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K.9 Measurement: Time – A Co-Teaching Lesson Plan
Co-Teaching Approaches
A "(Y)" in front of the following list items indicates the approach is outlined in the lesson. An "(N)" in front of the following list items indicates the approach is not outlined in the lesson.
* (Y) Parallel Teaching
* (N) Station Teaching
* (N) Alternative Teaching
* (Y) Team Teaching
Subject
Kindergarten Mathematics
Strand
Measurement
Topic
Direct comparison of time/lesson 1
SOL
K.9 The student will compare two objects or events, using direct comparisons, according to one or more of the following attributes: length (longer, shorter), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), volume (more, less), and time (longer, shorter).
Outcomes
Students will be able to compare and describe the amount of time spent on two events, each from its beginning to its end, as longer or shorter than, using direct comparison.
Materials
* Paper
* Markers
* Lowercase alphabet stamps
* (N) One Teach/One Observe
* (N) One Teach/One Assist
* Stamps
* Easel
* Mathematics manipulatives of stacking cubes
* Mathematics manipulatives of plastic links
* Mathematics manipulatives of stringing beads with strings
* Standard playing cards with red and black numbers
Vocabulary
compare, longer, shorter, time
Co-Teacher Actions
Specially Designed Instruction
- Some students may need to be instructed in a smaller setting with less students to limit distractions and noise-level. One teacher may take this group and complete the activities in a more deliberate manner.
Accommodations
* Flexible seating for students (some use rocking chairs, some sit in bean bags or on a wiggle seat to promote attention).
* For students who struggle with understanding the concept of "longer" or "shorter," provide them with a visual cue that demonstrates these concepts.
* Fidgets, chewy tubes, snuggie vests.
* Pre-illustrated event pictures can be used for the formative assessment choices.
Modifications
* For students who need a modified curriculum, reduce the number of comparative attributes. For example compare only length and height, or temperature and time.
Notes
* "Special educator" as noted in this lesson plan might be an EL teacher, speech pathologist, or other specialist co-teaching with a general educator.
* If you do not have access to a playground for the closing activity, the lesson can be modified as following: Students complete two relays indoors, such as one team stacks a pile of blocks and the other has to stack a pile of chairs (one item per student).
* Instead of using the easel for demonstrating the lesson, a document camera and digital display may be used.
Virginia Department of Education © 2018 | web | https://www.doe.virginia.gov/testing/sol/standards_docs/mathematics/2016/mip-co-teach/k/k-9-compare-time-co-teach.pdf | 0.428313 | {
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Receptive to Music
Pregnant women respond to music with particularly strong changes in blood pressure
Music can be soothing or stirring, it can inspire us to dance or make us feel sad. It also triggers powerful physiological reactions in pregnant women. Scientists at the Max Planck Institute for Human Cognitive and Brain Sciences have discovered that music causes significant changes in blood pressure during pregnancy – despite being rated as similarly pleasant or unpleasant by pregnant women and their non-pregnant counterparts. The researchers' experiments showed that dissonant music played forwards caused blood pressure to drop significantly, while dissonant music played backwards resulted in higher blood pressure after ten seconds and a lower reading after thirty seconds. Unpleasant music thus doesn't generally increase blood pressure like other stress factors. The body's response is just as dynamic as the music itself. Music appears to have a special status among the sensory percep- tions, as women's responses to most sensory perceptions are weaker during pregnancy. It is thus possible that the em-
bryo may already be conditioned to music in the womb.
( Psychophysiology, May 19, 2014)
Music is moving: During pregnancy, the female body's response to music is much stronger.
Computing with a Quantum Trick
With a special gate, Max Planck physicists have developed an essential logic element for quantum computers
You can count on quantum information in the future. Physicists from the Max Planck Institute of Quantum Optics in Garching have developed an innovative quantum gate, an essential component of a quantum computer. Such a comput-
40
MaxPlanckResearch
3|14
er may be able to perform certain tasks far faster in the future than a standard computer. As a key element of their quantum gate, the Max Planck physicists use an atom trapped between two mirrors of a resonator. This allows them to switch the state of the photon by reflecting it off the resonator depending on the state of the atom. Moreover, this gate operation can entangle the atom with the photon. When quantum particles are entangled, their properties become interdependent. Entanglement opens up an array of new concepts in information processing. The quantum gate now presented by the Garching-based physicists makes it possible to design quantum networks in which information is transferred in the form of photons between several quantum processors that compute with atoms. ( Nature, April 10, 2014)
Capturing atoms and photons: Two glass mirrors in the shape of truncated cones are assembled in the stainless steel clasp. One can be seen in this image to the right of center. The Max Planck researchers capture individual atoms between the mirrors. The laser pulses stream into the vacuum chamber through the glass window. | web | https://www.cbs.mpg.de/398691/93-2014_3_Pregnancy-Music.pdf | 0.425856 | {
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Music
Scores
Different types of Musical Scores
Songs
* Crackers Maracas
* Going on a picnic
* Hello to you
* Listen, listen here I come
* Peter taps with one hammer
* Star light, star bright
Year 2
Summer 1
Statutory Requirement
Key stage 1
Pupils should be taught to:
use their voices expressively and creatively by singing songs and speaking chants and rhymes play tuned and untuned instruments musically listen with concentration and understanding to a range of high-quality live and recorded music experiment with, create, select and combine sounds using the inter-related dimensions of music.
Key Skills
Pupils will be taught to:
* Sing a variety of songs showing increasing accuracy of pitch, dynamics and length
* Explore playing sounds from a score in 4 time
* Perform from graphics/symbols a piece of music
* Compose and perform a sequence of sounds on a score
Listening to Famous Composer
The Entertainer Scott Joplin American (1868 – 1917)
* Score
* Piano music
* Repetition
* Pulse
* 4 time | web | https://www.eversley.enfield.sch.uk/wp-content/uploads/2023/04/Year-2-Summer-Music.pdf | 0.455215 | {
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Playfully preparing for school
PLAYGROUP
Play is the key way children learn about themselves, others and the world they live in. It is essential to their learning, development, health, and physical, mental and social well-being – and it's FUN! Play provides the building blocks to be ready for school.
Water play
Water play at playgroup is a great warm weather activity and is suitable across age groups.
Did you know?
Children learn lots of early science and maths concepts during water play.
Add language
When playing with younger playgroup members, using words to describe their actions adds language to what they are interested in e.g. "Splash… Splash… Tip!"
Other development
For older children, water can provide fun opportunities for learning concepts such as size and volume. Which cup holds more? Collecting a variety of objects and testing which ones sink or float is another fun game to develop these skills.
Variations
Water tables at playgroup are a great idea. They can be used for water play but also messy play and rice or other sensory play.There are lots of different things you can do with water to give children different learning experiences. Try adding colour to the water, or ice blocks to talk about temperature. Add water creatures one week then cups and funnels another. Less is sometimes more; try adding toys on just one theme rather than putting all the toys in every week.
Safety
Supervision is essential at all times. Remember to empty out water at the end of the activity.
Playgroup WA has a treasure trove of play activities for babies, toddlers and 3-5 year olds, for home and playgroup. These play activities cover a balanced diet of play across sensory, movement, language and thinking skill areas.
You can find them at www.playgroupwa.com.au/playideas or visit www.facebook.com/playgroupwa | web | http://playgroupwa.com.au/wp-content/uploads/2015/10/Play_Ideas_WaterPlay_Playgroup.pdf | 0.423962 | {
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Stead, Rebecca. When You Reach Me
Recommended for Grades 6-9
Realistic Fiction
After Miranda's best friend Sal starts to ignore her, she discovers a note in her library book, and faces a big challenge. She is getting note after note, soon realizing that the person who is writing the notes knows things that will happen, before they happen. After she shows the first note to her mother, somehow the person who gave her the note finds out, and in the second note tells her not to show the notes to anyone anymore. That freaks her out and she doesn't understand why she is getting these notes. What should she do? The more she gets the notes, the more she comes to believe that she can help save a loved ones death... but how?
When You Reach Me by Rebecca Stead is a very interesting read. It is a fast read as well, and has a very compelling plot. Once you start reading this book, you will keep reading until the end because it just draws you in. I think this book is mostly for a middle school audience, although some high school students may find it enjoyable. I am in ninth grade and it is one of my favorite books, so other ninth graders may like it as well. This title is definitely worth having in the library's collection as it is a very well written book. I would definitely recommend this title to anyone looking for a good and quick book to read.
-Gabby | web | https://www.mcplibrary.org/wp-content/uploads/2013/02/When-You-Reach-Me-teen-review.pdf | 0.443057 | {
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Biographical Annals of Cumberland County, Pennsylvania; Containing Biographical Sketches of Prominent and Representative Citizens and of Many of The Early Settled Families. Illustrated. Chicago: The Genealogical Publishing Co., 1905.
Samuel Alexander Garland, a prominent retired farmer of Carlisle Springs, Cumberland County, was born Jan. 29, 1830, in Saville Township, Perry Co., Pa., and comes of an old German family which settled in Berks County at an early day. His grandfather, John Garland, was born in Perry County, as was also his son John, the father of our subject. John Garland, Jr., was born on a farm between Loysville and Shermans Dale, in 1791, and his death occurred in 1863. On March 12, 1815, he married Mary Ann Minick, daughter of John Minick, whose ancestors also came from Germany, and she died in her eighty-fourth year. The children born to this marriage were as follows: Nancy Ann, wife of Jonathan Saunderson: Julia Ann; Catherine, Mrs. Jacob Clouser, of Perry County; John, of Perry County; Daniel, who served as a soldier in the Civil war from Perry County; Anna, second wife of Jonathan Saunderson; William, a veteran of the Civil war, of Lanark, Ill.; Sarah, widow of Jacob Smith, of Perry County; and Samuel Alexander, the seventh member of the family.
John Garland was a Democrat, but being opposed to slavery changed his political allegiance to the Republican Party. Samuel A. Garland was educated in the local schools, the first one he attended being held in an old blacksmith shop; at that time the schools were conducted on the subscription plan. Later he went to school at Andersonburg, where he applied himself so closely that he was given a certificate to teach school, which vocation he followed for six years. He then began farming, an occupation he followed until he retired in April, 1903. In 1871 he bought a farm of 124 acres in North Middleton Township, Cumberland County, which he occupied until 1897, when he removed to a farm owned by his second wife in Middlesex Township, on which he remained five years, at the end of that time buying his present comfortable home at Carlisle Springs.
About 1855 Mr. Garland married Sarah Agnes Averill, of Perry County, who died in 1893, in North Middleton Township. His second marriage, which took place in June, 1898, was to Mrs. Anne E. Kell, widow of Harry Kell, and daughter of Jacob Weary. No children have been born to this union. Those of the first marriage were as follows: Lemuel Todd, who is engaged in a shipping business in British Columbia; Walter L., deceased; George A., of Illinois; Stinson P., of near Greason, Cumberland County; James, of Cumberland County; Blaine, of Nebraska; Kate Olive, deceased; and Grace, Mrs. Harry Hershman, of Harrisburg. Both Mr. Garland and his wife are leading members of the Lutheran Church. In politics he has been a Republican since the first campaign of Abraham Lincoln, of whom he was a great admirer. Mr. Garland has many personal friends in North Middleton Township, where he was elected for six terms as supervisor on the Republican ticket, although the township is largely Democratic. Formerly he was connected with G. A. R. Post No. 201, of Carlisle, to which connection he was entitled by virtue of his service in Company A, 20th Pa. Vol. Cav. He enlisted June 16, 1863, and served until Jan. 10, 1864, participating in various battles and skirmishes.
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Why did women get the vote in 1918?
Introduction
In 1916 the government was thinking about changing the law so that soldiers fighting in the war would be able to vote in the General Election after the war. Under the old law, voters had to live in the same place for 12 months, which would mean that many soldiers would have lost their right to vote. Women's groups decided to try to persuade the government to include them at the same time. This time they did succeed. In 1918 parliament finally passed a law which gave all women over the age of thirty the right to vote.
Questions
2) Were women successful in changing the law? Give evidence to support your answer.
1) Why did the government need to change the law about voting rights?
Task
Look at the following sources. Each source gives you a reason why women got the vote in 1918.
a) Read each source carefully
c) Give each source a mark out of 5:
b) Explain, in your own words what the reason was.
1 = a completely unimportant reason why women got the vote.
5 = a really important reason why women got the vote.
d) Explain, with a reason why you gave each mark
For example, Source 1 argues that women deserve to get the vote because they have been heroines in the war, just as men have been heroes. I would give this source 2 out of 5, because there are more important reasons than just being a heroine, such as women should be treated as equals to men.
Source 3 A school textbook, written in 1996
In 1916 and 1917 there were no demonstrations, but there were many meetings between women's leaders and politicians, and a flood of telegrams and letters were sent to
Source 2 ES Montague, Minister of Munitions (weapons), 1916
Women have proved themselves able to do work that before the war was seen as only the work of men … Where is the man now who would deny to women the rights which she
Source 4 Sylvia Pankhurst, written in 1931
People's memory of militancy (attacks on property, hunger strikes), and the certainty that it would return if the claims of women were ignored, was a very strong factor in overcoming the reluctance of those who would again | web | http://comptonhistory.com/year9/why%20women%20got%20%20the%20vote%20sen.pdf | 0.509404 | {
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The Hon Charles Stewart Rolls - MA, FRGS, AMIMechE
27 August 1877 – 12 July 1910
On Saturday 8th July from 12.30 to 13.30 there is a rare opportunity to visit the memorial plaque that commemorates the untimely loss of a great British pioneer. The plaque is on private land and is obscured by housing. Rolls (of Rolls-Royce) was the first Briton to die in a powered aircraft accident during Britain’s First International Aviation Meeting in 1910 at Southbourne.
The Meeting had been organised to celebrate the Centenary of Bournemouth in 1910. Part of the competition had been to land as close as possible to a touch down point. Rolls had tried to improve on an earlier attempt but in the turbulent conditions the tail of his aircraft, a French built Wright Flyer (with a later tail modification) became overstressed at a critical moment and the aircraft plunged to earth from about 80 feet. So died Charles Rolls at the age of 32, whose partnership a few years earlier with Henry Royce created the famous Rolls-Royce company in 1906.
Already an established cyclist, racing driver and balloonist, Rolls was a pioneer of aviation in Britain and had met the Wright brothers. He promoted the Short Brothers by buying their licence built Wright Flyers. In June he had used his French built Wright Flyer for a non-stop return trip across the channel so as to improve on the achievement of Bleriot’s single crossing and to show that England had ceased to be an island.
Charles Rolls’ legacy was to help the Short Brothers who later built the Sunderland aircraft which fought in the Battle of the Atlantic, the development of the ‘Best Car In the World – the Rolls-Royce Silver Ghost’ and of Rolls-Royce and its Merlin engine, which, combined with the fighter aircraft it powered and the Dowding infrastructure of command and control, were the saviours of Britain during the Battle of Britain.
Charles Rolls Heritage Trust
Memorial Plaque Viewing
Saturday 8th July 2023
Programme
Gate Open 12.30
(If you arrive before then call 07796 470 978 for gate to be opened)
12.55 - Minute silence
Gate closure 1.30pm
Please respect that this is the private land of St Peter's School.
Vehicle and pedestrian access is via the blue gates near the bus stop shown below.
Charles Rolls (of Rolls-Royce) Memorial Plaque
Parking - Please keep to the edges of the field.
What3words Location cable slate.draw
Gate View
Venue Aerial view
By kind permission of St Peter's School
Charles Rolls Heritage Trust - Registered Charity 1174592
Mobile: 07796 470978 email [REDACTED_EMAIL] | web | https://www.smr46.co.uk/crmt/MapVistrA5+CSR.pdf | 0.498271 | {
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A new BBC television programme, called Style It Out, gives nine young promising fashion designers from all over the UK the chance to compete in designing different outfits. The winner will have their clothes showcased at London Fashion Week. The main focuses of the challenge are creativity and sustainability, with the contestants having to use second-hand materials. As people’s awareness of the impact of fast fashion increases, sustainable clothing is becoming more at the forefront of shoppers’ minds.
Things to talk about at home...
- Can you remember the last item of clothing you bought or were given? Where was it from and what was it for?
