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Health and Social Care
To prepare effectively for Health and Social Care it is suggested you work through the below tasks and bring these with you for your first day at Bilton 6th form.
Please note you will sit a baseline assessment related to the materials below (TASKS1,2,&3) when you commence 6th form.
Task 1— Research and take notes on the following:
I. The difference between a gross motor skill and a Fine motor skill.
II. Give an example of each type of skill.
III. Create a timeline showing the development of these skills from birth to the age of 8 years old. Give examples of the skills which the individual should be able to complete.
Task 2— Research the work of Jean Piaget in terms of his theory of cognitive development. What were names of the stages he suggested we go through, what changes to the way we think happen at each stage? Are there any tests to see if we have developed into the next stage?
Health and Social Care
Task 3— Research and take notes on the effects, causes and possible treatments for one of the following genetic disorders:
I. Brittle bone disease
II. Huntington's disease
III. Cystic fibrosis
IV. Phenylketonuria (PKU)
V. Duchenne muscular dystrophy
Contact: if you have any queries about the subject or the
tasks. Please contact; Mr Crumbie—
[REDACTED_EMAIL] or Head of 6th form;
[REDACTED_EMAIL] | web | https://resources.finalsite.net/images/v1623331275/southamcollegecom/uhyga9krwewvlw13vkyn/HSC.pdf | 0.444844 | {
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Colorful Containers
It's almost summer, except for that amazing snow we had at the end of April, and time to consider annuals in the garden. A great place for annuals is containers because their growth is limited and they're usually easier to remove from the pot than perennials. I love perennial grasses in a pot, but you have to take an axe to the pot to get them out after the first year.
Containers
But containers don't have to be just pots. They can be anything waterproof that has drain holes in the bottom and can hold up in our sun. The bigger the better because when it's really hot and dry here you don't want to have to water hourly. So self-watering pots or dripped to run with your irrigation would be nice. The drip tubing can be put through a drainage hole before potting soil is added or it can be run behind the pot, out of sight.
If you are thinking just pots, ceramic with an unglazed interior that can weather our winter is a good choice. Plastic pots are great because they are light weight and don't crack, but the fact they are light weight means they can blow in the wind or be stolen easily. Terracotta pots lose too much water because they're porous – good where it rains a lot, not so good here. And they can winter crack. If you have a favorite Talavera pot, use a plastic liner and bring the pot inside for the winter.
Containers can be brightly colored, patterned, or neutral. Neutral colors allow for the most creativity with the flowers, but a favorite patterned pot can be accented with neutral or complementary flowers and still look good.
Container Stuffers
For very big containers where you want to fill with something so you don't pay for all the potting mix that's deeper than the plant roots, you can use anything that drains well, covered with landscape fabric to keep the potting mix in. In the past I used shipping peanuts, but now that they're water soluble this doesn't work! Empty plastic soda bottles and upside down 4" plastic nursery pots are other choices.
Potting Mix
Now that we have a container we need to consider what to use for "soil". Potting mix was developed for the nursery trade so pots would weigh less, especially for shipping. I prefer potting soil (Black Gold) because it has some nutrients in it although it weighs a little more. Some potting mixes contain water holding crystals and these help with watering, but do break down over a few years. I prefer coir in my potting mix instead of peat moss because coir dries out more slowly and is easier to rewet. Coir also comes from coconuts, a renewable resource instead of peat bogs.
Watering
Watering can be done with your irrigation system using a dripper. I have tried the umbrella spoke type of sprayer, but it puts out too much water even on its lowest setting. Be sure to group plants in the pot that have the same watering frequency Putting a succulent with zinnias is not a good combination – one of them is bound to die.
Growing Environment
Now we're ready to consider plants, but first we need to know what kind of growing environment the container will be in. Is it sun or shade? Your choice of plants is different based on the container location. Check the plant label to determine which plants do best and where. Or if the nursery has it under shade cloth it's probably not a New Mexico sun loving plant. All the plants in the container should be conditioned to growing environment so group plants that need shade together.
Design tips
Finally, we want to structure the plantings to make a splash. We'll consider three types of plants: a spiller that falls gracefully over the edge of the container, a filler to be the middle ground and fill the space, and a thriller to add height and grab your interest. The table below lists plants and their function in the design.
You can use bright colors, if this is your favorite, or you can use restful choices. You can also contrast different sized leaves and textures – a tall strappy dark purple flax, with yellow petunias, and a lime green sweet potato vine would look great together – but maybe not in a highly-patterned pot.
In shade consider some white or light colored leaves so the container can be seen.
Grouping containers allows you to mix colors, styles, and especially different heights. I prefer a low wide planter, a midsize pot, and a large pot placed in a triangle. Each container can hold one type of flower or each container can hold a mix of flowers (or herbs). It's whatever makes you feel good.
Plant Choices
Easy to Do
Now that you know the secrets to creating splashy containers, watch for plant sales or start your own annuals from seed. Containers are really easy to do and you can be as creative as you'd like.
Open Garden
Once again on the 4th of July we will open our garden to visitors from 8 am to 11 am. Daylilies and I both look better at 8 than at 11. You can see my pots and decide what you think of my combinations. I'm looking forward to seeing photos of your planted containers and maybe we can put them on our website. Wouldn't that be lovely. | web | https://highdesertliving.net/cgi-bin/hdl/jump.cgi?ID=796;v=PDF&fname=/Colorful%20Containers.pdf | 0.514851 | {
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SundaySchoolKids Alphabet Pennants A-K
PRINT only the pages that you need in either the PDF or Word Document
- IF printed on a black and white printer, the colored pennants will come out in various shades of gray. You can color the letters in light, bright vibrant colors and even those will look good. The all white pennants will color easily.
CUT and/or then COLOR (if desired), then fold back tops.
SPACING
- All are 4 1/4 inch wide at widest
- May be overlapped up to 1/2 inch on the top at each side to save space.
- Have the letters in one word or name at least touch each other (if not overlap)
- Leave one and a half inches between words
NOTES AND INFORMATION
L-Z and punctuation are in part II.
- Fold back top for all uses
- IF hung over a line, cord or wire, etc. tape the folded flap to the back of the pennant to secure to the line or wire, etc.
- As most lines, cords or wires will have some slack, tape the pennants together from the back to avoid them slipping over each other.
- IF tacked in place, tack through the double layers to prevent tearing.
- The set contains a period, an exclamation point and a blank pennant.
- Vowels are yellow.
- G and J are royal purple.
- Consider cutting off 1/4 of the tip if they will hang where people may walk close to them
- How long will your banner be?
For standard pennants, multiply the number of letters by 4.25 and the number of spaces by 1.5 and add the numbers together. To reduce the end number of inches, overlap letters as indicated above.
- You can reduce the pennants size in your printer settings, or on a copier.
Fold back
SundaySchoolKids.com
Fold back
SundaySchoolKids.com
E
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Lincolnshire Review
http://lincolnshire.suntimes.com/news/schools/rwanda‐LSR‐03202014:article http://lincolnshire.suntimes.com/
March 20, 2014
Genocide survivor asks Stevenson students to listen, tell his story
Emmanuel Habimana, a survivor of genocide in Rwanda, speaks March 18 to students at Stevenson High School.
Ronnie Wachter/Sun‐Times Media
Lincolnshire Review Article March 20, 2014
The story is hard to explain. Not just because Emmanuel Habimana's tale carries heavy emotional weight, but because of the subject matter.
Habimana, a native of Rwanda, came to Stevenson High School on March 18 to talk about one of the worst genocides in human history.
"What happened, it's something else, it's unimaginable," Habimana told his student audience. "I don't know how to describe it, because it's inhuman."
Habimana gave three presentations at Stevenson, talking about the horror that his homeland became in 1994. He urged hundreds of Patriots to learn from his losses.
Born into the Tutsi tribe, he was 9 years old when Rwanda's Hutu tribe began slaughtering the Tutsis. The Hutu plan, as he described it, was to make sure that the outside world never heard about what happened.
"Leave no one to tell the story," Habimana explained.
He stopped at Stevenson amidst a Chicago‐area tour of schools, including Carmel Catholic, Mundelein, Glenbrook North and Highland Park high schools. Habimana is codirector of the 2010 documentary "Komora (To Heal)," a project the National Geographic Society sponsored to help tell the story of the horrific events that were supposed to be lost to history.
"When the story's not told, the same things keep happening and happening and happening," he said.
The Stevenson High School Foundation helped organize Habimana's appearance, with assistance from the Lincolnshire Morning Star Rotary Club. Rotarian Danny Spungen originally saw Habimana speak March 11 at the Candles Holocaust Museum and Education Center in Terre Haute, Ind., and mentioned how he impressed he was to fellow Rotarian Greg Diethrich, SHS Foundation executive director.
"He's a raw, beautiful talent," Spungen said of Habimana.
That talent escaped one of the ugliest atrocities in history. In the early 1990s, a series of events led to the Hutu‐ controlled government in Rwanda to call for Tutsi extinction. In 100 days, before the outside world intervened, nearly 1 million Tutsi (about 80 percent of that tribe's population) died, suddenly making that country the world leader in orphans. Habimana recalled being referred to as a "cockroach" or "snake," but being to young to understand why.
In the years since, he has learned about the events that led to the genocide — and the sad fact that what happened to his people has happened many times before.
"I started to learn about the Holocaust, and World War II," he said. "We have to change the realities about the way that we see people from other backgrounds, or with different skin colors."
Part of what made his experience so terrifying, he said, was the fact that the killers looked and sounded exactly like those they killed. The nation speaks the same language (Kinyarwanda), and he said that in those days, the only way one could tell a Hutu apart from a Tutsi was to check which ethnicity was written on their government‐issued identification cards.
"It's black people, just like me," Habimana said.
Asked what Rwanda is like 20 years later, Habimana said the infrastructure and education systems are improving — and everyone's IDs list only "Rwandan."
"You guys are helping me," he told the students. "You're listening." | web | http://spungenfoundation.org/documents/events/2014_March%2020_Lincolnshire%20Review_Emmanuel%20Habimana.pdf | 0.431971 | {
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Liberty, justice, and equality. These are the core virtues our forefathers founded America on and the values our fellow Patriots strive to uphold.
A Patriot understands his sacrifice. From military service to civic engagement—to our first responders and paramedics—a Patriot ensures the betterment of his country, reaching beyond mere allegiance to his nation. A Patriot recognizes his country's flaws and is willing to engage in constructive criticism and work towards positive change.
It's a feeling that transcends both borders and languages, connecting people who share a common identity as citizens of America. That swell of pride in one's chest when our Star-Spangled Banner plays, the lump in one's throat when the stripes of our flag fly high and its stars shine, the tears that well when a Patriot witnesses his country's greatest triumphs and harshest falls. Patriotism is a feeling of love, a sense of knowing that this land is a gift: sand and surf, grass and tree, from sea to shining sea.
"A spirit of liberty and patriotism animates all degrees and denominations of men." —James Madison. | web | http://patriot.huntmilitarycommunitiesfoundation.org/assets/files/2023/Natalie-K_essay.pdf | 0.432761 | {
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Oregon's Horribly Bad Plan, Pt 2
When, Where, and How to Listen:
Scroll down or go to www.ispyradio.com/listen
All stations stream live!
And now you can find us on Apple Podcasts (formerly iTunes), Spotify, TuneIn,
Our Guest: Oregon Natural Resource Industries' President, Jennifer Hamaker
This Week: Do what you want, it's yours. Don't we wish. It's sad because when it comes to making decisions for your own land, your own property, the very last thing you hear from bureaucrats is, do what you want—after all, it's yours. At least in Oregon.
Oregon is now leading the way on how to strip the very land rights that made our state flourish — ranching and logging. Ever since Oregon's founding, we have used our natural resources to make a living and to make Oregon prosperous. That's why people came to Oregon. The abundance of natural resources. But today, land prices have skyrocketed under LCDC's rules and regs. And if you do manage to buy it, there is an army of bureaucrats lined up to tell you what you can't do. Or it's impossible to buy cheap lumber since we are forced to buy out-of-state lumber due to our own timber locked up behind even more rules and regs. And Heaven forbid we simply just enjoy our woodlands. Getting out and breathing the air is all but impossible since endangered species protections keeps the woods locked up due to yet more rules and regs.
And it's about to get worse.
This week, we asked Jennifer Hamaker back to get deeper into Oregon Department of Forestry's Habitat Conservation Plan (HCP). It's a devastating plan that will take over 160,000 more acres of timber out of production. And this time it includes private timber lands that will eventually turn basic property rights, especially regarding privacy, over to the federal government, who will have free access to your land any time they want. That way, they can be sure landowners are following the rules and regs—like the Endangered Species Act. An act that has offered over 30 years of protection for the Spotted Owl, and they're still endangered. It's not that the owls need protection, it's that the government wants to bully citizens.
Jennifer Hamaker, having grown up in a timber loving family, lays out the devastation the HCP will do. And, worse, the HCP is just one part of an even bigger plan, Oregon's new Forest Management Plan. Most of which is still being discussed— and hidden — behind closed doors. But for sure, timber income to the state and all those schools and services that depend on those funds will be devasted. As well as private lumber mills and all their jobs put at risk. Oregon, which used to be an international leader in forest management is now a leader in creative destruction and needs to be stopped.
This week's show will tell you how. | web | https://img1.wsimg.com/blobby/go/fa6b7c40-283a-4fce-8ed1-9df7f98f774d/Part%202.pdf | 0.486122 | {
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January • February 2018
At work 24/7
Whether you're at work or home, asleep or burning the midnight oil, EBMUD is there for you. Hours after the sun goes down, EBMUD employees are at work so you can start your day with water.
At the Walnut Creek Water Treatment Plant, Miguel, one of EBMUD's 29 Senior Water Treatment Operators, monitors the characteristics of our water as he refills a reservoir after a day's use. He watches weather predictions for how
Senior Water Treatment Operator, Miguel
Take a tour of our Wastewater Treatment Plant. Visit ebmud.com/wastewater.
much water will be needed in the following days and stands ready to switch controls to manual if anything out of the ordinary occurs. During his shift, he samples water every three hours: 1 a.m., 4 a.m. and 7 a.m.
Meanwhile, at our Wastewater Treatment Plant at the base of the Bay Bridge in Oakland, plant operator Kory monitors the process that treats millions of gallons of sewage that arrives at the plant. When there's rain, the amount of waste
The business day begins at 8 a.m. In the Finance Department at our Administration Building in downtown Oakland, our Manager of Budget, Jeanne, is reviewing spending and
staffing to ensure every project stays on budget. She watches water consumption, statewide water and wastewater rates, and how new technology is making finance more efficient.
On the floor below,
Tom, an engineer, inspects the final maps of and storm water that enters the plant can be eight times as
much as normal, so Kory also keeps an eye on the weather. At the shoreline directly below the Bay Bridge, Rochelle runs a water sample from the dechlorination station to the lab for tests. Throughout the night, she verifies that the cleaned wastewater we put in the Bay is safe for the environment.
Elsewhere, plumbers, public information officers, environmental inspectors, water quality experts and many others sleep next to cell phones that will ring them awake if they're needed to handle an emergency.
seismic improvements at Chabot Dam to certify that the project was built as designed. Rick, a management analyst, surveys a proposal by PG&E to purchase EBMUD conservation credits that help mitigate the environmental impacts of their construction.
The purchase of those credits helps EBMUD pay for land management that
Learn more: Read about these and other EBMUD employees at ebmud.com/onthejob.
protects the habitat for the endangered whipsnake.
Tara, another engineer, studies the structural differences between two types of plastic pipe. The first, she discovers, is stronger than the other, but the second might be more useful in hilly areas where flexible pipes fare better during earthquakes. Her information will inform a decision about continued on next page
what types of materials EBMUD should use.
In Pinole, Ranger Leatha lifts a large branch that's fallen from a tree along Pinole Creek as a small steelhead fish passes by. EBMUD Biologist Bert has spent years working
Learn more about best conservation practices at ebmud.com/watersmart.
with partner agencies to restore that creek to allow native fish to populate our watershed. Ensuring healthy ecosystems and environmental stewardship is at the core of all we do.
In Emeryville, Kristin, a Water Conservation Representative, completes a site visit of a senior housing facility that is upgrading to new low-flow toilets. Kristin takes inventory and completes the math that shows this upgrade could save the complex 240,000 gallons of water each year.
See the steelhead for yourself. Buy an online trail permit at ebmud.com/recreation/buy-trail-permit.
Amy in Human Resources walks a new employee through hiring paperwork, making certain the new employee understands that civil service status means she is part of the teams that
As the regular business day winds down, the swing shift kicks into gear. Most of our work to install new pipes occurs during regular business hours. However our
Report a main break 24 hours a day at [REDACTED_PHONE].
maintenance work continues around the clock.
In Dispatch, Tracie juggles multiple phone calls about a main break in Berkeley and dispatches a plumbing crew. They will work until the main is fixed and water is turned back on. Tracie continues taking reports of low water pressure and any other water emergency.
will restore our communities after a major disaster or emergency.
Indoors, 24 Customer Service Representatives who know a little about everything at EBMUD help more than 1,300 individual customers each day. That's 55 customers per rep per shift who receive help with billing and service issues.
Elsewhere, 12 Meter Readers and 20 Meter Mechanics walk neighborhoods to
collect water use data and resolve concerns. Each of them can read up to 450 meters per day.
Dispatch Center
Representative,
Tracie
Diablo Vista Pumping Plant to improve efficiency and provide critical water delivery to the communities of Lafayette, Pleasant Hill and Walnut Creek. Kathryn provides an update to the city council while Dave is prepared to answer technical questions.
While crews work into the sunset, Kathryn, a Community Affairs Representative, and Dave, an engineer, update the Lafayette City Council about our work. EBMUD is upgrading our
And in Orinda, Doug, a Water System Inspector, takes samples of foam that fire crews used to extinguish a car fire. The foam is near a creek and Doug must ensure that it's nontoxic and won't affect any wildlife or fish in the EBMUD watershed.
The evening winds down, but EBMUD is still at work. We're at water and wastewater treatment plants, and in public streets 24 hours a day, so that you always have reliable water of the highest quality and your environment remains a treasure.
Plumbing Crew
Board of Directors
EBMUD Mission Statement
John A. Coleman • Andy Katz • Doug Linney Lesa R. McIntosh • Frank Mellon William B. Patterson • Marguerite Young
General Manager
Alexander R. Coate
To manage the natural resources with which the District is entrusted; to provide reliable, high-quality water and wastewater services at fair and reasonable rates for the people of the East Bay; and to preserve and protect the environment for future generations.
J.
F 2018 320 M
P.O. Box 24055 • Oakland, CA 94623 [REDACTED_PHONE] www.ebmud.com
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The Pet Column
By Abbas Hussain of Principal Pets
How To Deal With A Flea Infestation
Step 1: Treat your pets
Treat all cats and dogs and, if necessary small animals, with an appropriate 'spot on' treatment. You can also treat cats and dogs with flea tablets for more immediate treatment of fleas (the spot on treatments can take 3 to 4 days to work effectively). Even if you treat with flea tablets, it's also worth using a spot on treatment to stop reinfestation for 3 to 4 weeks.
Step 2: Wash all bedding
Once the bedding is dry, spray with a flea spray. Use a flea spray that will disrupt the development of fleas in the larval stages for 6 months or longer. This will help to stop reinfestation.
Small items that cannot be washed or sprayed, such as children's toys, can be bagged and placed in a freezer for 5 days to kill flea eggs and larvae.
Step 3: Vacuum the whole house
Flea larvae crawl away from light and hide in shaded areas underneath furniture, so vacuum the whole house thoroughly, including any crevices, down the skirting boards, and especially where pets go. Vacuum all upholstery, especially where pets tend to lie.
Step 4: Treat your home
Spray your entire house, one room at a time with a good flea spray with a guard action that lasts for at least 6 months. Close all the doors and windows, make sure the pets are not in the room and fish tanks are covered and airtight and with the pumps turned off.
Whenever spraying soft or delicate fabrics, it is recommended you do a patch test.
Use in all areas where pets have been. Make sure you spray along skirting boards, in any cracks and crevices, all soft furnishings, carpets and even in the car. We suggest wearing a decorator's mask while spraying to avoid breathing the fumes. When the entire room has been sprayed, exit, closing the door behind you, and leave for about an hour, then give the room a good airing. We suggest you do living areas last thing at night and bedrooms first thing in the morning.
Step 5: Vacuum again
After the spray is left to dry for an hour or so, air and vacuum each room to pick up any larvae and fleas missed the first time. Remember to uncover fish tanks and turn the pumps back on.
When emptying the vacuum cleaner, do so outside, then spray the inside of the vacuum dust bag or cylinder to stop any eggs or larvae picked up by the vacuum cleaner developing.
Step 6: Preventing reinfestation
Continue to treat all cats and dogs in the household with a monthly spot on treatment. It is also worth treating your home once a year.
184 Telegraph Road, Heswall CH60 0AJ • Tel: 0151 342 9635 Email: [REDACTED_EMAIL] • Web: www.principalpets.co.uk
14
HESWALL MAGAZINE • JUNE 2018
Hazelwell welcomes new manager with a wealth of experience
Kathryn McGuiness
A Wirral care home has welcomed a new manager whose fascinating career started at 16, training in the same hospital as a famous hip surgeon.
The Hazelwell, a residential, nursing, palliative and respite care home in Heswall, has appointed the extremely well qualified Kathryn McGuinness into their top leadership role as care home manager, and is looking forward to benefitting from her rich career and life experience.
Kathryn, who has had a varied and successful career in the world of nursing and caring, realised it was the career for her when at 16 she worked as a cadet nurse at Wrightington Hospital where Professor John Charnley, MBE, was based. The pioneer orthopaedic surgeon transformed modern medicine's approach to hip replacement operations from his work in 1962 with the introduction of the modern artificial joint. A hip replacement is now one of the most common operations in the UK.
After going on to train at Ormskirk hospital in Lancashire, Kathryn's career has seen her move to hospitals around the country in different prestigious roles, including orthopaedic trauma, A&E, a senior sister for NHS Direct, and an assessor for a drug and alcohol charity.
Kathryn has even won awards for her work and when she was lead research nurse in a diabetes project she was presented with a Welsh Office award presented by the Secretary of Health for Wales, Jane Hunt.
In more recent years Kathryn has worked for residential homes, starting as a matron in a small care home in Birkdale, then moving to Gillibrand Hall in Chorley where she stayed for nearly five years.
Her last post before joining The Hazelwell was peripatetic regional manager for a group of homes in Lancashire where she concentrated particularly on turning one failing home on the verge of closure around to receiving a great Care Quality Commission inspection and being at near maximum capacity.
In Kathryn's new role she will be heading up the staff team at The Hazelwell, a luxury care home situated on the former site of the Cleaver Hospital.
The 55-bed care home opened in July 2016 and has been rated as 'good' by the CQC, the independent regulator of health and social services in England.
Kathryn, who now lives in Rainford near St Helens, said: "I saw The Hazelwell and all it had to offer and I fell in love with the place. I was over the moon to get the post.
"I'm really excited to be a part of the excellent team at The Hazelwell and to share what I have learned throughout my career to continue to make The Hazelwell the best care home it can possibly be.
"I had no idea when I started out as a cadet nurse at 16 where my career would take me, but I'm so happy when I think of the journey I've been on and how it has led me here."
Outside of work Kathryn's interests are as varied as her career, breeding horses, playing basketball and studying nutrition.
For more information about The Hazelwell contact Kathryn on 0151 342 9654, email [REDACTED_EMAIL] or visit www.thehazelwell.com | web | https://www.heswallmagazine.co.uk/wp-content/uploads/pdf-light-viewer/294-pdfs/page-00014.pdf | 0.495707 | {
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Dear Parents,
Re: Coronavirus
I am writing to update you about the school's current position regarding Coronavirus.
We take the health and safety and wellbeing of our pupils and staff very seriously, and, as such, we want to reassure you that we are following the guidance from Public Health England and the Department for Education (DfE).
https://www.gov.uk/government/publications/guidance-to-educational-settings-about-covid-19
To minimise the spread of any infection in school we are:
* Ensuring children and staff are washing hands at various points throughout the day and continually reiterating the key messages to the children about the importance of handwashing.
* Continuing to follow advice from Durham County Council with regard to cleaning.
* Cancelling the following until further notice:
o whole school assemblies
o coffee afternoons
o parent-teacher meetings (we can arrange telephone calls where necessary)
o off-site educational visits
o visitors to school from outside agencies
Prevent the spread of infection
Make sure you and your children follow these general principles to prevent spreading any respiratory virus:
Wash your hands often – with soap and water and scrub for at least 20 seconds, or an alcohol-based sanitiser if soap and water aren't available
Avoid touching your eyes, nose, and mouth with unwashed hands
Avoid close contact with people who are unwell
If you feel unwell, stay at home and don't attend work or school
Cover your cough or sneeze with a tissue, then place the tissue in a bin and then wash your hands
Clean and disinfect frequently touched objects and surfaces in the home
Stay at home if you have coronavirus symptoms
Stay at home if you have either:
* a high temperature – you feel hot to touch on your chest or back
* a new, continuous cough – this means you've started coughing repeatedly
BYERS GREEN PRIMARY SCHOOL TUESDAY 17 MARCH 2020
Do not go to a GP surgery, pharmacy or hospital.
You do not need to contact 111 to tell them you're staying at home.
Testing for coronavirus is not needed if you're staying at home.
How long to stay at home if you have symptoms
Anyone with symptoms should stay at home for at least 7 days.
If you live with other people, they should stay at home for at least 14 days, to avoid spreading the infection outside the home.
After 14 days, anyone you live with who does not have symptoms can return to their normal routine.
But, if anyone in your home gets symptoms, they should stay at home for 7 days from the day their symptoms start. Even if it means they're at home for longer than 14 days.
If you live with someone who is 70 or over, has a long-term condition, is pregnant or has a weakened immune system, try to find somewhere else for them to stay for 14 days.
If you have to stay at home together, try to keep away from each other as much as possible.
If you still have symptoms after 7 days
After 7 days, if you no longer have a high temperature you can return to your normal routine.
If you still have a high temperature, stay at home until your temperature returns to normal.
If you still have a cough after 7 days, but your temperature is normal, you do not need to continue staying at home. A cough can last for several weeks after the infection has gone.
As I mentioned, we are following the guidance from Public Health England and the DfE, but this is being updated regularly in response to the changing situation. We will monitor and follow the national guidance as it is updated and would urge you to do the same.
If circumstances arise where the school must close, we will inform you in our usual way via text messages and the school website.
If you or your child have any further concerns or questions, please do not hesitate to contact us via the school office.
Thank you for your continued support at this difficult time.
Mr W. Kirtley (Headteacher) | web | https://byersgreen.durham.sch.uk/wp-content/uploads/2020/03/Coronavirus-update-BGPS.pdf | 0.533805 | {
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The Watershed Institute | HABITAT AND MACROINVERTEBRATE DATA SHEET
Date:
Start Time:
Organization:
Investigators:
Project Name:
Site ID:
Site Location Description:
Approximate Reach Length
(aim for 100m)
:
Current Weather Conditions:
Clear
Partly Cloudy
Overcast
Light Rain (no runoff)
Heavy Rain (runoff)
Snow
Heavy Snow Melt
Time Since Last Rain or Snowmelt:
Within 24 hours
24-48 hours ago
More than 2 days ago
Unknown
Air Temp ( o C):
Water
Temp
(
o
C):
Representative Wetted Width
(indicate units)
:
Representative Depth Profile (measured at five equidistant points across representative width)
(indicate units)
: ______ , ______ , ______ , ______ , ______ = Avg. __________
Velocity
Distance
(aim for 3-5 meters)
__________________
(if using feet, convert to meters before calculating velocity)
= Avg. Velocity______________
m/s
Float Time: ________ , ________ , ________ , ________ = Avg. _______
seconds
Check here if this section is not completed due to nonwadable assessment.
Stream Flow:
Slow (barely moving or not at all)
Moderate (clearly moving, surface flat)
Swift (clearly moving, surface disturbed)
Water Odor:
Normal
Anaerobic
Sulfuric
Sewage
Petroleum
Other:
Turbidity:
Clear
Slightly turbid
Turbid/Muddy
Milky
Green pea soup
Surface Coating:
None
Foam
Scum
"Paint" streaks
Duckweed or vegetation
Oil
Other:
Water Color:
Clear
Green
Blue-green
Tea-stained
Brown
Yellow
Gray
Other:
Stream Morphology:
Riffle: ______%
Run: ______%
Pool: ______%
Macroinvertebrate Habitat Types:
Riffles and cobble
Wood and submerged logs
Leaf packs
Aquatic vegetation
Overhanging vegetation
Undercut banks
Gravel/Sand
Other:
Benthic Substrate Characterization
(check if present or indicate relative percentage):
Clay and Silt:
(<0.06 mm)
Sand:
(0.06-2mm, gritty)
Gravel:
(2-64mm, 0.1-2.5")
Cobble:
(2.5-10")
Woody Debris:
None
Scarce
Moderate
Abundant
Boulder:
(>10")
Bedrock: (unbroken)
Other:
Emergent
Submergent
Rooted floating
Floating
Absent
Scarce
Moderate
Abundant
Biofilm
Filamentous
Floating
Suspected HAB
Absent
Scarce
Moderate
Abundant
Bank Vegetation:
Trees
Shrubs
Grasses
Lawns
Invasive species
None
Other:
Tree Canopy (at full leaf):
Open (0-25%)
Mostly Open (2550%)
Mostly Closed (5075%)
Closed (75-100%)
Algae
Type:
Amount:
Aquatic
Veget.
