756–1791)
"Batti, batti, o bel Masetto" from Don Giovanni (Text by Lorenzo da Ponte)
Dylan Wilson, soprano Student of Catherine Malfitano
FERNANDO OBR ADORS (1897–1945)
Chiquitita la novia (Text by Curro Dulce)
Leila Zavala, soprano Student of Ruth Golden
TRANSLATIONS
Ouvre ton cœur by Georges Bizet Text by Louis Delâtre
Open your heart.
The Daisy has closed it's petals, Darkness has closed the eyes of day. My love, will you be true to your word?
Open your heart my love, young angel, that a dream may charm your sleep. I wish to recover my soul, like the flower unfolds to the sun!
–Translation by Lynn Kang
Perché dolce, caro bene by Alberto Donaudy Text by Alberto Donaudy
Why, sweet dear beloved, are you annoyed with me? You know the cruel pains you cause me to suffer in my heart. Bite me! Kiss me! Strike me! Embrace me. Have pity and take me in bondage or give me freedom. I speak to you but you do not listen. I look at you but you look down. If I don't look then you turn, if I don't speak then you speak
–Translation from IPA Source
Che fiero costume by Giovanni Legrenzi Text by anonymous
What a cruel practice, that Cupid, the winged god, of making himself adored by causing pain. And yet in my passion, the traitorous god makes me worship a lovely face.
What a cruel fate, that blindfolded child, not yet weaned, should make himself so important.
This tyrant, with barbarous deception, enters through my eyes and makes me sigh with desire.
–Translation from IPA Source
Bacio Morto by Gabriele Sibella Text by Ada Negri
From the grass in the sad spring,
An early dandelion bloomed. The air was cold and even before it could live, The delicate flower died. Upon my lips on a sad evening, A kiss from my heart bloomed for you. You turned away. Even before it could live, my kiss died.
–Translation by Danni Fu
Die Mainacht by Johannes Brahms Text by Ludwig Christoph Heinrich Hölty
When the silvery moon gleams through the bushes
And sheds it's slumbering light on the grass, A nightingale is singing As I wander sadly through the bushes.
Covered by leaves, A pair of doves coo in ecstasy. I turn away to find darker places To let my lonely tears flow.
When, O smiling vision that shines through my soul Like the red of dawn, will I find you on earth. The lonely tears know Flow more ardently down my cheek.
"Batti, Batti, o bel Masetto" from Don Giovanni by W. A. Mozart Text by Lorenzo da Ponte
Masetto, hit your poor Zerlina and I will stay still like a lamb to receive your beating.
–Translation by Tieyin Li
Pull my hair,
Pluck my eyes. I'll allow you to do it and contently kiss you afterward. I see you don't have the heart to do it. Peace, my dear, Let's pass the night and day in happiness instead.
–Translation by from IPA Source
Chiquitita la Novia by Fernando Obradors Text by Curro Dulce
Tiny is the bride, Tiny is the groom, Tiny is the living room, Tiny is the bedroom. That is what I want And why I will have a tiny bed with a mosquito net.
–Translation by from IPA Source
Rosa del Ciel from L'Orfeo by Claudio Monteverdi Text by Alessandro Striggio
Rose of heaven, light of the world, and worthy offspring of him who holds the universe in thrall, O Sun, who dost encircle and see all from thy celestial orbits, tell me, hast thou ever seen a lover more joyful and fortunate than I? Happy indeed was the day, my dearest, when first I saw you, and happier still the hour when I sighed for you, since you too sighed at my sighing; happiest of all the moment when you gave me your white hand as a pledge of pure faith.
Had I as many hearts as eternal heaven has eyes, Or these pleasant hills and verdant May have leaves, all would be full to overflowing with that joy which today delights me.
–Translation from Opera-arias.com
Il Bacio by Luigi Arditi Text by Gottardo Aldighieri
If I could only give you a kiss on your lips it would tell you all the delights of love. Abiding to speak a thousand joys to you. It would speak to you along with my heart's palpitations. I do not desire gems or pearls, nor do I seek others' affections. Your look is my delight and your kiss is my treasure. Come, do not delay! Let us enjoy love's life-giving intoxication!