- What does ‘being fashionable’ mean to you? Is it important to you? Talk to others at home.
- What do you do with the clothes that you no longer need or that no longer fit?
Please note any interesting thoughts or comments
Share your thoughts and read the opinions of others
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FMPA and its members generate more than electricity. We create good energy. We measure our success against four common-sense values that matter to our customers. And that’s how your community-power utility creates good energy.
**ACCOUNTABILITY**
- **Local Decision-Making**
- Decisions at your hometown utility are made locally.
- **Strength in Numbers**
- When our 31 member communities work together, they have a stronger voice to advocate for their interests at the state and national levels.
- **All-for-One & One-for-All**
- A philosophy that makes us stronger when we work together.
- **Transparency**
- Public meetings and open records mean that you have easy access to the decision-making process.
- **Community Asset**
- Statistics show municipal electric utilities return more money back to their communities than other types of utilities.
- **Not-for-Profit**
- We exist for a public purpose, not to make a profit.
- **Economies of Scale**
- Wholesale power costs represent 70% of your electric bill. We work together for efficiency and lower costs.
**INVESTMENT**
- **Local Investment**
- We serve Main Street, not Wall Street.
- **Diverse, Statewide Power Network**
- Reliable Service Day or Night
- **Ownership**
- We work together to control our destiny.
- **Personal Commitment**
- Local responders: Local crews mean we restore power faster than other electric utilities.
- **Access to Statewide Resources**
- Reliable Service Day or Night
- **Community Service**
- Personal Touch
- Great service happens when you’re a neighbor, not a number.
- **Stability and Trust**
- Your hometown utility has a history that spans decades or, in many cases, more than a century.
**SERVICE**
- **Reliable Service Day or Night**
- **Personal Commitment**
- **Access to Statewide Resources**
- **Community Service**
- **Stability and Trust**
**RELIABILITY**
DISCOVER GOOD ENERGY | web | https://portal.fmpa.com/wp-content/uploads/2019/11/2012-Annual-Report-Poster.pdf | 0.47202 | {
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Personal Health Partners
[REDACTED_PHONE]
Preparing for Your Lab Test
Fast at least 4 hrs, preferably 6-8 hrs, before your test
You may drink black tea or coffee
You may drink water, in fact it is preferred
You may take your medications
Did you know……..
* The further you live from the equator, the longer it takes your body to produce Vitamin D from sunlight.
* Chronic Vitamin D deficiency is often misdiagnosed as fibromyalgia because the symptoms as so similar: muscle weakness, aches & pains.
* 40% of the U.S. population & 32% of doctors & med students are Vitamin D deficient
Partner's Health Page
Special Issue * 2018
Eat Rite Health Promotion Center
Monday April 23rd & Tuesday April 24th 7:30—10 am
Eat Rite Testing Event
2425 W I-40, Amarillo, TX 79109
For an appointment call: ([REDACTED_PHONE]
The Role of Vitamin D in Good Health
.Vitamin D plays a major role in keeping our bones healthy, especially in the young and in our later years. Several studies also indicate that low levels of Vitamin D affect our immune system as well as being associated with multiple sclerosis and some forms of cancer. While lack of Vitamin D does not actually cause these diseases it can leave the body unable to fight them off.
If advised by a physician, naturopath or nutritionist; take the proper supplements recommended for your age and gender. However, supplements are not always easily absorbed by mouth.
cancer. This has contributed to an increase in Vitamin D deficiency. As there are not a lot of foods that contain Vitamin D naturally, many foods are now being fortified with it and there has been an increase in the use of supplements. However, there are large numbers of people who are unaware that they have a deficiency and they run the risk of serious disease, and injuries such as hip fractures, as they get older.
Your body relies primarily on sunlight to convert Vitamin D to something called "calcidiol" in the liver. This is what is measured in blood serum to test Vitamin D status. Calcidiol is converted to "calcitriol" which regulates calcium and phosphate to promote proper bone health.
Low blood levels of Vitamin D are associated with increased mortality, especially in older women. They are also closely linked to diseases related to immune system deficiencies such as influenza viruses, tuberculosis and possibly even HIV. Diseases linked directly to vitamin D deficiency include rickets in children as well as osteomalacia and osteoporosis in adults. This causes softening, low density and small holes in the bones, making them more susceptible to injury.
In recent years many people have avoided exposure to the sun and have increased the use of sunscreen in an effort to prevent skin
What Can You Do?
Don't avoid the sunlight all the time - it is the still the primary source of Vitamin D. A sunscreen with a SPF of 8 can block absorption of Vitamin D by 95% and taking supplements will not work properly without some sun exposure. As little as 30 minutes of sun exposure can produce large amounts of Vitamin D.
Eat foods that contain Vitamin D such as mushrooms (portabella & shitake), alfalfa, fish liver oil, fatty fishes (catfish, salmon, sardines, tuna), eggs and beef liver. Drink fortified milk exposed to UV light.
Know your Vitamin D level and check it periodically. The normal level for some reference labs is 30.0-100.0 ng/ml. For some older people it should be higher than that to prevent brittle bones.
Like many vitamins, it is possible to take too much of a good thing. Taking large amounts of supplements may seem to be the way to stay healthy but Vitamin D can cause issues if taken in large quantities. By visiting with a nutritionist or Naturopath (ND), you can get the advice you need to set you on the right path to making sure you have the balance of vitamins that is right for your age and gender. They will also advise you on the testing you may need as a baseline. Getting the lab test on a regular basis, so you can track your levels and measure your success, is also a good idea. | web | http://eat-rite.com/images/Eat_Rite_News_Spring_2018.pdf | 0.425979 | {
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Think-Pair-Share
INSTRUCTIONAL STRATEGIES AND SUGGESTIONS
• Think-Pair-Share is a versatile strategy designed to encourage students to think about their learning and then share and discuss ideas with a partner.
• Use the strategy during any stage of the lesson.
• Opening activity: activate prior knowledge; make a prediction
• During instruction: summarize main ideas; clarify a difficult concept
• Closing activity: respond to a specific question; summarize key ideas
• Think-Pair-Share works well in a large class since it provides an opportunity for all students to share with at least one other student.
• The “think” time is important to increase the quality of responses.
• Research indicates more information is retained when students have time to think it over.
• Pose specific question(s) for think time.
• Think time is silent time.
• While students are paired, the teacher should move about the room to monitor discussions.
• This allows the teacher to clarify any misconceptions during whole-group discussion.
• During share time, randomly call on students to share ideas with the whole group.
• Encourage students to speak in complete sentences.
• Occasionally call on a student to share what his/her partner said.
• It is not necessary for every pair to report in large group.
EXTENSIONS/VARIATIONS:
Think-Write-Pair-Share adds an additional step – writing. This works well for those students who may need time to organize their thoughts before speaking. The focus is not on the conventions of writing, but on the ideas generated. The academic level or literacy level of your class will determine when to use this variation.
Think-Pair-Share-Square adds an additional level to the discussion. After partners share, they join another pair to continue the discussion. Move about the room, listening for academic vocabulary and to guarantee the discussion is on topic. Reconvene whole group for closure. | web | http://anneandersonedu.com/images/ThinkPairShare.pdf | 0.435172 | {
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Student Guidelines for Safe and Appropriate use of Zoom
Zoom is the ‘live’ video conferencing platform that teachers may use for some online classroom meetings. Your teacher will always be the host of the meeting and will send you an invite for you to join a meeting at a specific time. This will usually take place during your allocated class time according to the timetable.
Please be aware that when you first arrive at a Zoom meeting you will be placed in a ‘Waiting Room’. This allows your teacher to commence the lesson when most people are present - much as they would in school. The lesson will not proceed if you are the only student to join that particular meeting. In this situation, your teacher will end the meeting and reschedule for another time.
The expectations below are designed to ensure Zoom lessons are safe and productive. If your teacher feels that you are not meeting these requirements, you will be given the opportunity to correct the issue. However, if your teacher is not satisfied that the issue has been rectified, you will be removed from the meeting.
| Expectations of Students |
|--------------------------|
| **Dress Code** | Please ensure that you are neatly presented and dressed according to the school standards. School uniform is not expected. Pyjamas are not appropriate. |
| **Location** | You should only participate in a ‘live’ Zoom meeting from a location where you can be visible to other members of the house and with the door open. Ideally this might be at a kitchen or dining room table. You should position yourself such that there is a blank wall backdrop that will retain privacy and reduce distractions to others. You cannot and should not engage in any Zoom calls from your bedroom. |
| **Positioning your Camera** | Cameras should be positioned to only display from the shoulders up. |
| **Recording of Zoom Calls** | Recording audio, recording video, or taking any photographs of a Zoom call with a teacher or student(s) is strictly prohibited. |
| **Speaking and Listening** | As in a normal lesson, it is important that you exercise good self-discipline and listen carefully to your teacher throughout the lesson. Unless instructed otherwise by your teacher, you should MUTE your audio. Exceptions to this might occur if you are asked a question, taking | | web | https://www.macarthur.nsw.edu.au/assets/Academic-Culture-Files/Online-Learning/2021/3.-Zoom-Guidelines.pdf | 0.515637 | {
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FIREWOOD FOR HOME HEATING
Over 89,000 households in Ohio heated their home with wood in 2014 – an 82% increase since 2000.
57% of all homeowners have some type of fireplace in their home.
37% use firewood for camping
38% use a fireplace or a chiminea at home
FIREWOOD ISN'T DEAD
1045 pieces of firewood were surrendered at a bridge quarantining the Upper Peninsula of Michigan. Scientist found live wood boring beetles in 23% of firewood pieces and another 41% had evidence of previous infestation.
OUTREACH WORKS
With proactive outreach and education, firewood sources for home heating in Wisconsin went from averaging 55 miles away in 2006 to 22 miles in 2014.
Properly covered and seasoned moisture content can drop to 17%.
On average, 38% of people are aware that invasive insects could move in firewood. With consistent outreach, that number jumps to 96%.
When first cut down, live trees have a 45-55% moisture content.
BUY IT WHERE YOU BURN IT
LEARN MORE AT DONTMOVEFIREWOOD.org
Census.gov, HPBA.org, Haack 2010, The Nature Conservancy 2010, Diss-Torrance 2015, EPA.gov/burnwise For complete sources, visit: dontmovefirewood.org/homeheatinginfographic | web | https://www.dontmovefirewood.org/wp-content/uploads/DMF_HomeHeatingInfographicOhio_01132016pdf.pdf | 0.490994 | {
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Transition sentence going from one piece of evidence to the next:
Evidence (TIPQC):
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This means…
This means that some Sneetches thought they were better than the others.
This shows…
This shows that the bear started to think he was human and no longer a bear.
This reveals…
This reveals that the main character was saddened by the actions of the popular girls.
This highlights…
This highlights the difference in attitude from the beginning to the end.
This exemplifies…
This exemplifies the importance of the role determination played in her completing the
task.
This proves…
This is because…
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Russian painter visits Wuhan for Soviet Volunteer Air Force
By He Fangcheng
Prominent Russian painter Dolsky Alexandrovitch Pavel came to Wuhan to work on the two main oil paintings for the Exhibition Hall of the Soviet Volunteer Air Force under construction at Jiefang Park.
On June 27, the two giant oil paintings have already started to take shape. One painting shows Soviet and Chinese pilots having a tense strategy discussion in front of fighter jets under a dark sky. The other painting shows a post-battle scene of pilots packing their parachutes and sharing their experience in combat.
Pavel said that he visited Wuhan for the first time on Russia’s Victory Day on May 9, 2017. While in Wuhan, he paid a visit to the Monument for the Fallen Heroes of the Soviet Volunteer Air Force in Jiefang Park to mourn the fallen Soviet soldiers. During his visit, he began to read extensively about this historical period and felt deeply touched.
The common theme of these oil paintings is peace. The paintings serve to pay tribute to the pilots and the fighter jets that were lost in battle. Pavel does not place much emphasis on the tragic side of aerial warfare; rather, he tries to show the pilots’ optimistic and heroic spirits. To descendants of these Soviet pilots, this place is more than just a grave or monument; it memorializes soldiers who risked their lives knowing that they would likely never return home.
Top French films hit big screens in Wuhan
By Helen Pan
The 15th edition of the Panorama of French Cinema got under way at the Wuhan Lumiere Pavilions on June 29. As one important part of the Croisements Festival, the event will continue until July 8, providing Wuhan audiences with an opportunity to “taste” French culture through the screening of 10 top-quality contemporary movies.
Theatergoers will be treated to award-winning films such as “Custody,” a thriller which won its director Xavier Legrand Best Director at the Venice Film Festival in 2017, and “Number One,” a film on gender issues in the workplace. Also included is “Barbara,” a film in tribute to the acclaimed French singer Barbara.
To Chinese fans, the panorama offers a glimpse into their French idols’ latest film work. “Family Heist,” a comedy movie starring Jean Reno, a world renowned actor from France, will be on screen during the festival. The film tells about a burglar’s reconciliation with his two daughters. “Let the Sunshine In,” another comedy starring Juliette Binoche, a highly accomplished French actress, will also be presented. The film portrays a Parisian artist’s pursuit for love. “Promise at Dawn,” with Charlotte Gainsbourg as the lead actress, focuses on an intense mother-son bond.
Also scheduled to be presented are the films: “The Workshop,” a story about a group of young adults enrolled in a summer writing class; “Lover for a Day,” which explores the relationship between love and loyalty; “Memoir of Pain,” which is based on writer Marguerite Duras’ semi-autobiographical texts; and “The Guardians,” a film about women left behind to work on family farms during World War I.
Readers who are interested in the Panorama of French cinema can purchase tickets directly from the Wuhan Lumiere Pavilions, or through websites or apps such as Gewara, Maoyan and Taopiaopiao.
Cali’s performance rocks Wuhan’s night
By Helen Pan
Bruno Caliuri, a top French rock singer and songwriter, better known as Cali, performed at an open-air concert at Wushang Plaza on June 22. The music star, accompanied by his keyboard player, got their audience cheering and waving their hands to the beat.
In an exclusive interview with Changjiang Weekly, he talked about his music career and his stay in Wuhan. Cali said that he was heavily influenced by Léo Ferré, a French-born poet and composer. “I think lyrics are more important than compositions,” he said, adding that his songs are a mixture of rock and chanson, a lyric-driven French music style.
Cali expressed gratitude for the hospitality he has received in Wuhan, the only stop of his China tour during the Croisements Festival. Besides performing, he also took some time to meet readers at French Alliance to promote his new book. “I am looking forward to returning to Wuhan with my family next year,” he said.
Wuhan hosts International Graffiti Art Festival
By Huang Lijuan
TIN-G works on her graffiti. Photo by Xu Weiwei
The 2018 International Graffiti Art Festival was held at Wuhan Municipal Arts School on June 23. Over 200 graffiti artists and street art lovers gathered to decorate the school.
TIN-G, a graffiti artist from Shanghai, created a piece that featured a girl from the Tuja ethnic group.
Nie Lei, principal of Wuhan Municipal Arts School, said that the event was the first professional graffiti art festival ever held in Wuhan. The goal was to promote art in school.
All graffiti created will be covered with a layer of protective material to ensure that they will last five to ten years. | web | http://cjweek.cjn.cn/images/2018-07/06/8/08.pdf | 0.481392 | {
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STORYTELLING GUIDE: RESOURCE 9
Storytelling Speech Template
The most eff ective and enjoyable story to tell are the ones that come from the heart. Instead of concentrating on the fact that you have to tell a story, start from a place of excitement and care: What are you really excited to share with people? What moments are special to you? What memories bring strong emotions for you, whether they be motivation, pride, shame, longing, or even regret? Don't get in your own way by thinking about how a particular memory might be too small, too insignifi cant, or too boring. Instead, remember stories should be a refl ection of you, not what you think others want to hear. The following template can be used in more formal storytelling situations, where you are telling a story uninterrupted for an audience, often as a portion of a speech. As with any template, you might not need this tool; in fact, if it interferes with you being authentic, please disregard! That said, if it helps you get unstuck or get the ideas fl owing, use this template to organize your ideas. Note: the sections in this template can also be placed in any order, depending on what makes sense for your speech. For additional help, go to our website (https://practicespace.org) and watch the video example of 16-year-old Matteo giving a speech on arts education.