Type:
Amount:
Land Uses in ¼ Mile Radius:
Structures:
Litter:
Wildlife Observations:
Rural/Low Density Residential
None
None
Fish
Agriculture (cropland)
Culvert
Outfall
Dam
Drainage Ditch
Other:
Moderate
Abundant
Dump site Comments:
Turtles
Crayfish
Clams/Mussels
Salamanders
Waterfowl
Other:
Medium Density Residential
High Density Residential
Urban
Commercial
Industrial
Roads
Parking Lot
Agriculture (livestock)
Meadow/Field
Forested
Preserved Open Space
Athletic Fields
Construction
Other:
Comments/Observations:
Site Sketch Indicate roads, buildings, landmarks, parking area, access point(s) to stream, stream flow direction, in-stream habitat for macroinvertebrate sampling (i.e. riffles, pools, aquatic vegetation, woody debris), outfalls, etc.:
Regional Scored Habitat Assessment:
High Gradient Habitat Assessment Low Gradient Habitat Assessment
COMPLETE THIS SECTION ONLY IF MACROINVERTEBRATE SAMPLING WAS PERFORMED.
Sample Equipment:
D-net
Other:
Preservation Method:
Tier 3.3, 3.2: Detritus preservation
Organism-only preservation
None: Tier 3.1 Field identification
Other:
Form Attached:
Tier 3.3, 3.2: Chain of Custody Form
Tier 3.1: Macroinvertebrate Tally Sheet
Other:
Frogs
Scarce
Bridge
EPA Rapid Bioassessment | HIGH GRADIENT HABITAT ASSESSMENT
SCORE
SCORE
Width
Condition Category | web | https://njwatershedwatch.org/wp-content/uploads/2022/07/Habitat-and-Macro-Data-Sheet-HIGH-GRADIENT-updated-2022-5-11.pdf | 0.448792 | {
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DENTAL CARE FOR YOUR 4 YEAR OLD
* At age 4 most children have all of their baby teeth.
* BRUSHING: It is VERY IMPORTANT to brush these teeth 2 times per day ESPECIALLY before bedtime. Do not let your child have anything to EAT OR DRINK AFTER you brush their teeth at night! Drinking anything other than water at night will cause cavities quickly! You can allow them to brush on their own BUT you MUST brush BEFORE OR AFTER them EACH time. They do not have the coordination needed to remove ALL of the plaque.
* TOOTHPASTE: By now you child should understand how to spit out toothpaste. If so, they should be using a toothpaste with FLUORIDE. If they can not spit out and are still swallowing toothpaste then they should use a toothpaste with NO FLUORIDE and you should continue to teach them to spit out the toothpaste. You should be flossing your child's teeth at least once per day, preferably after you brush at night. Using plastic "flossers" is perfectly fine.
* DIET: SWEETS of any kind are BAD for your teeth, ESPECIALLY SWEET LIQUIDS! Stress drinking WATER and WHITE MILK daily. | web | http://www.lilessmiles.com/forms/4yo.pdf | 0.448062 | {
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Color the Beginning Sound
Talk about the picture of the gingerbread house with your child. What do you see? Lollipops, a roof with icing on it, windows, a door, walls, candy, trees, grass, a stone path, etc. Then, ask your child to draw something that begins with the /r/ sound (roof), something that begins with the /d/ sound (door), something that begins with the /w/ sound (window or wall), etc. until everything is colored.
http://www.themommyteacher.com | web | http://themommyteacher.com/wp-content/uploads/2010/12/Color-the-Sound.pdf | 0.439041 | {
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For immediate use
Water for the Future
Johannesburg, 5 February 2016:
Without water, nothing can survive. The most recent El Niño weather phenomenon has left South Africa gripped in one of its worst droughts in decades. Recent reports from the South African Weather Services indicate that South Africa's 2015 rainfall was the lowest since 1904. In addition, most parts of Gauteng experienced record high temperatures in 2015. It is clear that our perception of water as a widely available resource needs to be altered.
Some quick facts on South Africa's climate:
South Africa's western regions are defined as semi-desert.
Up to 21% of the country receives less than 200 mm of rain a year.
South Africa as a whole is classified as semi-arid, receiving an average annual rainfall of 495 mm.
South Africa has a very low run-off rate, with only 9% of rainfall reaching the rivers as run-off.
The average annual potential evaporation is higher than the rainfall in most parts of the country.
Only 8% of land in South Africa provides up to 50% of the country's surface water.
With this in mind, there is not only a need to conserve water but also to value and appreciate this precious resource. How does one begin to do this? To start, it is important to understand that society cannot exist with very little or with polluted water. The Flufftail Festival at Cresta Shopping Centre, hosted by BirdLife South Africa, Rand Water (Water Wise) and Eskom, provides an ideal platform to demonstrate this. By showcasing the importance of wetlands on our water systems and life forms, the Flufftail Festival enlightens the mind to the integral role of water.
MEDIA RELEASE
Once the appreciation for water is developed, making an effort to conserve it will be easier to implement. It is our responsibility to ensure the sustainable use of water if we want to have it for future generations.
Don't miss out on the opportunities brought to you through the Flufftail Festival from 2-8 February at Cresta Shopping Centre.
For further information, please contact:
Mark D. Anderson at [REDACTED_EMAIL] ([REDACTED_PHONE]) Deidre Herbst at [REDACTED_EMAIL] / [REDACTED_EMAIL] ([REDACTED_PHONE]) Meagan Donnelly at [REDACTED_EMAIL] ([REDACTED_PHONE])
Notes to Editors:
About the Flufftail Festival
- There's more information at www.birdlife.org.za
- For images to be used with articles, please contact Linda van den Heever at [REDACTED_EMAIL]. | web | http://birdlife.org.za/documents/media-releases-2016/906-water-for-the-future/file | 0.4342 | {
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The Jeronymite friar Diego de Ocaña (c. 1570-1608) left the monastery dedicated to Our Lady of Guadalupe in Extremadura, Spain in 1599 for what would be a nine-year journey through Spanish America. Six of those years (1599-1605) were spent in the Andes. His goals were to disseminate devotion to Our Lady of Guadalupe and to gather alms to send back for the maintenance of the mother house in Spain. In the process, Ocaña, who had evidently some training as an artist in the scriptorium of the monastery, painted a number of images of Our Lady of Guadalupe based on engravings by Pedro Ángel, who created the frontispiece for the *Historia de Nuestra Señora de Guadalupe* published by Gabriel de Talavera in 1597 (fig. 1). Ocaña recorded making seven images of the Spanish Virgin of Guadalupe during his travels, two of them sold to private patrons, and five of them for communities in Lima, Cuzco and Ica (Peru) and two in Potosí and Sucre (Bolivia).
---
1 See Jeanette Favrot Peterson, “Through Ocaña’s Eyes: Our Lady of Guadalupe in Sucre, Bolivia,” in Suzanne Stratton-Pruitt, ed., *The Art of Painting in Colonial Bolivia/El arte de la pintura en Bolivia colonial* (Philadelphia, PA: Saint Joseph’s University Press, 2017), pp. 193-316.
The engraving of the image (fig. 1) illustrated a history of the devotion, 300 copies of which Ocaña brought with him from Spain. Ocaña himself followed the composition of the print, as did a number of artists, for several painted copies of it from the period are extant.
Several later paintings of Ocaña’s original in Sucre, such one in the Thoma collection, seem to be based on a print that included angels fluttering around the central figures. That print may have been created in the eighteenth century for the dissemination of the devotion. A second painted version, because it is found in the National Museum in La Paz, Bolivia, suggests that paintings following the (as yet unpublished) engraving, may have been created elsewhere in present-day Bolivia, though the cult was centered in Sucre (fig. 2).
Fig. 1. Attributed to Pedro Ángel, *Our Lady of Guadalupe of Extremadura*, 1597, copper engraving, 7 1/8 x 4 2/3 inches.
Fig. 2. Unidentified Artist. *Our Lady of Guadalupe of Extremadura*. Eighteenth century. Oil on canvas, 21 ¼ x 15 ¼ inches, La Paz, Bolivia: Museo Nacional de Arte. Photo: Antonio Suárez Wiese.
Ocaña’s oil-on-canvas painting of 1601 for Sucre was eventually worn out by the weight of donations of jewelry attached to the triangular gown of the Virgin Mary. It was therefore replaced in 1784 by a copy on silver plate better able to bear the weight of those pious gifts (fig. 1) Only the faces and hands of the replica were painted on canvas. In all likelihood, however, the copy closely resembles Ocaña’s venerated work, still on view in a chapel adjacent to the Cathedral of Sucre (fig. 3).
The bas-relief carving representing the 1784 copy of Ocaña’s original may be unique. We can place the origin of the Thoma bas-relief to an artist working in Sucre, as the details accord so
closely with the 1784 work that replaced Ocaña’s original. Mary’s garment is decorated with details specific to the actual object, although a particularly elaborate jeweled salamander originally attached to Mary’s gown is now seen, multiplied, on the garment of the Christ Child. The faces and Mary’s hand holding the scepter are painted in oil on silver plates. The figures peer out from the richly decorated surface, just as they do in the replica (fig. 4).
Despite Ocaña’s effort to widely disseminate a devotion to Our Lady of Guadalupe of Extremadura, the adovation seems today primarily centered in Bolivia, especially around the image in Sucre that still draws the faithful.
Suzanne Stratton-Pruitt
Fig. 3. 1784 replica in situ. Photo: Antonio Suárez Wiese.
Fig. 4. 1784 replica of Ocaña’s painting. Photo: Antonio Suárez Wiese. | web | http://thomafoundation.org/wp-content/uploads/2024/03/2013.044-Our-Lady-of-Guadalupe-of-Extremadura-Curatorial-Essay.pdf | 0.479062 | {
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1587
THE FIRST FILIPINO LANDING
1587—During the Manila-Acapulco Galleon Trade era, the Manila Galleon landed in Morro Bay, California. The landing party included Luzon Indios, indigenous Filipinos, who worked as sailors on board.
The party was attacked by Native Americans two days later, and further exploration was discontinued.
This marked the first Filipino landing in the Continental United States.
LATE 1700s
Sketches of the Saint Malo settlement in Louisiana
THE FIRST WAVE: SAINT MALO & LOS ANGELES SETTLEMENTS
1763—Filipino sailors escaped Spanish ships to establish the settlement of Saint Malo, 25 miles southeast of what is now New Orleans. There, they hid from the Spanish and pioneered the method of drying shrimp in Louisiana.
1781—Antonio Miranda Rodriguez Poblador, a Filipino, along with others, is sent by the Spanish government to establish what is now the city of Los Angeles, California.
1898
THE TREATY OF PARIS
1898—The Treaty of Paris ended the Spanish-American War. The treaty's terms involved Spain relinquishing most of its colonies, including Cuba, Puerto Rico, and the Philippines.
The Philippines were bought by the United States for $20 million dollars, which, today, is approximately $545 million dollars.
The signing of this treaty ignited the Philippine-American War, which ended in 1902, when the Philippine Organic Act was passed.
EARLY 1900S
THE SECOND WAVE: SAKADAS AND PENSIONADOS
Early 1900s—The groups in the second wave of Filipinos immigrating to the U.S. were starkly different:
Sakadas, or laborers, working for low wages in mainly Hawaii's and California's farms, and Alaska's fish canneries
Pensionados, wealthy students sponsored by the government and brought to Ivy League schools to enhance their education
1940s
THE THIRD WAVE: MILITARY RECRUITS & WAR BRIDES
1941—The U.S. started recruiting Filipino men to the military, promising citizenship. Thousands of Filipinos served in the Filipino 1st and 2nd Infantry Regiments, along with those who served in the navy as stewards.
1945—The War Brides Act was passed to allow the spouses and children of Filipino servicemen who became citizens, as well as those of white GI's, to join them in the U.S., under non-quota status.
This became a catalyst for the U.S.' Filipino population.
1934 — 1965
IMMIGRATION LAWS
1934, Tydings-McDuffie Act: Outlined process for the Philippines to become independent. Limited immigrant quota to 50.
1946, Luce-Celler Act: Increased quota to 100. Allowed Filipino naturalization.
1965, Immigration & Nationality Act: Eliminated the racially discriminatory National Origins quota system, increasing immigration from many countries, including the Philippines.
1965 — pRESENT
Filipinos at Southeast Asian Young Astronomers Collaboration Meeting
THE FOURTH WAVE: tHE "BRAIN DRAIN"
Following the Immigration & Nationality Act of 1965, the fourth and current wave of Filipino immigration to the U.S. consists of professionals and skilled labor, casually known as the "brain drain": doctors, business people, nurses, engineers, accountants, and military.
Today, the Filipino immigrant population is the third largest foreign-born population from Asia, following India and China. As of the 2010 census, there are over 3.4 million Filipinos estimated to be living in the U.S., with the majority living in California (45%) and Hawaii (6%). | web | http://www.portlandoregon.gov/article/593821 | 0.435199 | {
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United States Department of Agriculture National Agricultural Statistics Service
Florida Crop Progress and Condition Report
Cooperating with the Florida Department of Agriculture and Consumer Services and the UF/IFAS Extension Service
Southern Region, Florida Field Office · 851 Trafalgar Court Suite 310 E · Maitland, FL 32751 · ([REDACTED_PHONE] ·([REDACTED_PHONE] FAX
www.nass.usda.gov
This report contains data collected each week from respondents across the state whose occupations provide them opportunities to discuss agricultural production with farmers in their counties as well as to make visual observations. We thank all who have contributed to this report.
September 27, 2021
Media Contact: Mark Hudson
General
According to the National Agricultural Statistics Service in Florida, there were 6.0 days suitable for fieldwork for the week ending Sunday, September 26, 2021. Precipitation for the state ranged from little rain to 5.3 inches at the Miami International Airport (Miami-Dade County). The average mean temperature ranged from 71.3°F in Whiting Field (Santa Rosa County) to 84.1°F in Bahai Honda State Park (Monroe County).
Citrus
High temperatures remained at a seasonable level in the citrus growing region this week, with observations ranging from the high-80's to the low-90's. The hottest reading was recorded at the Clermont (Lake County) station, reporting 91 degrees. The citrus growing region received less precipitation last week, experiencing the first significant mass of drier air associated with a frontal system to begin the Autumn season. Most stations reported less than an inch of rain, though there were scattered pockets of heavier rainfall. The most rain fell in Muse (Glades County) with 3.64 inches and Vero Beach (Indian River County) with 1.45 inches. According to the September 23, 2021, U.S. Drought Monitor, the entire citrus growing region remained drought free.
Next season's crop progressed as normal, with oranges tennis ball to baseball size and grapefruit softball size or larger. Field reports indicated color break beginning in some grapefruit groves as well as few early orange groves.
Trees looked good in well cared-for groves. Farm operations included spraying pesticides, mowing, applying herbicide and fungicide, and general grove maintenance. Irrigation was being run in areas that received lesser amounts of rainfall.
USDA is an equal opportunity provider and employer.
Crops
A variety of fruits and vegetables were planted and marketed last week. Cotton continued slow development and remained in mostly good and fair condition. Dry weather allowed for substantial progress digging and harvesting peanuts, making up for weather delays. Peanuts were reported to be dealing with some disease issues.
Livestock and Pastures
Pastures and cattle remained in mostly good and excellent condition.
Soil Moisture for Week Ending 09/26/21
Crop Progress for Week Ending 09/26/21
Condition for Week Ending 09/26/21
mrcc.isws.illinois.edu/CLIMATE
USDA is an equal opportunity provider and employer. | web | https://www.nass.usda.gov/Statistics_by_State/Florida/Publications/Crop_Progress_&_Condition/2021/FL-CropProgress-09-27-21.pdf | 0.428097 | {
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Amar Seva Sangam
(A registered Charitable Society for Rural Poor and Disabled)
Child Progress Report
Half Yearly
Jan-2009
**Family Details:**
A. Indhumathi is the daughter of Ayyadurai and Krishnammal. Ayyadurai Indhumathi’s father had completed VI and her mother had completed IV std. Her father is working as a labour and her mother is a housewife. The family receives a monthly income of Rs.500/- to Rs.1500/-
**Medical Report**
| Height/Weight | 80CM/ 20KG |
|---------------|------------|
**Medical Report**
| Name of the School | Sangamam School for Special Children |
|--------------------|-------------------------------------|
| Class | Pre - Primary |
| Report Period | Sep – 2008 to Jan– 2009 |
### Assessment
### Extra Curricular / Participation
### Management Plan for the next 6 months
- To point to pictures in a book (any ten)
- To indicate basic needs by pointing or gesturing (any five)
- To match objects to pictures (any five)
- To trace along a straight line
- To rote counts 1-5
### Progress Report
Since Jan. 2007, She has improved 19 %, based on “BEHAVIOUR ASSESSMENT SCALE FOR INDIAN CHILDREN (MR) – a scale provided by National Institute of mentally handicapped.” | web | https://handicareintl.org/uploads/reports/1555654190Indhumathi.A.Jan-2009pdf.pdf | 0.470396 | {
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Hawaii State Department of Health
Disease Investigation Branch
Oahu 586-4586, Maui 984-8213, Hilo 933-0912, Kona 322-4877, Kauai 241-3563
Cryptosporidiosis
What is cryptosporidiosis?
Cryptosporidiosis is caused by a very small intestinal parasite, Cryptosporidium. It is a common cause of diarrhea worldwide and can be a severe problem for people with weak immune systems.
Should a person with cryptosporidiosis stay home from school or work?
How do you get it?
Cryptosporidiosis is spread by eating food or drinking water contaminated with stool from infected animals and humans. The disease can be spread person-to-person, animal-to-person, and by contaminated food. It is commonly spread through swimming pools. The eggs of the parasite can stay alive outside the body for 2 to 6 months in moist settings.
What are the symptoms of cryptosporidiosis?
The major symptoms are stomach cramping and watery diarrhea. Less commonly, nausea, vomiting, and mild fever may also occur.
When do the symptoms start?
The symptoms usually start about 7 days after exposure to the parasite, but they can begin from 1 to 12 days after exposure.
What is the treatment for cryptosporidiosis?
There is no medicine to treat cryptosporidiosis, but you should make sure that a person with this illness drinks plenty fluids to replace what is lost in diarrhea. The illness usually passes in 3 to 7 days in most people. However, the infection can be serious, even life threatening when it occurs in persons whose immune systems are weakened by medical treatment or chronic disease such as cancer or the HIV virus that causes AIDS.
Any child with diarrhea should stay from day care until the diarrhea stops. Also, people with diarrhea who work in food-handling or take direct care of patients should stay home from work until well. Infected people with no symptoms who work as food handlers, childcare and health care workers, should get permission from their doctor or the Health Department before returning to work. A person with cryptosporidiosis may be able to spread the disease for several weeks after the symptoms have gone away. Therefore, careful hand washing is very important upon return to work.
How can you keep from getting it?
There is no vaccine to prevent cryptosporidiosis.
Wash your hands carefully after using the toilet, after changing diapers, after handling animals, and before eating or making food. After changing diapers, wash the child's hands as well
Dispose of human and animal waste promptly and carefully.
Avoid drinking untreated water from ponds, lakes, streams, swimming pools, hot tubs or fountains. If you must drink untreated water, first bring it to a rolling boil for at least 1 minute.
Cryptosporidium can live for days in swimming pools even with good chlorine levels.
For more information, see the CDC's website at http://www.cdc.gov/crypto/ | web | https://health.hawaii.gov/docd/files/2017/02/Cryptosporidiosis_DIB-Factsheet.pdf | 0.492963 | {
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Blessed Basil Hopko, Bishop of Medila, son of Anna Petrenko and Basil Hopko, poor, landless peasants. His father died when the boy was just a year old, and when he was four his mother emigrated to the United States to look for work. Educated in Hungary, he was trained at the Eparchial Seminary, Prešov, Czechoslovakia. He had dreams of joining his mother in the United States, and of pursuing his vocation there, but the cost of recurring health problems left him unable to afford to travel. When he finally decided to serve in his native land, he was suddenly cured, and realized he was been given a sign about his calling. He was ordained on 3 February 1929., and served as a parish priest in Prague where he was noted for a mission to the poor, the unemployed, and to students. He taught at the Eparchial Seminary in Prešov, and was ordained auxiliary bishop of Prešov on 11 May 1947.
Bishop Basil was arrested on 28 April 1950 as part of the Communist government's suppression of the Greek Catholic Church. He was kept on starvation rations and tortured for weeks, he was eventually given a show trial and sentenced to 15 years for the "subversive activity" of staying loyal to Rome. He was repeatedly transferred from prison to prison, and continually abused. His health, physical and emotional, failed, and in 1964 he was transferred to a home for the aged and kept under guard there. Though he managed to overcome severe depression, and went on to minister to a group of 120 nuns imprisoned at the home, he never recovered his physical health. On 13 June 1968 his original eparchy was restored, but he died without being able to resume leadership of his flock. His death was a direct result of imprisonment, and he is considered one of the many martyred by Communism.
Troparion of the Resurrection - Tone 7
You have destroyed Death by your cross; you opened paradise to the thief.
The sorrow of the myrrh-bearers you turned to joy. You commanded your apostles to proclaim: Christ our God, you have risen, granting great
mercy to the world.
Troparion of our holy father Basil Hopko - Tone 8
Guide to Orthodoxy, teacher of piety and holiness,
luminar-y for the world, inspired adornment
of bishops, O wise Basil, harp of the Spirit,
you enlightened all by your teachings; intercede with Christ our God to save our souls
Cantor
Glory to the Father, and to the Son, and to the Holy Spirit,
now and ever and forever. Amen.
Kontakion of the Resurrection - Tone 7
No longer can the might of Death rule over us; Christ descended,
de-stroying and crush-ing its pow-er. Ha-des re-mains en-chained.
The proph-ets re-joice to-geth-er. The Sav-i-or has appeared, saying to
those in dark-ness: Come forth, faithful to the Res-ur-rec-tion.
Prokeimenon of the Resurrection - Tone 7 (Psalm 27:9,1):
The Lord will give strength to his peo-ple; the Lord
will bless, will bless his peo-ple with peace.
Verse: Bring to the Lord, you sons of God; bring to the Lord glory and honor.
and then immediately after the verse:
Prokeimenon of a priest-martyr - Tone 7 (Psalm 149:5,1):
Let the faith-ful re-joice in glo-ry, re-joice
in glo-ry, shout for joy, and take their rest.
Alleluia of the Resurrection - Tone 7 (Psalm 91:2,3):
Al-le-lu-ia! Al-3-le-lu-ia! AlAlleluia! Alleluia!
Verse: It is good to give thanks to the Lord and to sing praises to your name, O Most High.
Verse: To proclaim your mercy in the morning, and your faithfulness throughout the night.
and then immediately after the second verse:
Alleluia of a priest-martyr - Tone 2 (Psalm 131:9):
Alleluia! Alleluia! Alleluia!
Verse: Your priests will be clothed with righteousness and your saints will rejoice.
[Verse: The Lord has chosen Zion; he prefers her for his dwelling.]
Communion Hymns:
For Sunday, the usual Communion Hymn is (Psalm 148:1): (music found on pages 78-81)
Praise the Lord from the heavens, praise him in the highest. Alleluia! Alleluia! Alleluia!
And for a priest-martyr, the Communion Hymn is (Psalm 111:6,7):
The just man will be remembered forever;
evil news he will not fear; evil news he will not fear.
Alleluia! Alleluia! Alleluia! | web | https://mci.archpitt.org/sheetmusic/2023/07-23-23_Sunday_DL.pdf | 0.486168 | {
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©Karen Whiting 2022 www.karenwhiting.com [REDACTED_EMAIL]
Day 3 Action Plan
To refresh your heart, mind, and soul choose steps that help you refocus and reframe things.
Consider God's wisdom:
Therefore we do not lose heart. Though outwardly we are wasting away, yet inwardly we are being renewed day by day. 2 Corinthians 4:16
Let stress motivate you to change
There are two main motivators to make change
Positive motivation
Negative motivation
* A vision of what can be inspires a person to make changes.
* A point when a person decides, "I can't go on this way any longer." This 'hitting bottom' also motivates the person to make a lasting change.
Either way, when you choose to change, develop a strategy that will keep you motivated.
It's always better to have a vision to motivate your change.
Envision yourself smiling, handling change well, and responding to stressors in a positive way.
Set goal to make the vision a reality.
Identify ways your thoughts and expectations may add stress. This can include stress of trying to be like someone else or holding on to false images. The following chart can help you deal with several of these types of stress.
Put the Breaks on Stress
Some stress comes from our expectations and reactions. We may have negative thoughts or worry about failure, and other defeatist ideas. For each type of negative reaction, replace it with a positive reaction.
Try these Stress Busters according to your reaction to stress | web | https://karenwhiting.com/resources/3-1159.pdf | 0.433369 | {
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Tom Marshall's Weekly News, August 11, 2014
This Time in 1945—Exciting Days: Since the fall of 1944, the main islands of Japan had been pounded continuously by Super-Fortress B-29s, weighing up to 138,000 pounds (Boeing had set a maximum of 120,000) as they took off from their 6,000-foot airstrips on Guam, Tinian, and Saipan, nearly 1,600 miles away. The tiny coral island of Iwo Jima, secured in late February 1945, was midway between and served as an emergency landing place for disabled aircraft. Fighter squadrons, consisting mostly of P-51s, were also based on Iwo Jima. Following the end of the European war in May, Jimmy Doolittle's 8 th Air Force had been transferred to the Pacific to join Curtis LeMay's 20 th Air Force, to which the B-29s were assigned from the time they arrived the previous year. The costly Okinawa campaign, capturing a key Japanese stronghold only 325 miles from the Japanese mainland, concluded in late June 1945. Plans for the invasion of Japan were moving ahead at a rapid pace. At the same time, B-29 bomb crews returning from their Japanese missions in late July told us all the cities were burned out, and there was no way the war could last much longer.
Our B-24 weather reconnaissance squadron flew four 12-hour missions from Guam daily, and by August, we had an additional four crews on Iwo Jima and the same number on Okinawa. I was still at Guam, and on August 6, we flew our 12 hours south and east over Tarawa and the Marshall Islands. In mid-afternoon on our way back to Guam, a faint message was heard on our radio that some new type of bomb had been dropped on Japan, different from anything we had known. Shortly after the arrival back at our home base, we learned that the Enola Gay (a B-29) had taken off from Tinian before daybreak that morning and dropped the first atomic bomb on the Japanese city of Hiroshima. The days between August 6 and the final signing of the surrender on the Battleship Missouri in Tokyo Bay on September 2 were tense ones indeed, but also exciting because of the prospect that the six-year World War II was over.
Nothing came from the besieged Japanese immediately after Hiroshima. Three days later, another B-29 (I think it was called "Boxcar") dropped a second such bomb on the Naval Base at Nagasaki. It would not be long before peace overtures came from top Japanese leaders. It was August 15 in the Far East (August 14 in the U.S.) when the announcement finally came: the Japanese would agree to a complete surrender, with one request: that Hirohito would remain as their Emperor. Jubilation broke out in U.S. cities and in many other places in the world. Girls in the nude jumped in the fountain at Union Square in San Francisco.
As described in the Weekly News of August 6, 2007, our crew went to Iwo Jima on August 28 and flew over Tokyo Bay and the Battleship Missouri on September 3, the day after General MacArthur accepted the surrender. Although we were not supposed to be there, we also flew over Hiroshima that day, but a heavy cloud cover prevented us from seeing much. In mid-October, on Army orders promoting me to First Lieutenant, a major (unknown to me) and his B-29 crew received the Distinguished Flying Cross for flying the last bombing mission of the War on August 15. Historic days, indeed.
© 2020 Friends of Auburn Heights Inc. | web | http://test.auburnheights.org/wp-content/uploads/2020/03/2014_08-11.pdf | 0.431806 | {
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The Enchanted Princess
Spelling and Vocabulary
Find the words from the list above which compete the following sentences, and write out each word in the space provided.