–Translation by Stan Eby and Grant Lewis
Erlkönig by Carl Loewe Text by Johann Wolfgang von Goethe
Who's riding so late, in the night and wind? It is the father with his child. He grasps the boy in his arm. He holds him securely; he keeps him warm.
My son, why do you hide your face so fearfully? "Father, don't you see the Erl-King there? The Erl-King with his crown and train?" My son, it's a streak of mist.
'You delightful child, come with me! I'll play wonderful games with you. Colorful flowers grow on the shore. My mother has many fine things.'
"My father, my father, don't you hear What the Erl-King said to me?" Be calm, stay calm, my son; The wind is stirring the dry leaves.
'Fine boy, will you come with me? My daughters will wait on you nicely. My daughters will lead the evening dancing And rock and dance and sing to you.'
"My father, my father, don't you see The Erl-King's daughters in that gloomy place?" My son, my son, I see it indeed; The old willow gleaming so gray.
'I love you, I delight in your beautiful shape; And if you are not willing, I shall use force.' "My father, my father, he has seized me! Erl-King is injuring me!"
The father blanched; he rode swiftly. He held the moaning child in his arms. With great trouble, he reached the courtyard. In his arms, the child was dead.
–Translation by Betsy Schwarm
"Asum en urin" from Anoush by Armen Tigranyan Text by Hovhannes Tumanyan
Oh come, come back home, Return to your love! Must I always sigh?
Reply, sweet my love. The sheep in the fields-Leave them, set them free. By night run away. Come home, come to me. Oh run, run away. Come home, come to me. Upon the green, steep mountainside, Who is that boy laying still? A long black cloak is drawn o'er him. Is he perhaps sleeping still? It's my sweetheart, my only love. Drunk with mountains' fragrant flowers, He slumbers there beside the spring, Lie low, lie low, my Saro. Arise, my brave one. Wake up, shepherd boy. Bring the sheep back home; The day is now gone. Oh, come! How I yearn And crave your return, My love to restore. Torture me no more! | web | https://www.msmnyc.edu/wp-content/uploads/2023/11/2023.11.03-First-and-Second-Year-Vocal-Performance-Class-Recital-Program-Beyer.pdf | 0.489423 | {
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First Nations and Inuit Health Branch Saskatchewan Region Environmental Public Health Services South Service Centre PO Box 220 Fort Qu'Appelle, SK S0G-1S0
November 3, 2020
Chief & Council The Key First Nation PO Box 70 Norquay, SK S0A 2V0
Dear Chief Papequash:
Re: Rescind Precautionary Boil Water Advisory, The Key First Nation Water System dated 27 October 2020.
The pressure loss due to the recent power outage has been remedied and two sets of samples, taken at least 24 hours apart, show there is no bacteriological contamination. Also a 0.2 mg/L of free chlorine residual is present throughout the system. It is therefore recommended that the PBWA on your community be lifted.
Should you have any questions please contact me at ([REDACTED_PHONE] or [REDACTED_PHONE] (cell).
Sincerely,
Lorne Willits, Environmental Public Health Officer
Encl:1 Cc:Roberta Neapetung, Key WPO Lon Pelletier, YTC WQM Sharron Key, Health Director Sang Hur, ISC-RO Vaughn Williams, REHM
Kim Lee, EPHO, Special Projects
Dr. Ibraham Khan, Medical Officer of Health
PRECAUTIONARY DRINKING WATER ADVISORY Recommended by Environmental Public Health Services
Date Issued: October 27, 2020
Location:
The Key First Nation
Reason:
Power outage caused pressure loss in the community’s drinking water distribution system. While there is no evidence of contamination in the drinking water system, this Advisory is recommended as a precautionary measure. Chief and Council are working to ensure the distributed water is safe to drink.
Before using water from this water system (piped supply) for drinking, food preparation or the brushing of teeth, it should be boiled for one (1) minute.
Community members should also practice water use conservation for the duration of this advisory.
You and your family should do the following until further notice.