"Personal-Universal-Application" Format
| Section | Description |
|---|---|
| Personal | 1. In great detail, describe a memory that symbolizes or represents an important theme, without directly mentioning the theme. |
| Universal | 2. Connect your memory to a larger theme, lesson, or question that is relevant for your audience. |
| Application | 3. Give the audience a call to action, stating ways they can act on the theme you’ve described. End by connecting back to you and how you are personally applying the lessons from your story, demonstrating humility. |
© 2020 The Practice Space
10261 San Pablo Avenue, El Cerrito, CA 94530 | www.practice-space.org | [REDACTED_EMAIL]
This work is licensed under the Creative Commons Attribution 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/3.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
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Hello guys, I hope you are staying focused on school and keeping busy and creative. I have been looking for fun art places to explore and exciting little projects for you to do at home.
The first one is for you to discover more about yourself by creating a self portrait. We started this in our last class, but this is a modified version you can do at home. If you remember we were exploring patterns and colors to make our huge traced portrait of a classmate. In this project the image will be of yourself.
But, first let us learn more about the artist Gustav Klimt, who is the inspiration for your self-portrait. You are going to go to the Metropolitan Museum of Art to meet Gustav.
Click on this link and follow the instructions https://www.metmuseum.org/art/onlinefeatures/metkids/explore/
1. Go to TIME MACHINE
2. Scroll to 1900-PRESENT check the box
3. Click on the push icon "button" on the lower right of your screen.
4. Scroll through the art work until you reach the painting "MADA PRIMAVESI"
5. Scroll and read about the artist and the painting. WHO, WHAT , WHEN, WHERE
6. Read discover and Click on "want to know more" read
7. Read IMAGINE write down how you would describe yourself
8. Read CREATE Do the project…it is another way to create the project we started in class.
HAVE FUN AND POST PICS OF YOUR SELF PORTRAITS ON FACEBOOK! OR SEND THEM TO ME AT [REDACTED_EMAIL] I WANT TO SEE THEM! I MISS EVERYONE! KEEP WATCHING AS I WILL SEND MORE THINGS ALONG. STAY HEALTHY!
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If you can't hold onto your toes, it's OK to hold onto your ankle or your leg. Try not to hold the foot from the instep or from the outer edges. If your fingers keep slipping or if you have arthritis in your fingers or toes, try lacing your fingers in between your toes. As a final option, a yoga strap can work, when wrapped across the middle of the foot. Allow the knee and leg to come as straight back toward the head as
Yellow Level Breathing by relaxing into your starting position. Breathe in, bringing up your knee Pause your breath while you hold on to your foot or your leg Breathe out, tugging the knee closer to your upper body Pause your breathing and your movements Then, for the repetitions: 1. Breathe in, relaxing the stretch slightly, but not letting go of your foot or leg 2. Pause your breathing and your 3. Breathe out, going more deeply into the stretch. As long as you're breathing out, seek out more and more of a stretch. See if your body is willing to go farther than last time. 4. Pause your breathing and your Repeat steps 1 – 4 for several breaths. 5 breaths is ideal.
Spider 2. Switch Sides. Repeat. for several breaths, returning to Spider 1 position, then go into Spider 2 for Leg Over 2 for several breaths before returning to the Spider 1 This combination is even better than the above combination for Spider 1 & 2 ), or use Green Level Breathing Themes | web | http://www.audioyoga.com/PosturePDFs/Spider1.pdf | 0.459737 | {
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September continued to see West Nile Virus within Beaver County.
We had 6 mosquito traps test positive for West Nile Virus in Beaver County. A total of 50 counties in Pennsylvania have reported West Nile Virus in 2023.
There was 1 call of concern for mosquitoes and 1 dead bird submission in September.
We conducted 4 adult control events in September, 4 backpack barrier events at various locations throughout the county.
We conducted 34 larval control events from 34 larval samplings that collected over 94 larvae.
We set 60 gravid traps within the county and collected over 3,290 adult mosquitoes. There were also 7 BG Sentinel traps set and collected 312 adult mosquitoes.
Spring tick surveillance concluded at the end of August. Beaver County conducted 48 tick drags throughout the season. We collected 55 adult ticks, 163 larvae, and 102 nymphs. 20 drags were positive for various diseases including Lyme disease, and Anaplasmosis.
Pennsylvania has also reported finding Jamestown Canyon Virus in the state this year. 8 counties have reported positive mosquito samples for the virus. Beaver County has NOT detected any Jamestown Canyon Virus through trapping this year. Jamestown Canyon Virus symptoms may include fever, headache, sore throat, and cough but most people infected show no symptoms. It can cause Encephalitis and Meningitis, but deaths are rare. If you have any concerns or questions about an illness, please consult a healthcare professional.
The PA Dept of Health states:
"JCV is spread to people through the bite of an infected mosquito in an area where Jamestown Canyon virus is known to circulate. Mosquitoes become infected when they feed on deer or other animals that have the virus in their blood. Infected mosquitoes can then spread the virus to people and other animals by biting them. People do not develop high enough levels of the virus in their blood to infect mosquitoes and further spread the disease. Jamestown Canyon virus is not spread by coughing, sneezing, touching, or other contact with someone who is infected."
For more information concerning Jamestown Canyon Virus visit our website or visit the PA DEP WNV website www.dep.pa.gov/Business/ProgramIntegration/Vector-Management/Mosquitoes/
Although summer is coming to an end, we can still experience warmer days and mosquitoes will still be active until a killing frost. We would just like to remind everyone to wear insect repellent while enjoying outdoor activities and to check yards and properties to remove any containers that may hold water for prolonged time periods. Dump any stagnant water that may collect on tarps and in garbage cans and check gutters that can hold water and debris which makes for great mosquito habitat! We would also like to remind everyone that we have Tick Kits available at the District Office now. It is a small pouch that can be taken on walks and hikes and contains tweezers, repellent wipes, bandages, etc. Stop by and pick one up and enjoy a walk around the grounds.
If you have any questions about mosquitoes and West Nile Virus, give us a call [REDACTED_PHONE] ext. 222. | web | https://www.beavercountyconservationdistrict.org/_files/ugd/540990_c5c27ff441da483d8ad442887661bdae.pdf | 0.49124 | {
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The Army Goes Rolling Along
This song is based on the "Caisson Song" written by field artillery First Lieutenant Edmund L. Gruber (1879–1941) while stationed in the Philippines in March 1908. Its original lyrics described the routine activities of a horse-drawn artillery battery, and it quickly became popular in field artillery units. (A caisson is a two-wheeled cart designed to carry artillery ammunition.) Nine years later, the great composer and bandmaster John Philip Sousa (1854–1932) was asked to transform the song into a march. Sousa's version proved a chart-topper, becoming the Army's most popular melody. In 1956, the song (with revised lyrics) was adopted as the official song of the Army. It is played at the conclusion of every Army ceremony, and all soldiers are expected to stand and sing.
What story does this song tell about the Army? What is the Army's mission, and what challenges does it face? What are the main characteristics of the Army (and an Army soldier) as described by the song? Why does the song include a retreat ("Valley Forge") and a disastrous defeat ("Custer's ranks") alongside the Army's achievements? What is the meaning of its title, and what does it suggest about the Army? Why do you think the Army chose this song as its anthem? How does it compare to the anthems of the other military branches?
Listen to a musical rendition here: www.army.mil/symbols/song.html.
(Intro)
March along, sing our song, with the Army of the free Count the brave, count the true, who have fought to victory We're the Army and proud of our name We're the Army and proudly proclaim
First to fight for the right, And to build the Nation's might, And the Army Goes Rolling Along Proud of all we have done, Fighting till the battle's won, And the Army Goes Rolling Along.
(Refrain)
Page | 1
Then it's Hi! Hi! Hey! The Army's on its way. Count off the cadence loud and strong (TWO! THREE!) For where e'er we go, You will always know That The Army Goes Rolling Along.
Valley Forge, Custer's ranks, San Juan Hill and Patton's tanks, 1 And the Army went rolling along Minute men, from the start, Always fighting from the heart, And the Army keeps rolling along.
(Refrain)
Men in rags, men who froze, Still that Army met its foes, And the Army went rolling along. Faith in God, then we're right, And we'll fight with all our might, As the Army keeps rolling along.
1 Valley Forge, Pennsylvania was the site of the military camp of General George Washington's army over the winter of 1777–78 during the American Revolutionary War. George Armstrong Custer (1839 –76) was a cavalry commander in the Civil War and the Indian Wars; he was killed during the disastrous Battle of Little Big Horn. The Battle of San Juan Hill (July 1, 1898) was a decisive victory for the US Army during the Cuban campaign of the Spanish–American War. General George Smith Patton Jr. (1885–1945) was best known for his command of the Seventh United States Army, and later the Third United States Army, in the European Theater of World War II.
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July 2019
FARMER'S MARKET FINDS
This month, cherries, peppers, and cilantro are in season at your local farmers' market. Below are 3 fun facts you may not have known about these foods – and flip the page over to find 3 easy ways to eat them!
Cherries: Cherries can help to reduce inflammation and muscle soreness. 1
Peppers: Eating peppers may help to improve your eye health and lower your risk of cataracts. 2
Cilantro: Eating cilantro has been linked to lower blood sugar levels. 3
Kid-Friendly Activity:
Taste the rainbow! Challenge your child(ren) to find one fruit or vegetable for every color of the rainbow, then let them choose a few items to bring home and try. Explain that foods of different colors provide different vitamins and nutrients their bodies need.
Featured Fruit, Vegetable & Herb of the Month!
────
Cherries
────
Peppers ────
Cilantro
────
Learn about their health benefits & delicious ways to eat them
DC WIC FARMERS' MARKET NUTRITION PROGRAM
June – October dcgetfresh.com
Cherry Salad
INGREDIENTS
* ½ cup sweet cherries
* 1 cup green grapes, cut in half
* 1 cup cantaloupe, cubed
* 1 medium banana, peeled and sliced
* ¼ cup flaked coconut (optional)
* ¼ cup orange juice (juice from 1/2 orange)
INSTRUCTIONS
1. Wash all fruit before cutting.
3. Mix the cut fruit together in a bowl.
2. Pit cherries by slicing them in half and removing the pit.
4. Pour orange juice over fruit and stir in coconut if desired.
5. Refrigerate leftovers.
Roasted Bell Peppers
INGREDIENTS
* 4 bell peppers
* ½ tsp. Italian seasoning
* 2 tsp. vegetable oil
* ½ garlic powder
* Salt & pepper to taste
INSTRUCTIONS
1. Preheat oven to 450˚.
3. Roast until peppers are tender and blistered in spots, about 30 - 35 min.
2. Wash bell peppers and remove tops and seeds. Cut peppers in half and rub with oil. Place cut side up on baking sheet and sprinkle with Italian seasoning, garlic powder, salt & pepper.
Source: foodhero.org
Source: foodhero.org
1 - NIH, 2019: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5872786/
2 - NIH, 2006: https://www.ncbi.nlm.nih.gov/pubmed/[REDACTED_PHONE] - NIH, 2012: https://www.ncbi.nlm.nih.gov/pubmed/22671941
No-Cook Salsa
* 2 cans diced tomatoes (14.5 oz. cans, drained)
* ¼ cup green onion, (sliced)
* 1 can diced green chiles ( 4.5 oz. can, drained)
* ¼ cup fresh cilantro, (chopped)
* 1 pinch of pepper
* 2 tbsp. lemon or lime juice
* 1 garlic clove, (minced)
1. In a large bowl, stir together all the ingredients until well mixed. Cover and chill at least 4 hours.
2. Serve with tortilla chips or raw vegetables.
Source: Nebraska SNAP-Ed | web | https://20158fdc-f4db-4436-a8f3-8d0d4c02c740.filesusr.com/ugd/a048fe_f2ca648b1e024e008741a580267ce14b.pdf | 0.428744 | {
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English
- Write a persuasive letter arguing why chocolate should not be banned from school. Remember to use persuasive language and justify your points for effect. See the sentence stems below for support.
- Practise your spellings by playing some of the games on this website: https://www.bbc.co.uk/bitesize/topics/zt62mnb Can you think of some high level sentences for these words?
- Word of the week: Callous See below for definition and examples. Can you use this word in your learning this week? Can you write your own sentences which include it?
PSHE / Citizenship
- Discuss with an adult:
- Why is sleep important?
- What does sleep do for our wellbeing?
- What are the benefits of getting enough sleep?
Create a poster or leaflet listing all of the positive effects sleep has on our bodies.
Year 5 Lodge Farm Primary Home Learning Grid
Maths
- Complete 20 minutes of your assigned Mathletics tasks.
- Complete the 'Quadrilateral Quandry' sheet below.
- Create your own 3D shape. Watch the following video on nets to support you in creating your own. https://www.bbc.co.uk/bitesize/topics/zt7xk2p/articl es/z247tv4
- What makes a shape symmetrical? How many different symmetrical shapes can you draw? Use the following website for support:
https://www.bbc.co.uk/bitesize/topics/zrhp34j/article s/z8t72p3
Computing
- Complete your 2Dos on Purple Mash.
- Jazzy Jigsaws:
Using a puzzle or print out of the following website: https://www.digitalschoolhouse.org.uk/documents/jazzyjigsaws Assemble your jigsaw and think about the strategy that you adopt in order to solve your puzzle. More specifically, think about your strategy as an example of algorithmic thinking. Write a paragraph explaining what you noticed.
Science
- Follow the instructions to create your own dry erase experiment:
http://www.sciencefun.org/kidszone/experiments/dryerase/ Write up your experiment, including materials, method, results and conclusion.
- What sport makes you sweat the most? Plan an investigation around a Big Question. What do you already know about exercise and sweating?
- Why do we sweat?
- How much do we sweat?
- What makes us sweat more or less?
Think about how you will explore the question. How will you test it?
P.E
Standing Long Jump:
Equipment: One marker and a tape measure
Scoring 1 point is awarded for each 10cm jumped. Use the tape measure to measure from the marker to the back of the contestant's foot (the nearest part of the foot to the marker).
Instructions: Place a marker on the floor with empty space in-front of it. The contestant stands level with the marker and jumps forward. They should take-off and land on two feet. If they fall over when they land, they take their turn again until they land on two feet.
Year 5 Lodge Farm Primary Home Learning Grid
-
Definition
Synonyms
Antonyms
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O Papel da Universidade no Século XXI: o MIT e o Crescimento do Brasil
Jerson Kelman
CEO, Light S/A
11 de Agosto de 2010
São Paulo - Brasil
Brazilian energy source is renewable
- **Renewable**
- **Non-renewable**
We have been producing electricity from solar energy for more than a century.
Brazil power sector at glance (2008)
Installed capacity:
104 GW
74% is hydro
Peak demand:
64 GW
(comparable to England or Italy)
Average production:
51 GW X 8760 h/y = 447 T
90% is hydro
The transmission system
Interconnected System 4000 km
Europe 4000 km
Spot price is low most of the time...
Long term power purchase agreements (PPAs)
PPA (energy)
TUSD - Distribution network charge + taxes
TUST – Distribution network charge + taxes
Distribution Tariff = Energy + TUSD
PPA – Power Purchase Agreement
Results of recent auctions of energy (competition for the market, rather than in the market)
- Sales: ~ 150 TWh/year
- 37% Hydro e 63% Thermal
- (natural gas, oil and coal)
- Total value: ~ US$ 110 billion
Did Brazil run out of sites to build new hydro plants?
| Country | Sites Available |
|-----------|-----------------|
| Congo | 1 |
| Indonesia | 4 |
| Peru | 6 |
| Russia | 11 |
| China | 16 |
| Colombia | 18 |
| India | 21 |
| Brazil | 26,0 |
| Canada | 37 |
| Italy | 45 |
| Sweden | 55 |
| USA | 60 |
| Norway | 61 |
| Japan | 64 |
| Germany | 83 |
| France | 100 |
Source: EPE
Hydropower plants in the Amazon river basin
What would be the alternatives?