1 Helmer was his father's ________________ son. (Clue: the one he favoured most, the one he preferred)
2 The story about the princess told of a _______________ castle in a far off land. (Clue: strange, inexplicable, enigmatic)
3 Any man who _____________ in the face of the witch's tests could have the princess. (Clue: accomplished one's purpose, won)
4 Soon Helmer's horse was _______________ . (Clue: drained of energy, reduced, not able to go on)
5 Helmer __________________ lashed at his horse with his whip. (Clue: without any care or compassion, cruelly, spitefully)
6 Drawing his _________ , Helmer smashed the beehive from the tree. (Clue: a weapon with a long sharp blade and a handle)
7 An old woman ________________ at the door of the castle. (Clue: came into view, revealed herself to him)
8 Helmer's armour was his most prized _________________ . (Clue: what he owned, personal property)
9 'Here is your final _____________ ,' said the witch when she showed Helmer the three statures. (Clue: test, trial, difficulty to overcome)
10 When it came to Hans' trial, he saw the two ____________ monsters, but he had fortunately, with the help of his friends, chosen the princess. (Clue: ugly, deformed, frightening) | web | https://www.ziptales.com/pdfs/fairytales/enchantedsv.pdf | 0.422176 | {
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Curriculum Overview-The Maya Civilisation
English
Creative Curriculum
READING
We will be:
- Focusing on understanding the key points of a text and writing a short summary.
- Reading Class novel: Charlie and the Chocolate Factory.
- Predicting events in a novel with justifications.
We will be:
- Writing creative narratives surrounding the themes within Charlie and the Chocolate Factory.
- Developing our vocabulary, including expanded noun phrases, to describe settings and surroundings.
Spelling:
We will be continuing to focus on the Year ¾our Spelling list and the key spelling rules that surround it.
Topic Unit: The Ancient Mayans In our TOPIC activities we will be finding out about:
The evolution of the Maya Civilisation, including developing a timeline of key events.
The importance of the Mayan Masks and what they represent.
The development of the Maya numerical system and alphabet.
We will also be investigating and researching the Mayan Gods and their importance and influence on the civilisation.
Science
In Science we will be learning about : The simple functions and basic parts of the digestive system in humans. Children will identify the different types of teeth and identify producers, predators and prey.
4 Willow
Autumn Term 1
Maths
- 2018
Place Value
We will be learning and reinforcing skills linked to:
Counting in multiples of 6, 7, 8, 25 and 1000.
Reinforcing place value, as well as rounding and estimating numbers up to 1000.
Counting backwards through zero including negative numbers.
Addition
Adding and subtracting numbers up to 4 digits using the Formal Written Methods.
Estimating and checking answers using the inverse operations.
Solving two-step addition and subtraction problems in contexts, deciding which operations to use and why.
Physical Education
In PE we will:
- 4 Willow will be swimming every Thursday. A letter with more information will be given out shortly
Music
In Music, by half term, 4 Willow will sample the Doods, Steel Pans and Percussion and the Ukelele.
The children will then rate the instruments and will be allocated an instrument that they will take home and learn throughout the year in each Monday music lesson.
Computing
In Computing: We are learning about...
- Computer networks, including the internet, and how they provide multiple services and the opportunities they offer for communication and collaboration.
R.E and Life Education
In LIFE skills and R.E. we will be looking at: Christianity
- explaining who founded Christianity and where it was founded
- explaining the main beliefs of Christianity
- identifying Christian special places and explaining why they are special
- naming and explaining the main Christian festivals
- explaining what the Bible is and the two key sections.
- Locating key passages within the Bible
Entry to Topic
To get our imaginations running wild, we will introduce our topic by trying a number of different sweets and cakes. It will soon become clear that Miss Cook likes to work with food!
Exit to Topic
Towards the end of the term, we will have a drama workshop for children to discuss the importance of fair trade and farming sustainably.
Upcoming Events
10.09.18 - 5.45pm – Welcome to Year Group meeting
27.09.18 – 3.30pm 5.45pm – Phonics Workshop
01.10.18 – School photos
11.10.18 – Harvest Festival
18.10.18 - Halloween Disco
Reading Target
I can discuss words and phrases that capture the reader's interest and imagination and recognise the use and effect of patterned language in text.
Home Learning
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Gooseberry Parent Advice
Twitch What I should know…
What is Twitch?
Twitch is a live video game website. ... You can also live stream your own games, and chat to other gamers. Users can follow channels and games they want to keep track of. Twitch allows live streaming.
Young gamers can follow other gamers and also add their own content. It isn't just about gaming, there are other areas such as the Creative channel, this is dedicated to song writers and artists. You can watch digital artists painting on their computer screens.
TOP TIP! Use the tools.
Use Twitch to see what your child is playing and check out if you feel it is appropriate for your child.
Important note for parents:
Regardless of category, not all streams are appropriate for all audiences. Some are flagged as mature content, which generally means they are playing M rated games and or swearing. As with any form of entertainment, it's up to parents to determine the suitability of content for their own children.
There is an app, which you can download and view any content. This is a little like YouTube but focuses on gaming. Most content is live streamed so watch out for bad language.
What to talk about with your child
Talk about who their favourite streamers are
What games they are intending to play
Watch some of the content with your child
Get your gamer to talk about some of the funny experiences they have had on Twitch
Who they chat with and which friends are in Twitch
Ask which are the latest emotes and memes being used in the community
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DSP 721: Major Exam
Total marks: 25 || Time: 60 minutes
1. Develop new function structures (at least 3) for removing creases and wrinkles from clothes. Use different representations for material, energy and signal/information transformations. (5)
2. Use analogical design to generate new solutions (at least 3) for removing creases and wrinkles from clothes. Your solutions should be described using: (a) sketches and annotations and (b) 2-3 lines of text to explain how each solution works and the source of analogies. (6)
3. Generate new solutions (at least 5) for students to commute within the IITD campus. The commuting means should be portable and should be anti-theft. A student in IITD carries a backpack of size $0.60 \times 0.50 \times 0.30$ m$^3$ and mass 10 kg (max), and therefore the commuting means must accommodate this baggage. Your solutions should be described using: (a) sketches and annotations and (b) 2-3 lines of text to explain how each solution works. Further, evaluate and select one solution out of the solutions generated with adequate justifications. (10+4) | web | https://bsw.iitd.ac.in/studydatabase/DSP/DSP721/major/DSP721_Major_2017-18_Sem2.pdf | 0.486656 | {
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Did you know that without the printing press, books like the ones we read today would not exist?
This Primary School Teacher’s Fact and Activity Pack will take your pupils on a journey of discovery through the history of books, where they will learn how the invention of the printing press changed the way books were made so that everyone can enjoy them today!
Printing and Bookmaking
Teacher’s Fact and Activity Pack
Primary School
Curriculum Links
y
eractive
assroom
tivities
suitable for 4th - 6th Class
Factsheet 2
The arrival of the book as we know it
The Codex and Medieval Manuscripts
The Codex
Factsheet 2:
page 3
Early codex with a leather and wooden cover
In the 1st century AD (nearly 2000 years ago), the Romans developed a style of book that looked much like the books we use today. It was called the codex. Codices were made by folding and sewing pages together on one side and placing a protective cover on top. The codex was much easier to use than the scroll because it was sturdy, easy to carry and easy to read. By the 4th century AD, codices made from papyrus or parchment had completely replaced the use of scrolls. The development of the codex was the most important development in the history of the book before the printing press was invented nearly 1000 years later.
Medieval Manuscripts and Scribes
It was an illuminator's job to add decorative letters and pictures to pages to make the medieval manuscripts more beautiful. By the 7th century AD, the illumination of manuscripts had become a very respected art. The most beautiful and famous manuscripts were created in Ireland!
During the Middle Ages in Europe (5th – 15th centuries AD), every book had to be written out by hand. These books were called manuscripts. The majority of manuscripts were copies of religious texts like the Bible. If you wanted a copy of the same book, you had to write it out by hand and if you wanted another copy, you had to write it out again and again and again… (It was a bit like doing lines if you have been naughty in school!). Medieval scribes carried out this difficult work. Most scribes were monks living in monasteries all over Europe and they carried out their work in a room called a scriptorium. A scribe's pen was called a quill and it was made from a bird's feather. The ink they used was made from ashes, plants and egg white. Scribes wrote on parchment, but they also began to write on paper during the 10th century AD. Paper was invented in China and it made its way to Europe during this time.
Medieval Manuscript and goose feather quill
It took months and sometimes years to complete just one manuscript. Because of the time and skill needed to create just one copy, this meant that books were very rare and very expensive. Books were owned mainly by religious orders, universities and the very rich. With very little or no access to books, most people in the Middle Ages did not learn to read and because of this, they knew very little about the world around them.
Medieval scribe at his work station with manuscript and quill
History:
Working as a Historian: Time and chronology, Change and continuity, Cause and effect, Using evidence. Strands: Story, Early people and ancient societies, Continuity and change over time, Life, society, work and culture in the past
English:
Strands: Competence and confidence in using language (Units: Reading: Reading for pleasure and information; Developing interests, attitudes, information retrieval skills and the ability to think; Responding to text)
Curriculum Links | web | https://www.nationalprintmuseum.ie/wp-content/uploads/2020/03/NPM_Factsheet_2.pdf | 0.494288 | {
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Study: Simple teaching tool boosts student reading performance
August 29 2011
Researchers found that teachers whose reading curriculum incorporated the HELPS program saw a significant increase in fluency and other reading skills. Credit: John Begeny, North Carolina State University
Research from North Carolina State University shows that utilizing a freely available literacy tool results in significant advances in fundamental reading skills for elementary school students, without requiring schools to drastically overhaul existing programs. The research focused on children who were characterized as "struggling readers" at risk for a learning disability in reading.
"Our goal is to put effective tools in the hands of teachers," says Dr. John Begeny, an associate professor of school psychology at NC State, lead author of the study and creator of the literacy tool. "This research shows that our program works, and it's easy to use."
1/3
Begeny developed the literacy program, Helping Early Literacy with Practice Strategies (HELPS), to give teachers a new tool to promote reading "fluency." Reading fluency is effectively a child's ability to read with sufficient speed and accuracy, while also reading with good expression - for example, pausing at commas when reading out loud. When students read fluently, the have a greater capacity for understanding what they read, and they are also more likely to choose to read.
Begeny focused on fluency, in part, because it has been the most neglected component of early reading instruction, with some studies showing that as many as 40 percent of U.S. students are not fluent readers.
In the study, researchers found that teachers whose reading curriculum incorporated the HELPS program saw a significant increase in reading fluency - and several other reading skills - compared to students whose curriculum didn't include HELPS. Specifically, the study showed that the HELPS program also led to improvements in reading comprehension and basic reading skills (such as sounding out words).
Because schools have limited resources, the HELPS program is available to teachers and parents for free. This is made possible by a nonprofit organization Begeny founded, called the HELPS Education Fund.
More information: The paper, "Effects of the HELPS Reading Fluency Program when Implemented by Classroom Teachers with Lowperforming Second Grade Students," was published online this month by the journal Learning Disabilities Research and Practice.
Provided by North Carolina State University
2/3
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Citation: Study: Simple teaching tool boosts student reading performance (2011, August 29) retrieved 31 March 2023 from https://phys.org/news/2011-08-simple-tool-boosts-student.html
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Seasons Trout in the Classroom Release Day
Since November, Seasons have been raising Brook Trout in the 55 gallon aquarium just outside our room. During these months, they've transformed from the eyed-egg stage in early November to alevins (small fish attached to a yolk sac) in December, and finally 1-3 inch fingerlings. Our final experience with the trout involved traveling to the Unami Creek Watershed (Ridge Valley Creek) to release 31 Brook Trout. We met with Officer Chase Rhoades from the Pennsylvania Fish and Boat Commission and learned about fly fishing from Tom Smith of Perk Valley Trout Unlimited. Our fish will now swim freely and live on their own in this high quality trout stream. | web | https://www.scsc4kids.org/cms/lib/PA50000026/Centricity/ModuleInstance/2155/SCSC%20News%20Trout%20Release.pdf | 0.43513 | {
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The Austin Public Health Department is aware of a large gathering of 300 teenagers in Lakeway, TX (Travis County) that took place last weekend. Some attendees reported they were waiting for their COVID-19 test results at the time of the party and have now received positive results.
Epidemiologists are asking that participation in gatherings be mentioned during their contact tracing investigations. The virus often hides in the healthy and is given to those who are at grave risk of being hospitalized or dying. While younger people have less risk for complications, they are not immune to severe illness and death from COVID-19.
Since we are in a period of significant community spread, our entire community should act as if they have been exposed and take the proper precautions to further prevent spread.
Austin Public Health is continuing to ask the wider community to take daily preventative actions to stop the spread of disease, including:
* Work with your primary doctor if you have insurance. Free testing is reserved for those without insurance, visit AustinTexas.gov/COVID19 for more information
* Don't wait for your test results before isolating. If you have symptoms or think you were in contact with someone who tested positive, self-isolate and right away.
* Wash your hands
* Wear a mask in public
* Cover sneezes and coughs with a bent elbow or tissue
* Avoid touching your face. | web | https://www.lakeway-tx.gov/DocumentCenter/View/34862/Austin-Public-Health-Lakeway-Party-Notification | 0.51178 | {
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Couse Code 618
MUSHROOM PRODUCTION (REVISED)
NSQF LEVEL 4
(Job Role: Mushroom Grower)
NATIONAL INSTITUTE OF OPEN SCHOOLING
(An autonomous organisation under MHRD, Govt. of India)
A-24-25, Institutional Area, Sector-62, NOIDA-201309 (U.P.)
Website: www.nios.ac.in, Toll Free No. [REDACTED_PHONE]
Chairman
NIOS, NOIDA, U.P.
Director, Vocational
NIOS, NOIDA, U.P.
CURRICULUM COMMITTEE
Dr Ajay Yadav
Dr D.K.Rana
Ms Sujata Makkar
Registrar, Maharana Pratap
Subject Matter Specialist
Research Associate DCR
Horticultural University Karnal
Krishi Vigyan Kendra
University of Science and
and Scientist Incharge
Ujwa New Delhi
Technology, Murthal, Gurgoan
HAIC Agro Research & Development
Center, Murthal
Mr Rajkumar
Dr Manju Gupta
Dr Neelima Pant
Consultant
Joint Director (Vocational)
Assistant Director (Academic)
Agriculture Sector Skill Council
Gurugram
LESSON WRITERS
Dr Manjit Singh
Dr Ajay Yadav
Ex-Director, ICAR
Registrar, Maharana Pratap Horticultural University
Directorate of Mushroom Research Solan
Karnal and Scientist Incharge
Himachal Pradesh
HAIC Agro Research and Development Center
Murthal, Haryana
EDITOR
PROOF READER
Dr. V. P. Sharma
Dr Shyam Sunder Sharma
President
Prof. and Head
Mushroom Society of India and
Dept. of Plant Pathology and Project In-charge
Director, Directorate of Mushroom Research ICAR
AICRIP-Mushroom
Chambaghat, Solan (HP)
Maharana Pratap University of Agriculture and Technology Udaipur, Rajasthan.
COURSE COORDINATOR
Dr Neelima Pant
Assistant Director (Academic)
GRAPHICS/DTP
M/S Sri Krishna Graphics
Delhi
COURSE TEAM
ADVISORY COMMITTEE
A Word With You
Dear Learner,
Welcome to the Mushroom Production Programme of Vocational Education, National Institute of Open Schooling! By enrolling with this Institution, you have become part of the family of the world's largest Open Schooling System. As a learner of the National Institute of Open Schooling's (NIOS) Vocational Programme, we are confident that you will enjoy studying and will benefit from this very unique system of learning.
The vocation of Mushroom Production is getting popular tremendously over the last few years. It is one of the few professions which requires less labour and can be taken up as a profession by men and women, young and old, both literate and illiterate. As there are less initial investments and quick returns hence families and unemployed youth can be encouraged to adopt this vocation. Mushroom production will improve the socio economic status and solve the employment problems of rural economy by generating the income and job opportunities.
The foremost aim of this course is to promote self employment. The course components comprises of nutritive and medicinal values of mushroom, different types of mushrooms, their cultivation practices, post harvest management etc.
We are confident that this course will prove to be beneficial to you. Sincere efforts have been made to present the content in a very simple manner for your easy understanding. Since this is a practical oriented subject we advise you to attend the Personal Contact Programmes and Practical/Training sessions organised at your Accreditated Vocational Institutes (AVI)/ Study Centre. Your AVI will give you the necessary hands on training that is very essential to master this vocational course.
We look forward to any comments and suggestions from you for further improvement.
We wish you all the best in your future career.
Course Team National Institute of Open Schooling (NIOS)
How to use the Study Material
Congratulation! You have accepted the challenge to be a self-learner. NIOS is with you at every step and has developed the material in Mushroom Production with the help of a team of experts, keeping you in mind. A format supporting independent learning has been followed. If you follow the instructions given, then you will be able to get the best out of this material. The relevant icons used in the material will guide you. These icons have been explained below for your convenience.
Title: will give a clear indication of the contents within. Do read it.
Introduction: This will introduce you to the lesson linking it to the previous one.
Objectives: These are statements that explain what you are expected to learn from the lesson. The objectives will also help you to check what you have learnt after you have gone through the lesson. Do read them.
Notes: Each page carries empty space in the side margins, for you to write important points or make notes.
Intext Questions: Very short answer self check questions are asked after every section, the answers to which are given at the end of the lesson. These will help you to check your progress. Do solve them. Successful completion will allow you to decide whether to proceed further or go back and learn again.
What You Have Learnt: This is the summary of the main points of the lesson. It will help in recapitulation and revision. You are welcome to add your own points to it also.
Terminal Exercise: These are long and short questions that provide an opportunity to practice for a clear understanding of the whole topic.
Answers to Intext Questions: These will help you to know how correctly you have answered the questions.
Web site: These websites provide extended learning. Necessary information has been included in the content and you may refer to these for more information.
www
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Orcas: Our Shared Future MEETING PLANNER PACKAGE
AVAILABLE May 13, 2023 – January 28, 2024
Auditorium Rental | $1,500
Capacity : 160 Banquet, 300 Theater
This multi-functional space is the perfect place for presentations, panel discussions, lectures and meetings.
Fishbowl or Parker Room Rental | $495
Originally the Empirical Theater projection booth, theFishbowl is a creative space for small meetings, retreats or receptions.
Capacity: 24 Conference, 36 Banquet, 30 Classroom, and 50 Theater
The Parker Room is located on the top floor of the Turbine Hall, and is ideal for small professional meetings and features river and city views. Capacity: 30 Conference, 30 Banquet, 30 Classroom, and 30 Theater
Group Rate Attraction Tickets
Featured Exhibit Orcas: Our Shared Future
Dive deep into the stories and science that surround the magnificent orca, apex predator of all oceans. Follow the currents of ecological activism, popular culture and Indigenous beliefs to gain a new appreciation of these sophisticated animals, long feared in Western cultures as "killer whales". Discover the complex social structure of orca society and reflect on the surprising consequences of captivity.
Fishbowl
Orcas: Our Shared Future is an immersive, interactive exhibition featuring life-size Orca replicas, fossils, films, objects from popular culture and original artwork from the Indigenous peoples of the North American west coast.
* 140 original objects
* 11 films and 7 digital and physical interactives
* 12 replicas and models
* Orca perspective: visitors experience the exhibition from the viewpoint of Orcas
Book your event today at [REDACTED_EMAIL] | omsi.edu/plan-an-event | web | https://omsi.edu/wp-content/uploads/2023/05/Orcas-Meeting-Planner-Package-2023.pdf | 0.418637 | {
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Learning Centre
The Writing Process – A Checklist
A. Prewriting – plan content and organization of the paper
□ Understand assignment instructions
□ Do initial research/thinking and choose topic
□
Come up with a tentative thesis
□ Do further research/thinking
□ Organize ideas
□ Make an outline including thesis and topic sentences
B. Drafting – write the ideas in sentences and paragraphs
□ Develop body paragraphs each with a main point and evidence
□ Write introduction to interest reader and establish focus of paper
□ Write conclusion to summarize paper and explore implications
□ Create reference list
C. Revising – further develop content and organization
□ Do the content and organization fit the assignment instructions?
□ Are the thesis and topic sentences a good fit with the content?
□ Are the ideas in the best order?
□ Are relationships clear between paragraphs and between points?
□ Is each point supported with evidence and explanation?
□ Can a reader follow the logic and flow of your ideas?
□ Do I have ideas I didn't use that I should add in?
D. Editing – clean it up for handing in
□ Check that the format fits with the assignment instructions and the required style (APA? MLA? Chicago?).
□ Create title page.
□ Check for language and mechanics errors you often make.
□ Check consistency (verb tense, pronoun reference).
□ Read paper aloud.
□ Get rid of shorthand, internet abbreviations and casual language.
□ Check details of referencing.
Why is using a good writing process so important?
Effective writing involves more than just sitting down and writing something in one sitting. To do your best writing, you need to work on your writing assignments in stages. This is because writing is a complex task. When you write, you need to figure out what to say, how to organize it and how to say it. If you try to do all these things at the same time, you won't do any of them very well. It is too much for your brain to handle. Trying to do it all at once can lead to:
- Writer's block and procrastination– the task feels overwhelming so you can't get started.
- Poor quality writing – content, organization and language are all weaker than they could be.
Some students think using a good writing process is too time-consuming. However, using a good writing process can actually save you time. Because each task is more straightforward and focused, it is very efficient. Trying to do everything at once is so cumbersome that doing a reasonable job can take a long time.
Writing Process Learning Centre Handouts
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Notes from Local Interest Group 28 th April 2016
Present: Maureen Lloyd (ML), Avryl Lloyd, Margaret and John Price (JPH), Ginny Guy, Wendy and Dainis Ozols, Richard Martin, John Price Rhosgoch , Adrian Chambers, Peter and Pauline Spode, Grace Davies, Edwina Griffiths.
Apologies: Roy Lloyd, Sue and Phil Griffiths, Bethan Davies.
ML welcomed everyone and said that JPH would be the main contributor for the evening.
Sale of Council Farms in Herefordshire
JPH played us a recording of an item from the radio which was looking into the sale of Council owned farms in Herefordshire. Tenants have been served with notice to quit in 12 months time. The tenant farmers cannot afford to buy the farms because even a small farm would cost about one million pounds. Over 200 council owned farms have been sold in the UK since 2012. Although some tenants can negotiate a new lease with incoming landlords, not all have this opportunity. JPH said that this was obviously an item with local interest and he asked if anyone knew whether Powys County Council was considering doing the same, but no-one knew. There are three such farms in the local area – Glan yr Afon, Groesvaen and Vron Howey.
Betty Lloyd Reminisces
JPH then showed us part of a recording made by Grace Davies in November 2002. The event was a WI Open Meeting and the speaker was Betty Lloyd, who lived at the Castle in Painscastle and, before that, in the Post Office. Her Father had been the postman and she had helped her parents in the shop before she married Tom Lloyd and moved up the road to Castle Farm. Tom Lloyd's father had bought the farm in 1918. Betty was a keen student of local history and, because of her long association with the village, and indeed the area (she came to Painscastle from Aberedw as a child), she was able to draw on her years of knowledge and experience to keep a large audience entertained and enthralled for almost two hours.
In the section of the recording that we saw, she talked about the antics of the local youths and other local characters. Some of the most amusing anecdotes were about a man called Goodwin Pryce who lived at Whitehall and who the local youngsters used to tease. Also living at Whitehall, though in a separate dwelling, was Granny Roberts (Ada Roberts) who was a very popular lady. Whitehall was demolished sometime in the 1960s and there is now a new bungalow of the same name just opposite where the original building was sited.
She also spoke of how cider was once made outside the pub. It was pumped across the road to Gatehouse, then down to the well and finally to the Dyffryn; this is where the Post Office was located. She remembered a time when there were 84 children at the village school, with three teachers, one of whom was the head teacher. She made the point that people had much larger families in those days. Apparently two of the classes had to share a classroom and somehow the teachers succeeded in making this arrangement work.
After we had seen the film clips, JPH showed us data from a 1939 record which included some of the characters that Betty had mentioned in her talk, including her own family.
Everyone agreed that this was an amazing record of life in the local area in the early part of the 20 th century and an incredibly valuable resource. GD should be applauded for her foresight in recording the meeting. Anyone who would like to borrow the DVD should contact ML.
ML mentioned that she had received an e mail from Bethan Davies, Betty Lloyd's granddaughter, saying that the family has some artefacts which have been dug up in the fields at Castle Farm and which she will bring to a future meeting of the group.
The meeting ended with some refreshments kindly made by Avryl Lloyd and Edwina Griffiths. | web | http://www.painscastle-rhosgoch.co.uk/uploads/4/3/0/2/43028825/notes_from_local_interest_group_28th_april_2016.pdf | 0.496178 | {
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Roll No.
Total No. of Pages :02
Total No. of Questions : 07
B.Sc. (CS) (Sem.–6)
LINEAR ALGEBRA
Subject Code :BCS-602
M.Code :72782
Date of Examination : 06-07-22
Time : 3 Hrs. Max. Marks : 60
INSTRUCTIONS TO CANDIDATES :
1. SECTION-A is COMPULSORY consisting of TEN questions carrying TWO marks each.
2. SECTION-B contains SIX questions carrying TEN marks each and students have to attempt any FOUR questions.
SECTION-A
1. Answer the following in short :
a) Find the value of K so that the set of vectors (K, 1,1), (0,1,1), (K, 0, K) is linearly dependent?
b) Define basis and dimension of vector space.
c) Let W1and W2 be two subspaces of R 3 (R) generated by
d) Define Ring.
e) Define vector subspaces.
f) State existence theorem for basis.
g) Define Nullity.
h) Define linear transformation.
i) Define isomorphism
j) Define quotient space.
SECTION-B
2. a) If S is a non empty subset of a vector space V, then [S] is the smallest subspace of V containing S.
b) In the complex vector space 2 c V show that
)
3. Let T be a linear operator defined by T(x, y) = (4x– 2y, 2x + y). Find the matrix of T relative to the basis B = {(1,1); (–1,0)}
4. Show that the transformation T:R 3 R 3 defined by T(x, y, z) = (x + y,y + z,z + x) is linear.
5. State and prove Rank Nullity theorem.
6. Let U and V be two subspaces of vector space V and Z = U + W, then Z = UWiff the following condition is satisfied:
Any vector zZ can be expressed uniquely as the sum,z = u + w,uU,wW.
7. a) Find the largest linearly independent subset whose span is [S4].
b) Prove that in an n-dimensional vector space V, any set of n linearly independent vectors is a basis.
NOTE : Disclosure of identity by writing mobile number or making passing request on any page of Answer sheet will lead to UMC case against the Student. | web | https://www.allsubjects4you.com/wp-content/uploads/2022/09/72782-BCS-602.pdf | 0.499659 | {
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Dog Daycare, Boarding & Dog Training
Web: www.campcaninect.com
11 Collier Ave.
Bristol, CT 06010
([REDACTED_PHONE]
Training Tips
Consistency – In dog training, we must be consistent. We must provide the dog with an easily recognizable "pattern" in our behaviors before we can expect him to understand us. We must always react the same to his behavior. For example, if the rule is "no jumping up on people," you must be sure no one is rewarding the dog by paying attention to him (petting him, talking to him, etc.) when he jumps up. Giving attention for this bad behavior is positive reinforcement and will make the dog more likely to jump in the future! You must consistently correct or ignore the dog when he jumps to effectively teach him not to jump.
Daily Practice – It is important to practice each day, even if it is only for a couple of minutes. It is recommended to practice 15-20 minutes a day, but break it up into short sessions (maybe 5 minutes each or so). And remember that if you are short on time, 2 minutes are better than no minutes! A dog makes progress if you practice just 2 minutes a day (sometimes surprising progress), but he goes downhill and forgets what he learned if you do not practice at all. To take advantage of any training course, you must practice in order to be proficient. Much of the success of any program depends on you.
Keep it Positive – Keep the training upbeat so that the dog is motivated. If he is bored, he will perform poorly. Consider following each practice session with 5 minutes of playtime. He will realize that if he does well, the playtime is soon to follow and eventually, the distinction between obedience practice and playtime will blur. He will begin to love obedience work as much as playtime!
Know When To Quit – If the dog or you are not enjoying the training, quit! You can always come back to it later. It is more important to keep the training positive than it is to "get results."
Reward The Right Behavior – Pay attention to exactly what behavior you are rewarding. Never, never reward what you did not ask for! For example, if you are practicing sit stay and the dog stays, but drops "down," there should be no reward. Remember, we are training obedience – we are teaching the dog to listen and obey. We did not ask for down, so do not reward it. This would be confusing to the dog and will undermine all your training efforts.