1. Boil all water to be used for drinking for at least one (1) minute, and cool and store it in a clean container.
2. This boiled and cooled water should also be used for:
a. brushing teeth or soaking false teeth;
b. washing fruits and vegetables;
c. adding to food or drink which will not be boiled; and,
d. making ice cubes.
3. Water used for other household purposes does not need to be boiled.
4. Dishes and laundry may be washed in tap water, either by hand or by machine (dishes should be rinsed in water with a tablespoon of bleach in a sink full of water).
5. Adults and teens may take baths or showers with untreated water. Older children could also be given a shower with a hand-held showerhead but be sure to avoid getting tap water on the face. Due to the likelihood that young children will drink bath water, they should be given a sponge bath instead of bathing them in a tub.
6. If you do not wish to boil your water, you should use an alternative water source known to be safe, such as bottled water.
7. Consult with your physician if you have cuts or rashes that are severe before using the water for bathing.
If you have any questions, please contact the Band Office or Lorne Willits, Environmental Public Health Officer, at ([REDACTED_PHONE].
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Knautia macedonica - Growing Guide
Growing Knautia Macedonica
K. macedonica is an excellent plant for an English cottage garden but it is equally suited to the herbaceous border or to a wild garden. Its flowers are especially attractive to bees and resemble those of some of the Scabiosa genus. Another name for K. macedonica is Scabiosa rumelica of gardens and both Knautia and several Scabiosa species come from the eastern Mediterranean where they grow in grassland or scrub.
These are clump forming perennials which normally keep a few rosettes of leaves over winter. They produce slender branched stems with deeply pinnately lobed leaves at the base and simple leaves up the stem. The flowering stems grow 24-30in tall and each stem has several long lasting purple-red flower heads which give the appearance of a pincushion.
K. macedonica is totally hardy and will grow in most soils including alkaline ones. The soil needs to be well drained but not necessarily improved. Siting in full sun ensures maximum flower production from July into September and removing old flower heads and stalks will help encourage more later flowers.
Propagation is straightforward from basal cuttings in the spring or larger clumps can be lifted and divided then.
Knautia macedonica
Knautia macedonica
Burncoose Nurseries: Gwennap, Redruth, Cornwall TR16 6BJ
Telephone: +44 (0) [REDACTED_PHONE] Fax: +44 (0) [REDACTED_PHONE] Email: [REDACTED_EMAIL] © Burncoose Nurseries 1997 - 2021 | web | https://www.burncoose.co.uk/site/content_pdf_2.cfm?ref=Knautia+macedonica+-+Growing+Guide&pdf=true | 0.494127 | {
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Kart Racing Logic Grid Puzzle
Four friends are racing against each other. Who fnished in frst?
1. The pilot who fnished in frst is older than Sam.
2. Ronald is 13 years old.
4. Alan is one year younger than the pilot who fnished in third.
3. Sam fnished in second place.
brainzilla.com/x/lgp/5
Play
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BRAIN
BAFFLERS
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3 Lessons from a Naval Officer by B. J. Armstrong
Leadership is as important as strategy.
Buried in the tomb below the United States Naval Academy chapel lays Captain John Paul Jones. After his heroic naval victories, and his letters about professionalizing the infant service, he is frequently named as the spiritual father of the United States Navy. However, the modern sea service's intellectual father was Captain Alfred Thayer Mahan—a teacher, mentor and strategist who helped found the Naval War College in Newport, Rhode Island.
Mahan believed in teaching officers about leadership and foundational skills for making hard choices. Strategy was important; however, none of it mattered if those men weren't ready to command and lead their organizations in challenging times. Here are three of the key lessons that Mahan sought to instill in leaders he taught:
1. Leadership is an art, not a science. In his book Naval Strategy: Compared and Contrasted with the Principles and Practice of Military Operations on Land, published in 1911, Mahan compared naval officers to artists. He wrote that artists had to learn certain techniques, mediums and skills, but that wasn't what made their artwork great.
In the end "art, out of materials which it finds about, creates new forms in endless variety." Artists take those foundations and then mix and match them based on inspiration and experience to create a masterpiece. He continued that "art acknowledges principles and even rules; but these are not so much fetters, or bars, which compel its movements aright, as guides which warn when it is going wrong."