Per capita consumption of electricity
Argentina Bolivia Brazil Costa Rica Chile Colombia Ecuador Honduras Mexico Paraguay Peru Uruguay Venezuela USA France Germany Sweden
Challenges of Energy Regulation in Rio de Janeiro
Energy Theft: The Problem in Brazil
Waste and Unfair Cost Allocation
22 TWh lost per year in Brazil - 8% of Consumption
Cost Today
US$ 3.2 Billions per year
Presently paid by honest consumers and DisCo
Savings if Eliminated
US$ 1.6 Billions per year
To be paid by today’s dishonest consumers
50% of energy theft wouldn’t be consumed if invoiced
* Source: ABRADEE, 2008
Challenges of Energy Regulation in Rio de Janeiro
The Regulated DisCo’s Perspective
Risk Areas: Where Energy Theft Control is Virtually Impossible
600 communities; 650,000 consumers (17% of total)
Rio’s effort to regain territorial control
Comunidades que serão mapeadas pela polícia
- ZONA SUL – > 100 mil habitantes
- Ladeira dos Tabajaras – Casa-d’área
- Morro do Salgueiro – Vila Nova
- Favela da Rochinha – São Conrado
- Morro do Alemao – Jacarepagua
- Morro Centro-Civil – Cosme Velho
- CENTRO – > 20 mil habitantes
- Morro do Provedorica – Centro
- Complexo do Alemão – Centro
- Morro do Andaraí – Andaraí
- Morro Fallet Freguesias – Santa Teresa
- ZONA OESTE – > 100 mil habitantes
- Morro do Alemao – Jacarepagua
- Morro do Salgueiro – Vila Nova
- Favela da Rochinha – São Conrado
- Morro do Provedorica – Centro
- Complexo do Alemão – Centro
- Morro do Andaraí – Andaraí
- Morro Fallet Freguesias – Santa Teresa
- ZONA NORTE – > 400 mil habitantes
- Complexo do Jacarezinho
- Complexo do Caju
- Parque Alegra – Caju
- Morro do Turano – Rio Comprido
- Morro do Formiga – Tijuca
- Complexo do Perfeita – Perfeita
- Complexo do Caju – Caju
- Favelas de Parada de Lucas e Vizinho Geral
- Complexo do Dendê – Ibiru do Governador
- Complexo do Caju – Caju
- Complexo do Morro dos Pintos
- ZONA SUL – > 100 mil habitantes
- Morro do Luxemburgo – Vicente de Carvalho
- Favela do Mucuripe – Guadalupe
- Complexo do Dendê – Ibiru do Governador
- Complexo do Morro dos Pintos
1 policeman per 40 people
So far, 10 slums, 25,000 families (4% of total)
Before pacification, areas presented extremely high level of non technical losses, above 90%
State Territorial Control: a necessary condition for adequate public services
The first pacified community: Santa Marta
- Number of families: 1,500
- Billed consumers: 80
- Revenues: US$360/month
Before pacification
Santa Marta: as it was...
- Transformers overcharged
- Precarious low voltage grid
Santa Marta: new grid, new technical solutions
Santa Marta: telemetric electronic gauging
Santa Marta: energetic efficiency
- Replacement of 7,000 incandescent bulb lamps
- Replacement of 700 inefficient refrigerators
- Substitution of internal wiring of 500 households
The Regulated DisCo’s Perspective
The Santa Marta Experience
1,500 families, US$ 2.2 millions in investments
Before
Theft: 93%
Delinquency: 76%
After
Theft: 0%
Delinquency: 5%
Investments In the Network: Electronic meters + Anti-theft cables
Other Investments: Replacement of inefficient equipments (refrigerators, light bulbs, ...); Customer database; Streets identification | web | http://kelman.com.br/pdf/MIT%20Agosto%202010%20-%20SP.pdf | 0.468716 | {
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Chicago Native, Hall of Fame Sailor and Author Captain Bill Pinkney Launches New Book for Young Readers
Book Signing at Chicago Maritime Museum on May 16
A new children's book written by Captain Bill Pinkney and illustrated by noted Chicago artist Pamela C. Rice, tells the story of Captain Bill's historic solo sail around the world in 1990.
Sailing Commitment Around the World aims to inspire readers from 8 to 12years-old with stories, adventures, and sights of the voyage and the lessons Captain Bill learned at sea: dream big, persevere and don't be distracted by hurdles that come with moving forward.
"From first page to last, Captain Bill Pinkney's captivating children's book, Sailing Commitment Around the World, is nothing less than a delight," says Cruising World Magazine's executive editor, Herb McCormick. "Beautifully illustrated with full-color paintings by noted artist Pamela C. Rice, the book is most certainly a true-life adventure tale, but it's also something even better: an inspirational story about a kid with a dream -- like all kids -- who ultimately had the courage and drive to fully realize it. With simple but memorable prose, and a message with lessons learned that will resonate with readers young and old, Captain Pinkney's Commitment wasn't just the name of his boat, it was the driving force behind a historic, once-in-a-lifetime voyage. Bravo."
A product of the Chicago Public Schools, Captain Bill's solo efforts were tracked and used in Chicago and Boston public schools during his voyage. Gaining his sea legs on Lake Michigan, Captain Bill is proud to say he is a freshwater sailor who turned "salty." Though his book is focused on youngsters, adults will enjoy following the adventures that took place during this South Sider's middle-age years.
Captain Bill is both the first Black man to solo sail around the Earth via Cape Horn, and to receive the "Lifetime Achievement Award '' by the National Sailing Hall of Fame in Newport, Rhode Island. He is the author of two other books: Captain Bill Pinkney's Journey, a Basal reader for first graders and his autobiography, As Long as It Takes. The documentary of his voyage won the George Foster Peabody award for children's programming. This fall, Mystic Seaport Museum will present Pinkney with the "America and the Sea" award at a gala in New York City.
An exhibit of his artifacts and audio-visual presentation is being planned by the Chicago Maritime Museum for later this year.
Pinkney will be signing his book and telling stories of his adventures on Monday, May 16 from 6:00 to 7:30 p.m. at the Chicago Maritime Museum in the Bridgeport Art Center at 1200 West 35th Street. Children are welcome and will be seated in a special reading circle to hear Captain Bill read from his book and participate in a question-and-answer session.
Register for the event and/or pre-order the book here
Curator's Corner By Dylan Hoffman
Structural Improvements Continue at CMM
The Chicago Maritime Museum is located on the river level of the Bridgeport Art Center. Built in 1911, the 500,000 square-foot building was originally a storage facility for the Albert Pick and Son Company, a hotel supply company. Spiegel Catalog operated out of the building after Pick closed in 1947. Today, the space is home to a vibrant artist community run by Prairie Management & Development.
The CMM opened its doors to the public in 2016 at the BAC and has made substantial structural improvements in support of the preventive conservation of the collection while simultaneously providing a comfortable and engaging visitor experience.
As a not-for-profit institution, it is our fiduciary responsibility to care for the items in our collection in perpetuity. As all objects age they begin to break down and deteriorate, and many factors impact our ability to ensure our collection receives the best care we can provide. Incorrect temperature, incorrect relative humidity, and air pollutants are three commonly known agents of deterioration.
Strategies to reduce and/or block the agents of deterioration based on our needs and resources available were developed during our recent Museum Assessment Program for Conservation Stewardship, provided by the American Alliance of Museums.
The museum is currently working with the building to replace the boiler heating system with a modern HVAC system. This improvement will not only provide appropriate and stable year-round temperature and relative humidity levels, the air filtration system will also greatly reduce dust and other airborne pollutants.
A special thanks to museum chairman Captain Dave Truitt for funding this renovation project, for Trigg Waller for spearheading it and the CMM board of directors for approving it. The museum will remain open during construction.
The Chicago River Comes Alive in New
Portrait Painted with Fishing Rod and Reel
An acclaimed artist paints with fishing gear and a portion of the proceeds of the Chicago River painting's will be donated to Friends of the Chicago River.
Read More Here
Great Lakes Shoreline Shipwreck Viewing Predicted to be Excellent this Summer
This summer could be excellent for shoreline shipwreck viewing as the U.S.
Army Corps of Engineers predicts that the water level of lakes Michigan and
Huron could be almost 2 feet below the record highs set in 2020.
Read More Here
Visitors Enjoy Cool, Crisp Water At What Was Once A Private Swimming Resort In Wisconsin
Paradise Springs Nature Area is a state-managed park that's located in southern Wisconsin, just northwest of the community of Eagle. It's about 45 minutes from downtown Milwaukee, but it feels a world away.
Maritime Event Calendar
Check out local maritime events at the Chicago Maritime Museum website calendar page.
Submit maritime events in the Chicagoland area or story ideas to Mary Ann O'Rourke at [REDACTED_EMAIL].
Ready to join or renew your membership?
Information about our membership offers can be found here. If you need further membership support please email us at [REDACTED_EMAIL] | web | https://www.chicagomaritimemuseum.org/uploads/1/2/5/2/125257906/may_2022_otm__2_.pdf | 0.483712 | {
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Lego® Robotics & Theme Classes Taught By:
After School LEGO® Engineering Enrichment Class
If you like to build with LEGO® bricks - you'll love this! In Snapology's Robotics Rescue Mission Class, Your child will have a blast exploring the world of robotic technologies as they build, and learn. The children will learn programming using the EV-3 language, gain hands on engineering experience, and work together in teams to complete missions.
Dates: Thursdays Nov. 1 – Dec. 20 (no class week of Thanksgiving) Time: 3:40pm- 5:00pm Ages 3 rd – 5 th Grade Students Cost: $115 (6 class sessions)
Minimum of 8 and maximum of 12 students per class.
Sign up your future engineer online today....... shhh don't tell them it's educational!
Enroll Online..........sandiego.snapology.com
Or call [REDACTED_PHONE] | web | https://4917b59d-a-f02546b7-s-sites.googlegroups.com/a/birneypta.com/birneypta/ase/Robotics_Session%20K-2flyer.pdf?attachauth=ANoY7cpRW0SLwpqA2AlmqLu-6G0VThaX51D-OSHFpDqqy8baDSqcxFi4ywavwqDjvUtWZvFXumfMjPEYFT563FcIvHR_U8AeuWSqUG0GChenFhCJGtP4Uai_LxQctPCm3cZLqpUZ0by1oU51rZM9jb9e_IEEg5FlC3v9hFHTwmGKPFWeRESaozybGEvdEXy_ExAJ6q2xclhl1iWPB4hnViVj6j0pRwQWM7tG8lV_TeVdhnsS5835pGE%3D&attredirects=0&d=1 | 0.437416 | {
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INNOVATION SHOULD BE THE NAME OF AFRICA'S GAME
by Witus Matukane
1 February 2012
Reading Field Ruwe's article ("You lazy intellectuals", January 30), one is reminded of the book Capitalist Nigger, and Reuel Khoza's Let Africa Lead.
All these intellectuals have a common theme and picture of Africa; they want to see Africa begin to do something for itself. The popular "African Renaissance" and "I am an African" assertions by former president Thabo Mbeki should form the basis of African rediscovery.
South Africa is undoubtedly one of the best countries in the world in the disciplines of education, infrastructure development, management of conflict and diversity (except for the xenophobic tendencies in our societies) and politics.
We have produced academics of high stature, businessmen and women of an international standard, and we continue to display to the world that we are a learning-loving nation (the recent accident at the University of Johannesburg bears testimony to this, as does the overflow of other institutions of higher learning). The question is: what do we do after all this studying?
Some argue that getting a decent job is enough, others want to become business people, while others dream of becoming renowned entrepreneurs. All these make a positive contribution to the country's economic growth and development.
However, to prosper we need to become innovative in our business dealings. Engineers, scientists, scholars, academics, intellectuals and medical doctors should focus more on innovation of dynamic instruments of economic growth and development.
For example, we have vast areas of arable land which could be exploited by agricultural scientists for food production and security.
Where are they and what are they doing? They are giving lectures rather than producing food for local markets and exports.
South Africa, viewed as a gateway to economic growth and development of the African continent, should realise the importance of the leadership vested in her by the world. Ours is a relatively stable country compared to other African countries.
We should complement that with new discoveries and inventions.
Studies have confirmed that South Africa imports more than it can export.
A country that does not manufacture its own materials will always rely on other countries, such as Brazil, Russia, India and China, for supplies.
One can only hope joining South Africa to the aforementioned economies to form BRICS will assist us to develop our economy for the betterment of Africa.
It is time for Africa to lead. We need to be trendsetters. | web | http://www.reuelkhoza.co.za/index.php/news-room/category/3-2012?download=27:s-game-by-witus-matukane-1-feb-2012 | 0.421638 | {
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What is a city?
The reason for my participation in the project „Soundscapes" was the interest in some questions about cities and especially about Rostock.
I grew up near Rostock and always perceived the city visually. I know a lot of places and areas and I can describe what they look like. The project was a possibility to explore the city in a new way and publish my experiences in a exhibition and on a website. This has made it possible for me to share my experiences with other people and encourage them to explore the environment in a new way and to sharpen the senses they don't normallyuse. In order to understand the dimensions and the possibilities of „Soundscapes" I had to ask myself a few questions before I started the research and the fieldwork.
What was especially important to me was the understanding of the term „City" and the character of a city
1. What is a city?
For me it was not enough to categorise a city as a place where many people live and work. It is more...
A city for me is a accumulation of the cultural achievements of humankind. Cultural achievements can be architecture, structure and town planning, arts, infrastructure, economy, and other things. So a city combines or unifies all these factors and centralises them.
2. What characterises a city?
If we think about the character of cities, we normally think of visual highlights like interesting and historical architecture or some natural occurrence like their situations on the coast or close to a mountain. But neither the achievements nor the natural occurrences characterise cities. The people and their perceptions characterise them. What effect would the greatest architecture have if nobody saw it? What impact would the loudest bell cause if nobody heard it? It's like the old riddle "If a tree falls in a forest and no one is around to hear it, does it make a sound?"
3. What characterises Rostock?
As I answered in the questions before, Rostock is a place on the Baltic Sea in which cultural achievements are centralised, combined, and unified. Some special and interesting achievements of the history are the Hanse architecture, red bricks, industrial structures, and disk's buildings.
But concerning the character I had to ask my self how do people in Rostock perceive their city? Of course I cannot give an answer but, concerning the Soundscapes-Project, I can try to find sounds that many people are surrounded by.
After answering these questions it was clear for me to make recordings in the suburbs of Rostock, like Lütten Klein or Lichtenhagen, where many disk's buildings are. Disk's buildings are a dominating architectural feature of Rostock and used to provide more than 50% of housing for Rostock's inhabitants. They were an important part of culture in the lives of the people in Rostock.
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Are Your Children Missing the Fun?
Hi Families –
We are nearing the end of the first semester and just wanted to send out some reminders & updates on our class happenings.
Chalice Children (Pre-school)
The class delves into our Unitarian Universalist faith, provides experiences around the strength of community, the wonder and awe that transcends everyday understanding, and the life issues we share. There are stories, activities, and plenty of time for free play. The kids have made several chalices, planted seeds, and made Halloween ghosts and cookies. The last few classes talk about family, feeling sad, and gratitude.
Explorers (Elementary K-2)
Spirit Play is a method of teaching, rather than a curriculum. It gives children the tools to help them find and live their answers to the existential questions, which is the purpose of religious education. Our theme is UU Identity including our seven principles. After the story, the children pick out their activity from a selection of centers including art, science, nature, worship, & reading.
Navigators (Elementary 3-5)
UU Super Heroes introduces children to stories of Unitarians, Universalists, and Unitarian Universalists who have acted with courage and wisdom in their attempts to live their lives fully and make the world a better place for others. They will learn how our seven principles mesh with real world work.
Searchers (Junior High)
The curriculum, Living in UUville, gives youth an opportunity to explore the full meaning of the principles of Unitarian Universalism in their lives, within an environment that encourages individual initiative as well as teamwork in pursuit of multiple goals. The activities encourage youth to think about their
RE NEWZ
November 2017
own religious beliefs as they roleplay different characters.
Attendance
Children develop a sense of belonging and community by regularly attending classes. They enjoy it more if they have the opportunity to make friends and know what's going on. For that reason, regular attendance is important. Of course, we understand that family situations can make one family's "regular" schedule different from another's schedule, but we hope they can be at classes at least 2-3 times a month!
We also know that children learn their values from their parents. You can help your own child learn the importance of religious exploration classes by facilitating regular attendance, showing an interest in what happens each week, and volunteering your time. If there is an issue with the teachers or program, please let Amy or a Council Member know. We cannot improve things, if we are not aware of the issues.