Random Reinforcement – Stop rewarding the dog with treats every time. Rather, reward based on her performance. If the dog executes the command poorly (i.e., slowly, poor effort, sloppy, etc.) then perhaps just a "good girl" will do. Only an above average attempt warrants a treat. And when the dog performs spectacularly, reward with the "jackpot" – several treats! This "pay for performance" approach will hone your dog's skills, making her always seek improvement.
Challenge The Dog – Think of ways to test the dog's abilities in new ways and new variations of the exercises. Dogs have a tendency to get into a "groove" where they are just responding because they know that particular exercise (vs. responding because they truly understand the command). Push the dog's limits so that she may understand she needs to listen in all circumstances, not just during a familiar exercise.
By training your dog, you can help prevent tragedy and develop a better relationship with him. Keep in mind, however, that even an educated dog needs supervision, instruction and boundaries – sometimes even physical boundaries. Allowing your dog, no matter how educated he may be, to walk, run or roam outside of a fenced area or off of a leash, is putting him in danger.
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April Newsletter
Dear Parents,
Spring has arrived! May the sun shine down so we can have lots of outdoor play time! We had so much fun and grew tons in the month of March. Everyone enjoyed all the rainbow St. Patrick's Day crafts, our wacky Dr. Seuss celebrations, Donuts With Dad, and some special carnival games. We have been practicing tracing our names, learning shapes (and how many sides they have!), new letters, and counting up to the number 20! In April, we will continue learning more letters, writing numbers and so much more!
April Themes:
Easter, April Shower, Earth Day
Letters: Uu, Vv, Ww
Numbers: review numbers 1-4
Shapes: Diamond, Cross
Colors: Purple, Pink, Blue
Here are some important dates for this month:
April 6 th : Easter Egg Hunt
April 11 th -15 th : Spring/Easter Break
April 21 st : St. Jude Trike-A-Thon
April 22 nd : Earth Day
April 26 th and 28 nd : Parent Teacher Conferences (Early Dismissal)
April 27 th : Scavenger Hunt
Happy Birthday to Martin, Flavio, and Mrs. Anne, Mrs. Carolyn !
If you have any questions, please email me at [REDACTED_EMAIL]
Ms. Vallarelli, Mrs. Carolyn, and Mrs. Anne | web | https://www.stgregoryearlychildhood.com/_files/ugd/2762a2_afc938f7cc024b8fb03df9593de2b142.pdf | 0.42781 | {
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SEWER LINE VIDEO SCOPE
Very few property owners or home buyers are aware that they are responsible for the sewer line (sewer lateral) from the building to the city main. Broken, flat, bellied, offset, or rootinfested sewer lines can cause sewage to back up into the house or commercial building leading to extensive property damage in the home or business. Sewer back-ups can cause thousands of dollars in property damage and loss of valuable operating time for businesses.
Standard home inspections do not cover the structural integrity or condition of sewer or septic lines. Having a sewer or septic line inspection prior to purchasing a property is a proactive approach to make an educated buying decision, plan for upcoming maintenance, budget for necessary repairs, or gain valuable purchase price negotiation. The time to find out if a sewer is faulty or needs replacement is before buying a home, not after the fact.
Reasons to Inspect the Sewer Line
[x] Tree roots growing into sewer lines is a common problem. Roots crawl into tiny openings and expand in the sewer line, latching on to other debris that typically cause backups such as grease or eggshell waste. Sometimes chemicals can kill the tree's roots, but if the roots reappear, the pipe may be damaged and require excavation to fix the problem.
[x] Homes that were constructed prior to city sewers often relied on cesspools. After cities installed public septic systems, sometimes the cesspools were left intact and connected to the sewer line. You won't know unless you inspect the sewer.
[x] Many homes built in the 1950s have sewer lines made from tar paper called
Orangeburg pipes. These disintegrate and collapse over time. If a home has Orangeburg, the sewer line definitely needs to be replaced.
How to Inspect a Sewer Line
A small video camera attached to the end of a flexible cable is inserted into the clean-out inside or near the house. The camera is fed through the sewer line until it reaches the city sewer line recording the interior of the sewer line. The sewer line video does disclose if the line is clear or clogged and the condition of the sewer line. In addition to the video, a written report of the findings is provided. | web | http://house2homeinspections.com/services/Sewer%20Line%20Video_Bulletin.pdf | 0.501509 | {
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Many people have been affected by the Tsunami in Asia. My deepest condolences to those who have lost friends and family. An event of such magnitude touches everyone. It is an opportunity to express our compassion and know that no man is an island. We are in this life together.
Compassion comes from an open heart. We see suffering and we want to assist in whatever way we can. Many people watch the news on T.V. and feel saddened, angered, horrified, and want things to be different than they are. These images may also bring up feelings of helplessness such as “what can I really do to help?” Once an event has occurred, we need to accept what is in the moment, and move on from there.
In this beautiful sadness I am alone
There is nothing left
Every particle of matter I clung to
is blown away.
And in that eternal moment of nothingness
The double edged flame of truth is revealed.
None of it ever mattered and yet
it all matters deeply.
The out-pouring of love and support globally is wonderful to see. Physical acts are necessary and need to be taken to rebuild people’s lives. However, there is another way we can help.
How? By opening our hearts and being compassionate. Simply be still, clear your energy, and meditate for a few moments. Feel compassion in your heart then project it outward. Like dropping a pebble in a pond, the ripples touch everything in this sea of consciousness. Expand to include the whole earth and send love to everything. Do this regularly. You could even include those whom you believe have wronged you and all your loved ones. There is no need to distinguish between them. You are part of all that is, all that ever was, and all that will be.
“Even though you have a body and a personal life situation, as consciousness you are so much more. Everything affects everything else. There was a story about a group of monks who sat in meditation daily with the intention of clearing pollution from a body of water. When they were done, the water was clean.”
~ (from a lecture by Drunvello in Seattle 1999)
“There have been physics experiments that demonstrated that the outcome of an experiment is influenced by the results that the researcher wanted. His desire affected the experiment!”
~ (from the movie What the Bleep Do We Know Anyway?)
Being compassionate, sending our love may have an amazing effect on those in struggle and pain. We are helping all of humanity, to heal and be whole.
“Feel the love of God…you will find a magic, living relationship uniting the trees, the sky, all people, and all living things; and you will feel a oneness with them. This is the code of divine love.”
~ Parmahansa Yogananda
Compassion is an expansion of love into all levels of our being. In fact, it may be what we already are… love. Perhaps there were so many judgments that we forgot our true nature and started acting out some other belief system. One of the amazing things about consciousness is that, in the moment, you can realize the truth and can then become a part of your reality. This does not always happen because the grip of our past patterns and conditioning can be so strong. We might glimpse the truth and then fall back into what is familiar. If this happens it is O.K. We need to begin our journey from where we are. Accept yourself as you are. Give yourself love and compassion. It may actually melt away those aspects that seem so unacceptable.
We cannot give to another what we do not have. Open your heart and see that you are the love you have been waiting for. Do what you can to be a loving and compassionate being and the world will reflect the light of that love back to you. However, you cannot give love to someone who does not want it. Sometimes there will be those who may even judge and resist you. Realize it cannot stick unless you allow it to.
When we embody compassion and live with an open heart, the world is already transformed. The love and compassion stirred by the Tsunami are an example of something beautiful springing forth in response to tragedy. It is my wish that this love and compassion will become the norm. There is no need to return to a past human dynamic of self-interest and greed. When we act from a loving compassionate place, all is uplifted.
Cynthia Vangolen enjoys sharing insights with those exploring their true nature. When past issues and patterns interfere with life, a safe space is created to make profound shifts through honouring presence. She offers private consultations, meditations, and classes. With over 20 years of experience as an intuitive counsellor, she welcomes your comments, questions, and requests. For more information call ([REDACTED_PHONE]. | web | http://beautytruth.org/articles/Compassion%20.pdf | 0.485655 | {
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Frys.com Open
8AM Weather Update Saturday October 24, 2009
Synopsis:
Extended Outlook:
It's another beautiful day out here in the desert with sunny skies, light winds, and warm afternoon temperatures. Today's high is forecast in the upper 80s with light and variable winds becoming SW at 4-8mph. Nearly identical conditions are forecast for the final round on Sunday. Enjoy the pleasant weather!
Today:
9AM:
Sunny
Temp: 67F RH: 30%
Winds: Light and variable
12PM: Sunny
Temp: 81F RH: 15%
Winds: Light and variable
3PM:
Sunny
Temp: 87F RH: 10%
Winds: SW 4-8mph
Sunrise 639AM / Sunset 544PM
Sun:
Sunny
Low: 58F High: 87F
Winds: Calm early, then SW 4-8mph | web | https://pgatourmedia.pgatourhq.com/static-assets/page/files/tours/2009/pgatour/safewayopen/weather/r3-weather-p.pdf | 0.433249 | {
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Bronze Star Citation
Audie L. Murphy, 01 692 509, First Lieutenant (then Staff Sergeant), Infantry, Company "B", 15th Infantry Regiment. For valorous conduct in action against the enemy. On the night of 2 March 1944, on the ANZIO BEACHHEAD in Italy, First Lieutenant MURPHY crept 100 yards over flat, open terrain during a fire fight between his small patrol and a group of Germans, to a point 50 yards from a partly disabled enemy tank. Taking careful aim, he fired several rifle grenades at the tank, hitting and completely destroying it. Then, when a great many enemy machine guns in the sector opened up, he led his men through bullet swept area to safety. Residence: Greenville, Texas.
JOHN W. O'DANIEL Major General, U.S. Army Commanding | web | http://www.audiemurphy.com/decorations/BronzeStarCitation.pdf | 0.48247 | {
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Movie Examples from Watching Movies Backwards
Dec 18, 2011
If you watch Toy Story backwards, it's about a boy who grows to hate his Buzz Lightyear toy so much that at his birthday he tricks all of his friends in taking away all of his Buzz memorabilia away in wrapped boxes.
If you watch ET backwards, it's about an alien who comes to earth, throws a bunch of Reese's pieces on the ground and then leaves.
If you watch Pinocchio backwards, it's about a boy who gets turned into a puppet, but he soon learns that puppets have much more awesome adventures that boys do.
If you watch Remember the Titans backwards, its about a football coach who segregates his football team after they win the championship.
If you watch Home Alone backwards, it's about two accident prone men who are constantly saved by a small boy. At the end of the movie the boy's parents come home and yell at him.
If you watch Jaws backwards, it's about a shark that keeps throwing up people until they are forced to open a beach.
Feb 25, 2011
If you Watch Harry Potter Backwards, it's about a boy who thinks he's a wizard until he realizes he is a normal boy and, unable to cope, spends the rest of his days hiding in a cupboard under some stairs. | web | https://www.readwritethink.org/sites/default/files/resources/lesson-docs/30901MovieExamples.pdf | 0.48327 | {
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Jasper County
I-80 Eastbound at milepost 181
Artist: William Conway
Completed: November 1999
A favorite for children, the search for the word “PIONEER” in large letters across the landscape keeps the younger traveler entertained, while more wistful wanderers are treated to one of the best views of the Iowa countryside down one of many nature trails.
In August and September millions of monarch butterflies light at this site on their migration south.
On days when the weather doesn’t lend itself to outdoor exploration, stories and photos embedded on the tile walls inside the structure tell the tales of early Iowa settlers.
For those non-Midwesterners, one of the wall blocks is glass containing shelled corn in an airtight container.
“For Iowa, the land serves as more than introduction. It is the major story line.” Its rich prairie soil – “fat dirt” writer Paul Engle called it – courted agriculture and settlement. Thus, pioneers in this place we call Iowa have often drawn inspiration from the land and the rhythms of rural life.
Regional cultures are born from the ties between land and people. These ties, both powerful and distinct, can also be complex and unclear. The ways in which people use land and space to create communities, networks, and common bonds can also create conflict or differing points of view.
We invite you to think expansively about what it means to have been, and to be, a pioneer in Iowa—Beautiful Land. | web | https://iowadot.gov/maintenance/rest_areas/posters/i80grinnell.pdf | 0.433991 | {
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Press Release
Harmful algal blooms (HABs) dominated by cyanobacteria (blue-green algae) are perhaps the greatest lake management issue for water treatment operations. In addition to being unsightly and causing eye-watering odours, they release geosmin and 2methylisoborneol (2-MIB) into the water that cause taste and odour complaints, as well as cyanotoxins that can create serious public health concerns (Ref Fig 1). Reservoir management approaches have typically relied on toxic chemicals or energy-intensive destratification systems, until the SolarBee™.
The SolarBee is a solar-powered, long-distance floating water circulator developed about 10 years ago, and is now the leading non-chemical solution for lake and reservoir restoration in North America. SolarBee-induced long-distance circulation (LDC) has proven effective for preventing HABs in over 300 lakes, reservoirs and ponds since 2000. Significant economic savings on energy and chemical use are typical among the over 100 municipalities currently using SolarBees in their raw water storage reservoirs, with one US city saving as much as £250,000 per year just from activated carbon reductions alone.
But not only is this innovative product more cost effective, it is also "greener" than conventional technologies, particularly whole-lake de-stratification. De-stratification achieved through bottom aeration, a common lake management approach, is energy intensive, and has a potential to bring up poor-quality bottom water rich in algal nutrients, hydrogen sulphide, soluble iron and manganese, and possibly heavy metals. If not sized properly, lake water quality and HABs can actually become worse when bottom water is brought to the lake surface.
In contrast, the SolarBee is a floating up-flow pump where water comes into the intake hose horizontally from all directions, moves up the intake hose, and leaves the machine at the
water surface again horizontally and radially. The adjustable intake hose can be set at any depth from 1 m to greater than 30 m. SolarBee™ circulators come in various sizes. Each machine runs both day and night (thanks to an onboard battery charged by the solar panels), with an extremely efficient, brushless, low-voltage motor that is entirely solar powered. The circulators are made of 316-stainless steel, HDPE, and have a life expectancy of 25+ years.
With the intake positioned above the thermocline in the warmer surface waters (epilimnion) where algae grow, the SolarBee provides maximum LDC for preventing HABs by disrupting their preferred stagnant habitat without disturbing anoxic bottom waters. The largest unit can effectively treat up to 14 ha with ecological benefits being additive for multiple units in larger water bodies.
For water treatment plants that get lake water in deeper waters below the thermocline (hypolimnion), the SolarBee intake hose can be set below the reservoir outlet for hypolimnetic oxygenation. The SolarBee raises anoxic bottom water to the surface, and circulates oxygen-rich water back down to the hypolimnion. Increasing dissolved oxygen concentrations in this way prevents dissolved manganese and iron, as well as hydrogen sulphide, from passing into the water treatment plant. (Ref Fig 2).
Recent Project Summary:
In a recent project, South West Water saved £500,000 in capital cost and over £400,000 projected savings in electricity costs over the 25-year project life when compared with the conventional destratification approach. By utilizing solar technology for lake management they will also mitigate 1,950 tonnes of CO2 emissions. This is equivalent to planting 2,670 trees or offsetting emissions from 22 cars travelling 10,000 miles p.a. for the next 25 years.
The table below summarizes this project:
Preventing taste and odour complaints by restoring the reservoir with SolarBee™ circulators is much more cost effective than treatment at the works, with estimated payback of around 2 years due to less frequent regeneration of activated carbon filters. In addition to preventing water stagnation and controlling HABs, LDC also improves the entire lake ecosystem by providing a healthier environment for fish and other aquatic organisms.
Enquiries: Mr Mehdi Siami; Engineering Director, [REDACTED_EMAIL]; 020 8610 6036; 07720 399920. | web | http://aquafide.com/downloads/15 | 0.479915 | {
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Is Climate Change a Laughing Matter?
Emma Carroll-Monteil
Recently there has been an increase in scientists, educators, and activists moving into comedy to tell the climate story. Could using humour as an educational method encourage a greater response to the climate crisis? The present research addresses this question by exploring the impact that an environmental-based comedy show had on various learning-related and emotional outcomes. It was hypothesised first that humour has a positive influence on these outcomes, second, that there is a relationship between fear, hope, and responding to climate change, and third, that age is a significant factor in predicting such variables. Participants watched a recording of a live environmental stand-up comedy show and completed a questionnaire about their experience—all during the first COVID-19 lockdown in 2020. The analyses indicated that even in these unprecedented circumstances, the environmental comedy show provided various learning-related outcomes and emotional outcomes. Further, the results suggested that age somewhat predicts variables related to climate change. | web | https://blogs.ed.ac.uk/scphrp/wp-content/uploads/sites/1289/2022/11/Is-Climate-Change-a-Laughing-Matter.pdf | 0.454165 | {
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Sugar Cube Plant Cell
Can you create a plant cell and label all the major organelles?
Do the Experiment!
MATERIALS
Sugar Cubes
Glue
Permanent Markers
Pencils
5x7 Chip Board
Toothpicks
Address Labels
Plant Cell Diagram
1. Glue sugar cubes onto a piece of 5x7 chipboard or cardboard so that they resemble the shape of a plant cell. Use the plant cell diagram to help you figure out the shape.
3. On an address label write the name of a particular organelle. On a second address label write what the function of that organelle is. Your cell diagram will have this information. Make sure you do this step for all the organelles.
2. Use your permanent markers to draw the different organelles onto the sugar cubes. Don't forget the cell wall.
4. Stick each organelle and its function to different toothpicks so that they look like little flags. Push the organelle flags into the sugar cube where you drew that organelle.
5. Don't eat your sugar cube masterpiece—glue tastes gross. Tell everyone that sees your model how a plant cell functions!
© 2020 The Children's Museum of Houston Institute for Family Learning.
DID YOU KNOW...
Cells are the basic units of all KNOWN living organisms. Cells are the smallest unit of life that can reproduce independently and are often referred to as the building blocks of life. Robert Hooke discovered cells in 1665, and Matthias Jakob Schleiden and Theodor Schwann developed cell theory in 1839. You just made a plant cell out of sugar cubes. Plant cells and animal cells have some similarities, but are very different. Plant cells have cell walls, chloroplasts and plastids which animal cells do not have. Both have vacuoles but animal cell vacuoles are not nearly as large or defined. It is important to know these unique features so that we can correctly classify biological units. Making a model of a plant cell is just one of many ways in which to make an example of the thing itself. People can look at your plant cell model and learn a whole lot!
CHALLENGE
1. Can you create an animal cell using sugar cubes? There is an animal cell diagram on our website that you can use!
2. What is the main difference between animal cells and plant cells?
3. What do you think is the most important organelle in a plant cell? Why?
4. If you own a microscope put a leaf underneath the viewfinder at highest magnification. What do you see?
STEAM Challenge: Measure the width (W) and length (L) of the plant cell in inches. If the area of a rectangle is W x L, what is the area of your plant cell? If the perimeter of a rectangle is 2xL+W, what is the perimeter of your plant cell?
© 2020 The Children's Museum of Houston Institute for Family Learning. | web | https://assets-global.website-files.com/5d90e236ae002265c564f7ef/5f5e85746522906350873b64_Sugar%20Cube%20Plant%20Cell.pdf | 0.494244 | {
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Words of Wellness
January 2019
HEALTH IN THE NEW YEAR
by Neil Boyce, Diane O'Blenis, and Lisa Calhoun
8 ways to cope with the winter blues Do the chilly, gloomy days of winter make you want to curl up under the covers and stay there until the sun shines again? You're not alone. During our dark and rainy East Coast winters, we get less of the mood-boosting help of sunlight, which may set the stage for the winter blues. What can you do to beat the blues when the short, dark days are getting you down?
8 ideas to get past the winter blues
1. Exercise (bundle up for a walk outside).
2. Check your vitamin D levels (Get supplements if needed).
3. Get some light therapy (Johnson's covers this).
4. Eat a healthy diet (more fresh, less processed).
5. Stimulate your senses- diffuse an essential oil.
6. Nurture your spirit- do things that you enjoy.
7. Plan a trip to a sunny place.
8. See a counsellor/therapist.
Fun winter activities checklist
* Have a snowball fight.
* Go sledding, snowshoeing, or skiing.
* Catch snowflakes on your tongue.
* Make a snow angel, snowman, or snow fort.
* Collect pine cones.
For more ideas on fun winter activities check out: realsimple.com/work-life/entertainment/winter-activities
To keep your skin smooth and hydrated, follow these simple steps daily:
1. Avoid taking long hot baths or showers, or using saunas, during the winter months.
2. If you take a bath, add a few drops of essential oil to the water to help moisturize the skin: jasmine, chamomile, ylang-ylang, neroli, lemon, geranium, rosemary, peppermint, or clary sage.
3. Lubricate skin with essential oils or pure cocoa butter after showering or bathing.
4. Exfoliate dry skin with a gentle body scrub as often as needed.
5. Use a humidifier in your home and office, or keep a bowl of water on your radiators to add moisture to the air.
6. Make sure you're getting enough good fats like omega-3 and omega-6 fatty acids in your diet (not the deep-fried, junk-food kind).
Jokes
Q: Why did Frosty the snowman want a divorce?
Q: What do you get from sitting on the ice too long? A: Polaroids!
A: Because he thought his wife was a flake!
source: jokes4us.com/miscellaneousjokes/weatherjokes/winterjokes.html | web | https://www.teacherwellness.ca/documents/1546519544Words%20of%20Wellness%20Jan%202019.pdf | 0.431879 | {
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Enjoy making a bowl of tea!
With a little bit of training you can make a fine bowl of tea and you will find it easier than you thought.
What you need to have
- Matcha powdered tea and chasen tea whisk
- Matcha chawan or other tea bowl
- Café au lait cup
- Chashaku bamboo tea spoon or measuring spoon
- Cup for cooling of water or measuring cup
- Matcha tea sifting can or fine net tea strainer
- Chasen tea whisk shape drier
Easy way to make a bowl of tea
1) Sifting of matcha tea powder
If you sift the matcha in advance it will dissolve more easily. Put the desired amount of matcha for one bowl into the sifter. Use either a chashaku tea spoon or a measuring spoon to press the tea through the net of the sifter into the prewarmed dry bowl.
2) Preparation of hot water
It is important to use soft water. If such is to be bought, please select the softest natural mineral water. Almost all water produced in Japan is soft water. Tap water should be filtered in a water purifier. If you do not have a water purifier you may be able to evaporate eventual chlorine by boiling the water for a while in a pot without lid. Whatever water used, it should be brought to the boiling point at least once and then cooled to the desired temperature.
3) Guideline for making one bowl of tea
(Please adjust the amounts and temperature in accordance with your preferences.)
**Amount of matcha**
2 scoops by a chashaku, 1 scoop by an ordinary tea spoon or 1 flat measure by the measuring spoon. Approx. 1.5 grams.
**Amount of hot water**
70 ml (about 2.4 ounce) of previously boiled water. The measuring cup is useful for this.
**Temperature of hot water**
In winter, pour boiling water into the measuring cup once for a temperature of 75~85°C (167~185°F). In summer, pour boiling water into the measuring cup. To reduce the water temperature pour this water into another vessel and again back into the measuring cup for a temperature of 70~80°C (158~176°F).
4) How to whisk the tea
Place tea in the bowl, add hot water and mix with the chasen tea whisk. Raise then the chasen a little from the bottom and whip vigorously back and forth with the wrist and arm and avoid swivelling the tea around.
When the tea is sufficiently aired and turned into a fine creamy foam, slow down and move the chasen in the surface to remove larger bubbles and to make an even smooth surface.
Finally, turn the chasen slowly around the bowl and lift it carefully from the center to produce a little mound.
By adding some ice cubes, you can turn the warm matcha into a delicious ice tea.
Alternatively, you may obtain a result like this by not whisking so thoroughly. | web | http://okinawab2b.jp/howtomakematchatea.pdf | 0.501382 | {
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Mathematical Written Responses
Mathematical written responses combine mathematics knowledge with writing skills to communicate computations and provide an analysis of the processes used to solve the problem. These types of responses are often used for open-ended questions that may have one correct answer, multiple answers, or more than one possible method of solution.
DRAFT Sample Question Students recorded attendance data for their homeroom over 2 weeks. Then the class calculated the percent of students present. The results are shown in this table. What is the mode of the attendance data? What is the mean of the attendance data? What is the median Show and explain your work. Sample Written Response 1. The mode of the students present in homeroom over the 2-week period from December 5 to 16 is 90%. Mode is the value that appears most often in the data. 90% appears three times. 2. The mean of the attendance data is 87%. Mean is the average of a set of numbers. To find the mean, I found the sum of the attendance percentages and divided by the number of percents. 90 + 100 + 95 + 90 + 86 + 81 + 90 + 71 + 76 + 95 = 874 874 ÷ 10 = 87.4 87.4 rounded to nearest whole number is 87.
3. The median of the attendance data is 90%. The median is the middle value in a list of statistics ordered from least to greatest. I listed the data from least to greatest. 90 is in the middle.
71 76 81 86 90 | 90 90 95 95 100
Activity
Identify the student's purpose(s) for writing. Write the purpose(s) and briefly explain your rationale.
Guidelines for Writing Mathematical Responses
1. Carefully read the question.
2. Locate (circle or underline) all the important information and data.
3. Identify the audience or readers of your writing. Questions to ask include the following:
* Is your answer clear and easy to understand?
* Does each part of the question have an answer and process steps?
* Have you used math vocabulary appropriately?
15. Edit the response to ensure your writing uses correct spelling, grammar, and mechanics.
Source: Scallin, S. M. (2006). Written response to mathematical questions: Computation and composition. In S. L. Pasquarelli (Ed.), Teaching writing genres across the curriculum: Strategies for middle school teachers (pp. 77–90). Greenwich, CT: Information Age. | web | https://www.texasgateway.org/sites/default/files/resources/documents/Mathematical_Written_Responses.pdf | 0.489005 | {
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TEACHING JEWISH VALUES
This story can be used with all of the lesson plans.
The Story of Three Friends: ARE WE REALLY SO DIFFERENT?
Frannie, Manny, and Danny have been friends since they were born. Everybody called them the Three Musketeers. Their families were close and shared Shabbat dinners together every week.
In 1987, Frannie became legally blind. She could see out of the side of her eyes, but when she looked straight ahead, all she saw was a bunch of blurry dots. Thankfully, Danny was in her classes every year and would offer his arm so he could guide her to make sure she didn't fall or bang into anything or anyone.
Their senior year of High School was about to start and then, after graduation, they'd all be going into the army! They were excited! Frannie had spent the previous summer in Jerusalem working at a camp for blind children. Her vision had gotten worse, and she found herself bumping into all sorts of things. She decided to get a white cane and worked with a mobility instructor who taught her how to get around. She learned when you use a white cane, you've got to "sweep" the area in front of you to find obstacles. Then, if you hit something, you need to figure out what it is and how to deal with it.
I'm sure it's partly because of my white cane. I have never felt so isolated or alone in my entire life. One day, I was walking and didn't know there was a pickup truck with a ladder hanging over the back of it parked at the corner. I walked right into the ladder and cut my head. Another time, I walked into a tree branch hanging over the sidewalk and then almost walked into a car stopped at a red light in the middle of the intersection. My cane doesn't help when things are above the ground or stick out over the sidewalk.
The friends had not seen each other all summer, and tonight they met at their favorite restaurant. The boys were surprised to see Frannie walking toward them using a cane. "Sorry for being a little late, I'm still trying to get used to navigating around with this thing," she explained, pointing to her white cane.
"First, I want to tell you how much I appreciate you both for always treating me as an equal, not like I'm different just because I'm blind. I realize people are uncomfortable coming over to someone like me, and
I joined a support group for people who are visually impaired and met a woman named Miri who is lucky enough to have a guide dog named Bonnie. We talked about what it's like to use a white cane…how people don't interact with you… how you're dependent on other people. You have to plan your errands around them, not you. She explained once she got Bonnie, (from the United States) she felt like she had freedom again. Her life completely changed. Bonnie is also a "people magnet!" People love dogs, and when they see her with Bonnie, they come over to ask if they can pet her and start conversations! That never happened before. She said as long as Bonnie isn't "working" people can pet her. But when she's working, Bonnie has to concentrate on her job – which is keeping her safe and avoiding obstacles."
I'm really hoping one day, I'll get a guide dog to help me. But in Israel, it's a crazy process. You've got to travel continued
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Waterhousea floribunda Weeping Lilly Pilly
Description
A medium to large evergreen tree native to northern NSW rainforests
Size
Maximum height: 10 - 12 metres
Maximum spread: 5 to 8 metres
Features
* Weeping foliage and dense growth
* Clusters of small perfumed white flowers in summer and flushes of red growth in spring
Uses
* Good dense screen tree
* Tolerates light shade and can tolerate pruning to form a hedge
* Similar to Lilly Pilly but smaller fruit are much less of a problem for footpaths
Preferred conditions
Well drained soil. Part shade or full sun if moisture available. Fast growth if adequately watered
Availability
All nurseries.