2. Prepare for success by knowing your past. Mahan once wrote, "Heedlessness of conditions, or recklessness of dangers defeats efforts everywhere." He believed that a leader required sound planning in order to attain victory. Proper planning, in Mahan's view, required knowledge of history—a leader must know what has worked in the past in order to determine what might work in the future.
In Mahan's view there were two ways to truly learn how to lead, through personal experience or from "the experience of others, written for our use."
This applies in business as much as it applies on the quarterdeck of a ship at sea. If a leader doesn't know the mistakes other companies in their sector have made, or understand their own organization's past, the result will be a poor foundation for decision-making. Leaders have to make decisions with incomplete knowledge, and understanding the past, the history, will help fill in those gaps with credible estimates.
3. Avoid the administrative mindset. In his first published article Mahan wrote that a focus on science, engineering and administration tended "to promote caution un-duly; substitute calculation for judgment; [and] create trust in formulas instead of trust in one's self."
Mahan understood the importance of administration and logistics. Administration is required for the successful operation of a navy, and for the smooth running of any organization. However, Mahan reminded his students that "the one test of naval administration is not the satisfactory of economical working of the office, as such, but the readiness of the navy in all points for war." He wanted his students to always keep the central mission of their organization at the forefront of their mind. The protection of their rice bowl or the minutiae of the paperwork would only lead them astray.
Learning from Mahan
Today's leaders from all sectors, whether private or public, can learn solid lessons from past military thinkers.
In the 21st century we are all tempted to think that our challenges are new, our businesses are revolutionary, and our organizations are disruptive, but as the great thinker Bob Marley once said, "In this bright future, you can't forget your past."
By following Mahan's advice on the importance of treating leadership decisions as an art instead of a hard and fast science, using the study of history to learn through vicarious experience, and understanding the pitfalls of an administrative focus, you have the tools to become a stronger leader, better prepared to face today's challenges | web | http://www.lbushcolejr-pd.info/uploads/9/8/1/5/9815519/3_lessons_from_a_naval_officer.pdf | 0.49114 | {
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McInnis Canyons National Conservation Area & Black Ridge Canyons Wilderness Travel Map
All Motorized and Bicycle Travel is Limited To Designated Routes!
Land Ownership and Administration
- MCNCA Boundary
- Black Ridge Canyons Wilderness
- Bureau of Land Management
- Private
- State Land/State Wildlife Area
- Colorado National Monument
- Areas Limited to Day Use Only
Route Designations
- Foot Only
- Foot and Horse
- Bicycle and Foot Only
- Bicycle, Horse, Foot
- Motorcycle
- ATV (50 inches or less)
- Full Size Vehicles
- County Maintained Roads
- Kokopelli Trail
Open To:
- Mountain Bike Trailhead
- Campground
- See note on the left of map about Rabbit Valley camping
- Camping Area - suitable for tents and RVs
- Toilet
- Hiking Trailhead
- Equestrian Trailhead
- Boat Launch
- OHV Staging Area
CAMPING IN RABBIT VALLEY
Camping north and south of I-70 is allowed in designated campgrounds and campsites identified with one of these symbols. All camping sites will be developed metal stakes with a symbol A. Camping limit is 7 days.
CAMPING ON THE COLORADO RIVER
Note: A permit is required to camp along the Ruby/Horseshoe section of the Colorado River. Permits can be obtained through Recreation.gov.
Seasonal Road Closure
Lower Black Ridge Road
Upper Black Ridge Road is open Easter weekend to BTS | web | https://www.blm.gov/sites/blm.gov/files/documents/files/MCNCA_travel_map_20200417.pdf | 0.417287 | {
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Virtual starvation in the Delta area of Mississippi has become so widespread that three new receiving centers for food have been set up. You are urged to ask your church group, civic club, trade-union, and other concerned organizations and individuals to send food at once.
It has been a rough winter in Mississippi, especially for those who have been displaced by machines in the cotton fields. The worst victims, of course, are persons who have tried to register and vote.