Dia de Los Muertos Service
November 5
"Celebrating Dia de los Muertos: The Spirit of Life and Love"
This is a multigenerational service, and we are excited to have the children with us for this entire celebration. Families are asked to bring mementos of loved ones who have died, including pets. With ritual, story and song, we'll honor our dead and remember that life continues within each of us in the spirit of abiding love.
We want all children to engage in the service as that is the purpose of a multigenerational service. Here are a few reminders of our policies.
The Chalice Children class will have an area at the back of the sanctuary to play, supervised by our staff teacher Erin Swift. We ask that children NOT in the Chalice Children class, sit with their parents, as space is limited. On our RE Greeter table, there will be items (Soul Work) to occupy busy fingers.
If your child decides to sit on the patio during service, they MUST have PARENTAL SUPERVISON! No children will be allowed on the playground during service time.
Thank you for your understanding in helping everyone enjoy this service.
Winter Program – December 3 & 10
Our annual winter program will be held December 10 th during service time. This is a multigenerational service, in which children do the major part of the 'acting out' of the story.
This year the program is the Nativity Story with a UU Social Justice theme. There are 3 speaking parts and some narrator parts. There are also lots of non-speaking roles for children. The Chalice Children class will be animals in the production.
Any child that would like to participate must be at RE Classes on December 3, 2017. They will get parts and costumes that day.
Harry and UU
Beginning in January, the Navigators and Searchers classes will join forces to form a chapter of Dumbledore's Army, as they work to fight several Horcruxes. This curriculum seeks to help participants learn that change is possible through multiple avenues, and can happen whether the problem is local or worldwide. Students will have the opportunity to make a difference in their community and the world through hands-on projects that will also teach them social responsibility.
Contacts
If you have a suggestion, question, or concern about any of our programs, please let us know. Thank you!
Director of Lifespan Religious Exploration Amy Randall [REDACTED_EMAIL] 909/731-9852
Religious Exploration Council
Joanne Greene - Chair [REDACTED_EMAIL] 909/915-5697
Lorraine Tant [REDACTED_EMAIL] 909/395-6692
Robert Tidwell
[REDACTED_EMAIL] 909/687-5149
Marlene Terrazas
[REDACTED_EMAIL] 909/997-1033
Jesus Astudillo [REDACTED_EMAIL] 909/957-9034
Marcel Goedemans 626/347-7477 | web | http://montevistauu.org/wp-content/uploads/2017/11/RE-Newz-November-2017.pdf | 0.491958 | {
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El Capitan Precious Metals, Inc. Exploration Project
♦ Violations issued by the U.S. Forest Service and the New Mexico Mining and Minerals Division were abated summer of 2007.
♦ Surveys for cultural resources, Threatened and Endangered Species, Neo-tropical birds and mammals have been completed.
♦ No drilling can be done until NEPA is completed and a decision is signed
♦ Exploration project consists of 112 holes, drilled in phases
♦ Tracked/rubber tired drill rigs will be used.
♦ Air/fluid drilling will be used.
♦ Drill pads will measure 60' x 30'.
♦ Existing roads will be used when possible.
♦ Drill hole depth will average 400'.
♦ Overland access will be used when possible.
♦ When roads are constructed they will measure 12' wide and will follow land contours
♦ Some access roads will be constructed.
♦ Total acreage for road disturbance is 19.85 acres of which approximately 10 acres will be from new construction.
♦ Total disturbance at any given time in the project will be less than 19.85 acres because as exploration work is completed the roads and pads used in that particular phase will be reclaimed.
♦ Reclamation involves:
1. Re-constructing the road with the material removed.
2. Scarifying the surface to create a viable bed for seed.
3. Seeding with a seed mixture approved by the U.S. Forest Service and New Mexico Mining and Minerals Division. The mixture consists of plant seeds native to the area and certified "Free of Noxious Weeds."
4. Tacking and crimping mulch to create micro-habitat for the seeds.
♦ Comments can be emailed to: [REDACTED_EMAIL]
Mail to: GL Environmental, Inc. El Capitan P.O. Box 1746 Las Vegas, NM 87701
Phone: ([REDACTED_PHONE] | web | https://www.elcapitanpmi.com/wp-content/uploads/2017/02/Pre-NEPA_Public_Meeting_Fact_Sheet_Jan_28__29_2008.pdf | 0.42261 | {
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Compact Fruit Shrubs
Fifty years ago almost all fruit trees in the Okanagan were grown on standard seedling rootstocks. This produced very large trees that could reach 30 feet tall by 30 feet wide. They were slow to come into production.
If a home gardener wanted a fruit tree, it meant that a large lot was needed, care was very laborious, with large, awkward ladders needed to allow people to reach the upper limbs to prune thin and pick the fruit. Pest control was also laborious.
During the past 50 years the size of our fruit trees has been shrinking. In the case of apple trees we have gone from standard to semi-standard to semi-dwarf to fully dwarf trees 6 feet tall (9 M).
The use of the Old Home Farmingdale rootstocks has helped to reduce the size of pear trees. The Gisela series of rootstocks from Germany has resulted in smaller cherry trees, peach trees, nectarines and Italian prune trees can be kept as small, manageable trees by pruning. The new Pixie rootstock looks promising to reduce the size of apricot and plum trees.
Over the course of the last 50 years, building lots have become smaller and families have become smaller. Home gardeners still want to grow their own fruit, but there no longer is a desire for large fruit trees.
The small fruit trees are easier to manage for pruning, thinning and picking. In addition, pest control is much easier. Fruit can be just as big, if not bigger on smaller trees.
If you are looking for small fruit trees, go to your nursery or garden centres and see what they have. Garden centre employees should be able to tell you how large a fruit tree will become and how much room they will need in your garden. Landscape and yard maintenance company employees would also be able to help you in this regard. | web | https://www.greenvelvet.ca/app/uploads/compact-fruit-shrubs.pdf | 0.439404 | {
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What has the nominee accomplished qualitatively and quantitatively to help close the Digital Divide and what has been the magnitude of the impact?
- National leader in improving the “Home Learning Environment” of low-income school children.
- **Take IT Home**
- Home computer loaded with selected software, online educational content, information about affordable broadband options and hands-on training for parents.
- Launched California effort in 2008 with CETF grant
- Served 1,400 families since inception, of which 68% have annual incomes of $35K or less. 86% of these families are high school level graduates and 28% are not high school graduates. Post interaction with Computers for Youth (CFY), 95% are more confident they can help their child learn, 93% are more connected to their child’s school.
- Awarded $7.6 MM by U.S. Department of Commerce for Sustainable Broadband Adoption portion of the Sustainable Broadband Technology Opportunities Program.
How has the nominee made an exemplary contribution towards Digital Inclusion that distinguishes the effort from others?
- **Teacher Professional Development**
- CFY trains teachers to incorporate technology into instruction and link in-school to at-home learning through CFY educational software and MyHomeLearning.com site.
- **Student Software Team**
- Former Take IT Home students test software for possible inclusion in CFY software used CFY home computers and MyHomeLearning.com.
- **MyHomeLearning.com**
- CFY site launched November 2009 as a resource to over 300 screened educational products targeted for Middle and Elementary students. First built experimentally but now receives over 25K hits/month, with no advertisements.
How is the nominee regarded and respected by colleagues and the community?
- B.T.O.P. award indicates validation of CFY approach and track record.
- Co-Founder and CEO, Elisabeth Stock, recently elected as an Ashoka Fellow.
- WNYC Brian Lehrer Show recently featured Mark Malaspina, Chief Officer of Operations.
- Education Week’s October 13, 2010 issue features co-editorial, “Home Computers and Student Achievement” by Elisabeth Stock.
- CFY 2009 beneficiary of 100 Women in Hedge Funds New York City Gala.
- CFY receives 4-star rating from Charity Navigator three years running.
What does the nominee do to inspire, enlist and assist others in promoting Digital Inclusion, especially harnessing market forces to serve the public good?
- **Affiliate Network**
- A national coalition of non-profits committed to improving Home Learning Environment of low-income families through innovative use of technology.
- **The Educational Software Package**
- CFY builds partnerships with numerous software developers, gaining access for families that would otherwise have these resources unavailable to them. Also leverages partnerships to continue Digital Inclusion momentum in the business sector.
- **CFY’s Volunteers**
- Volunteers recruited to assist at Family Learning Workshops and reduce student to teacher ratio. Enables education and encouragement towards commitment to harnessing potential of Home Learning Environment.
How does the nominee capture the spirit and legacy of Don and Rosemary Vial?
- Diverse stakeholder collaboration.
- Partnerships with for-profit organizations garner donations of products for use by CFY families and valuable feedback to industry executives via Take IT Home program and Student Software Team.
- As a B.T.O.P. recipient, CFY is a large Government partner enabled to promote broadband access for low-income families in the Los Angeles area.
- CFY functions as an education partner, working directly with school districts.
- The Affiliate Network managed by CFY engages and supports numerous non-profits nationwide. | web | https://s42263.pcdn.co/wp-content/uploads/2020/04/Vial_Awards_Nominees_Summary_CFY.pdf | 0.480051 | {
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Still Creek Trail #780
Recreation Opportunity Guide
Easier
Trail Highlights:
A very pleasant forest trail that begins out of Camp Creek Campground. The middle segment of this trail contains a short boardwalk that guides the hiker through a nice wet Cedar grove.
Trail Description:
There are a couple of steeper pitches at the beginning and end of the trail, but overall the trail is moderately easy. There is one section soon after leaving the campground that has smooth, sloped rock, which creates awkward footing for a very short distance.
Regulations & Leave No Trace Information:
Leave No Trace
Plan Ahead and Prepare: Prepare for extreme weather, hazards and emergencies.
Travel and Camp on Durable Surfaces: Use established trails and campsites.
Dispose of Waste Properly: Pack out all trash, leftover food and litter.
Leave What You Find: Avoid introducing or transporting non-native species.
Minimize Campfire Impacts: Use established fire rings & keep fires small.
Respect Wildlife: Control pets at all times.
Be Considerate of Other Visitors: Avoid loud voices and noises.
For information on Leave No Trace, go to www.LNT.org or call [REDACTED_PHONE]
For current trail conditions and more recreation information go to:
http://www.fs.usda.gov/mthood
Map and driving directions on next page
Mt. Hood National Forest 16400 Champion Way Sandy, OR 97055 [REDACTED_PHONE]
Zigzag Ranger District 70220 E. Highway 26 Zigzag, Oregon 97049 [REDACTED_PHONE]
The USDA is an equal opportunity provider and employer.
Directions to Trailhead: From Portland, follow US Hwy 26 22.3 miles east of Sandy and turn right (south) into Camp Creek Campground (0.15 mile west of milepost 47). Limited parking is located at the west end of the campground. There is poor trailer access. Walk across the bridge to access the trailhead.
Recommended maps:
Zigzag Ranger District | web | http://www.pnwhiker.org/zmaps/ore/mthood/zigzag/stillcreektrail780.pdf | 0.425006 | {
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Developing the Essayist
Andrew Pudewa
Abstract:
Developing excellent essay writers involves two basic elements—understanding the structure of an essay, and writing for a purpose. By definition an "essay" should express an opinion, but often students are not sure how to construct a thesis or articulate an opinion, especially if it is a content-based assignment. These two elements can be clearly presented, and through a pathway based on increasing complexity, refined for students of varying levels of aptitude and writing experience.
Overview of Presentation:
The topic-based paragraph is the building block of the essay, and should be taught first:
* Teacher dictates length of ¶ by requiring a certain # of details (facts or comments).
* Topic-Clincher Rule: The topic & clincher sentences must repeat/reflect 2-3 key words.
* Refining the paragraph model by moving from "just details" to the TRIAC model.
Steps for writing a Basic or Expanded Descriptive (or expository) essay:
1. Determine length; length dictates structure & number of topics
2. List possible topics
3. Choose topics; (topics should be related, selected for a purpose—shown in Part Two)
4. Outline and write body (topic) paragraphs
5. Write the conclusion paragraph
a. Restate topics (3-5)
b. Make a point: What is the most _______* thing & why
*(important, significant, valuable, notable, useful, etc.)
6. Write the introduction paragraph
a. Get the attention of the reader
b. Give background information
c. State topics (3-5)
(d.) Thesis=point made in conclusion
Steps for writing a
Super-Essay
1. Determine length (12-16 ¶= two sections, 17-24 ¶=three sections
2. Divide subject into two areas (practical/ethical, causes/effects, etc.)
3. List and choose topics for each section
4. Make master outline, plan & write body paragraphs
5. Connect sections with sub-conclusions & sub-introductions
6. Write super-conclusion & super-introduction
Variations on Models: Basic Essay with Expanded Topics
1. Important or long topics may need two paragraphs
2. Division of one topic into sub-topics should be clear (i.e. if topic is "taxation," sub-topics could be "direct taxation" & "indirect taxation")
Argumentative Essay (sometimes termed Persuasive)
1. Introduction states "thesis" (opinion)
2. Topics support thesis, conclusion restates opinion
True Persuasive Essay
1. Introduction asks a question (conceals opinion)
2. Topics strategically chosen to lead reader (Con--Pro)
3. Conclusion argues opinion (discredit Con, reaffirm Pro)
Part Two - The Purpose
A. Difference between an "Essay" and a "Report"
1. Report = Facts
2. Essay = Opinion
B. Forcing an opinion in the conclusion.
1. The power of the word "most"
2. The need for "why"
3. Start young; opinions can't really be "incorrect"
C. Progression by subject type:
REPORT = FACTS
Stage I
Topics
Animals
States
Related
Countries
Stage II
Things
People
Events
Stage III
Literary Analysis
To
Personal Response
Support
Critique
Thesis
Stage IV
Issues (Persuasive)
Strategic!
ESSAY = OPINION
D. Documentation
1. Can be taught in steps, not all at once.
2. Several "right" ways - most important is following the style guide.
3. Teaching sequence:
Step One: Bibliography (books looked at)
Step Two: Integrated Quotation (< 3 lines)
Step Three: Inset Quotation (3 lines or more)
Step Four: Footnotes
Step Five: Paraphrase
Step Six: Informational Footnote
Step Seven: "Works Cited" vs. "Bibliography"
Step Eight: APA, MLA, etc.
E. Most important: Integration with relevant content, interests, goals.
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Farm Operation – Irrigation
Sustainable irrigation reduces cost, conserves water and protects the environment.
1. Farmers should apply water efficiently, and schedule irrigation according to soil water availability and crop needs.
2. Excessive irrigation should be avoided as it may cause soil erosion by run-off and leaching of nutrients, thus contaminating water sources nearby.
3. Soil organic matter, which serves to increase water-holding capacity of fields, should be built up and maintained.
4. Farmers may effectively reduce water evaporation in fields by mulches and cover cropping, hence enhancing water availability.
5. Seepage and evaporation loss of water can be effectively reduced by adopting micro-irrigation methods such as drip or sprinkler (as compared to flood and furrow irrigation).
About “GAP-CROP”
The GAP-CROP provides guidelines on local sustainable production of safe, healthy vegetables and fruits. It focuses on reducing the risk of chemical contamination (e.g. by pesticide and heavy metal) at farm level. This article is the sixth of a series of 12 Codes of Practice (COP) making up the GAP-CROP. Farmers may voluntarily follow this COP, identify potential problems in their farms, take appropriate control/mitigation measures, and monitor the effectiveness of such measures.
6. Fields should be irrigated early in the morning, late in the evening or at night in order to reduce evaporation loss of water in high ambient temperature.
7. Uneven application of water (e.g. via a sprinkler system during windy weather) should be avoided.
8. The irrigation facilities (pools, channels, pumps, pipes, hoses, etc.) should be checked regularly against leakage, seepage and other damages. Any defects found should be rectified or repaired promptly.
9. Farmers must not use untreated sewage water for irrigation.
Next COP:
Farm Operation – Pest and Disease Management
For more information on GAP-CROP, please contact:
Crop Farm Development Section,
Farm Development Division, AFCD
Tel: (852) 2668 0197 | web | https://www.afcd.gov.hk/english/agriculture/agr_useful/agr_useful_gap/files/GAP_COP6_E_202009.pdf | 0.434419 | {
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Computer Graphics: Photo shop Assignment
Due in 3 weeks
Nature versus Human-made
New Jersey City University Professor Janet Pihlblad [REDACTED_EMAIL] Office rm 229
Using real objects you have scanned and then opened into Photoshop, find ways to manipulate them to create either an abstract design, or use the objects to make a statement through your composition. The theme is Nature vs. Human-made. Absolutely no images from the internet may be used in this project.