Cultivars
'Sweeper' – a new cultivar with a more weeping habit and glossy green leaves. | web | http://www.waverley.nsw.gov.au/__data/assets/pdf_file/0005/3011/Waterhousea_floribunda.pdf | 0.451283 | {
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Fun Facts, Puzzles, Games & More!
CELRBRATION SERIES
LEARN More
National States & Capitals Day
September 22nd
Arkansas
Little Rock
National States & Capitals Day focuses on raising awareness and sharing education about all 50 states and their capitals on National States & Capitals Day.
Dick & Jane are the proud founders of National States & Capitals Day.
The National Day Calendar gets over 30,000 applications every year for new, national holidays, but they only choose 10 per year. In 2022, National States & Capitals Day was chosen and became an official, national holiday!
Let’s celebrate!
#NationalStatesandCapitalsDay
4 state capitals are named after U.S. Presidents – Jackson, MS, Jefferson City, MO, Lincoln, NE & Madison, WI.
Des Moines, IA was originally named “Fort Racoon.”
Montpelier, VT is the smallest U.S. capital by population.
17 state’s capital city is also the largest city in that state.
Juneau, Alaska is the LARGEST U.S. capital by land area.
Honolulu, HI has the highest average annual temperature of all U.S. capital cities.
Phoenix, AZ is the most populous U.S. state capital with over 1.6 million people.
Can you figure out the ONLY letter not used to spell any state name?
Alabama
22nd State to join the Union on December 14, 1819.
The Yellowhammer State
State Tree: Longleaf Pine
State Bird: Northern Flicker
State Capital: Montgomery
State Flower: Camellia
State Mammal: Black Bear
Fun Facts:
- The first rocket to put man on the moon was built in Alabama.
- Alabama means “Tribal Town” in the Creek Indian language.
- Montgomery is where the civil rights movement began in 1955 when Rosa Parks refused to give up her seat on a segregated bus.
Crossword Puzzle
Answers found in the States & Capitals Learn More magazine.
Down:
1. The state flower of Kansas.
2. The 50th state to join the Union.
3. The Great Lakes State.
5. The state flower of New Mexico.
6. The state tree of Georgia.
8. The capital of California.
10. The state mammal of Oregon.
Across:
4. The only U.S. capital inaccessible by car.
7. The Magnolia State.
9. The 1st state to join the Union.
11. The capital of Louisiana.
12. The capital of Colorado.
ALL 50 STATES
LEARN™ More
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A History of News
Computational Space Flight Mechanics, Elites, Institutions and the Quality of Government (Executive Politics and Governance), The Apocalypse Sword, The Kodansha Kanji Dictionary, Darkness in the Blood (Children of Lilith) (Volume 3), First Certificate Avenues Revised Edition Teachers book (Cambridge First Certificate) (Bk. 2), Mini Marvels Staffordshire, Teen Doll Knitting Book Book Two,
Few women in history have inspired as many myths as Marie-Antoinette, the last queen of France, typically portrayed as the embodiment of excess and debauchery. Rather than some relatively recent craze, stimulated by the arrival of satellites, television or even the newspaper, the good news is that the frenzied, obsessive exchange of news is one of the oldest human activities. Messengers were appointed to bring word, criers to .
The backbone of the news media is print journalism. In the early, early days the news media was about the basics: news spread via word of mouth. During the Roman Empire governments transferred written accounts, via people, long distances. An investigation of the nature and meaning of news--based on an extended international history of journalism, from preliterate societies through Athens, Rome, China, medieval Europe, Renaissance Europe, revolutionary America and France, nineteenth century England and America, and through the twentieth century and into the digital age.
[PDF] Computational Space Flight Mechanics
[PDF] The Apocalypse Sword
[PDF] Elites, Institutions and the Quality of Government (Executive Politics and Governance)
[PDF] The Kodansha Kanji Dictionary
[PDF] First Certificate Avenues Revised Edition Teachers book (Cambridge First Certificate)
[PDF] Darkness in the Blood (Children of Lilith) (Volume 3)
(Bk. 2)
[PDF] Teen Doll Knitting Book Book Two
[PDF] Mini Marvels Staffordshire
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A Child's Fundamental Rights:
A Document for Parents Living Apart
AS A CHILD WITH PARENTS LIVING APART, I HAVE THE RIGHT …
o love both my parents with joy and be proud that both love me.
all the people who are important to me.
and to be cared for in every way.
nnecessary and hurtful details about an adult conflict.
flexible about different rules and respect all safe parenting styles.
e my needs and interests come first when decisions about my schedule are made.
, and compassionately.
-up.
ents who do what they can to stay emotionally healthy, and who will see to my emotional health.
w to be respectful of others, even when there's a disagreement.
just be a child without being responsible for the well-being of an adult.
to have parents who will work at making the best of a very difficult situation.
Bringing missing children home since 1980
___
Parent Help: [REDACTED_PHONE] Web Site: www.childfindofamerica.org
Helplines: 1-800-1-AM-LOST ([REDACTED_PHONE]) Email: [REDACTED_EMAIL] | web | http://childfindofamerica.org/wp-content/uploads/2018/01/A-Childs-Fundamental-Rights-2018-edit-1.pdf | 0.425657 | {
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LOSS OF CONSCIOUSNESS IN BREATH-HOLDING SWIMMERS
7/7/2014
ARTICLE SUMMARY BY DR. TIFFANY BOHON
Although the phenomenon now commonly called shallow water blackout or hyperventilation-induced hypoxia has been known since the early 1960s, swimmers today still fall victim to it. Counterintuitively, this entity is often found in experienced and dedicated athletes who practice prolonged breath-holding and can take this to the extreme of losing consciousness.
It is accepted that this problem is related to abnormal oxygen and carbon dioxide levels in the blood.
As we exercise, our body consumes oxygen and thus the oxygen level decreases in our blood, but it is actually the rising carbon dioxide level in our blood that initiates our drive to breath. If we ignore this urge to breath, triggered by our elevating oxygen level, our oxygen level can fall to the point that we are not getting oxygen to vital organs such as our brain, which can lead to unconsciousness and even death.
Some athletes learn to trick their body into postponing the stimulus to breath by hyperventilating prior to going underwater. Hyperventilation (faster or deeper breaths) appears to play a key role in loss of consciousness and death because, although it increases the swimmer’s level, it more importantly decreases their carbon dioxide level at the beginning of the breath-holding drill, therefore causing an unnatural delay in reaching the elevated carbon dioxide level that is needed in order to reflexively remind the swimmer to breath. If the swimmer does not breath, their blood oxygen level will fall too low and they will lose consciousness.
Hyperventilation can be voluntary or involuntary (related to excitement/anxiety), but either form can have a negative outcome. Debates will continue as to whether any breath-holding should be allowed in aquatic sports, but based on the current knowledge it is agreed that hyperventilation should be avoided and nobody should swim alone.
There are other risk factors that can be implicated besides hyperventilation (i.e. cardiac arrhythmias), but they are not as common. Further, we should all come together in producing an awareness of loss of consciousness in breath-holding swimmers, water polo players, divers, etc., so we do not lose any more lives that could have been saved.
1. Craig AB Jr. Causes of loss of consciousness during underwater swimming. J Appl Physiol. 1961; 16(4):583-6.
2. Pollock, NW. (April 25, 2014). Loss of consciousness in breath-holding swimmers. Retrieved from http://ndpa.org/loss-of-consciousness-in-breath-holding-swimmers/
USA Swimming - Loss of Consciousness in Breath-Holding Swimmers
http://usaswimming.org/ViewNewsArticle.aspx?TabId=1551&Itemid=6170&mid=11843 | web | https://www.teamunify.com/pvdcpr/UserFiles/File/USA%20Swimming%20-%20Loss%20of%20Consciousness%20in%20Breath-Holding%20Swimmers.pdf | 0.454134 | {
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November 2017
A huge thank you to all of the parents who attended the Parent/teacher Conferences! It was wonderful to be able to take time to discuss the progress your child has made since the beginning of the school year! We are excited to see what the new year will bring for our Tiger children and families!
During the month of December we will be focusing on Christmas and we will be having a very special visit from Santa Claus on December 12th. There will be a group of parents available to take photos of your child on Santa’s lap if they are comfortable and willing! We will also be having a concert from children from the Casper Classical Academy on the 14th of December. The last day of classes will be on December 19th and classes will resume on Wednesday, January 3rd.
This month our newsletter focus is on Sensory Processing. We actually have eight senses: touch (tactile), taste (gustatory), sight (visual), sound (auditory), smell (olfactory) and there’s three more vestibular (balance, coordination, spatial orientation), proprioception (sense of muscle and joints) and interoception (internal regulation for thirst, hunger, etc.). Sensory Processing is the way the brain processes the senses. Many children have difficulty processing sensory input and we have attached a sheet of strategies that might be helpful if your child is one that has appears to have sensory difficulties. If you have further questions about any of the strategies mentioned or other sensory concerns, please visit with the classroom staff!
Thank you for sharing your child with us and we hope you have a festive moth of December!
**Special Announcements**
**Tiger Room needs:**
- Fun Duct Tape
- Clear Packaging Tape
**Home Activities**
We are attaching a Gingerbread Man that we would like for you and your child to decorate and return by Dec. 7th
**Important Dates**
- Dec 12th - Santa Visit
- Dec. 14th - CCA Concert
- Dec. 19th - Last day of classes
- January 3rd - Classes resume
**CDC Core Values**
1. Live Each Day with Courage
2. Take Pride in Your Work
3. Always Finish What You Start
4. Do What Has to be Done
5. Be Tough, But Fair
6. When You Make a Promise, Keep It
7. Ride for the Brand
8. Talk Less and Say More
9. Remember That Some Things Aren’t For Sale
10. Know Where to Draw the Line | web | https://cdccasper.org/wp-content/uploads/2017/12/Tiger-newsletter-Dec-2017-reviewed.pdf | 0.494244 | {
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Not only do water tolerant plants look great, their roots filter dirty water. They also provide a more diverse habitat for wildlife.
Rather than trying to win a losing battle against water logged soil, here are some tips on how to turn 'problem areas' into creative & interesting focal points! Growing moisture lovers & bog plants along with some clever landscaping can create a haven!
Soakaways are dry depressions that fill when it rains, storing and slowly releasing water, reducing the risk of flooding.
Gravel allows water to pass through into the soil below.
Lining a soakaway creates a pond, great for wildlife and aquatic plant species.
Edge damp areas with sand or stone.
Removing grassy areas for decking and block paving may increase the risk of surface water flooding to your property and your neighbours.
| Flood Issue | Who to report it to |
|-----------------------------------|--------------------------------------|
| Road gullies, streams/burns/denes, surface water | Local authority |
| Sewers | Northumbrian Water 0800 328 7648 |
| Rivers and tidal | Environment Agency 0345 988 1188 |
| In an emergency | 999 |
**Soil drainage tips:**
Try to incorporate air spaces, which will improve moisture holding capacity.
- If the area is damp all year, work in lots of well-rotted compost or peat-free soil improver over the winter.
- Heavy clay soils – dig in a bucket full of organic matter per square yard.
**Landscaping tips:**
- Edge damp areas and natural depressions with sand or stone.
- For pathways through damp areas use bark chippings or wood such as railway sleepers or slatted timber. You could even create a bridge over the damp area.
- Create interesting visuals for when perennials die down, such as sculptures or tree stumps.
**Planting tips:**
- Damp gardens look their best mid-late summer
- Spring is the best time to plant moisture lovers, pot grown plants can be added through the summer
**What to plant?**
For a wild/natural look: Loosestrife, Great Willowherb, Horsetail, Bogbean, Loosestrife Alexander, Marsh Marigold/ Kingcup, Flag Iris, Great Burnet
For a manicured look: Bee Balm, Horsemint, False Goatsbeard, Burnet, Plantain Lillies, Primroses
**Useful websites:**
Local authority website, www.environment-agency.gov.uk, www.edenproject.com/learn, www.rhs.org.uk, www.permaculture.co.uk, www.gardenersworld.com, www.bbc.co.uk/gardening | web | https://www.newcastle.gov.uk/sites/default/files/Flooding/Soggy%20Garden%20Guide%20accessible.pdf | 0.420855 | {
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BELLADONNA
(Atropa belladonna L.) Family: Solanaceae
Belladonna (Atropa belladonna C.B. Clarke.) belongs to the family Solanaceae. Atrops is commonly called as 'Deadly nighShade'. The commercial drug is obtained from the leaves, flowering tops and roots of A.belladonna. Leaves and roots of belladonna contain tropane alkaloids whose concentration varies from 0.13 to 0.70 per cent (average 0.45%). Belladonna leaves are widely used for the manufacture of tinctures and plasters. The drug serves as an anodyne, sedative, stimulant, antidiuretic, antiasthmtic, antispasmodic, anti-inflammatory. It is also used in the treatment of renal and bilary colic, stomach disorders and to stop sweating. The roots are primarily used in the external treatment of gout, rheumatism and other affiliations.
Soil
Belladonna grows well in deep fertile soils of medium texture, which are rich in humus. Heavy clay soils which are water-logged should be avoided to cultivate this crop.
Climate
It is a temperate crop. It behaves as a perennial in temperate climates and gives maximum herbage and alkaloid yield. In sub-tropical areas, it can be grown as a winter crop. However, the plant behaves as an annual as it dies during the summer months and hence the yield is poor.
Varieties
There are no named varieties in this crop.
Cultivation
Propagation
The crop is propagated through seeds extracted from berries collected usually from September-November. Seeds
may be treated with 80 per cent sulphuric acid at the time of sowing for 2 minutes to improve the germination.
Nursery raising
It can be cultivated by direct sowing, but raising nursery gives best results. The nursery may be raised from the second week of May to the end of autumn (September to October) under sufficient shade. The land should be ploughed well so as to give a fine tilth. Raised beds of size 3m x 1m surrounded by drainage and irrigation channels to be made and apply well decomposed FYM to the soil. Seeds pretreated with fungicides like Dithane M-45 or Agallol (10 g per kg of seeds) may be mixed with fine soil (1:4 ratios) and broadcasting in the nursery beds. Cover the seed beds with a layer of FYM and then with straw. Watering of beds should be done immediately after sowing with a rose can.
The seeds germinate in 3 weeks time. Seedlings will be ready for planting in the field when they attain a height of 15-20 cm after 8-12 weeks.
Transplanting
The ideal time for planting in the field is March-April or October-November. Before planting, the seedlings are treated with fungicide like Agallol. Seedlings are planted at a spacing of 50-60 cm in rows kept 60-70 cm apart. It is always safer to plant the seedlings on raised beds with 1 m wide strips or ridges as it avoids water logging and facilitates irrigation. The field may be irrigated immediately after transplanting.
Harvesting, Processing and Yield
The first harvest of the leaves is available three month after planting. Harvesting should be done as soon as the plants start flowering, as it is the period when alkaloid content is higher. The leaves are cut with the help of pruning scissors.
Leaves are dried immediately after the harvest under shade or sun or artificial heat with or without fans for air circulation. Leaves should be turned over frequently while drying.
The roots are also harvested after 3 years. After the harvest, they are washed, cut into 4 inches length, split length wise if thick and shade or sun dried.
During the first year an average of 1000 kg of dry herb is obtained. The yield increases to 1500 kg per hectare during 2 nd and 3 rd year. The yield of dry roots will vary from 170 to 335 kg per hectare.
***************
1. Atropin is obtained from _____________
2. Belaclona belongs to the family ______________
3. Economic part of Beladona is ______________
4. Beladona is a _______________ crop
5. Tropane alkaloids have medicinal properties of ________________ | web | http://eagri.org/eagri50/HORT282/pdf/lec28.pdf | 0.43087 | {
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BHARATIYA VIDYA BHAVAN'S V M PUBLIC SCHOOL, VADODARA
QUESTION BANK - ENGLISH
Drama- 1 -The Dear Departed
Extract base questions-
1. Are we pinching it before aunt Elizabeth comes?
(i) What does 'it' refer to here?
(ii) How does Vickey conclude that his parents are 'pinching it'?
(iii) Mention the two reasons that Mrs. Slater gives for her action.
(iv) What does it reveal about the difference between the attitude of the elders and that of Vickey?
2. Now, Amelia you must not give way. We have all got to die some time or other. It might have been worst.
(i) Who is the speaker of these lines?
(ii) What prompts the speaker to say these words?
(iii) What does he mean when he say 'It might have been worse'?
(iv) What does it reveal about the speaker's character?
3. I don't call that delicate, stepping into a dead man's shoes in such haste.
(i) Who makes this comment?
(ii) What prompts the speaker to say this?
(iii) Bring out the significance of this statement.
(iv) What is the irony here?
Short answer questions
1. What does Mrs. Slater eye on in grandfather's room? What were her plans after his death?
2. Why didn't the Slaters call for the doctor?
3. Who is Ben? What is he most worried about?
4. What is the underlying theme of the play 'The Dear Departed'?
OR
The play 'The Dear Departed' conveys a social message. Comment.
5. Grandfather comes to know how his daughters were in a hurry to divide his things between them.
6. How does Mrs. Slater plan to outshine the Jordans? What does it reveal about her character?
7. Ben appreciates grandfather saying 'it's a good thing he did'. Later he calls him a 'drunken old beggar'. Why does he change his opinion about grandfather?
8. What are the three things that grandfather plans to do on Monday next?
9. How does the spat between his daughters lead to grandfather discovering the truth?
Long answer and value based questions:
1. Imagine you are the grandpa. You are upset at the way things have happened in your family and your decision taken thereafter. Write a letter to your friend sharing with him you pain in this regard.
2. Imagine you are Mrs. Slater. After everything is over, and as grandpa has left you to settle down and marry elsewhere, you feel sorry and repentant. Write a diary entry expressing your realization of your ill treatment with him.
3. Compare and contrast Henry's character with that of his wife. Support your answer with evidence from the play.
4. "The moral values are degraded in respect and care within the members of the family itself." Explain this statement with reference to the Mrs. Slater and Mrs. Jordan.
5. "Old people deserve to be treated with great care and love." How can you take care of elderly?
6. "The old should make their wills discreetly without being swayed by emotions and sentiments." Do you agree with the statement? Justify your answer with the reference to the daughters of Abel Merry Weather.
Ms.Vijayalakshmi Sharma | web | http://bhavansbaroda.org/fxconsult1/userfiles/Drama-1%20The%20Dear%20Departed.pdf | 0.469094 | {
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Class 6 - Maths
Chapter - 4
Quiz -1 (1- Mark Questions)
1. How many lines pass through one given point ?
(a) Only one line
(b) Two lines
(c) Infinite (count less)
(d) None of these
2. How many lines can pass through from two given points ?
(a) Two lines
(b) One line
(c) Infinite (count less)
(d) None of These
3. Radius of a circle is -
(a) Double of diameter
(b) Half of diameter
(c) One Third of diameter
4. Which is the least number sides polygon -
(a) Quadrilateral
(b) Pentagon
(c) Triangle
5. What is called the longest chord of a circle -
(a) Radius
(b) Major arc
(c) Diameter
Ans (c) Diameter
6. A Polygon has properties ?
(a) A Closed figure
(b) Straight lines
(c) Atleast three sides
(d) All of these
7. All the radius of a Circle are ?
(a) Equal
(b) Double of the first one
(c) Half of the first one
8. Which geometrical figure will be made by an hour needle and a minute needle in a clock?
(a) Rays
(b) Angles
(c) Line segment
9. A Quadrilateral has -
(a) Two diagonals
(b) Three diagonals
(c) One diagonals
(d) No diagonal
10. Six sides polygon named ?
(a) Septagon
(b) Hexagon
(c) Pentagon | web | https://aasanstudy.com/wp-content/uploads/2020/07/Class-6-chapter-4-maths.pdf | 0.487423 | {
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Dear Parents,
We hope you had a restful half term, we are so looking forward to having our whole year group back together again on the 8th March. We cannot wait to see all the children and are so proud of how they have all engaged with learning, both at school and at home during the lockdown period. The work produced has been fantastic and we would like to take this opportunity to thank you for your continued support.
Routines: Please can we remind you that P.E days are Tuesday and Wednesday and that PE kits will need to be in school on these days. We will hand out reading books as soon as possible and then they will need handing in on a Wednesday and will be given back out on a Friday. Spellings will continue to be put on the VLE on Monday and be tested the following Monday. We will resume with homework, which will also be put on the VLE on Fridays and needs to be submitted by the following Wednesday, via email where possible.
Creative Curriculum: This term we are continuing with our topic, 'The Good, the Bad and Royalty.' We will be focussing on other famous Victorians and inventions from the Victorian era. We will then consolidate our learning by creating exciting and interesting non-chronological reports.
Maths: We will be looking at money, including the different values of each coin and note. We will be comparing amounts of money and working out the change. We will then move on to fractions of objects and amounts. We will explore the links between fractions and division and how these can be represented using bar models.
English: We will finish our work on Alice and Wonderland before moving on to humorous poetry and the works of Dr Seuss, linking to World Book Week and Dr Seuss' birthday. We will then move on to instructional writing using imperative verbs and the present tense. We will link this to our new Science topic of Plants.
Science: In Science, our new topic will be 'Plants.' We will observe and describe how seeds and bulbs grow into mature plants. We will then investigate and describe how plants need water, light and a suitable temperature to grow and stay healthy.
R.E: Our new topic will be 'Salvation; Why does Easter matter to Christians?' Through this topic we will explore the true meaning of Easter and then discuss whether the things we enjoy at Easter, such as Easter Eggs, are the most important thing about Easter. We will tell stories of Holy Week and Easter and make a link with the idea of Salvation (Jesus rescuing people).
PSHE: We will be focusing on Health and Wellbeing. As part of this topic we will be learning about what can help us grow and be healthy. Linking with last term's Science work on Animals including Humans, we will understand the different things that help our bodies to be healthy, including food and drink, physical activity, sleep and rest. We will also explore how eating and drinking too much sugar can affect our health, including dental health. We will consider how much physical activity, rest and sleep we should have everyday.
Important dates:
We will be celebrating World Book day on Thursday 5th March. We will be commemorating
Holy Week during the week beginning 22nd March. During this week we will be taking part in creative and fun activities to help us learn about the stations of the cross.
Best wishes,
Mrs Woodwiss and Miss Firth | web | https://baildonce.co.uk/wordpress_CE/wp-content/uploads/2021/02/Class-Newsletter-Year-2-Spring-2.pub_.pdf | 0.499297 | {
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Contact Information:
Jaylene Wheeler
(p) [REDACTED_PHONE]
[REDACTED_EMAIL]
Hillary Strayer
(p) [REDACTED_PHONE]
[REDACTED_EMAIL]
Community Resources:
Focus on Safety Curriculum
http://www.anthc.org/chs/wp/injprev/focus-onsafety.cfm
Injury Prevention/Safety Playlist
http://www.youtube.com/ANTHCDigitalStories#g/c/9C77F62220E5FCC5
Community Health Services on Facebook
http://www.facebook.com/#!/pages/Community-Health-ServicesANTHC/[REDACTED_PHONE]
photo by Brian Adams and brochure design by Holly Nordlum at Naniq Design
Fall Prevention Tips:
- **Vision**
Have your vision checked by an eye doctor at least once a year.
- **Medication Management**
Ask your medical provider to review your medications.
- **Physical Activity**
Walk often and participate in subsistence activities. Exercise helps to improve coordination and balance.
**RESOURCES TO HELP PREVENT FALLS:**
- Pocket Medication List
- Medication List – for Home
- Home Safety Survey
**HOME SAFETY CHECKLIST:**
**Floors:**
- Keep a mat near the doorway for wiping shoes. During the winter, keep a broom handy for knocking off snow.
- Always have a clear path in each room and the hall-way.
- All throw rugs need double-sided tape on the back so it will stay in place.
- Be sure to keep cords or wires next to the wall.
**Stairs and Steps:**
- Keep both stairs and steps in good repair.
- Do not store anything on the stairs.
- Make sure handrails are on both sides of the stairs.
- Have someone put lights at the top and bottom of the stairs.
**Bedrooms:**
- Place a lamp close to the bed to be handy at night.
- If you use a cane or walker, place it next to the bed when you go to sleep.
**Bathrooms:**
- Put a non-skid mat in the tub.
- Install grab bars or a safe shower chair to help you when getting in and out of the tub.
**Kitchen:**
- Keep things you use most on the low shelves.
- Use a sturdy step stool. Never use a chair as a step stool.
“Alaska Natives are the healthiest people in the world” | web | https://anthc.org/wp-content/uploads/2015/12/Fall-Prevention-Leaflet-Final-2012.pdf | 0.44495 | {
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San Francisco, CA—Chinese American Citizens Alliance sees the current production of *The Mikado* in Seattle as continuing the stereotyping and harmful rhetoric toward Asian Americans, even to the point of using “yellow face” to simulate Asian participation when “black face” has long been eliminated from legitimate theatre.
First produced in 1885 only 3 years after the passage of the Chinese Exclusion Act in 1882, *The Mikado* was Gilbert and Sullivan’s most popular comic opera. It has been widely produced in film and play throughout the world, by professionals and amateurs from national theaters to high schools. But today in 2014 in its current format at the Bagley Wright Theater in Seattle, it is time to end its run and consign it to historical dustbin, along with other racially insensitive pulp.
Many critics today have singled out the “yellow face” aspect of having white actors play the 40 Asian characters in the play. However, *The Mikado* is not acceptable even if all the actors were replaced with Asians. Although the counter-critics point out that the play was never intended to satire the Japanese but to be a satire of English Victorian society, modernizations of the play to place it into an English setting have not prevented the consistent return (as in the Seattle production) to Japanese clothing and facial make-up. As one critic observed, however, when the Japanese features are stripped away from the play, the audience is left with characters that have silly names and the inexplicable premise of a political entity that makes flirting a crime subject to beheading or boiling in oil. It becomes an entertaining play because of the exotic Japanese caricatures of the society and its people. The actors of whatever color playing them today, perpetuate those caricatures.
When Gilbert and Sullivan were writing their material, it was not unacceptable to have white actors paint their faces black and shuffle onto the stage to entertain largely white audiences. But, what was seen as acceptable then does not justify its continuation today, whether black or yellow. What is truly disappointing about the Seattle reprise of Mikado is that anyone today, especially living in a region where Japanese Americans were rounded up during WWII and Chinese Americans were killed or driven out in the 1800s, should be so insensitive to dangers of stereotyping in public performances and to have not realized how offensive this play is before they started production. One would have thought that we Americans would have grown in the 130-plus years since Gilbert and Sullivan wrote the play. | web | http://cacanational.org/CACA_pdf/C.A.C.A%20Response%20to%20the%20Mikado.pdf | 0.492876 | {
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Florida Preparatory Academy is a privately owned college preparatory school for girls and boys in grades 5-12. School offer a day student program as well as 5 or 7 day boarding program. Florida Prep’s focus is preparing your child for college and beyond. School offers an optional AF/JROTC program. Our unit ranks in the Top 100 across the USA. We opened in 1961 and currently host students from over 30 countries and 22 US states. Many teachers hold a Master’s Degree or higher. School offer the opportunity for students to pursue a Private Pilot License at a nearby airport. The academy utilizes a 1:1 Electronic Device program, Netclassroom online grading program, Google Apps for Education and online course options.
**Community**
The outstanding climate and location, access to almost 70 miles of pristine beaches, Orlando attractions, shopping and Kennedy Space Center offer our school community an unparalleled variety of activities and quality of life opportunities. The area’s dynamic, high tech economy ensures both growth and continued learning and career opportunities for students and their families. Transportation is also fast and easy, with US and worldwide connections from nearby Orlando Melbourne International Airport (MLB), a 5 minute drive from our campus, and Orlando International Airport (MCO), 60 minutes from campus.
**Location Information**
**Nearest Airport:** Orlando Melbourne International Airport; Orlando International Airport
**Nearest Major Cities:** Orlando,
**Weather:** Warm humid temperate climate with hot summers and no dry season.
**Attractions Nearby:** Orlando attractions, shopping
**General Information**
- Year Founded: 1961
- Religion: Catholic
- Gender: Co-ed Boarding
- Grades: 5-12th
- Student Body: 260
- International Students: 35%
- Uniforms: Yes
**Admission Requirements**
- TOEFL
- Skype Interview
**Accreditation**
- Florida Council of Independent Schools (FCIS)
- AdvanceED
- Florida High School Athletic Association (FHSAA)
Florida Preparatory Academy
Academic Information
English Support: ESOL Ave. SAT: 1100 (New SAT)
AP Classes: U.S. History, World History, English Literature and Composition, Human Geography, Studio Art, Calculus BC, Physics, Chemistry, Biology, Language and Composition,
FLML (Florida Math League) competition: Includes: 6-rounds of competition and scheduled training sessions
After school Science Experience programs:
1. Drone; 2. Robotics; 3. Underwater ROV
4. Space-Y program (teaming with Kennedy Space Center)
STEAM Program: STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking.