These people can't look to state and local officials for help because Mississippi segregationists fear the voting power that Negroes will soon have, and they hope the Negroes will leave the state.
One man came to a neighbor's house in Leflore County last Saturday night barefoot, hungry, and crying because he had no food to give his large family. In Sunflower County, where Senator Eastland lives, there has been absolutely no work for males since the cotton picking ended and there will be no work till late March or early April.
The minimum need for a family for one month is four pounds of lard, three cans of meat, three boxes of milk, two sacks of flour, and 15 pounds of meal. And there are thousands of families to feed.
Some groups and individuals are already sending food to Clarksdale and Greenwood, Miss.; you are urged to also send food to the following, who will distribute it in various counties:
Amzie Moore, 614 Chrisman, Cleveland, Miss.
Mrs. Fannie Lou Hamer, c/o I. Johnson, 820 Quiver St., Ruleville, Miss.
Warren County Improvement League, King Solomon Baptist Church Hall, Vicksburg, Miss.
It is asked that you send food rather than clothing, but shoes would be greatly welcomed. Food and shoes are desperately needed. So please act at once.
President Lyndon Johnson should also be asked to order extra funds for the Federal school-lunch program in the area, and to increase the amount of surplus commodities available for the unemployed and those on relief. | web | https://www.crmvet.org/docs/6401_scef_ms_food.pdf | 0.435155 | {
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ASBESTOS GUIDELINES
What is asbestos?
Asbestos is a mineral fiber that was used commonly in a variety of building construction materials for insulation and as a fire retardant.
Where is asbestos found?
Most products today do not contain asbestos; the U.S. Environmental Protection Agency has banned several asbestos products. Any product made today that still contains asbestos is required to be clearly labeled. However, may types of building products and insulation materials made before the 1970's contain asbestos. These products include pipe and furnace insulation materials, asbestos and cement shingles, siding, and roofing, millboard, resilient floor tiles, the backing on vinyl sheet flooring, and floor tile adhesives, patching and joint compound, fireproof gloves, automotive brake pads and linings, clutch facings and gaskets.
What are the health effects of asbestos?
The most dangerous asbestos fibers are too small to be visible. They can become airborne when asbestos-containing materials are disturbed or during improper removal. Once they are inhaled, the fibers can remain and accumulate in the lungs. Breathing high levels of asbestos fibers can lead to an increased risk of lung cancer, mesothelioma and asbestosis.
How can I tell if you have asbestos?
The only way to tell if an object contains asbestos, by looking at it, is if the material is labeled. Otherwise, you should have it sampled and analyzed by a qualified professional. Until you have received the results, treat the material as if it contains asbestos. Samples should be extracted only by a qualified professional, if improperly done extracting samples can be more hazardous than leaving the material undisturbed.
How should I handle asbestos?
Usually it is best to leave asbestos material that is in good condition alone. Generally, material in good condition will not release asbestos fibers. Try to prevent the material from being damaged, disturbed, or touched.
Can I remove asbestos from a structure myself?
USEPA recommends that when dealing with materials containing asbestos, whether it is to test, repair, or remove, you hire an asbestos professional to do the work for you. Improper handling of asbestos material can create more of a hazard than if left undisturbed. If you need to take corrective measures, you should use a different contractor than the one who tested for asbestos in order to avoid conflict of interest.
Before you decide on an asbestos professional, ask potential contractors to document their completion of a federal or state approved training program. Also, ask for references from previous clients to learn if they were satisfied. To guard against costly, hazardous, and unnecessary removals, know what services are available and what procedures and precautions are needed to do the job safely.
Disposal options for Alachua County residents:
Alachua County residents should contact the Alachua County Solid Waste Division at the Leveda Brown Environmental Park and Transfer Station to get advice on disposal options for Asbestos waste.