Choose a combination of objects, some which are natural (made by nature), and some made by humans. The success depends on sharp detail of textures, and also choices of composition, form and color.
1. The printed size should be 19 x 13 inches. The final resolution should be 300 ppi (which means pixels per inch). We will discuss the Image Size dialog box in class, and how to use it.
2. Choose objects and materials for their textural qualities. A contrast of textures will be interesting. Metals and other eflective materials scan well, as do textured natural materials.
3. Pay attention to resolution and think about the final size of the image (How large do you want the object or texture to appear? So then at what size should it be scanned?) Getting the resolution right is crucial to the success of this assignment.
4. Think about the overall composition.
5. Consider associations your viewer might have with these materials/objects; how can you make use of that, to communicate a mood, or concept?
6. Please use this assignment to experiment freely in Photoshop. Mistakes can lead to discoveries that can be incorporated into your design!
7. Flatten your file before you turn it in. Always print from the flattened version. Designers ususally keep one copy with all the layers, in case they want to go back and use / change it later. So when you finish:
l Choose Save.
l Then from the layers' pull-out menu, choose Flatten.
l Then choose File > Save As > and rename it, by adding "flat" to the name (my_name-projectname-flat.jpeg). Now you have a flat copy, and the original, with all the layers.
l One approach to this assignment is to create a background pattern, and a focal point in the foreground. Many other approaches are possible!
THE PRINCIPLES AND ELEMENTS OF DESIGN
Elements of design are: Line, shape, texture, value, color, space/spatial illusion. Principles of design are: Unity/harmony, balance, emphasis, focal point, hierarchy, scale, proportion, variety, similarity, contrast, proximity, repetition, rhythm, symmetry, asymmetry, negative and positive space, implied form, continuity. | web | http://janetpihlblad.com/teaching/compugraphics/wk-07/natur-vs-human.pdf | 0.433723 | {
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Chile: Will democracy prove to be different from dictatorship?
The so called Chilean development model is presented by neo-liberals as a paradigmatic example to be copied by Southern countries in the quest for "progress". However, the nice figures and indicators of conventional economy that Chile has shown in the last two decades cannot hide the high social and environmental costs of the model. The forestry sector is one of the most dynamic and at the same time conflictive in this regard. The Mapuche people of southern Chile have seen their ancestral territories invaded by huge plantation companies supported by the state since dictator Pinochet's times. Large areas of forests have been cut down and substituted by pine and eucalyptus monocultures. The Mapuche have been gaining in strength and organization to face an opponent -pulp and timber companies, successive Chilean governments and the military- who have used physical violence, threats, bribes, criminal proceedings, and arbitrary detentions as means to "persuade" them (see WRM Bulletins 26 and 27).
During February, March and April this year the Mapuche have carried out a number of actions: on February 29th, Mapuche people from the community of Ercilla occupied the headquarters of Bosques Arauco, denouncing that the company had usurped their ancestral lands in the region; on March 1st, Mapuche people belonging the community of Pascual Coña in the BioBio region occupied the Lleu Lleu estate, which they claim to be part of their ancestral territories; on March 7th, indigenous people of the community of Cotulmo -together with non indigenous peasants- blockaded the route to prevent the access of lorries of Forestal Mininco; on April 14th -and coinciding with Easter celebrations- a group of Mapuche, most of them women and children, occupied the Cathedral of Temuco to protest over the arbitrary detention of leaders belonging to the Arauco Malleco Mapuche Coordination.
The powerful foresters' lobby CORMA -which sees that its control on the territory and resources is being threatened- has reacted asking the authorities to apply a "zero tolerance" policy to prosecute any action of the Mapuche that could be considered a crime. Even though forestry companies try to show themselves as defenders of the law, they have continued their campaign of intimidation against the indigenous people. On April 21st a group of Deputies denounced that private guards of Bosques Arauco had attacked members of the Mapuche community of Pablo Quintriqueo Huenuman in the VIII Region, and had spread herbicide on their crops. The indigenous people have also repeatedly been victims of violence by the police, which always act to defend the companies' interests and consider the Mapuche as terrorists. This is also what the mass media is doing to influence public opinion.
A lasting solution to the Mapuche can only be achieved if a true dialogue is established, the indigenous peoples' territorial ancestral rights are recognized and the underlying causes of this long conflict are perceived and addressed. Is the new democratically-elected Chilean government ready to change the course set years ago by the old dictator now under siege? Will democracy prove -to the Mapuche- to be different from dictatorship?
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The Swim Guide, Pollution Reporting and Citizen Engagement
Glenn Isaac, North Saskatchewan Riverkeeper
Our vision:
A North Saskatchewan Watershed where we all have the ability to safely and enjoyably swim, drink and fish.
Year Two Plan: 2012/13
1) A focus on education, outreach, collaboration and consultations in the Edmonton area/Capital Region and Central Alberta Lakes.
2) Highlight issues and assets of the water quality in the North Saskatchewan River Watershed “Inform, Connect, Protect”
Protecting:
Maintaining all that is of ecological value in a place.
To protect/preserve/enhance/steward you must inform and connect the public and influence the decision-makers.
How do I make Alberta water quality better today?
- You are doing it already: ALMS, lake stewardship groups, AESRD, MD’s, consultants
- NSRK providing awareness/education that keeps swimmers safe and able to avoid harm
www.theswimguide.org
www.theswimguide.org
Citizen/Community Engagement
- 60,000 views in Alberta 2013
- 100,000 views in Alberta in 2012/2013
- Pigeon Lake: 11,607 views in 2012/13 (most popular lake)
- Wabamun Lake: 9,507 views in 2012/13 (2nd)
- Alberta Beach: 5,243 views (most popular beach) in 2012/2013, Miquelon is #2 at 4,833 views
Citizen/Community Engagement
- 25 pollution reports
- 10 swimmer’s itch, 8 blue green slime/sheen, 4 fish kill, 3 general water quality concerns
- 10 beaches added because of citizen requests
- 25 follow up communications to concerned citizens
- Engagement to advocacy and involvement
- In other words...now I know and I want to do something
- From human health issue to protecting aquatic environment
- Alberta monitoring/AHS and Swim Guide a key influencer for Saskatchewan to move to monitoring
Thank You!!
Questions
"Unless someone like you cares a whole awful lot,
Nothing is going to get better.
It's not."
Dr. Seuss, The Lorax
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Pilots use checklists to make sure that all of the airplane's switches, buttons, knobs, and oth er controls are configured proper ly for each phase of flight. Many pilots use checklists as "do" lists— they read an item, then do it, read the next item, and so on. An alter native (used by virtually all airline crews) is configuring the airplane using a memorized pattern, or "flow," and then referencing the checklist to ensure nothing was missed.
Read a Checklist
CHECKLISTS: STEP-BY-STEP
* When the pilot calls for a checklist, read the checklist name, and then the first item.
* Verify the accuracy of the pilot's response and then continue to the next item.
You can help with either sys tem. When your pilot calls for a specific checklist—"Before Take
* When you reach the end of a checklist, say "[Checklist Name] Complete."
off checklist"—read the name of the checklist, then read each item in sequence, waiting for the pilot's re sponse:
ing, a pilot will sometimes respond to checklist items based on recollection, or out of habit, instead of actu ally checking. If you notice a discrepancy, point it out. If you say, "Landing Gear?" and the pilot responds "Down and Locked," but you see they are still up, state the fact: "The gear handle is still up."
... and so on.
Pilot: "Before Takeoff Checklist, please"
You: "Before Takeoff Checklist. Parking Brake?" Pilot: "Set."
You: "Seat Backs?"
Pilot: "Secure."
When you reach the end of a checklist you say, "Before Takeoff Checklist complete."
During a busy time like the approach to land
Keep track of your place in a checklist by using your finger. If the checklist gets interrupted (say, by a call from air traffic control), continue where you left off. If you lose your place, play it safe and start over.
Checklists are organized by phase of flight (typ ically something like: Preflight Inspection, Before Takeoff, Climb, ... Before Landing, After Landing, and Securing Aircraft.) There are also "Non-normal" and "Emergency" checklists for critical actions when things go wrong (page 59).
If this was a do-list, the pilot would perform each action as you read it off. If it was a true checklist, the pilot would simply verify each item was done (or do it with a slightly abashed look on his or her face). Running checklists is a great way to get more familiar with the airplane. In time, you can even verify that the pilot's response to each item is accurate.
Your aircraft and pilot may use a digital checklist that's integrated into an app or the aircraft sys tems. Most let you check off each item as it is completed, which is great if you leave and come back to a checklist. Sometimes it's eas ier for a pilot to run digital check lists solo rather than with help.
TASKS FOR EVERY PHASE OF FLIGHT
33
After a few flights, you'll know when each check list should be called for. If it seems like your pilot for got, offer a reminder. | web | https://pwtips.s3.amazonaws.com/media/Flying_Companion_Checklists.pdf | 0.539 | {
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QUALITY WRITING ATTRIBUTES
Ideas and Content are to be fully developed through the presentation of your main topic. Pick something that is important or interesting to you. Keep your topic small enough to handle well with supportive details and make your ideas crystal clear. Avoid general statements like, “Our trip in the Rockies was exciting.” Instead, say, “We woke up to find two very hungry black bears snooping through our camping supplies.”
Organization allows your writing to flow together with a natural sequence of information or action. Organization gives your writing direction and it helps the reader move through the ideas in a purposeful way. Use clever openings to hook the reader right from the beginning a provide a sense of ending. Don’t start by saying, “I am going to tell you about whales.” Rather, try something like, “Whales are amazing animals, not only for their size but also for their music.”
Sentence Fluency relates to the rhythm and structure of your writing. Sentence beginnings should not be repetitive, nor should sentences generally be the same length. Read aloud what you write to see if there is an effective variation in your sentence patterns. Avoid beginnings that are repetitive and avoid sentence lengths that drift on too long or that are short and choppy; “We explored the beach. We had fun. We saw petrels flying. Petrels are common on the coast.” Combine short sentences: “We explored the beach and watched petrels soar overhead in search of food.”
Word Choice invites the use of a variety of words to create original and interesting expressions. As you read and listen to what others write and say, you cultivate a rich vocabulary of precise and colorful words that let you say exactly what you want. This is the essence of good word choice. Carefully chosen words create vivid pictures. Don’t say, “The big dog was mean.” Say, “A hundred pounds of snarling yellow fur launched itself from the porch, straining at a rope as thin as spaghetti.”
Voice is the communication of your personality coming through your writing. Think about your reader as you write. Write directly to that person just as if he or she were standing there talking to you. Be yourself. Readers respond to sincerity, honesty, and conviction.
Conventions are the rules of language involving proper grammar, spelling, punctuation, and presentation in your writing. Without attention to conventions, others may not be able to understand what you wish to communicate. Problems with spelling and grammar interfere with the reading process and diminish the cleverness of your ideas, unique voice, and vibrant word choice. You must be the first editor of your writing by proofreading to ensure the text is as error-free as possible.
“We don’t want (the writer) to describe every ride at Disneyland or tell that the Grand Canyon is awesome…. If one of the rides at Disneyland got stuck, or if somebody fell into the Grand Canyon, that would be worth hearing about.”
--William Zinsser
“It takes a little time to think of a creative leader that captures the readers attention. Effective ones can begin with a quotation from somebody, a bold statement, or reflection on personal experience.”
--Clifford Trafzer
“Clarity. Clarity. Clarity. When you become hopelessly mired in a sentence, it is best to start fresh.”
--Strunk and White,
The Elements of Style
“Words are to writing what colors are to painting. The greater variety with shades and hues enriches the work in wonderful ways. Make a personal thesaurus of favorite expressions that captivate your imagination.”
--Anita Deyneka
“Voice separates writing that is read from writing that is not read… voice is the writer revealed.”
--Donald Murray
“The first editor of any piece is always the writer…”
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Part II:
Speaking through newsletters
The Northern Beacon made its first appearance in January 1942. The paper was started as a community building exercise within and between Alternative Service camps and to inform friends, family and the outside world of the work of conscientious objectors. Circulation eventually reached 1,055.
Articles on religious life, sports, camp doings, personal profiles, letters from readers, poetry, work project updates and reports from American COs captured many interesting aspects of the Alternative Service experience.
With the transfer of the men from Montreal River to the British Columbia Forestry Service camps, publication was temporarily discontinued. However, former editor Wes Brown and others revived the paper, now called The Beacon, from their new camps in British Columbia. John L. Fretz later took over the editorship. Both Brown and Fretz were from Ontario. The paper ceased in 1945 following the closure of the Forest Service camps.
Editor John Fretz wrote that the viewpoints of the various groups within the camps "were published so as to strike a balance and no viewpoint of any one group was to become the belief of the paper. No political issues or discussions were allowed in the paper."
Today, the paper is widely recognized as a significant source of Alternative Service history. The Mennonite Archives of Ontario has digitized the faded copies to preserve CO voices.
- with text from Alternative Service in Canada
by J. A. Toews
Conchies Speak: Ontario Mennonites in Alternative Service, 1941-1946 | web | https://uwaterloo.ca/mennonite-archives-ontario/sites/ca.mennonite-archives-ontario/files/uploads/files/partii_speaking_through_newsletters.pdf | 0.423777 | {
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Infants: · Bring your child's immunization record. · Read vaccine information statements. · Ask any questions. · Bring along a favorite toy or blanket. · Stay calm–your baby picks up your feelings. Toddlers · Reassure your child honestly,"It might sting but it will only last a few seconds." · Never threaten your child with shots, "If you are not good, I will have the nurse give you a shot." · Encourage older siblings to reassure and comfort, not to scare your toddler. Be there Be there
–Also try: Using a hand puppet. | web | http://publichealth.lacounty.gov/ip/immunization/parents/comfort-bethereE.pdf | 0.435714 | {
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**OUR OWN COMIC AND PUZZLE PAGE**
**POP — Literally Speaking**
**LALA PALOOZA — Romance Must Wait for Civic Pride**
**FUNLAND — Everybody's Playmate**
**A Simple Coin Trick**
A "trick" to examine your hand and the coin to be sure you are not using soap, wax or grease. Place the coin in your palm and proceed to pick it up with the palm of your hand without closing your fingers.
**Flood Singe**
Remove one letter from each word and substitute another in its place to spell the names of the points of a house.
**Solutions to Last Week's Puzzles:**
1. Automobile Parts Puzzle Answer: 1. Tires, 2. Wheels, 3. Axles, 4. Springs, 5. Doors, 6. Frame.
2. Give the picture a quarter turn left to see the hidden turtle. It is in the center of the drawing.
3. To rearrange the nine given words so they will read the same forward and backward: "Red now as it was a wonder."
4. The puzzle answer: Calf, calf, calf, calf, calf, calf, calf, calf, calf.
5. The puzzle answer: Calico, crepe, cotton, batiste and ser.
6. The puzzle answer: Calf, calf, calf, calf, calf, calf, calf, calf, calf.
---
**How Can I?**
By ANNE ASHLEY
Q.—How can I prolong the life of an old garden hose?
A.—Wash it with a good coat of glaze; red paint will prolong the life of an old garden hose for several years.
Q.—How can I remove oil stains from my desk?
A.—Apply a paste of vinegar and linseed oil.
Q.—How can I make a quart of lemonade?
A.—A good recipe is as follows: One cup of sugar, half a 2 egg white (whipped), a pinch of salt. Put the cup of sugar into a glass and add the egg white, light, souring, and in cream. Add the salt and stir well. Put into the refrigerator freezing tray and serve.
Q.—How can I remove sun tan?
A.—Mix one-half ounce of glycerine, one ounce of rosewater, the juice of one lemon, and apply. Or try buttermilk applied to the skin.
Q.—How can I have piano keys white?
A.—Wash them occasionally with a cloth dipped in alcohol, and then dry with another cloth. Do not use any polish, as it will stain the varnish, as it is a varnish remover.