Facilities
Set in 11 acres of lush tropical landscape, the Florida Prep campus boasts a full sized sports field, baseball nets, gymnasium, outdoor concert area, tennis courts, landscaped gardens and many locations to gather, chat or to seek solitude. Students are housed in single sex dorms, with bunks, 2-4 occupants per room, depending upon the size of the room.
Sports
Basketball, Track and Field, Baseball, Volleyball, Cross Country, Wrestling, Tennis, Cheerleading, Golf, Soccer, Swimming, Softball
Clubs & Activities
Surf club, Skateboarding club, Environmental club, National Honor Society, Glee club, Guitar club, Garage band, Rocket club.
College Matriculation
Since 1978 each senior class at Florida Prep has achieved 100% College Acceptance. The Class of 2017 earned more than $5 million. Princeton University, Stanford University, University of California, University of Washington, New York University, Miami University, Baylor University, Auburn University, Air Force Academy, University of Florida, Jehovah University, Purdue University, Boston University, University of Florida, Tulane University, University of Maryland | web | https://www.anbeducation.com/uploads/4/8/5/1/48516243/florida_preparatory_academy_fl.pdf | 0.480102 | {
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Growing figs
A guide to growing figs, including how to grow figs from seed and how to grow figs in pots.
How to grow figs
Figs are easy to grow and can be grown in pots or in the ground. They need a sunny position and well-drained soil. Figs are hardy plants and will survive in most climates. They are also very drought tolerant.
Fig trees can be grown from seed or by grafting. If you want to grow figs from seed, you should start by sowing the seeds in late winter or early spring. The seeds should be sown in a seed compost and kept moist until they germinate. Once the seedlings have grown to about 10cm (4in) tall, they can be potted up into individual pots and grown on until they are ready to plant out.
If you want to grow figs by grafting, you should choose a suitable rootstock and then take cuttings from a mature fig tree. The cuttings should be grafted onto the rootstock and then grown on until they are ready to plant out.
Fig trees need to be pruned regularly to keep them healthy and productive. Prune the main stems in late winter or early spring, removing any dead or diseased wood. Also remove any shoots that are growing from the base of the tree. This will encourage new growth and help to maintain the tree's shape.
Fig trees produce fruit in late summer or early autumn. The fruit is usually ready to pick when it turns yellow or orange. To harvest the figs, simply twist off the fruit with your fingers. Be careful not to damage the tree when picking the fruit.
Fig trees are susceptible to a number of pests and diseases. The most common problem is fig wasp, which can cause the fruit to rot. To control fig wasp, you can spray the tree with an insecticide. You should also keep the area around the tree free of weeds and debris, as these can provide a hiding place for the wasps.
Fig trees are a great addition to any garden. They are easy to grow and produce delicious fruit. With a little care and attention, you can enjoy fresh figs all year round.
Growing figs
By Bunny Guinness
Published: 12:01AM BST 24 Oct 2006
Fruit dish: The sweetness of figs can grace many recipes.
Bunny Guinness solves your gardening problems
My fig tree has fruits the size of large marbles now. Will these come to anything?
The figs that ripen in this country are the Breeba crop (the first), which usually ripens over a month or so. The second crop, the ones you see on your plant now, rarely ripen here.
On young bushes, it is advisable to remove anything larger than a pea at this time of year, because they tend to rot, damaging your chances of fruit next summer.
However, on a large shrub it is physically difficult to do this. As you will get a substantial crop anyway, it is not really necessary.
Stephen Read from Reads Nursery (01508 548 395, www.readsnursery.co.uk) says they planted out some larger trees this spring, and on these, some of this second crop are starting to ripen now, but it has been an exceptional year. It has occasionally been known for second-crop figs to form an early crop the following year, but not of great quality.
**How and when should I prune?**
Figs really are a lazy man’s fruit and, once they have had their formative training, mature trees or wall-trained shrubs do not need much attention apart from some replacement pruning. This involves removing one of the seven or so main limbs every three to four years in March or April, to stop the whole bush becoming too old and unproductive. Apart from this, providing you have the wall space, you can leave well alone. I have seen many such “neglected” plants, and they still fruit well, although perhaps not as well as they might.
On the other hand, if you want to maximise your crop (assuming it is against a wall), buy a copy of Clive Simms’ Nutshell Guide to Growing Figs (Orchard House, £3.50, tel 01780 755615) to see how to fan train it against a wall – it is not hard. Once you have established an approximate fan of branches, you can start the ongoing pruning regime.
Firstly, remove any weak branches in winter. Then, in April, remove the very tips of the main branches, above the developing figs. This will encourage side shoots, which are summer-pruned by cutting back in June to about four leaves. This technique can almost double the crop and bring it forward by a couple of weeks. Do not be tempted to cut back hard in winter, unless you don’t mind forgoing a lot of your crop – this will cause lots of new growth but little fruit.
Watch out for the white sap; some people are highly allergic to it. Stephen Read’s wife finds that high-factor suncream prevents a reaction. Do remove suckers from the base and pot them up now – a great Christmas present!
**I love figs but have no south-facing wall. And how far north can you grow them?**
I am going to plant some on north-facing walls (I already have them on south and west). But I will remove some of the leaves, allowing more light to the fruit. They might not be so sweet, but I will still expect decent crops.
Another option is to grow them as free-standing trees. Usually these are trained up on a leg (a short trunk); otherwise they will just sucker out and form a thicket 40ft wide. Plant them at five-to six-metre (15-20ft) centres, or at three-metre centres if you are going to restrict the canopy size.
Figs do surprisingly well on many soils, even on heavy clay. Otherwise let the grass grow right up to the trunk (once they have established) to slow them down or, on rich soil, restrict their root run by planting them in some sort of restrictive container. Standard figs in containers look fantastic, but I would stand the container on soil, so that they can root through and stabilise.
Figs are far hardier than people think. They are productive in sheltered places as far north as Scotland. There were commercial fig orchards in England – Clopton Hall in Suffolk, for example – in the 1940s.
**What are the best varieties?**
Brown Turkey is the best known, as it is easy to propagate. Others, however, taste even better. Clive Simms’ favourite is ‘Desert King’ from California. Stephen Read grows 118 varieties and his favourites are Brunswick (very hardy and very large), Castle Kennedy and, a heavy cropper for a small space, Petit Negri. I love them all.
**Any good recipes?**
Fig ice-cream is my favourite, closely followed by a salad of chunks of fig combined with Parma ham and a tart citrus dressing.
**I feed and water my fig tree frequently but it still does not produce fruits, just masses of leaves.**
There are two likely reasons for this. Received wisdom tells us to plant figs in poor soil, or in restricted conditions. Where figs are not fruiting, it is usually because they are making lush, leafy growth.
You should be aiming for an internodal distance (the length of stem between leaves) of 75-100mm (3-4ins). If it is longer, conditions are too favourable. I would stop feeding and watering (I have never fed or watered mine). If it still doesn’t fruit, replant it if possible, but confine the planting area. Otherwise, propagate a new plant and plant it elsewhere. Take a cutting and put it in a polythene bag in the fridge for a week or two to hasten rooting, and then pot it into some free-draining compost. It can be done now.
The other cause could be over-hard pruning in spring. The fruitful growth is at the branch tips.
**What sort of yield should I expect?**
A mature Brunswick will produce about 6-8kg (12-18lbs) in a good year. A smaller, pot-grown variety perhaps only 1-2kg.
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Buy or sell any garden equipment near you. Tools, seeds, bulbs, plants and trees - free to search and post. | web | http://figs4fun.com/Links/FigLink379.pdf | 0.495853 | {
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Processing and Sharing Country Food During the COVID-19 Pandemic
Wildlife and transmission of the COVID-19
* Risk of wildlife contamination with COVID-19 is very low, according to the current knowledge available.
* A research team captured 500 snow geese in spring 2020. None was carrying the virus.
* Research shows that beluga and narwhales have a genetic predisposition to COVID-19. This information is not enough to say that these species could catch the virus. Even if they could, the risk of human transmission of COVID-19 to marine mammals is extremely low according to Fisheries and Oceans Canada 1 .
Precautions when processing country food
* Precautions will help prevent the transmission of the virus from one person to another.
o Wash hands often and avoid touching your eyes, nose or mouth
o Wear a non-medical mask or face covering when it is not possible
o Keep a distance of 2 meters from people who are not from your household.
o When outdoors, limit the number of people around the carcass to 25 people.
1 Informal email exchanges with DFO
Country food distribution
* Delivery to homes is the safest option for elderly and people at risk.
* Take additional precautions when people come to pick up country food:
o If possible, put the country food in bags in advance and make sure to respect the distance of 2 meters when the person comes to pick it up.
o When people are bringing their own bags, the pieces of country food should be dropped directly into the bag. It is encouraged to wear a non-medical mask or face covering when it is not possible to respect the safe distance of 2 meters.
o People should stay outside when they come to pick up country food.
o Only one member per household should go pick up country food.
o Make sure to wash hands often and clean high touch surfaces with disinfectant.
o Anyone feeling sick should not pick up or distribute country food.
Country food safety during the summer months - reminder
Botulism: Two to four (2-4) cases of botulism (qassuniq) occur each year in Nunavik. Consistent refrigeration of sea mammal products is protective. Freezing products until Fall is recommended for safe igunaq making.
Trichinellosis program: Walrus hunters should keep on testing ALL walrus tongues. A small number of walrus are infected. No case of human trichinellosis (parasite mostly affecting muscles) has been diagnosed in Nunavik in the last 20 years with walrus as a source. The merit of this is the result of hunters' commitment toward the testing program. No distribution of walrus meat should proceed before results are received. | web | http://nrbhss.ca/sites/default/files/covid19/1-pager_Processing_and_sharing_country_food_EN.pdf | 0.433574 | {
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Buffering climate-driven perturbation events through recruitment
Mike Johns [REDACTED_EMAIL]
When considering the resiliency of seabird populations to the effects of climate change, most research is focused on the impacts to survival or breeding propensity of reproductively active individuals. But a substantial loss of breeding adults is not the only factor controlling population dynamics. The appearance of new mature individuals breeding for the first time (recruitment) can help curb the effects of infrequent perturbation events such as warm sea surface anomalies associated with El Niño or changing climatic norms.
In our paper published in the Journal of Animal Ecology, we explore the relative importance of competition, environmental conditions, and a behavior called 'double brooding', to population stability for Cassin's auklets breeding on Southeast Farallon Island (SEFI).
Cassin's auklets are the only member of the Alcidae family and the only seabird in the northern hemisphere known to regularly double brood, where a second breeding attempt is made by the same pair in the same year following the success of their first attempt. This behavior allows pairs to maximize annual reproductive effort during years when their prey (namely krill) is abundant around SEFI, and is often attempted by older experienced individuals in the population. Double brooding is generally observed in shorterlived bird species like most songbirds that only breed a few years, and rarely observed in longer-lived species like Cassin's auklets with a potential reproductive lifespan of just over 20 years.
We found that periodic peaks in recruitment were explained by an increase in available nest sites in years when established pairs had either skipped breeding or had died, a higher proportion of the population double brooding 4 years prior, and spring upwelling conditions. Our results suggest double brooding has played a role in maintaining a stable population of Cassin's auklets on SEFI over the past 30 years, attributable to a demographic class of sexually mature
Nov 23, 2021 Point Blue Conservation Science individuals which quickly fill vacant sites following periods of low adult survival and breeding propensity. This work highlights the importance of recruitment in the population dynamics of a relatively long-lived seabird periodically impacted by adverse environmental conditions.
Learn more by clicking on the link to the article.
Main Points
Long-term studies are valuable for describing how infrequent events may impact population dynamics
Losses of breeding individuals were countered by spikes in the recruitment of new breeders, buffering this population from decline
The unusual ability of this species to double-brood helps to increase population stability for a colony exposed to stochastic climate anomalies
Johns, M., Warzybok, P., Jahncke, J., Doak, P., Lindberg, M., Breed, G. 2021. Episodes of high recruitment buffer against climate-driven mass mortality events in a North Pacific seabird population. Journal of Animal Ecology. doi:10.1111/[REDACTED_PHONE]
visit www.pointblue.org/publication-briefs | web | http://rdjzr2agvvkijm6n3b66365n-wpengine.netdna-ssl.com/wp-content/uploads/2021/12/pubbrief_perturbian_events_Johns_etal_Nov2021_JournalofAnimalEcology.pdf | 0.494092 | {
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SKYSCRAPER PLAYGROUNDS.
Dr. Gulick Suggests a 20-Story Pier for East Side Children.
Twenty-story playgrounds built on piers is the solution offered by Dr. Luther Gulick for the problem of supplying the children on the lower east side with suitable recreation places. Dr. Gulick, who is physical director of the schools, proposed the plan last night in an address at Cooper Union.
"It would take 206 acres of playground to give each child below Fourteenth Street, Manhattan, a place three yards square in which to play," he said.
"This is 11 per cent. of all the space available for playing in this territory. There are now in that part of the city 7.86 acres of ground used as open-air playgrounds. This is about one-thirtieth of the space needed.
"It is not a feasible proposition to provide the children of lower Manhattan with playgrounds, and yet it is a necessary thing that they have an opportunity to play out of doors if they are to grow up healthy and moral.
"The first step toward the solution of the problem is the equipment of a twenty-story pier. This can have light and air on both sides. It can be closed in by glass so that it can be used in Winter weather. A twenty-story structure would be expensive, but not so expensive as twenty playgrounds of the same size. The plan is possible, while the present method is incapable of providing sufficient space to meet the situation. To get playgrounds for the children of lower Manhattan at the present time would involve tearing down of 11 per cent. of all the buildings and giving the space which they now occupy to the playgrounds."
KILLED BY AN ELEVATOR.
A Clerk Undertook to Run It, and Was Fatally Crushed.
Dragan Jagrovic, employed as clerk by Frank Zotti & Co., bankers and steamship agents, 109 Greenwich Street, died yesterday of injuries received while trying to run an elevator in the building. His right arm was broken in three places, his back severely bruised, and he was injured internally.
Jagrovic undertook to run the elevator up from the ground floor while the regular man was at luncheon. No one saw the accident, but occupants of the building heard the man's screams and found his body wedged between the wall and the elevator cage. He was taken to Hudson Street Hospital, where he died in a few hours. | web | http://gulickpark.org/wp-content/uploads/2010/04/GulickOnSkyscraper.pdf | 0.49248 | {
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Psalm 37:7-11 - God Designed the Godly to Rest in Him
Emotional Responses to Violations of His Design, and Those Who Do Them, Are to Be Controlled Within His Design
```
7 Rest in the LORD, and wait patiently for him: fret not thyself because of him who prospereth in his way, because of the man who bringeth wicked devices to pass. 8 Cease from anger, and forsake wrath: fret not thyself in any wise to do evil. 9 For evildoers shall be cut off: but those that wait upon the LORD, they shall inherit the earth. 10 For yet a little while, and the wicked shall not be: yea, thou shalt diligently consider his place, and it shall not be. 11 But the meek shall inherit the earth; and shall delight themselves in the abundance of peace.
```
Psalm 37:8 is an excellent example of God's synonymous parallelism, giving three synonymous instructions regarding how the Godly are not to respond to violations of God's design and those who do them. Thus, God designed the three lines to be taken as one composite statement, incorporating all the interrelated, involved ideas into one "statement." It further develops verse 7, and then verses 9-11 give the ground or reason for verse 8. The ground or reason is introduced by the word kiy, "because, for." The verse is composed of three lines:
```
1 Cease from anger (at those who violate) 2 Forsake wrath (at those who violate) 3 "Stop" heating yourself for violating ones (or their evil deeds).
```
All three verbs, cease, forsake, and "stop" (indicated by the negative ăl) are synonymous . . . three ways of looking at the emotions that well up within us so easily, so readily, when we learn of or are faced with evil and its doers.
All three nouns, anger, wrath, and fretting yourself ("making yourself hot") are all emotional responses which every human can control with himself, especially believers.
God designed His human creatures to be controlled by their knowledge and understanding of Him. Certainly, they would experience these emotions, but when not kept in firm control, these "feelings" would interfere with accurately representing the Creator and His design, and the result would be an improper testimony to all who witnessed.
```
7 דּ֤ ֹום׀ ֘לַ יהוָ ה וְ הִ תְ ח֪ ֹול ֵ֫ ל ל֥ ֹו אַ ל־תִִּ֭ תְ חַ ר בְ מַ צְ לִ ִ֣יחַ דַ רְ כּ֑ ֹו בְְּ֜ אִִ֗ יׁש עֹש ֥ ה מְ זִמּֽ ֹות׃ 8 ה ִ֣ר ף מ ִּ֭ אַ ף וַ עֲ זִֹ֣ב ח מָ ּ֑ ה אַ ל־תְִּ֜ תְ חִַ֗ ר אַ ְך־לְ הָ ר ּֽ עַ ׃ 9 כִּֽ י־ מְִּ֭ ר עִ ים יִכָ ר תּ֑ ּון
```
וְ קֹו ֥י יְְּ֜הוִָ֗ה ה ִ֣מָ ה יִּֽירְ ׁשּו־אָּֽ ר ץ׃
10 וְ עִ֣ ֹוד מְִּ֭ עַ ט וְ א ִ֣ין רָ ׁשָ ּ֑ ע וְ הִ תְ בֹונַ ַ֖נְ תָ עַ ל־מְ קֹומִ֣ ֹו וְ א ינ ּּֽנּו׃ 11 וַ עֲ נָ וִ֥ים יִּֽירְ ׁשּו־אָ ּ֑ ר ץ וְְּ֜הִ תְ עַ ּנְ גִ֗ ּו עַ ל־רֹ ֥ ב ׁשָ לּֽ ֹום׃
TAR Ps. 37:7 ׁשתוק 1 אמתין קדם יהוה ואוריך ליה לא 1 תגרג 2 תרגג ברׁשיעא דמצלח אורחיה בגברא דעבד עיצת חטאין׃ 8 (אוריך מרג י)[ו]ז וׁשבוק ריתחא לא 1 תגרג 2 תרגג ברם לאבאׁשא׃ 9 1 מטול 2 ארום דמבאׁשין יׁשתיצון ודסברין במימרא דיהוה הינון יירתון ארעא׃ 10 ותוב כזעיר ולית רׁשיעא ותתבין על אתריה וליתוי׃ 11 ועינוותנין ירתון ארעא ויתפנקון על סגיעות ׁשלמא׃
LXT Ps. 36:7-11 ὑποτάγηθι τῷ κυρίῳ καὶ ἱκέτευσον αὐτόν μὴ παραζήλου ἐν τῷ κατευοδουμένῳ ἐν τῇ ὁδῷ αὐτοῦ ἐν ἀνθρώπῳ ποιοῦντι παρανομίας 8 παῦσαι ἀπὸ ὀργῆς καὶ ἐγκατάλιπε θυμόν μὴ παραζήλου ὥστε πονηρεύεσθαι 9 ὅτι οἱ πονηρευόμενοι ἐξολεθρευθήσονται οἱ δὲ ὑπομένοντες τὸν κύριον αὐτοὶ κληρονομήσουσιν γῆν 10 καὶ ἔτι ὀλίγον καὶ οὐ μὴ ὑπάρξῃ ὁ ἁμαρτωλός καὶ ζητήσεις τὸν τόπον αὐτοῦ καὶ οὐ μὴ εὕρῃς 11 οἱ δὲ πραεῖς κληρονομήσουσιν γῆν καὶ κατατρυφήσουσιν ἐπὶ πλήθει εἰρήνης | web | https://setfoundation.org/wp-content/uploads/2019/09/Psalm-37-07-11-God-Designed-the-Godly-to-Rest-in-Him.pdf | 0.482145 | {
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Lifestyle swaps for a healthy heart
Taking care of your physical and mental health is important for your overall health and well-being, but are also vital to the health of your heart! Exercising, eating a heart-healthy diet, checking your blood pressure and cholesterol, and managing stress are key. Try these healthy lifestyle swaps for a stronger heart and body.
Do: Stay active as much as you can! Try to get at least 150 minutes of exercise each week.
Don’t: Sit for long periods of time and spend too much time being sedentary.
Do: Focus on nutrient-dense foods such as fruits and vegetables, whole grains and lean sources of protein.
Don’t: Eat too many high-calorie foods (those with more than 400 calories per serving).
Do: Manage stress in healthy ways such as reading, meditating and enjoying hobbies.
Don’t: Use tobacco, alcohol or overeating food to cope with stress.
Do: Flavor foods and beverages with healthy seasonings, spices and citrus fruits.
Don’t: Overdo it with salt and sugar—in excess, both can hurt your heart and overall health.
Do: Cook your foods in healthy ways such as roasting, grilling, steaming and broiling.
Don’t: Eat too many fried foods—they can increase your risk of heart disease.
For some people, even if you’re able to improve your lifestyle, medication may still be necessary to keep your heart healthy. Talk to your doctor about your specific situation.
[REDACTED_PHONE]
Email: [REDACTED_EMAIL]
Web: HealthAdvocate.com/members
We’re not an insurance company. Health Advocate is not a direct healthcare provider, and is not affiliated with any insurance company or third party provider. ©2023 Health Advocate HA-M-2105026-4FLY | web | https://www1.wellesley.edu/sites/default/files/assets/departments/humanresources/files/benefits/healthadvocate/lifestyle_swaps_for_a_healthy_heart.pdf | 0.426972 | {
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In 1938, the Ministry of Aviation engaged the Zehlendorf architect Eduard Jobst Siedler to design the Air Raid Protection School at no. 80 Am Großen Wannsee. Air raid wardens from all over the Reich were trained here. The facility in Wannsee basically resembled the contemporary "comrades' settlement": terraced houses with prominent roofs, winding paths and landscaped grounds. The 49 hectare site comprised accommodation blocks for the trainees, but also numerous auxiliary buildings including a school building, a welfare building, lecture theatres, administration and garages.
The 25-metre-high command bunker was built near the administration building and was the first secure bunker in Berlin. Initially, it was used for training air raid wardens, but during the war, it protected prominent Nazis. It was not accessible to the general public. From 1943 onward, during the Allied bombardment of Berlin, it was used by the Luftwaffe. On April 28, 1945, troops from the Volkssturm (German Territorial Army) were brought in.
In 1946/47, the buildings of the former Air Raid Protection School were used as a tuberculosis hospital, and they later became the Heckeshorn Lung Hospital. In 1948, at the time of the Berlin blockade and airlift, the postal services built a transmission tower on the Wannsee bunker. The bunker served in 1948 as a radio control centre during the airlift and was transformed into a nuclear bunker later. As demolition would be too expensive, the bunker still stands on the site.
Text: Dr. Hans-Christian Jasch, Dr. Christoph Kreutzmüller © House of the Wannsee Conference, Berlin 2015 | web | https://www.ghwk.de/fileadmin/user_upload/pdf-wannsee/villen-2015/e-reichsluftschutzschule-2015.pdf | 0.428664 | {
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WEIGH DOWN, STAY DOWN
This challenge helps you to find simple, healthy habits that keep your weight under control, while helping you break unhealthy habits that can lead to weight gain.
Earn 1 point for each healthy choice you make each day. If your total points for the month are 80 or greater, you will earn a $20 HRA contribution!
EARN 1 POINT WHEN YOU:
} Get at least 15 minutes of physical activity
} Eat a nutritious breakfast
} Limit sweets and alcohol to 1 serving
} Stick to a regular meal schedule | web | http://catholicbenefits.org/PDF/health/wellness/challenge_poster_may.pdf | 0.439666 | {
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FORM 2 GEOGRAPHY ASSIGNMENT
MAY 2020
1.Give characteristics of sedimentary rocks. (2 mks)
2.In each case name the type of rock which results from metamorphism of: (2 mks)
(i)granite – (ii)Clay-
(iii)Limestone(iv)Graphite-
3.Differentiate between plutonic rocks and volcanic rocks. (2 mks)
Plutonic-
Volcanic-
4.State characteristics of minerals. (4 mks)
5. Name occurrences of minerals. (4 mks)
6.State factors that affect exploitation of minerals. (4 mks)
7.Give example of each of the following types of minerals. (3 mks)
Metallic - ______________________
Non-metallic- ________________________
Fossil fuels - __________________________
8. Name methods of mining. (4 mks)
9(a) State uses of soda ash (3 mks)
(b)Give benefits of soda-ash mining to the economy of Kenya. (4 mks)
10. State problems facing gold mining in South Africa. (3 mks)
11.Draw a diagram of a simple fold and on it show the following parts:
(i)Anticline- (ii) a limb- (iii) a syncline- (iv)axis```
12.Name one fold mountain in:- (2 mks) (i)Asia – (ii)Africa(iii)N. America(iv()S. America 13. Apart from a simple fold, name other 4 types of folds. (2 mks) 14. Name orogenies of fold mountain building. (2 mks) 15. Give effects of fold mountains on human activities. (4 mks) (
``` | web | https://www.makueniboys.ac.ke/uploads/assignments/geography-form-2-may-2020-assignments-2020-05-18158978773860398.pdf | 0.464361 | {
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FIELD DAY IN GARDEN
Initiative design is beginning from a normal drawing found in an old diray. The drawing contains an interesting Korean culture to enable new characteristics on the stereotype of garden and it is a highlight program on elementary schools’ sports day, called “breaking basket”.
With a very brief explanation, it is a sort of competitive group work between two groups. When referee calls a whistle, each group members throw small sacks filled with dry beans toward hanging basket and group becomes a winner who make it open fast so that flowers and written banner are pouring out.
Garden is imagined based on this game which contains the concept of dynamic, circulation and cooperation and they can be achieved through next four steps.
First, visitors open closed hanging basket using bean sacks. Second, new type of sacks containing flower seeds is pouring out from the baskets which visitors can take. Third, visitors plant seeds they took in their gardens in order to encourage Canadian garden culture flourished. Last, people donate new seeds back here from well grown-up flowers so that it stimulates more advanced garden culture and make it dispersed.
Original play is just to grab a victory but new play is to provide new experience for visitors.
Planting List
- Agastache rugosa Kunntze
- Aster koraiensis
- Callistephus chinensis
- Carex blepharicarpa var. insularis
- Centaurea cyanus
- Cosmos bipinnatus
- Eragrostis spectabilis
- Imperata cylindrica
- Miscanthus sinensis ‘Morning Light’
- Miscanthus sinensis ‘Zebrinus’
- Miscanthus sinensis ‘Variegatus’
- Patrinia scabiosaeifolia
- Prunella vulgaris var. lilacina
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Year 4 – Curriculum Planning – Week 4
You can choose the order of the learning or do it in the order given.
Share your ideas: if you have any questions about the work or you would like to send photographs of your work please email them to: [REDACTED_EMAIL]
Your work might end up in the weekly newsletter – email pictures whenever you can.
Story – A bridge of friendship
When I started school, I met Charlotte. She was standing by a table looking shy. I said, "Hello I'm Poppy!" and she said, "Hello!". We were friends from then on. We sat at the same table to do our work. We both liked ICT best in school and we worked on it together. Charlotte is good at art so she helped me, I'm good at science so I helped her. We shared jokes and laughed together. We were also friends with Lucy and Will. I liked Charlotte, but then things changed. Charlotte went and sat by Emily one day to share her new book. I thought she would come back and sit by me, but she didn't. At playtime, she stayed with Emily and I played with Lucy and Will. I wondered how I could build a bridge of friendship to Charlotte.
A friendship is like a bridge between people - it needs to be strengthened, maintained or repaired.
DT – Pancakes (recipe is from my daughter, she wanted me to tell you!)
You will need to have adult supervision to cook the pancakes as you need to cook over a heat.
110g plain flour
Pinch of salt
2 eggs
200ml milk
75ml water
50g butter (melted – you can do this in the microwave)
1. Put the flour into a large mixing bowl.
2. Add the eggs and mix gradually and gently.
3. Add in the water and milk. Being careful not to spill the mixture whisk by hand or with an electric mixer.
4. Make sure all the lumps are whisked out before you start to cook.
5. Using a non stick pan on a medium high heat pour in the mixture to the size of pancake you want. Not too thick, or it will not cook evenly.
6. Wait till the edged are turning brown before you try to turn over.
7. When 1 st side is cooked, flip over and cook the other.
8. Cool for a few minutes, then top with filling of your choice.
9. Enjoy
Science Vertebrates and Invertebrates
What are the similarities and differences between these animal skeletons?
Can you guess what these animals are from their skeletons?
Animal cards
Print and cut these out. If you don't have a printer, cut up some paper and write the names of the animals on the pieces of paper. | web | https://stjosephs.greenwich.sch.uk/wp-content/uploads/2020/05/Year-4-Curriculum-Week-4-11.05.2020.docx.pdf | 0.435652 | {
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GOLDE
(Entering from the Barn)
Papa isn’t up yet?