Phone Contact: [REDACTED_PHONE] Fax [REDACTED_PHONE]
Address: 5115 NE 63 rd Ave., Gainesville, FL
For more information:
EPA toll free hotline: ([REDACTED_PHONE]
EPA asbestos web site: http://epa.gov/asbestos/pubs/ashome.html
Florida Department of Environmental Protection, Air Resource Management: Jacksonville, FL ([REDACTED_PHONE]
FDEP asbestos webpage:
http://www.dep.state.fl.us/air/about_air/pollutants/asbestos.htm
Consumer Product Safety Commission
Washington, D.C. ([REDACTED_PHONE]. Information concerning the identification and abatement of asbestos hazards in the home
Information on asbestos in certain consumer products is also available.
If you have any question regarding Household Hazardous Waste, please contact Kurt Seaburg at ([REDACTED_PHONE] or the ACEPD at ([REDACTED_PHONE]. | web | https://www.alachuacounty.us/Depts/EPD/Documents/Pollution/asbestos%20Update%2012-2012.pdf | 0.521981 | {
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The ABC Song is catchy, but we teach letter sounds before letter names. In order to introduce the sounds, we use Sandpaper Letters.
This Montessori material may be crafted at home using stencils, sandpaper and thin pieces of wood. We order our sandpaper letters from www.heutink-usa.com, and they are also available from other Montessori websites. If your child is demonstrating interest in letter sounds, consider using this method, proven to work for over 100 years! Children enjoy this method of learning because it engages the senses and is not tedious like rote memorization can be to a child.
A FEW TIPS
* Introduce the sound of the letter before naming the letter.
* Sensitize the fingers by washing them. You may use a special bowl for this process, or the kitchen sink works as well!
* Isolate the sound of each letter as much as you can. Children need to hear the singular sound first, not a consonant/vowel blend.
* The attached information will provide you with the sounds to use. You will be amazed at how organic the process is of identifying sounds and building words once the sounds of the letters have been mastered. The Sandpaper Letter technique also helps with pre-writing skills. The child should trace the sandpaper letters in the same manner as which they would write the letter.
* Be sure to use proper format for tracing the letters, and the child will learn the correct formation of letters at the beginning.
* On the child's hand, we write the letter they are working on so that when they look down at their hands, it will remind them of the letter they are mastering.
* Remember, only two letters at a time, three maximum so as not to overwhelm the child. After mastery, add another set and then review the ones you have already introduced.
Letter Sounds
Order to introduce letter sounds as practiced by the Montessori School of Rome
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Transition to A level Mathematics: Essential Skills
Transition Programme
Assignments will be posted weekly on Google Classroom for both internal and external students. They will consist of skills tests and activities that are designed to enrich. They will add depth to students' mathematical understanding and help them make a smooth and successful transition to A level Mathematics.
Students are expected to show all their working out and upload their solutions. I will take the lead in setting weekly assignments and ensuring that deadlines are being adhered to. Furthermore, the teachers in the Mathematics department will also play a key role in this initiative by being responsible for monitoring the quality of the work that is submitted by the students.
The transition Programme (TP) course consists of six sections:Simplifying, Expanding Factorising, Rearranging, Solving, Sketching.
These are essential skills students will use for the various problems they may encounter while studying A level mathematics.
Due to the pandemic, the students have missed a significant number of lessons. This means that there is a potential gap in knowledge which needs to be addressed. Therefore, an intervention is required to bridge the gap and ensure a smooth transition for students from GCSE to A level. We believe the students will benefit from an early intervention to and propose to start inJune. The following are dates set forGC tasks.
Optional
The TP will consist of 3 core elements:
1.Skills test.
It will cover consolidation of GCSE Grade 8/9 material as well as AAE tasks introducing students to KS5 way of thinking. If students require or need more practice, they will use Hegarty or Century Maths to consolidate.
2.(AAE) Practice and explore questions, slightly longer.
Each set includes either written worked solutions, video solutions or links to websites.
3.(AAE) Extension
Extent and enrich activities. Longer problems, spotting patterns, making discoveries and providing reasoning why things happen. In every section on the final slide, the extension element will have some links to other videos. Articles that are interesting or provide a mathematical link to the real world or careers. The extension activity is targeted at20%of students or any other students who have a passion and interest for mathematics. | web | https://stepneyallsaints.school/content/uploads/2021/06/Maths-Depart-BK-21-22.docx.pdf | 0.43007 | {
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