Q.—How can I keep sandwiches fresh for several hours, if necessary?
A.—Place them in an earthen receptacle, cover, and then place in a receptacle in a vessel of cold water.
Q.—How can I prevent rusts on my tools?
A.—If the rags are swept occasionally with a brush dipped in turpentine, to prevent the dirt and moisture from being added, they will not only not rust, but they will be found that they will not infest them.
Q.—How can I prevent smoke from the frying pan?
A.—Pour a little vinegar into the pan, heating it to the boiling point, and wash out.
Q.—How can I quickly release the point of a burn?
A.—After applying the white of an egg to it.
Q.—How can I mend a tear in a wooden garment most effectively?
A.—Drive a few splinters from the goods and darn with these. Then press with a hot iron, under a damp cloth.
Q.—May I, when preparing jelly, determine where the jelly will set?
A.—Put a little jelly on a cold dish and draw a fine thread through it. If the space between the jelly does not run together, the point has been reached.
---
**"Oscar of Waldorf Is Not a Cook"**
"Oscar of Waldorf" has been here 48 years and he never was a chef and his wife would not let him cook. But he has had his adventures from the glamorous world of Broadway to the streets of New York, and explaining that he is not a cook, he says: "In my house, he writes in his biography, "I am a writer, not a cook."
"I have been known for so long as Oscar of the Waldorf that I have been called Oscar. My wife once addressed me as Oscar of the Waldorf, and I said, 'But what unfortunately seems to be the case is that I am not a cook about my profession. I am not and never was a cook.' I have been a bus-boy, bartender, steward, and waiter, but never a cook. I have never cooked. Even in my own home, I never cook. I never allow me in the kitchen to so much as stir a pot of soup."
"My job has always been writing. I have never been a cook. I have made salads, and even cooked eggs, but I have never made apple-and-celery mixture known as Waldorf salad, and I have made soups, but those things are all within the province of a headwaiter."
Shuffling along a parkway near the Waldorf-Astoria Hotel, Oscar, who was job hunting, stumbled on a $10,000 diamond watch valued at $25,000.
After carrying a piece of pipe through the park for two hours without knowing it, Samuel Carlisle, 27, of Brooklyn, found it during a violent cleaning spell.
Showing the strength of plans to place a piano hanging by a single string, a piano was suspended at the New York World's Fair.
Oscar ranks 8th in the value of the 100 most valuable products sold in dairy products and third in our production.
---
**Optical Service**
Your OCULETS Prescription Carefully Filled
- Lenses Corrected
- Glasses Repaired, Adjusted
- Frames Replaced
PRECISION OPTICAL DISPENSING CO.
L. V. PROHASKA
1440 Euclid Ave., Cleveland, Ohio
(216) 2311
Free Parking
Service to Home
Free Bus Ride to Home
Free Bus Ride to Home
---
**SPECIAL**
50¢
Ladies Dresses or Men's Suits Cleaned and Pressed
Delivery Extra
Buckeye Dry Cleaning Co.
1440 Euclid Ave.
Open 1 A.M. to 3 P.M.
---
**WHY SPEND SUNDAY IN A HOT KITCHEN?**
Bring the Family to Marsh's for a Delicious Home-Cooked Evening or Sunday Dinner
Marsh's Old-Fashion Boarding House
We Cater to Weddings, Card Parties and Luncheons
15241 Euclid Ave., at Shaw
GL 2419
---
**First Choice of Millions Now Priced Lower Than Ever!**
GENERAL ELECTRIC REFRIGERATOR
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If you are putting up with inadequate, inconvenient and wasteful refrigeration let us show you how little time it takes to own a big new modern General Electric right now, tomorrow!
First with a sealed mechanism, all-steel cabinet, stainless steel surfaces and remarkable advancements, the General Electric has long been a leader in better and better refrigeration at less and less cost.
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"AN ELECTRIC REFRIGERATOR PAYS FOR ITSELF"
DAVIS & MOORE, Inc.
FURNITURE and APPLIANCES
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JUST FOLLOW
When Liz and Spike ask tough questions about Christianity, Grandpa responds by giving them an adventure map to follow. Why a map? How does this map help answer questions about following Jesus?
Let's Get Started
Episode Theme:
Following Jesus
1. John 12:26 says, "Whoever serves me must follow me; and where I am, my servant also will be." What do you want to be when you grow up? Describe some of the things you'll need to do to get there. What impact does this verse have on your plans?
2. In 1 Samuel 3, Samuel was a young boy who was called to serve God. In the middle of the night Samuel heard someone calling to him. Eli, the High Priest, advised Samuel to respond to this call by saying, "Speak, Lord, your servant is listening." Do you think that was difficult for Samuel? What would you have done? As you listen to this episode, think about the ways that you can serve God.
Memory Verse
"Whoever serves me must follow me; and where I am, my servant also will be"
John 12:26
After You Listen
In this episode, Grandpa Anole gave Liz and Spike a map to follow to find the answers to their questions about Christianity. The lesson Grandpa wanted them to learn was that Jesus doesn't just tell us where to go—he wants to show us. And he doesn't just tell us what to do?he says he'll go with us, just like Grandpa did.
The people in the Bible sometimes did unusual things because they were following what God told them to do. Because they followed God, God rewarded them. Some were given lots of land or many children; armies were given huge victories and more people were led to Christ!
What about you? Are you ready for an exciting adventure? The first step may just be saying, "OK, God, I'll follow you today!"
Want to dig deeper about following and trusting God? Check out Judges 6-7, Joshua 6 and 1 Chronicles 16:11.
Challenge
Have you ever heard of a "vision board?" It's a tool you can use to help you focus on a life goal. It's a place to display images that represent what you want to be, do, or have in your life.
Create a vision board with five pictures showing what you want to be or do to follow God in your life. Then write on it in black marker, "Okay, God, I'll follow you today!" God promises to be with you.
Take the Episode Quiz
Question 1: What did Grandpa give Liz and Spike?
Answer: A map.
Question 2: What happened when they tried to follow the map?
Answer: They got all confused and lost
Question 3: What did Grandpa do to help them?
Answer: He went with them to find the way.
https://kidscorner.reframemedia.com/terrene/episodes/just-follow
Printed on February 20, 2020
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Homework 6
Math 330
due at 5pm on Thursday, November 2, 2023
Solve the following problems and communicate your solutions clearly. Explain your work using complete sentences, and include diagrams as appropriate.
For this homework, you must type your solutions to all of these problems in L A TEX. Plots/graphs may be drawn by hand or using technology and inserted into your L A TEX document. Make sure your solutions are easy to read, in order, and clearly labeled. Upload a single file containing your solutions to the Homework 6 assignment on Moodle.
1. (3 points) Exercise 4.1.11
Assume that heat conductivity κ is constant, so w(t, x) = −κ ∂u ∂x ( t, x ).
2. (12 points) Exercise 4.2.3 (a), (d), and (f)
3.
(5 points) Exercise 4.2.4 (a) This exercise is asking for all product solutions of the form u(t, x) = w(t)v(x). It is not asking for a series solution.
4. (5 points) Exercise 4.2.5
5. (5 points) Exercise 4.2.16 | web | https://mlwright.org/teaching/math330f23/hw/hw_6.pdf | 0.43648 | {
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1 What happens in the Finnsburg episode? What is the relationship of this interpolated tale to the rest of the poem? (p9)
2 What does the Beowulf-poet imply about the future of the tribe following the passing of Beowulf?(10)
3 Beowulf and Sir Gawain and the Green Knight are two of the most famous works of English medieval literature. Although the two poems have certain elements in common(supernatural phenomena, a hero who undergoes a series of trials, a feudal court), they also differ from one another significantly. (In fact, as many centuries separate the two medieval works as separate Sir Gawain from our own time.) What are the most important differences between the two poems? (p19)
4 Discuss the relationship between the significance of the pentangle on Gawain's shield the events of the poem.(p20)
5 Discuss the character and function of the dreamer in 'The Fair Field Full of Folk'(p27)
6 Who is the narrator of the 'General Prologue'? Discuss his character and his purpose in prologue.(p38)
7 What is the relationship between the Miller and his tale and between the Miller's prologue and his tale?(p41)
8 "The Nun's Priest's Tale"has a 'frame'consisting of the opening description of the poor widow and the concluding description of a rural fox hunt. What is the effect of this frame? (p43)
9 The Second Shepherds'Play has two parts: the climaxes in the discovery of the stolen sheep in the cradle; the second, in the adoration of the Christ child in the manger. Discuss the relationship between these two scenes. (p52)
10 Discuss the message of the play Everyman and the technical means by which it is dramatized. (p59)
11 What standards of literary excellence are stated or implied in Sidney's Defense? (p143)
12( Astrophil and Stella) Sonnet 1: 'loving in the truth, and fain in verse my love to show'What is the theme of the sonnet, and how does Sidney's poetic style embody that theme? (p144)
13 Personification, whereby human qualities are attributed to an inanimate object or abstract thing, is an important feature of sonnet 31. Explain how the figure function here, and analyze its effect.(146)
14 (Hero and Leader) analyze Marlowe's descriptive techniques in the initial portrait of Hero. What is the tone of the passage? (161)
15 (Doctor Fausus) analyze the structure of the play.(165)
16 What is the function of the comic scenes in the play? (166)
17 How does Shakespeare characterize time in sonnet 12? (p178)
18 Compare sonnet 12 with sonnet 73.
19 'Batter My Heart'how does Donne use the formal division of the sonnet to
develop his argument in the poem?(234)
20 'On my first son'Ben Jonson's elegy for son is based on the classical model of the epitaph, a brief poem commemorating the death of a personal acquaintance or public figure. How does this model influence the poem's tone?(241)
21 Sonnet 16: 'When I consider…'What is the problem faced by the speaker of the poem?(271)
22 Discuss the use of monetary imagery in the poem.(p271)
23 Describe the structure of the 'Lycidas'poem and its relationship to the poem's meaning?(p275)
24 How are the conventions of classical epic used in Paradise Lost?(p283)
25 'To His Coy Mistress'what is the theme of this poem?(p294)
26 John Bunyan's prose style is extremely simple; it employs the most basic verbs and nouns and tends to rely upon repetition. What is the effect of this narrative style?(p308)
27 Dryden's satire incorporates a wide range of topical references and classical allusions. Because many of these references may be obscure to a modern reader, it could be argued that the poem is a historical relic of only antiquarian interest. What is the effect of the references in the poem? Are they still effective for a modern audience?(321)
28 Compare bookie of Sir Thomas More's Utopia with BookIV of Guliver's travels(p357)
29 'The rape of the Lock'Describe the specific feature of Pope's poem which derive from the epic genre, analyzing the tone they produce.(384)
30 What is the theme of the poem and how is it expressed?(385)
31 Two clusters of images occur in Gray's 'Elegy,'one set involving silence and the other sound or utterance. Discuss the thematic significance of these contrasting sets of images.(p408)
32 To what extent does Gray's attitude death reflect a romantic sensibility?(p408)
參考資料: The Mc Graw-Hill Guide to English Literature volume one Beowulf to Jane Austen | web | https://ecourse.nutn.edu.tw/public/public_getfile.ashx?syear=103&term=1&cour_no=127005&type=course_textbook&filename=1021127006_CBC0CED1.pdf&org_filename=%E5%8F%83%E8%80%83%E5%95%8F%E9%A1%8C.pdf | 0.491041 | {
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No. 43, Keelung Road, Section 4, Taipei, Taiwan
National Taiwan University of Science and Technology
2021 Summer Program
EJP 101 Elementary Japanese Language
Course Outline
Term: June 14-July 09, 2021
Class Hours: 8:00-09:50 (Monday through Friday)
Course Code: EJP 101
Instructor: Yasuo Uotate
Home Institution: University of Florida
Office Hours: TBA and by appointment
Email: [REDACTED_EMAIL]
Credit: 4
Course Description:
This course is designed for students with little or no background in Japanese. We cover "Genki I" Lessons 1 through 5. It is designed to develop students' four language skills in listening, speaking, reading and writing. Moreover, this course will prepare students to demonstrate their proficiencies across the three communication modes: interpretive, interpersonal, and presentational.
Course Objectives:
Students will be able to introduce themselves and others, ask questions, issue invitations, talk about past, present and future activities, and more. Students will also be able to read and write hiragana, katakana, and 43 kanji characters. By the end of the course, students are expected to
No. 43, Keelung Road, Section 4, Taipei, Taiwan
reach a novice-mid, or higher, level of proficiency as defined by the ACTFL (American Council on the Teaching of Foreign Languages) Proficiency Guidelines.
Required Textbooks:
Textbook: Genki I -An Integrated Course in Elementary Japanese (2nd edition), Lessons 1-5, The Japan Times
Workbook: Genki I (2nd edition), The Japan Times
Grading & Evaluation:
Attendance and Participation (Daily Grade) 20%
Grading Scale (& GPA equivalent):
Course Schedule:
Week1
| Date | Notes (Quiz/Test, etc.) |
|---|---|
| (Mon) | Greetings & Lesson 1 Course Orientation |
| (Tue) | |
| (Wed) | Hiragana Quiz Lesson 2 Preview |
| (Thu) | Lesson 2 |
Week2
Week3
| Date | Notes (Quiz/Test, etc.) |
|---|---|
| (Mon) | |
| (Tue) | Lesson 3 Kanji Quiz Lesson 4 Preview About Interview Test |
| (Wed) | Lesson 4 |
| (Thu) | |
| (Fri) | Week 3 Review Lesson 4 Kanji Quiz Interview Test Practice |
10607 台北市大安區基隆路四段43 號
Week4 | web | https://auia.oss-cn-shenzhen.aliyuncs.com/202101120349071000.pdf | 0.42805 | {
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The process of creating a string art piece involves several steps:
1. **Designing the Pattern**: Start by sketching your desired pattern on paper or using digital tools. This could be a geometric shape, a letter, or any other design.
2. **Setting Up the Board**: Choose a board that is large enough to accommodate your design. You can use a pegboard, foam board, or even a piece of cardboard. Mark the grid lines according to your pattern.
3. **Placing the Nails**: Using a hammer, place nails at the intersections of the grid lines where the strings will be attached. Make sure they are evenly spaced and securely fastened.
4. **Attaching the Strings**: Cut strings to the appropriate length for each section of your design. Use scissors or wire cutters to ensure clean cuts. Attach one end of each string to a nail, starting from the center and working outward.
5. **Tightening the Strings**: As you add more strings, tighten them slightly to avoid tangling. This step requires patience and precision to achieve a neat and tidy appearance.
6. **Finishing Touches**: Once all strings are in place, you can add decorative elements like beads or sequins to enhance the visual appeal. Allow the piece to dry completely before handling it.
7. **Displaying Your Art**: Hang your completed string art piece in a well-lit area where it can be appreciated. It’s a great way to add a personal touch to any room!
By following these steps, you can create beautiful string art pieces that showcase your creativity and craftsmanship. Happy crafting! | web | http://brandis.com.au/Downloads/PDF/footsidestart.pdf | 0.490389 | {
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Borsdorf, A. (2003): Hacia la ciudad fragmentada. Tempranas estructuras segregadas en la ciudad latinoamericana. In: Scripta Nova. Revista electrónica de geografía y ciencias sociales. Barcelona: Universidad de Barcelona, 1 de agosto de 2003, vol. VII, núm. 146(122).
Abstract
The face of urban centers of Latin America has changed during the last decades. Particularly the erection of fecnes and walls to close streets and encircle residential complexes varying in size emphasise this change. Some researchers see closed-off districts as copies of the North American gated communities, others interpret the changes as a relapse to medieval times.
However, it should be remembered that the tendency to shield private space behind walls is nothing new in Latin American cities. Originally, the patio house was a radical break between public and private space,a thick wall with a few small openings shielding the house from the street. Berfore the introduction of gates communities, whole districts in the traditional city were enclosed (e.g. conventillos, tugurios and vecindades, which were constructed until the 1950’s).
Thus, the barrios cerrados in Latin America clearly have autochthonous roots. Nevertheless, economic transformation and globalisation have certainly contributed greatly to the emergence of these new residential and living forms. | web | https://www.uibk.ac.at/geographie/publikationen/abstracts/2003.borsdorf.hacia.pdf | 0.49907 | {
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Reading Handout: Whale Scientific Classification
The information below shows the scientific classification of whales that still exist today.