HODEL
No, Mama.
GOLDE
Then enough lessons. We have to do Papa’s work today. How long can he sleep? He staggered home last night and fell into bed like a dead man. I couldn’t get a word out of him. Put that away and clean the barn.
(SHPRENTZE and BIELKE exit into the barn)
Call me when Papa gets up.
(HODEL pumps bucket of water)
HODEL
That was a very interesting lesson, Perchik.
PERCHIK
Do you think so?
HODEL
Although I don’t know if the Rabbi would agree with your interpretation.
PERCHIK
And neither, I suppose, would the Rabbi’s son.
HODEL
(Looking at CHAVA, who is churning butter nearby)
My little sisters have big tongues.
(CHAVA exits with stool and churn, left)
PERCHIK
And what do you know about him, except that he is the Rabbi’s son? Would you be interested in him if he were the shoemaker’s son, or the tinsmith’s son?
HODEL
At least I know this boy does not have any strange ideas about turning the world upside down.
PERCHIK
Certainly. Any new idea would be strange to you. Remember, the Lord said, “Let there be light.”
HODEL
Yes, but He was not talking to you personally.
PERCHIK
You have spirit. Even a little intelligence, perhaps.
HODEL
Thank you.
PERCHIK
But what good is your brain? Without curiosity it is a rusty tool. Good day Hodel.
HODEL
We have an old custom here. A boy acts respectfully to a girl. But, of course, that is too traditional for an advanced thinker like you.
PERCHIK
Our traditions! Nothing must change! Everything is perfect exactly the way it is!
HODEL
We like our ways.
PERCHIK
Our ways are changing all over but here. Here men and women must keep apart. Men study, women in the kitchen. Boys and girls must not touch, should not even look at each other.
HODEL
I am looking at you!
PERCHIK
You are very brave! Do you know that in the city boys and girls can be affectionate without permission of a matchmaker? They hold hands together, they even dance together ... new dances like this.
(Dance)
#8 - Perchik and Hodel Dance
I learned it in Kiev ... Do you like it?
HODEL
It's very nice.
PERCHIK
There. We've just changed an old custom.
HODEL
Yes, well, you're welcome — I mean, thank you — I mean good day ...
PERCHIK
Good day!
Now I Have Everything
cue: PERCHIK: I'm very happy, Hodel, very, happy.
HODEL: So am I, Perchik.
(On repeat) What's the matter?
Gently
(PERCHIK)
I used to tell myself That I had ev'rything, But that was only half true.
I had an aim in life, And that was ev'rything,
But now I even have you.
I have something that I would die for,
Someone that I can live for, too.
Now I have everything—Not only everything, I have a little bit more—Besides having everything, I know what everything's for. | web | https://lyrictheatreokc.com/wp-content/uploads/2016/01/FIDDLER-Perchik-sides.pdf | 0.421395 | {
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FROM GREY TO GREEN!
Buildings, roads and piles of rubbish have turned our world grey - UK wildlife needs your help! Follow these tips to create a green space and look after nature where you live.
DON'T FORGET!
You can identify plants and animals by downloading the free Seek app. Just point it at any living thing. It will also help you to spot invasive species, which you can carefully remove.
HELP HEDGEHOGS!
Hedgehog numbers have fallen by 50% in the last 20 years. Give them log piles to live in and provide a clear path and small gaps in fencing so they can travel in and out of your garden easily.
START SMALL
You don't need a big plot. Just a few pots, a window box or even wellies filled with wild flowers can help to create habitats for wildlife.
DIY COMPOST PILE
1
DON'T WASTE IT!
Buy or make a rain barrel to collect rainwater and water your garden with it. Store any extra water in screwtop bottles to use in dry weather.
LET IT BE!
Let a patch of grass grow to provide a home for frogs, newts and help pollinator insects and slow worms.
A FREE LUNCH!
Grow something easy and tasty like bush tomatoes, courgettes or purple sprouting broccoli. Just remember to water and feed them regularly.
Create a sheltered spot with wooden pallets or a pre-made compost bin.
2
Make sure you have a good mixture of brown (cardboard, dead leaves, wood) and green (weeds, grass cuttings, uncooked food scraps) waste.
Turn it regularly and add some moisture occasionally, too. 3
WHAT A PEST!
Slugs, aphids and weeds can stop some plants growing. Try these natural ways to control them.
Remove weeds using a garden fork, trowel or your hands! This job is easier when the soil is damp and the weeds are very small. Protect your hands by wearing garden gloves and remember to always wash your hands!
Ladybirds love munching aphids that can harm plants. Attract them by growing wildflowers.
Plants with a strong smell (e.g. mint, chives and rosemary) keep some pests away. Check which plants are happy together before planting them.
It's said a baby blue tit can eat 100 caterpillars! Make bird feeders to attract them to your garden.
Remember to check plants regularly and look out for pests. If you are worried about slugs and snails, remove them gently by hand and put them at least 20 m away.
GET INVOLVED!
A Million Hands gives you the opportunity to transform your local area into a haven for wildlife. Ask your leader to find out more. | web | https://www.wwf.org.uk/sites/default/files/2020-07/WWF_Green_Spaces_Resource_A_Million_Hands.pdf | 0.47994 | {
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End of Unit Assessment Rubric
Unit 3 Prompt
1. What steps did the children take to design and construct Roxaboxen? Describe at least two things they did to make this town.
2. As the children constructed Roxaboxen, what are two things they did to make a strong community?
Relevant Unit 3 Big Idea
* The process of design and construction includes imagining and being inspired, asking questions, researching, planning, creating, and improving our models. This process includes time to work alone and with others.
1
= Shows little evidence of meeting the standard;
2
= Shows some evidence of meeting the standard;
3
= Meets the standard
Note: Children's responses should be collected first orally in small groups, and then children should communicate their ideas through drawing and writing. Use the following rubric to score children's writing. | web | https://www.maine.gov/doe/sites/maine.gov.doe/files/inline-files/Z6%20U3%20W8%20Stations%20Unit%203%20End%20of%20Unit%20assessment%20rubric.pdf | 0.446396 | {
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Power Lines
Electricity All Around Us Activity Grade Level: 5-8
Main Objectives
Learners will recognize the potential dangers involved with power lines. They will illustrate how electricity gets to their home and discuss safety concerns associated with electrical currents in their home or community.
Learning Outcomes
By the end of this activity, learners will:
* Illustrate the transmission and distribution of electricity.
* Understand the safety issues around their home.
Length of Activity
1.5 hours
Materials List
Internet-enabled device Power Lines Backgrounder Power Lines Learner Worksheet
Procedure
Step 1:
a. As a class or individually, review the Power Lines Backgrounder.
Step 2:
a. After learners have read the background information, have them illustrate the concepts and complete the associated questions in the Power Lines Learner Worksheet.
Discussion Questions
* What are some good conductors of electricity?
* Can the human body conduct electricity?
* What are some good insulators and why are insulators important for safety?
* Discuss why birds do not get electrocuted when they perch on the power lines.
* What type of distribution lines or service lines do you have around your home?
* What safety issues are involved in bringing electricity to your home and community?
* What are some other ways of providing a home with electricity without having service lines connected to the home?
* How can renewable energy such as that provided by solar panels be used to generate power for a home? | web | https://greenlearning.ca/assets/uploads/pdf/Power-Lines-Activity.pdf | 0.438144 | {
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How to Identify a Bed Bug Infestation
Dr. Jonathan L. Larson, Nebraska Extension Entomologist
Bed bugs are blood feeding pests that can take up residence in our homes and can prove to be frustrating to deal with. Luckily, there are signs and symptoms we can be on the lookout for in our beds or even in hotel rooms to identify bed bug infestations. While bed bugs are small they are visible to the naked eye. Adults are near 1/4th inch in length and are comparable to the size of sesame or green pepper seeds. Bed bugs are an orange-red color. Immature bed bugs are between 1/25th of an inch and 1/5th of an inch.
Adults are under 1/4 in. long (4-5 mm). Usually compared to the size of a sesame seed. Their body is flattened (unless they recently fed) and is orange-red
Where can you find bed bugs?
Bed bugs often dwell on mattresses, bed frames, couch cushions, box springs, and other spaces where people rest or sleep.. You may also find them living behind baseboards and electrical wall outlets or decorations that hang on the wall.
What are you looking for when inspecting?
People may first notice red, itchy welts on their skin as an indicator that something is feeding on them. To inspect for bed bugs look for active, red-orange adults
Immature bed bug & eggs
Bed bug eggs are shaped like rice but are closer in size to grains of sugar. Nymphs are small and hard to detect but do take blood meals
in the above listed places. You may also look for signs of bed bugs such as their dried fecal material on the side of the mattress. Bed bugs defecate blood droplets so this symptom looks like red and black dried scabs on the bed. You may also find shed skins from the insect which are orange-yellow in color and look like old popcorn hulls. Some people also note a distinctive odor associated with bed bugs that smells like coriander spice.
What do you do if you find bed bugs?
You should contact a professional exterminator for treatment, or your local extension office for tips on how to treat your home. | web | https://extension.unl.edu/statewide/douglas-sarpy/pdfs/ce/resources/ce-how-to-identify-a-bed-bug-infestation.pdf | 0.495476 | {
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Step by Step Brushing our teeth
1. Brush on an angle along the gum line. DOING CIRCLES.
2. Brush inside surface of each tooth. DOING CIRCLES.
3. Brush Chewing Surfaces. WAY IN BACK.
4. Don’t forget to brush your tongue!
Use a soft small toothbrush that can reach inside all your mouth. Use toothpaste that you like - don’t use too much! Use a pea sized bit.
Brush your teeth twice a day; after Breakfast and before going to bed. Always go to sleep with Clean Teeth!
To order more of this resource, contact KAMSC Health Promotions on Phone: (08) 9192 6435, Fax: (08) 9192 6127 | web | https://bondingandbridgingcom.files.wordpress.com/2021/04/how-to-brush-your-teeth-poster.pdf | 0.448453 | {
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What do pressure ulcers look like?
A pressure ulcer can look like redness of the skin that does not go away to an open sore that goes through to bone.
Where on the body can you get Pressure Ulcers?
Head
Shoulder
Elbow
Buttocks
Heel
Toes
Heel
Ankle
Thigh
(internal)
Hip
Thigh
(external)
Shoulder
Elbow
Ear
Sacrum
Head
Shoulder
Heel
Ischion
Care Giver Tip
Don't forget to check places like the ears and tips of toes. These are common areas where pressure ulcers develop and are often forgotten.
Reposition • Inspect • Skin Care • Eat Well
This leaflet is intended as a guide only. If you are concerned about anything in this leaflet please discuss this with your healthcare professional.
Further Information:
To download this leaflet or for further information on pressure ulcers please visit :
* www.wmai.ie
* www.carersassociation.ie
* www.irishpracticenurses.ie
Funded by:
Endorsed by:
Preventing Pressure Ulcers
Reposition • Inspect • Skin Care • Eat Well
Information for Carers
What is a Pressure Ulcer?
A pressure ulcer (sometimes called a pressure sore or bed sore) is an area of damage to the skin usually over a bony area such as the hip, bottom, heels or elbows. The skin needs a good blood supply to stay healthy. Too much pressure on the skin, for instance from sitting or lying in one position for a long time, can disrupt blood flow and cause the skin to become red. If pressure continues the skin can become damaged; this is called a pressure ulcer.
Who can get a Pressure Ulcer
Pressure ulcer can affect anyone. Those most at risk are people who cannot move very well, for example people who are confined to bed for long periods of time or those in wheelchairs. The elderly and people with ill health are particularly at risk.
How To Prevent Pressure Ulcers
Repositon
Try to help the person you are caring for to move every 2 hours or more often. This could involve standing with help for a few minutes, a short walk or changing position in the chair or bed. Always try to keep the heels free of pressure as they are soft and can become damaged very easily.
Inspect
Inspect the skin at least daily for any signs of redness particularly at the pressure points shown in the picture overleaf. If you notice redness that does not go away, keep pressure off the area and inform your local health professional such as your GP or public health nurse who will be able to advise you.
Some people have very poor feeling in their skin and will not be able to tell you if an area is hurting, so always inspect carefully.
Care Giver Tip
Choose socks that do not have a tight elastic band at the top as this can impede circulation in the legs.
Skin Care
When washing the person you are caring for use a mild soap and water and pat the skin dry but do not rub! If the person is incontinent make sure to wash the skin in that area regularly and dry well
Eat well
We need good food to keep our bodies healthy and to help healing. It is important to offer the person fluids and foods that are high in nutrition. Sometimes small meals offered more frequently are easier than large meals. If the skin is very dry it may be a sign the person is not getting enough fluids. If in doubt contact your health professionals.
Remember red is a warning sign! If concerned talk to a health care professional. | web | http://ewma.org/fileadmin/user_upload/EWMA.org/EWMA_Patient_ressources/RISE-LEaflet-07.05.14-FInal-Version.pdf | 0.504379 | {
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PRESS RELEASE
For Immediate Release
February 29, 2012
Contact: Ken Rocha, Principal, Harvest Park Middle School
Pleasanton Unified School District
Telephone: [REDACTED_PHONE]
Fax: [REDACTED_PHONE]
Email Address: [REDACTED_EMAIL]
Harvest Park Middle School Students Give Back to Their Community
Pleasanton, California– On March 9, 2012, Harvest Park Middle School has a minimum day schedule. After school lets out, students and staff will conduct multiple small-scale service projects. Students will organize, implement and carry out a multi-faceted beautification project. This will be one of many service days that will occur over the next few years.
"Our student projects are the beginning to many wonderful things. In times of having less money, our resourcefulness is incredibly important. We are tying in academic lessons to our gardening, artwork, service projects and more," Principal Ken Rocha states, "It is amazing to seeing so many groups of people come together for a common purpose. I'm excited for our students and community. Also, all of these projects are generated from donations and volunteer time."
Eagle Scout: 8 th grader Ammar Campwala is coordinating the planting of dozens of new flowers around the perimeter of the school library. The flowers will represent the school colors in red, white and blue. Ammar has raised money and volunteered time by seeking help from Harvest Park's Student Council, Parent-Teacher-Student Association (PTSA), California School Employee Association (CSEA), local businesses, and community members.
Local Artist: Parent and Local Artist Tatianna Salvator has been selected to restore and bring to life two old rusty utility boxes. She will paint a nature scene mural on each box. This is the first of many local artists that will help infuse appreciation for the Visual and Performing Arts at Harvest Park. The school plans to incorporate local artists and students in painting several murals on campus.
Leadership class: Leadership teacher Annie Bauman is helping guide students by creating a new flowerbed design that will be a focal point on campus. Students are working in the school's greenhouse and are growing their own flowers with help from the ecology club. They will also create a large "HP" tile mosaic that will symbolize school spirit and pride.
School Assembly: In mid-March, Ceaser Chavez's grandson, Anthony Chavez, will talk with Harvest Park students about his grandfather's legacy and the importance of giving back to your community through Service Learning. He will urge students to do little things to make the community better for others. Also, the leadership class is preparing lessons for teachers ahead of time that focus on character education and service learning. | web | https://2.files.edl.io/NYNhiAQQ9T1QUz7nyzPokaPXbOqwOgQ6InyJIPCdNuVmDnbQ.pdf | 0.485459 | {
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Natural areas are destinations and exciting opportunities to experience:
- Nature in the city
- Wildlife corridors
- Diverse wildlife habitats
- Birds, waterfowl and small mammals
- Native plant communities
- Wildflower meadows
- Remnants of Denver’s natural history
Approximately 3000 acres within the urban environment retain or have the potential to re-establish fundamental natural features and critical wildlife habitats. These areas include wetlands, riparian corridors, shrublands and upland prairies.
Natural areas offer:
- Adventure and fun
- Mystery and intrigue
- Outdoor activities
- Outdoor education
- Play and discovery
- Recreation and enjoyment
- Seasonal change
- Volunteer opportunities
- Solitude and peace
Denver Parks & Recreation
Natural Areas Program
201 West Colfax Ave
Denver CO 80202
www.denvergov.org/natural_areas/
City & County of Denver
John W. Hickenlooper, Mayor
Printed on recycled paper
Denver’s Natural Areas
Denver, located between the Rocky Mountains and eastern prairies, was founded in 1860 at the confluence of Cherry Creek and the South Platte River. The transition from mountain to prairie brought a complex tapestry of native grasses, trees, shrubs and wildflowers that supported a diversity of wildlife, Native Americans and settlers.
As Denver prospered with growth and development, it surrendered over 80 percent of its natural landscape, original native plants and wildlife.
Appreciating the region’s natural history, the Department of Parks and Recreation in 1999 initiated the Natural Areas Program to restore and protect what remains.
Natural areas are important for native plant communities, wildlife, water quality, environmental health, scenery, recreation, science and education.
Good stewardship of our natural areas guarantees present and future generations the opportunity to understand, experience, appreciate and live with nature. Restoring these areas will revive unique ecosystems of the prairies and waterways and enhance our existing parks, thereby, providing more for everyone to enjoy.
Natural areas include sites with natural scenic and historic values, such as Cherry and Sand Creeks, remnant prairies, such as Babi Yar, and special habitats for wildlife like burrowing owls.
Urbanization of the landscape
Babi Yar in 2002 after restoration
Babi Yar in 1998 before restoration
Burrowing Owl
Denver’s Natural Areas allows us to reconnect with nature, for quiet renewal, relaxation and pure pleasure. | web | https://gvrmetrodistrict.com/wp-content/uploads/2016/09/Denvers-Natural-Areas-pamphlet.pdf | 0.417982 | {
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Greening Your Office
...one tip at a time!
We care about the environment and we know you do too. Your office is a great place to make little changes that make a big difference. Here are some ideas to help you do just that. Provided monthly by R.E.A.P.S., we hope they inspire you to create change!
GREEN TIP #132:
April 2021
Recyclable Office Supplies
. Here are several suggestions on how to reduce waste related to office tools and supplies:
Paper:
* Chose paper made from the highest percentage of recycled postconsumer material that you can find.
* Reduce your use of paper by avoiding printing where possible, and by printing double-sided when you do have to.
* Ensure all paper products are being recycled appropriately, including sticky notes, cardboard packaging, and confidential materials.
Pens & Markers: Pens and markers can be recycled – consider having a small jar or other container near your waste station for staff to dispose of their used or dried up pens and markers, until a batch can be recycled. Additionally, try to purchase refillable pens rather than disposable styles.
Staple-less Stapler: Staple-free staplers cut and fold the corners of the paper to attach the small stack together and can usually handle up to 10 pages. Using such a stapler for smaller tasks will reduce the office's consumption of metal staples while still ensuring the pages are kept together.
Plant-based Adhesives: The common office staple, clear tape, can now be made with a plant-based adhesive. Incorporating such a product will reduce your use of synthetic, non-biodegradable adhesives. Some brands are also making sticky notes with a natural adhesive.
Packaging: Be conscious of the packing your office supplies come in. Choose alternate suppliers that use less packaging or more environmentally-friendly packaging to reduce your own waste output and support green businesses.
Ink Cartridges & Toner: When purchasing a new printer, look for one that has refillable ink and toner cartridges. In the meantime, be sure to recycle the non-refillable ones that you are currently producing.
E-Waste: Whenever disposing of an old or broken electronic, be sure to drop it off at the appropriate recycling centre, rather than trashing it. E-waste is the world's fastest growing solid waste stream
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بسم هللا الرحمن الرحیم
Iltiqā' of Sākinayn ( اِلتِقاء ِالساك ين ن )
- Iltiqā' means meeting and sākin means an unvowelled letter or a letter that has sukūn.
- So it means: Meeting of two unvowelled letters.
- Essentially, iltiqā' of sākinayn is when two letters that have a sukūn meet.
- When this happesns, we pronounce the first sākin letter with a kasrah.
- Iltiqā' of sākinayn usually happens when the first word ends with tanween and as you remember tanween is actually a word that ends with a nūn that bears a sukūn.
Example:
Which is pronounced as:
- Another thing we need to know about the meeting of two letters that have sukūn is that there is always an alif of waṣl in between, which naturally is not pronounced.
Examples
ه ٱلل ا ح د------------->ٱلل ه ِد ن ا ح
ٱن ف ض وا ل ه وا---------> ٱن ف ض وا ِو ن ل ه
ٱل مِص ب اح مِص ب اح----->ب اح ٱلمِص ِ ب ا ح ن مِص
خ ي ر ٱه بِطوا----------> ٱه بِطوا ِر ن خ ي
ف ك ٱف ت راه ِإ------------>ٱف ت راه ِك ن ف ِإ
س واءً ٱل ع اكِف--------> ٱل ع اكِف ِ س وا ء ن
However there are some instances where there is no tanween yet iltiqā' of sākinayn takes place. Such as verse 11 of chapter al-Hujurat:
The reason kasrah is chosen among all the vowels in order to link the two sākin letters is that in Arabic, kasrah is known to be the lightest and most convenient vowel to pronounce. | web | https://islam4u.pro/courses/how-to-read-the-quran/content/456 | 0.428794 | {
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Richard Turere: My invention that made peace with lions
http://www.ted.com/talks/richard_turere_a_peace_treaty_with_the_lions
This is where I live. I live in Kenya 1 , at the south parts of the Nairobi National Park 2 . Those are my dad's cows at the back, and behind the cows, that's the Nairobi National Park. Nairobi National Park is not fenced 3 in the south widely, which means wild animals like zebras 4 migrate 5 out of the park freely. So predators 6 like lions follow them, and this is what they do. They kill our livestock 7 .This is one of the cows which was killed at night, and I just woke up in the morning and I found it dead, and I felt so bad, because it was the only bull 8 we had.
My community 9 , the Maasai 10 , we believe that we came from heaven with all our animals and all the land for herding 11 them, and that's why we value them so much.So I grew up hating lions so much.The morans are the warriors who protect our community and the livestock, and they're also upset about this problem.So they kill the lions. It's one of the six lions which were killed in Nairobi. And I think this is why the Nairobi National Park lions are few.
So a boy, from six to nine years old, in my community is responsible for his dad's cows, and that's the same thing which happened to me.
So I had to find a way of solving this problem.And the first idea I got was to use fire, because I thought lions were scared of fire.But I came to realize that that didn't really help, because it was even helping the lions to see through the cowshed 12 . So I didn't give up. I continued.And a second idea I got was to use a scarecrow 13 . I was trying to trick the lions[into thinking] 14 that I was standing near the cowshed. But lions are very clever. They will come the first day and they see the scarecrow, and they go back, but the second day, they'll come and they say, this thing is not moving here, it's
```
1 肯亞共和國，位於非洲東部，瀕臨印度洋 2 內羅畢國家公園 3 用籬笆圍住 4 斑馬 5 隨季節而移居 6 掠奪者,食肉動物. 7 家畜 8 公牛 9 社區 10 馬賽人（Maasai），是東部非洲現在依然活躍的，也是最著名的一個遊牧民族，人口將近90 萬，主要活動範圍在肯亞的南部及坦尚尼亞的北部。 11 集中畜群;驅趕畜群 12 看清楚牛棚 13 稻草人 14 騙獅子
```
always here. So he jumps in and kills the animals. So one night, I was walking around the cowshed with a torch 15 , and that day, the lions didn't come. And I discovered that lions are afraid of a moving light. So I had an idea. Since I was a small boy, I used to work in my room for the whole day, and I even took apart 16 my mom's new radio, and that day she almost killed me, but I learned a lot about electronics 17 . So I got an old car battery 18 , an indicator box 19 . It's a small device 20 I found in a motorcycle 21 , and it helps motorists 22 when they want to turn right or left. It blinks 23 . And I got a switch 24 where I can switch on the lights 25 , on and off. And that's a small torch 26 from a broken flashlight 27 .
So I set up everything. As you can see, the solar panel 28 charges the battery 29 , and the battery supplies the power to the small indicator box. I call it a transformer 30 . And the indicator box makes the lights flash 31 . As you can see, the bulbs 32 face outside, because that's where the lions come from.And that's how it looks to lions when they come at night. The lights flash and trick the lions into thinking I was walking around the cowshed, but I was sleeping in my bed.
So I set it up in my home two years ago, and since then, we have never experienced any problem with lions. And my neighboring homes heard about this idea. One of them was this grandmother. She had a lot of her animals being killed by lions, and she asked me if I could put the lights for her. And I said, "Yes." So I put the lights. You can see at the back, those are the lion lights. Since now, I've set up seven homes around my community, and they're really working. And my idea is also being used now all over Kenya for scaring other predators like hyenas 33 , leopards 34 , and it's also being used to scare elephants away from people's farms.
```
15 火把 16 支解 17 電子產品 18 電池 19 盒型指示器 20 裝置 21 摩托車 22 駕車人 23 閃光 24 開關 25 打開燈 26 噴燈 27 手電筒 28 太陽能板 29 幫電池充電 30 一种电子感应器件 31 閃亮 32 燈泡 33 鬣狗
```
Because of this invention, I was lucky to get a scholarship 35 in one of the best schools in Kenya, Brookhouse International School, and I'm really excited about this. My new school now is coming in and helping by fundraising 36 and creating an awareness 37 . I even took my friends back to my community, and we're installing 38 the lights to the homes which don't have [any], and I'm teaching them how to put them.
So one year ago, I was just a boy in the savanna 39 grassland herding my father's cows, and I used to see planes flying over, and I told myself that one day, I'll be there inside. And here I am today. I got a chance to come by plane for my first time for TED. So my big dream is to become an aircraft 40 engineer and pilot 41 when I grow up.
I used to hate lions, but now because my inventionis saving my father's cows and the lions, we are able to stay with the lions without any conflict 42 . Ashê olên. It means in my language, thank you very much.
Chris Anderson: You have no idea how exciting it isto hear a story like yours. So you got this scholarship.
Richard Turere: Yep
CA: You're working on other electrical 43 inventions.What's the next one on your list?
RT: My next invention is, I want to make an electric fence.
CA: Electric fence?
RT: But I know electric fences are already invented, but I want to make mine.
CA: You already tried it once, right, and you --RT: I tried it before, but I stopped because it gave me a shock. 44
CA: In the trenches 45 . Richard Turere, you are something else 46 . We're going to cheer you on every step of the way 47 , my friend. Thank you so much.
34 豹子
35 獎學金
36 籌募基金
37 意識、覺醒
38 裝置
39 稀樹草原
40 飛機
41 飛行員
42 衝突
43 電器的
44 電擊
45 「壕溝裡」「困境中」、「窘境」
46 了不起
47 在你每一步上幫你加油打氣 | web | http://www.iwriteonline.tw/wp-content/uploads/2017/02/my-invention.pdf | 0.495966 | {
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Alcohol Myths and Facts
FACTS
- Alcohol is a depressant.
A depressant, or central depressant, is a drug that lowers neurotransmission levels, which is to depress or reduce arousal or stimulation, in various areas of the brain. Depressants are also occasionally referred to as "downers" as they lower the level of arousal when taken.
- Men are more likely to use alcohol than women.
- Teens who start drinking before the age of 15 are more likely to develop alcohol dependence later on in life.
- Alcohol use is a significant risk factor for dementia.
Dementia is an overall term for diseases and conditions characterized by a decline in memory, language, problem-solving and other thinking skills that affect a person's ability to perform everyday activities. Alzheimer's is the most common cause of dementia.
- Alcohol takes only 6 minutes to enter the blood stream.
- One shot of Vodka has as much alcohol as an entire pint of beer.
- It is legal in the UK for kids over 5 years old to drink alcohol at home or other private locations
- You tend to find more people attractive after drinking alcohol.
- Other than water and tea, beer is the world's most popular beverage.
- You can be too drunk to drive the following day after drinking the night before.
- Spraying vodka is a great way of getting rid of a bad odour.
MYTHS
- Mixing alcohol with energy drinks makes you more drunk.
- Being sick helps you sober up and prevents hangovers.
- Eating before bed will reduce hangover.
- Alcohol kills brain cells.
- Coffee and a cold shower will sober you up. | web | https://www.solentyouthaction.org.uk/wp-content/uploads/Alcohhol-Myths-Facts.pdf | 0.42085 | {
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Job April 16, 2023
Introduction:
Job's name means persecuted; he that weeps or cries out of a hollow place; sorrowful.
Title:
Job has been called the book of the mystery of suffering and the book of blessing through suffering.
Author:
Probably written by Job himself (19:23, 24) since he lived 140 years after these events took place (42:16). Some suggested Moses or Elihu as possible authors.
Date:
It was probably written during the time of the patriarchs.
Covers a period of only a few weeks or possibly a few months' time.
It is believed to be the first book of the Bible written.
Purpose:
To show Job as God's example of patience under suffering (Jas 5:11).
To deal with the problem of why the righteous suffer and to reconcile suffering with the justice and love of God.
To reveal Job to himself and to teach repentance.
Summary:
Job, a godly man, suffered the loss of his fortune, family, and personal health. He was baffled by his affliction not knowing that he was the target of a conflict between God and Satan. His three friends; Eliphaz, Bildad, and Zophar, ''confronted'' him by trying to convince him that his suffering was punishment from God because of his personal sin. Elihu, shedding partial light on the situation, explained Job's suffering as being chastisement sent to purify Job. Finally, God spoke putting Job and his three friends in their place. Job's suffering was designed as a trial in which Job could prove himself in opposition to Satan. Since Job did not pass the trial entirely without blemish, it also had the effect of purifying him. In the end, Job was blessed with a double portion of all he had before.
Christ is seen as the Priest, whose patient suffering was inflicted by Satan but purposed by God. Job was a type of Christ in that he was a righteous sufferer. Job underwent a humiliation and exaltation that finds it's antitype in the suffering and glory of the Redeemer. Just as God meant good for Job through his sufferings (Job 42:12), so He meant good for Christ through His sufferings. Jesus is the righteous sufferer who shows forth the righteousness of God
Ways to see Jesus in the book of Job.
Some people struggle with the book of Job because, when they look at the life of Jesus, they can't find anything in the ministry of Jesus that corresponds to Job's story. But when you look at the cross, you find all kinds of similarities to Job's experience. If Job's early success corresponds to Christ's earthly ministry, his trial corresponds to Christ's death, and his restoration corresponds to Christ's resurrection.
1. Job was tested by God when he was tempted by the devil. Jesus was tested by God when He was tempted by the devil.
2. Job cried, "Naked I came from my mother's womb, and naked shall I return there" (Job 1:21). Jesus died naked on a cross (Mt 27:35; Mk 15:24; Ps 22:18)
3. Job was so disfigured by his sufferings that his friends didn't recognize him (Job 2:12). Jesus' "face was marred more than any man" at His execution (Isa 52:14).
4. Eliphaz taunted Job to call out to God for help (Job 5:1). Jesus was also taunted "He trusted in God; let Him deliver Him now if He will have Him" (Mt 27:43).
5. Some of the things said by the Messiah in Psalms 22 remind us of Job's speeches. "They gape at Me with their mouths, like a raging and roaring lion" (Job 22:13; Ps 22:13).
"They gape at me with their mouth, they strike me reproachfully on the cheek, they gather together against me (Job 16:10; Psalms 22:13).
6. Job cried out, "O earth, do not cover my blood" (16:18). The earth didn't cover Jesus' blood, it speaks before God on our behalf (Heb 11:4).
7. Job said, "Why do You hide Your face, and regard me as Your enemy?" (13:24). Jesus cry on the cross, "My God, My God, why have You forsaken Me?" (Mt 27:46). Both Job and Jesus asked the why question.
8. In the hour when Job needed his friends most, they failed him. At His arrest, His friends forsook Him (Mt 26:56).
9. When you look at the source of Job's trial, you realize Job was attacked by people, by Satan, and by God.
And when you look at the cross, you realize that Jesus was killed by the same trilogy. He was crucified by people (the Roman soldiers and Jewish leaders), by Satan (who entered Judas Iscariot, and who filled the Jewish leaders with envy), and by God (who gave His Son for us all).
10. Eliphaz became so frustrated at Job that he leveled concocted charges against him (Job 22:6-9). Jesus was falsely accused by false witnesses at His trial before the high priest (Mk 14:57-59).
11. Job was raised up from his sufferings after He interceded for his friends. (Job 42:7-10). Jesus was raised up as our great Intercessor (Heb. 7:25).
12. When God accepted Job (42:9) He raised him up. When God accepted Christ's sacrifice (Rom 4:25) He raised Him up.
13. In the bitterness of his soul, Job cried, "He destroys the blameless and the wicked" (Job 9:22). On Golgotha's hill you're looking at the death of both the blameless and the wicked.
14. Both Job and Jesus suffered in the will of God (1Pt 4:19).
Note: There are rich Messianic prophecies in Job
Job 9:32-33 "For He is not a man as I am that I may answer Him, That we may go to court together. 33 "There is no umpire between us, Who may lay his hand upon us both.
Job 19:25-27 "As for me, I know that my Redeemer lives, And at the last He will take His stand on the earth. 26 "Even after my skin is destroyed, Yet from my flesh I shall see God; 27 Whom I myself shall behold, And whom my eyes will see and not another. My heart faints within me!
References used:
Old Testament Survey; by Ken Malmin and Kevin Connor Ways to find Jesus in the book of Job (by Bob Sorge) Thru the Bible Commentary; by J Vernon McGee | web | https://cutr.org/wp-content/uploads/2023/04/Job.pdf | 0.482766 | {
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Making Sense of Mathematics
For Students Who Learn Differently
WHEN: December 11, 2018
TIME: 7:00 - 8:15 pm
WHAT: The Summit School - Community Talk
Making Sense of Mathematics for Students Who Learn Differently
SPEAKER: Dr. Honi Bamberger
Wouldn't it be wonderful if every student learned math concepts in a way that made sense to her or him? What would this look like? What does it mean to teach and learn mathematics for understanding? Why is this important? And, how does this work for the students who learn differently? These questions and many more will be answered and participants will experience the activities that help students make sense of mathematics.
WHERE:
The Summit School, 664 Central Avenue East, Edgewater, MD 21037
This Community Talk is one in a series - open to the public and free of charge.
If you plan to attend please RSVP at [REDACTED_EMAIL].
Questions? Contact:
Jessica Palmeri at [REDACTED_EMAIL] or [REDACTED_PHONE] x143
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TAG VARIATION
TAG- Dribbling with soccer ball (or start with no soccer balls and progress to dribbling with soccer ball).
Setup- create a grid 20 yards X 40yards. Start with one player in the middle holding a soccer ball under his/her armpit (this person is "it". The rest of the players line up one one end of the grid with a soccer ball at their feet.
The object of the game. ON THE COACHES WHISTLE, players dribble from one end of the grid to the other with out being tagged by "it". If a player is tagged they ALSO become "it". Dribblers stop when they get to the other end of the grid. In the beginning - it is 10 dribblers to one "tagger". The next time back it might be three taggers to 7 dribblers. Eventually the taggers out number the dribblers
COACHING POINTS - heads up, check with the ball and then explode. | web | http://nebula.wsimg.com/4c0abff3d597a774a4dbdd431db2ae73?AccessKeyId=19AB9B5C436FAEEF8F39&disposition=0&alloworigin=1 | 0.437555 | {
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Prevent health problems before they happen
Your health is important. You can stay healthy by visiting your health care provider regularly for preventive services.
Preventive services can keep you from getting sick and find health problems early. If you have Medicare, you can get many of these services for free. Anyone with Medicare can use them, and there is no need to sign up or apply.
To help you stay healthy, Medicare covers many preventive services such as:
- Vaccinations for the flu, shingles, and COVID-19
- Yearly "Wellness" check-ups
- Screenings for cancer, diabetes, heart disease, and HIV
- Training on how to manage diabetes
- Counseling to help you quit smoking
- And more!
Our local team members can answer your questions about preventive services and how to use them. We can also provide information on other ways you can use your Medicare benefits. Our services are always free.
Contact us for local help. Eldercare Locator eldercare.acl.gov [REDACTED_PHONE] | web | https://assets-us-01.kc-usercontent.com/ffacfe7d-10b6-0083-2632-604077fd4eca/33973774-47e6-4d77-ac26-3e2c70e9e7a8/MIPPAEldercareBranded_Preventive.pdf | 0.427967 | {
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ANAPHYLAXIS SYMPTOMS AND ACTIONS SHEET
Visit us at:
www.allergyuk.org or call our Helpline on: 01322 619 898
Anaphylaxis (pronounced ana- fill - axis) is a medical emergency, common causes of anaphylaxis include food, wasp/bee venom (stings) and medication. Recognising the signs and symptoms early and treating quickly with the medicine 'adrenaline' is vital to save life.
Symptoms
Signs of a severe allergic reaction (anaphylaxis) include one or more of the following symptoms:
Airway:
* Difficulty swallowing
* Swollen tonuge
* Throat tightness
* Difficulty breathing
Breathing:
* Chest tightness
* Feeling dizzy or faint
Circulation:
* Collapse
* Change in voice (hoarse/croaky)
* Persistent cough
* Noisy breathing
* Wheeze
* Pale and floppy (in babies/small children)
ACTION
Give Adrenaline - If you suspect someone is having a severe allergic reaction, give adrenaline WITHOUT DELAY - if available. IF IN DOUBT, GIVE ADRENALINE!
How to use your Adrenaline Autoinjector device
Epipen - https://www.epipen.co.uk/en-gb/patients Jext - https://adults.jext.co.uk
If there is no improvement after five minutes and another adrenaline autoinjector (AAI) is available, a second dose of adrenaline can be given ideally in the other leg.
Position
Lie the person flat with legs raised, if breathing is difficult allow to sit with legs raised. Do not stand the person up!
Call for help
Dial 999 for an ambulance and state anaphylaxis (ana -fill- axis) to get medical help as soon as possible
Management
Stay with the person having the allergic reaction until medical help arrives.
If a person has an allergic reaction that requires adrenaline, they should always go to hospital for further observation and treatment e.g. additional doses of adrenaline.
Adrenaline
Adrenaline is an emergency medicine used to treat a severe allergic reaction. It works quickly to reverse the symptoms of anaphylaxis by reducing swelling, opening up the airway and improving blood pressure.
Antihistamines should never be taken instead of adrenaline in the case of a severe allergic reaction. If asthma and symptoms of a severe allergic reaction occur at the same time then adrenaline should always be given first and the asthma relief inhaler afterwards.
AAIs are prescribed by a doctor for those at risk of a severe allergic reaction based on an individual's needs. They are designed to be user-friendly and to be used by anyone that has been trained
It is important to know how to use the type of AAI you have been prescribed.
* Loss of consciousness | web | https://www.allergyuk.org/wp-content/uploads/2023/10/Anaphylaxis-Symptoms-and-Action-Sheet-6.pdf | 0.47326 | {
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Tree Selection and Placement
Understand the various factors to consider when selecting trees.
Tree selection and placement are important decisions a homeowner makes when landscaping or replacing a tree. Matching the tree to the site benefits both the tree and the homeowner.
Before asking, "What kind of tree should I plant?" consider the following:
* Why is it being planted and what function will it serve?
* What are the soil conditions?
* How will necessary maintenance be provided?
* What size tree is best suited for the location? How large will the tree be when full grown? Do overhead or below ground utilities prevent planting a tree? What clearance is needed for sidewalks, patios, or driveways?
Form and Size
Selecting the right form (shape) to complement the desired function can reduce maintenance costs and increase the tree's value.
* Mature tree size determines the level of benefits received.
* Larger trees typically provide the greatest economic and environmental returns.
* Depending on the site restrictions, you can choose from hundreds of form and size combinations.
* Low spreading trees may be planted under overhead utility lines, while a tall evergreen may provide a screen.
Tree Functions
* Healthy trees increase property values.
* Deciduous shade trees cool homes in the summer and allow the winter sun to heat homes when they lose their leaves.
* Evergreens can provide a windbreak or a screen for privacy.
* Fruit trees or shrubs can provide food for owners or wildlife.
* Street trees reduce the glare from pavement, reduce runoff, filter pollutants, add oxygen, and improve overall appearance and quality of life.
* Trees also provide environmental benefits such reducing the amount of carbon dioxide in the atmosphere.
Site Conditions
Choosing a tree for the right site conditions is the key to tree survival and reduced maintenance. Consider the following:
Soil conditions
* The soil in dense urban areas and new subdivisions is often disturbed, shallow, compacted, and subject to drought. An arborist can take soil samples from your yard for testing to determine which trees are suited for your property and may provide recommendations to improve the soil condition.
Exposure (sun and wind)
* The amount of available sunlight will affect tree and shrub selection. Wind exposure is also a consideration.
Space constraints
What Is a Certified Arborist?
* Available planting space can be limited by many factors, such as overhead or underground utilities, pavement, buildings, visibility, or other trees. Ensure there's adequate room to let trees grow above and below ground.
Hardiness zone
* Hardiness is the tree's ability to survive extreme temperatures of a specific region. Research plants for their hardiness information in your region.
Human activity
* The top five causes of tree death result from things people do. Soil compaction, under-watering, overwatering, vandalism, and the number-one cause — planting the wrong tree — account for more tree deaths than all insectand disease-related tree deaths combined.
Drainage
* Roots require oxygen to develop; poor drainage limits oxygen availability and may kill the tree.
Insect and disease susceptibility
* Every plant has its particular pest problems and the severity varies geographically.
Personal preferences and site constraints also play major roles in the selection process.
ISA Certified Arborists ® are individuals who have proven a level of knowledge in the art and science of tree care through experience and by passing a comprehensive examination developed by some of the nation's leading experts on tree care. ISA Certified Arborists must also continue their education to maintain their certification. Therefore, they are more likely to be up to date on the latest techniques in arboriculture.
Finding an Arborist
Visit TreesAreGood.org for free tools and to read and download all brochures in this series.
* The "Find an Arborist" tool can help you locate an arborist in your area.
* The "Verify a Credential" tool enables you to confirm whether an arborist has an ISA credential. | web | https://drummersgardencenter.com/assets/uploads/2021/04/TreesAreGood_Tree-Selection-and-Placement_0321.pdf | 0.480189 | {
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Puma concolor
Mountain Lion
Puma
Cougar
Panther
Catamount
In Mountain Lion Country
Remain alert and respect wildlife.
Never hike, run, or bike alone.
Keep pets leashed and children close to you.
Avoid dawn and dusk.
If you encounter a mountain lion, do not run.
Back away slowly.
Make yourself big.
Make eye contact.
Make noise.
Fight back if attacked.
www.felidaefund.org
Photo by Trish Carney | web | http://felidaefund.org/sites/default/files/pdfs/Living_With_Wildlife_Wallet_Card.pdf | 0.469595 | {
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If You Have a...
**Constipation**
- Eat at regular times each day.
- Try to have a bowel movement at the same time each day to establish regularity.
- Drink 8 to 10 cups of liquid each day. Try water, prune juice, warm juices, teas, and hot lemonade.
- If gas becomes a problem, limit drinks and foods that cause gas such as:
- Carbonated drinks
- Broccoli
- Cabbage
- Cauliflower
- Cucumbers
- Dried beans
- Peas
- Onions
To lessen the amount of swallowed air:
- Limit talking while eating
- Drink without straws
- Avoid chewing gum
- Eat high-fiber and bulky foods, such as:
- Whole grain breads and cereals
- Fruits and vegetables (raw and cooked with skins/peels on)
- Popcorn
- Dried beans
- Eat a big breakfast, including a hot drink and high-fiber foods.
- Talk to your dietetics professional about a high-calorie, high-protein, fiber-containing liquid supplement if you need more calories, protein, and fiber.
- Use laxatives only on the advise of your physician. Contact your doctor if you have not had a bowel movement for 3 days or longer.
To help alleviate constipation, try these recipes:
**Gazpacho**
2 cans tomato soup
2 cans water
1 tablespoon olive oil
1 teaspoon salt
Dash hot sauce
Dash garlic powder
1 medium onion, chopped
1 cucumber, peeled, seeded, and chopped
1 green pepper, peeled, seeded, and chopped
1 large can or 2 fresh tomatoes, peeled, seeded, chopped
Directions:
Mix together first 6 ingredients, then add remaining 4. Chill and serve with chips or crackers.
Makes 8 1-cup servings. Each serving is 90 calories, 2 grams protein, 3 grams fiber.
**Fruit 'n Bran**
3 parts bran (wheat bran or 100% bran best)
2 parts applesauce
1 part prune juice
Directions:
Mix together. Eat 3 times a day or as needed to help promote bowel movements. Good on toast, too.
Peach Fizz
1 cup peach nectar (or other nonacidic fruit juice)
½ cup club soda
Mix in a glass with ice for a refreshing drink.
Makes 1 serving. Each serving is 130 calories, less than 1 gram protein.
Fruit Shake
2 cups juice (apple, apricot, grape, peach), chilled
½ cup whole milk
½ teaspoon vanilla
Crushed ice made from about 4 cubes
½ cup vanilla
Put all ingredients into a 1-quart plastic container with lid. Shake vigorously and serve.
Makes 2 servings. Each serving is 260 calories, 5 grams protein (calculated with apple juice).
Food List
| Recommended Foods | Foods to Avoid |
|-------------------|----------------|
| **High Protein** | • Meats, poultry, and fish that are dry and without sauce |
| **Breads, Cereals, and Rice** | • Dry:
• Bread
• Rolls
• Pasta
• Rice
• Cereal
• Pretzel
• Chips |
| **Fruits and Vegetables** | • Bananas
• Dried fruit
• Vegetables, unless in a sauce or with a high moisture content |
| **Beverages, Desserts, and Miscellaneous** | • Unless soaked in milk:
• Cookies
• Cake
• Pie |
- Sauces and gravies, casseroles, soups, and stews containing meat, poultry, and fish.
- Bread
- Rolls
- Cooked and cold cereals
- Cereal with milk
- Rice soaked in gravy, sauce, broth, or milk
- Canned and fresh fruits that have a lot of moisture, such as oranges and peaches
- Vegetables in sauce
- Club soda
- Hot tea with lemon
- Fruit-ades
- Diluted juices
- Sports drinks
- Homemade milkshakes
- Commercial liquid nutrition supplements
- Ice cream
- Sherbet
- Pudding
- Butter
- Margarine
- Salad Dressing
- Sour cream
- Half-and-half | web | http://www.iacancer.com/pdf/Constipation.pdf | 0.434826 | {
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Reading Shakespeare Aloud
Actor Richard Burton once said he loved the sound of Shakespeare’s words because they made “such a beautiful noise.” When he said this, he was referring to the way in which Shakespeare’s words seem to come alive musically when they are spoken aloud.
All Shakespeare’s plays and poetry were written to be said aloud, and it is sometimes difficult for a newcomer to his works to get a sense of how truly rich and lovely they are without learning first how his words sound. The Elizabethans loved the spoken word. When they went to a play, they went to listen, much as you would listen to a play on the radio, and not just to see it. This is one reason Shakespeare’s plays are full of puns and *double entendres*—words with two meanings, with one meaning often being improper or indelicate.
Learning to read Shakespeare aloud is not as difficult as it might seem with all its unfamiliar words. The reason they are unfamiliar to us is that they are no longer used much or at all. Some hints on how to read Shakespeare aloud might help.
1. If possible, watch a film version of a Shakespearean play first. Listen to what is said and how it is said. This will help you get a feel for the rhythm of the play. Rhythm is very important when reading Shakespeare. Some words should be said quickly, others slowly. Try to understand the meaning of what is being said, and let yourself into the flow of the rhythm. You will probably understand more than you first thought you would.
2. You will certainly want to learn the meanings of some of the words with which you are unfamiliar. With many you can figure out the general intent without having to spend so much time in the dictionary that you forget what has happened in the story. When you cannot figure them out, look in the footnotes or glossary for help.
3. When in doubt as to how to say a line, remember that the greatest stress of a line usually comes at the end of the sentence. An example of this is a line in *Romeo and Juliet* which may be misunderstood if it is spoken incorrectly.
“Wherefore art thou Romeo?” is sometimes said with an accent on the word *where*, although the accent should be placed on the name *Romeo*. Accenting the first word of this sentence suggests that Juliet is asking where Romeo is, when in fact she is asking, “Why are you named Romco? Why are you the son of my family’s enemy?”
4. Pay close attention to punctuation. When a line ends with a period, stop. If it ends with a comma, pause but do not completely stop. If the line does not end with punctuation, continue reading without stopping or pausing. You will be amazed at how much better you understand what is said.
5. When an “ed” at the end of a word has an accent mark over it, pronounce the “ed” as a separate syllable. This will not change the meaning of the word, but it will continue the rhythm of the passage.
6. One last word on the meaning of Shakespeare’s words. The words which you have the most trouble with will probably be the ones which we use today but give meanings different from those they had in Elizabethan times. For example these words and the definitions as used in *Romeo and Juliet* follow:
“marry”—was an oath meaning “by the Virgin Mary”
“soft”—meant “hold,” “enough,” or “wait a minute”
“heavy”—meant “sorrowful”
“envious”—meant “malicious”
“sadly”—meant “seriously”
“happy”—meant “fortunate”
“still”—meant “always”
“anon”—meant “soon”
**Activities**
Choose one of the following activities to do in appropriate-sized groups.
1. Do a Reader’s Theater activity. In groups of three or four, choose a passage from *Romeo and Juliet*, *Much Ado About Nothing*, *Richard III*, or one of Shakespeare’s sonnets to read aloud. Decide which person will do which part, practice reading the selection until you know it well, and perform it for the class.
2. In groups of three or four, one person takes the part of the “narrator” and reads a selection while the others act it out.
3. Choose a passage to render into modern English; then act it out. | web | http://insideteaching.org/quest/collections/sites/divans-hutchinson_yvonne1/yvonne%20scans/readingshakespearealoud.pdf | 0.501364 | {
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1. Consider the following E-R diagram:
A teacher can teach many subjects, and a subject can be taught by many teachers.
Perform the following tasks for the E-R diagram given above:
(a) Design and implement normalised relations/tables for the ERD. Include primary key, validation checks and referential integrity constraints in your implementation. 20
(b) Enter 5 – 6 sets of meaningful data in every table that you have created in part (a). 10
(c) Design and implement the following forms/queries/reports for the database created by you:
(i) Create two forms — one for entering information about subjects and second for entering information of teachers.
(ii) List the name and credits of all the subjects. The list should be in alphabetical order of subject name (Sub_name).
(iii) List the details of all the teachers who have more than 2 years experience.
(iv) Count the number of subjects that are of 3 credits.
(v) List all the subject names of the subject taught by teacher whose id is “T001”. | web | https://webservices.ignou.ac.in/Pre-Question/Question%20Paper%20June%202018/SOCIS/BCA.MCA/CS-67(P)-S2.PDF | 0.426477 | {
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Dear Committee Members and Mr Brent Mickelberg MPI am writing to emphasize the importance of understanding and supporting the diverse learning needs of children, particularly those who thrive in non-traditional educational environments such as homeschooling. As a homeschooling parent deeply committed to my children's educational journey, I urge the committee to consider the detrimental impact of forcing children back into environments that do not suit their learning needs. For many homeschooling families, including mine, the decision to homeschool stems from a desire to provide our children with an educational experience that honors their individual interests, strengths, and aspirations. Homeschooling allows our children to pursue their passions, delve deeply into subjects that captivate their curiosity, and develop the skills necessary to succeed in their chosen paths. By following their own learning interests and setting goals tailored to their personal futures, homeschooled children are empowered to take ownership of their education and chart a course that aligns with their unique talents and ambitions. This personalized approach fosters a sense of agency and self-efficacy that is often lacking in traditional school settings, where children may feel constrained by rigid structures and standardized expectations.
Rather than seeing children fail, homeschooling offers a lifeline—a chance for children to thrive in environments that nurture their individuality and potential. And already we are seeing monumental change in our young and impressionable children. Allowing them the flexibility and opportunity to explore this great country without any borders, walls or restrictions. To open their minds and hearts to taking in everything this land has to offer, all from a small caravan. There’s no greater accomplishment in life than seeing a child’s face light up at new experiences and sights that have provided to them outside the boundary of a school yard. I implore the committee to take the time to speak directly with homeschooling families and to listen to their insights and experiences. By understanding the diverse motivations and approaches within the homeschooling community, we can work together to create policies that support children's individual learning needs and ensure that every child has the opportunity to succeed. Thank you for your attention and consideration. Sincerely,
Homeschool parent and advocate | web | https://documents.parliament.qld.gov.au/com/EETSC-5CF2/EGPOLAB202-6E5C/submissions/00001711.pdf | 0.479494 | {
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Kaw River, Lawrence to Eudora, Douglas-Leavenworth Co., Kansas
Conge April 27, 1968 (see page 26 for April 24, 1968)
Made solitary trip from bridge at Lawrence to bridge on Wakarusa North of Eudora. Left 9:18 A.M. Air temp 64°F, water 56°F, both in shade. Birds calling in riparian community including pewee.
9:30 a spotted sandpiper left bank of river and started to fly down stream along edge of river when a great horned owl left from an overhanging tree. At that moment, the sandpiper changed course abruptly toward center of river and then turned and flew up stream. It called loud at the time of initial contact with the owl. In approximately 30 seconds, 2 crows flew across river and started to harass the owl which had alighted about 300' down river. The crows were followed by a sparrow hawk and finally a robin voiced its protest.
9:46 Outlet from FMC plant. A brilliant green moss is associated with the discharge. Since the rain of April 23 the water has lowered approx. 36 inches. The profile of bank is as follows and in constant along the entire river course.
The upper and lower level were most deeply eroded; the middle level least so. The upper and lower level shows evidence of being formed by carp with recessed forecourties. Most places show root systems.
10:12 passing under high voltage power line. Birds observed so far include: 8 blue jays, 13 cardinals, 20 titmice, 2 flickers, 3 mourning doves, 6 Chickadees, 7 grackles, 7 crows, 1 great horned owl, sparrow hawk, pelican, yellow warbler-like call, 2 hairy woodpeckers, 1 downy.
10 carp have jumped out of the water so far. Beaver tracks common and run-up over bank profile of high water of April 23. Ague sight 10:18 opposite drainage just been drifting with current since utility line 10:12. Slight head-on wind and variable. No frog calls in area N side where heard last trip. 10:30 5 bluejays flew across river from N to south followed trip. After checking two try a redtails flying on some altitudinal level. After checking two trees the jays returned to N side. They call vigorously while flying between trees but none subdued call while searching in trees. Flicker drumming. Can hear 3 groups of blue jay in various directions, all identifying by vigorous calls. Still floating with current. 10:39 bank swallows excavating hole in first set of sand cliffs since major drainage from right. These cliffs are approx. 400' long between stands of riparian trees. These swallows call continuously at 14- | web | https://digital.lib.ku.edu/islandora/object/ku-bee%3A6007/datastream/PDF/download | 0.493847 | {
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DOWNLOAD THE BROOK TROUT AND THE DETERMINED ANGLER A LITTLE POCKET VOLUME CONTAINING SEVERAL DESCRIPTIONS OF A FLY FISHERS PARADISE AND A FEW PRACTICAL SUGGESTIONS FOR THE YOUNG ANGLER
the brook trout and pdf
The brown trout, a species not native to North America, has replaced the brook trout in much of the brook trout's native water. Brook trout populations, if already stressed by overharvest or by temperature, are very susceptible to damage by the introduction of exogenous species.
Brook trout - Wikipedia
of their bodies. Female brook trout have thinner, cucumber-shaped bodies and are generally less colorful than males. Brook trout spawn in the fall (generally mid-October through early December). Females dig shallow nests (called redds) on gravel beds in spring-fed streams.
The Eastern Brook Trout - New York State Department of
Brook trout are part of the trout and salmon family and the Char genus that include Bull Trout, Lake Trout and Artic Char. The Brook trout is named for the habitat in which it is found Salvelinus (sal -veh-lynn´-uss) taken from a word meaning "little salmon" fontinalis (fon-ten-al´-iss) means "living in springs" in Latin.
Brook Trout Introduction2 - Wilderness North
n Wild populations of brook trout have vanished or are greatly reduced in nearly half of subwatersheds in the brookie’s historical range. n The majority of large rivers no longer support self-reproducing populations of brook trout. n Brook trout survive almost exclusively as fragmented populations in the extreme headwaters of streams.
Disappearing Native: The Brook Trout - Izaak Walton League
brook trout in it. Before the 1600s, wild brook trout were widely distributed throughout the state. They could be found in just about every watershed, including the Ohio, Allegheny, Susquehanna and Delaware. Pennsylvania provided the perfect habitat for the native brook trout because of the forests.
Habitat and the Brook Trout - fishandboat.com
“Brook Trout conservation is a priority, because they’re a valued fish species and the only native stream dwelling species of trout in the eastern United States (Lake Trout are native to some lakes in the eastern United States),― said White. “There
BROOK TROUT BEHAVIOR - fishandboat.com
Translocations of brook trout into watersheds with restored habitat may be a potential strategy in the future. Brook trout monitoring efforts and stream restoration projects may create opportunities to expand the brook trout's range into stream reaches that had become uninhabitable due to habitat degradation.
Appendix A: Fish - wildlife.state.nh.us
restocked with brook trout. Many waters are stocked with native “heritage strain― brook trout. Other waters are stocked with hybrid brook trout that are more tolerant of acidic conditions. Spreading lime by helicopter on a frozen pond. The Lake Clear WabblerTM is a popular and effective brook trout fishing rig.
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