KINGDOM Animalia PHYLUM Chordata SUBPHYLUM Vertebrata CLASS Mammalia
Class Mammalia includes organisms that are endothermic (warm-blooded), have hair, breathe air with lungs, have live-birth, and nurse their young milk. They can be distinguished from reptiles and birds by the possession of hair, three middle ear bones, mammary glands (produce milk), and a neocortex (a region of the brain).
Mammals include the largest animals on the planet, whales, as well as some of the most intelligent, such as elephants, primates and cetaceans. Mammals range in size from the 1.5 inch bumblebee bat to the 100 foot blue whale.
The class Mammalia has two subclasses:
SUBCLASS
SUBCLASS
Prototheria
(monotremes: egg layers - echidnas and the platypus
)
Theriiformes
(live-bearing mammals
)
Whales are live-bearing mammals and are in a group called Cetacea. They can also be broken into two major groups:
Mysticeti (baleen whales)
Examples: blue whale, humpback whale, gray whale, fin whale, etc. Baleen is a sieve-like structure in the upper jaw used to filter plankton from the water.
Odontoceti (toothed whales)
They have sharp teeth for hunting fishes, other mammals, and squid.
Examples: dolphins, porpoises, killer whale, sperm whale, etc.
FAMILY (approximately 14)
GENUS and SPECIES (approximately 88) | web | https://www.cabrillomarineaquarium.org/_publications/READING-Whale-Classification.pdf | 0.480025 | {
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Dear Parents and Guardians:
We know that all of you are working with your student(s) to prepare them for a great future career, but what about also preparing them with great real life skills? Would you like your student to know how to budget money, take care of a pet, prepare a family meal, fix a light switch, make clothing repairs, or obtain the skills needed to work with people in the workplace or family? We invite you to investigate a variety of opportunities in the Career and Tech Ed (CTE) Department by browsing the Guidance website and watching a short video (Guidance/Registration Info/CTE video) before your student completes the course registration process for the 2017-2018 school year.
The Career and Tech Ed Department offers many classes that not only prepare your student to live on his or her own someday but also connect with many different possible careers. According to the Hoosier Hot 50 Jobs (www.hoosierhot50.com), 90% of the jobs in high demand in Indiana have a related introductory class that is offered within the CTE Department. Listed below are the various sub-groups within the department along with a brief summary of the exciting offerings available to students. Angola High School is a great place to explore possible career opportunities and hone 21 st Century Skills (problem solving, collaboration, critical thinking, communication and creativity) by signing up for a class within the CTE Department.
Agriculture and Natural Resources: lead in FFA, practice land and farm management, engage in small animal care, and create landscaping design projects
Business, Marketing, Information Technology: code computer programs, create web pages utilizing HTML/CS, become proficient with spreadsheets and databases, incorporate financial management strategies, start a business, manage companies, and practice business law
Family and Consumer Sciences: prepare and serve a banquet, design and construct costumes, remodel a room, develop a menu and budget for it, visit child care facilities, understand relationships, and make a difference
Engineering and Technology Education: create and design residential structures, utilize CAD software to produce various parts needed in an assembly process, demonstrate hands-on skills, create and run a company, design and construct various types of vehicles
Health and Human Services: HOE students experience many aspects of health care (senior year only)
Work Based Learning (ICE) and Internship Opportunities: work for pay or work/observe for learning opportunities (Jr. and/or Sr. year)
Many of the classes found in CTE are project-based; consequently, students work at solving a problem that may be duplicated in real life situations. Students use in-class time to work and collaborate, thus enhancing their work ready skills. What an exciting time to be a student at Angola High School! We hope to see your student's name on our rosters when he/she registers for next year's class schedule. If you have questions about a particular class, please do not hesitate to call the appropriate teacher or your student's Guidance counselor.
Sincerely, Marie Barge (Family and Consumer Science) Tracy Creager (Business and Information Technology) Neasa Kalme (Agriculture and Natural Resources) Shannon King (Health and Human Services) Sue Simmons (Business and Marketing) Donna Thrasher (Work Based Learning/Family and Consumer Science) Bryan Weber (Engineering and Technology Education) | web | http://ahs.msdsteuben.k12.in.us/images/stories/CTE_Letter.pdf | 0.42543 | {
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Menahem Josifov
This is a photo of my husband in the Jewish choir in the late 1930s in Sofia. A friend of his, Leon Pilosof, is on his right and a distant cousin of mine is on his left. The Jewish choir in Sofia was founded in 1909. The name of the first conductor was Keranov. The choir was dismissed during the war. It resumed after World War I. The Jewish choir was mixed, so men and women sang there. Rehearsals took place in the building of the Central Synagogue in Sofia. There were between 120130 singers. The repertoire mostly consisted of classical Bulgarian songs such as songs of the famous Bulgarian composer Dobri Hristov, as well as compositions by Handel, Mozart and Mendelssohn. The Jewish choir was the first vocal ensemble in Bulgaria that sang classical oratorios. It was a meeting place for young Jews. My husband and I met each other in the choir of the synagogue where we both used to sing. I married him on 30th June 1945. Our marriage was one of the first civil marriages in Sofia. Our love lasted and we waited for several years for each other while we were interned from Sofia. My family was interned in Kjustendil and his in the town of Byala Slatina in North Bulgaria. | web | https://www.centropa.org/en/print/pdf/node/55567 | 0.506621 | {
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I’m sure you hear it a lot but this truly is the most wonderful time of the year! Your child has been working hard preparing for the upcoming Christmas program. We will meet in room 308 at 5pm on December 10th for our 5:15 performance. Please invite your family as your child shares the story of the most precious gift any of us will ever receive. May your family experience the JOY of the season in Jesus our Lord and Savior!
Show and Tell
Week of:
December 4th * Something that begins with letter H or 7 of something
December 11th * Something that begins with the letter I
December 18th * Something that begins with the letter J
If your child is absent or there is no school you may bring the next day.
Mon: Elise, Lars, Elin & Kateri
Wed: Greyson, Kenley, Addison, Andrew, Weston
Fri: Zach, Kyler, Jonny, Olivia
Themes
ABC’s - 123’s
Christmas
Letter H & Number 7
Letter I & Number 8
Letter J
Numbers 1-8
Count to 15
Bible
Jesus is Born
Kings Worship Jesus
December Verse
Every good and perfect gift is from above Jesus. 1:17
Snack Helpers
week of:
December 3 *Addison
December 10 *Andrew
December 17 *Weston
Birthday 12/4 Elise
Star Student = ★
December 10 *Kateri
Mark Your Calendars
December 7 * 2018-2019 Kingdom Kids Registration Opens
December 10 * Christmas Program 5:15pm
Kids report at 5pm in room 308.
December 17 * Field Trip Library
December 21 * Birthday Party for Jesus (student party)
December 24th – January 2nd Christmas Break
Christ Community Church
Weekend Services **
Sat 5:30pm
Sun 8:30, 9:45 & 11am
Christmas Eve Services
Dec 22nd No Service
Dec 23rd 9 and 10:30am
Dec 24th 1pm, 2:30pm & 4pm
All Christmas Eve services are identical and children’s programs are available up through 5th grade.
See Christ Community Church website for more information on upcoming events and ministry news. www.cccrochester.org
Amber Lamb Stories
Christmas Giving
Baby Lamb is Born | web | http://bd5301e889e7dae34d4f-8286acaffa5e2155360bd7e73acaa606.r46.cf2.rackcdn.com/uploaded/g/0e8112813_1543596245_gee-3s-2018.pdf | 0.430746 | {
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Colegio Las Cumbres
Nivel Medio - [REDACTED_EMAIL]
ASIGNATURA: Speaking Skills
FECHA DE PRESENTACIÓN: diciembre de 2013
PROFESOR: Mariana Verónica Sáenz
CURSO: 2do año
CONTENIDO NODAL: Debating techniques and argumentation
TRIMESTRE: 2do.
* Borrow a novel from the school lending library and prepare it for retelling, answering questions and discussing related topics;
* Fill in the following chart:
Pre-Debate Planning:
Using the above table try to brainstorm as many points as possible for each side of the argument. (Beauty is only skin deep, True or False?) Minimum of 3 each.
| Viewpoints (see discussion clock) | PRO |
|---|---|
| 1. 2. 3. | 1. 2. 3. |
Once you have chosen one side of the argument, fill in the following chart.
| ASSERTION | REASON |
|---|---|
| 1. 2. 3. | |
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Item of the Week from the Long Island Collection
LONG ISLAND COLLECTION DIGITAL LONG ISLAND EAST HAMPTON STAR ARCHIVE
Residence of Mrs. F.S. Phillips, East Hampton, L.I.
East Hampton has many interesting and historical houses, but if there's one specific house that comes to mind, it's Grey Gardens. Located at the corner of West End and Apaquogue Road, Grey Gardens is a Shingle style home designed by Joseph Greenleaf Thorp for F. Stanhope Phillips and his wife Margaret Bagg Phillips in 1897. The Phillipses purchased the 4-acre piece of oceanfront property for $2,500 in 1895 from the estate of Abraham D. Candy, but later learned the property was bequeathed to the U.S. Government twenty years beforehand. As a result, this delayed the building of the house. Unfortunately, F. Stanhope Phillips passed away in 1901, but his wife continued to use the home until 1913, when it was sold to Robert C. Hill and his wife Anna Gilman Hill. Anna was an avid gardener who, with the help of landscape architect Ruth Bramley Dean, imported decorative concrete walls from Spain to help frame her garden. In 1924, the walled garden was included in Louise Shelton's "Beautiful Gardens in America" where Anna told Shelton "It was truly a gray garden. The soft gray of the dunes, cement walls, and sea mists gave us our color scheme as well as our name." As such, the name "Grey Gardens" was born. That same year, the Hills sold the house to Phelan Beale and his wife Edith Ewing Bouvier Beale (paternal aunt of Jacqueline Kennedy Onassis). In 1946, Phelan divorced Edith, leaving her with a monthly stipend to support both her and their daughter, also named Edith. "Big" Edie and "Little" Edie Beale continued to live in the home as it fell into a desperate state of disrepair and squalor, which was famously recorded in Albert and David Maysles' 1975 documentary "Grey Gardens." In 1979, "Little" Edie sold the house to Ben Bradlee and his wife Sally Quinn, who restored it. The home is currently for sale. (Image: The East Hampton Library, Long Island Collection, The Harvey Gins be r g Po st Ca r d Collection .)
EXPLORE MORE
The Digital Long Island Collection is part of New York Heritage Digital Collections. Included are searchable scans of deeds, drawings, etchings, inventories, letters, maps, paintings, pardons, patents, photographs, plans, postcards, prints, sculptures, sketches, textiles, tiles, yearbooks and more to come.
The East Hampton Star Archive is a fully searchable, online digital archive of our local weekly newspaper, that features each complete issue of the paper from 1918-1968, exactly as it appeared in print. Visit the archive online, for a tour of our Town's history that will fascinate both the amateur and professional historian!
The Karl Grossman Research Archive is an extensive collection of materials digitized from the personal archive of Karl Grossman, an investigative reporter, columnist, author, and current professor of journalism at SUNY Old Westbury. The archive brings together a decades long career in reporting and journalism with topics ranging from the economy and pollution to fishing and East Hampton Town. Patrons are capable of searching this 6,500+ item collection by collection name, year, title, or keyword search.
The Local Artist Research Archive is a collection of over 10,000 items digitized from Guild Hall, containing materials including personal letters, photographs, news clippings, and art catalogs concerning artists of the East End. Patrons are capable of searching this archive by collection, title, or keyword search.
Welcome to the Long Island Collection's "Item of the Week." We are an archive dedicated to the history and people of Long Island, w ith a special interest in all things East Hampton and East End. Unlike some small local history rooms in other public libraries, w e have over 100,000 items including, but not limited to, rare books, maps, photographs, deeds, postcards, letters, new spapers, and w haling logs.
We also have a dedicated and hardw orking staff ready to help you w ith any questions you may have. Unable to make it to the library? No problem! We upload images from the collection to Digital Long Island on a w eekly basis, so there's alw ays something new and interesting to behold.
Please visit us at the Library, make use of our extensive online digital resources, or contact us for assistance. Our public hours are Mon.-Tues. and Thurs.-Sat. 1:00-4:30 p.m.
Gina Piastuck, Department Head, Long Island Collection [REDACTED_EMAIL] | ([REDACTED_PHONE] ext. 4 w w w .easthamptonlibrary.org | web | http://easthamptonlibrary.org/wp-content/uploads/2019/12/LI-Collection-Item-of-the-Week-10217.pdf | 0.478544 | {
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University Health Services
DEPRESSION
Depression is a mood disorder that causes persistent feelings of sadness and loss of interest.
Signs and Symptoms of Depression:
Feelings of sadness, tearfulness, emptiness or hopelessness
Sleep disturbances, including insomnia or sleeping too much
Angry outbursts, irritability or frustration, even over small matters
Tiredness and lack of energy, so even small tasks take extra effort
Anxiety, agitation or restlessness
Reduced appetite and weight loss or increased cravings for food and weight gain
Slowed thinking, speaking or body movements
Trouble thinking, concentrating, making decisions and remembering things
Feelings of worthlessness or guilt, fixating on past failures or self-blame
Frequent or recurrent thoughts of death, suicidal thoughts, suicide attempts or suicide
Poor performance or poor attendance at school
Unexplained physical problems, such as back pain or headaches
Feeling misunderstood and extremely sensitive
Self-harm
Using recreational drugs or alcohol
Loss of interest in normal activities
Avoidance of social interaction
Depression may require long-term treatment. Most people with depression feel better with medication, psychotherapy or both.
Resources are available 24/7
Call UHS at ([REDACTED_PHONE] or come visit our office for referrals.
Visit the University Counseling Center website (https://ucc.nd.edu/) for their up-to-date list of resources available to students 24/7:
National Suicide Prevention Lifeline: ([REDACTED_PHONE]
What UHS offers:
LCSW on staff to meet with you to discuss your needs, and help identify a plan moving forward. This may include being referred to the UCC and/or scheduling with a UHS primary care physician.
UHS primary care providers are the #1 prescriber of mental health medications on campus.
University Counseling Center advice for managing depression:
HelpGuide for Depression:
Saint Liam Hall, Notre Dame ([REDACTED_PHONE] - uhs.nd.edu | web | https://uhs.nd.edu/assets/453839/depression.pdf | 0.426504 | {
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Press Contact:
Donna Williams, WNET
[REDACTED_PHONE]; [REDACTED_EMAIL]
THIRTEEN's The Secrets of Saint John Paul Reveals an Intimate Side of the Revered Pontiff Tuesday, April 5, at 9 p.m. on PBS
Pope John Paul II, born Karol Józef Wojtyla, was ordained in 1946, and in 1978 became the first Polish Pope and first non-Italian Pope in more than 400 years. He served as Pope until his passing in 2005. Beatified by Pope Benedict XVI in 2011, he was canonized by Pope Francis in 2014. While much has been written about him, a recent discovery of his personal correspondence reveals a relationship that, until now, has remained largely hidden.
In 2014, BBC broadcaster Edward Stourton was ushered into a room in one of Europe's most celebrated libraries. Watched over by its Director, he was shown a pile of papers so sensitive that only a handful of staff knew of their existence: the intimate letters of Pope John Paul II (written before and during his Papacy) to a married Polish-American philosopher, the late Dr. Anna-Teresa Tymieniecka. It was a relationship the Vatican has kept secret for decades.
The full story surrounding these letters will be made public for the first time when THIRTEEN presents The Secrets of Saint John Paul, premiering nationally Tuesday, April 5 from 9 -10 p.m. on PBS (check local listings), opening an unprecedented window into the inner life of a man in the act of making history. On February 15, an abbreviated version of the film was broadcast on the BBC's flagship current affairs show Panorama, where it made international headlines.
The letters are filled with emotion as they meditate on the nature of human relationships. They reflect Pope John Paul II's struggle against Communism in his native Poland, and his shaping of Catholicism into the spiritual wellspring of an opposition movement that would – as he had always believed - bring about a revolution and sweep away the Soviet Empire.
Dr. Tymieniecka was not an unknown figure in John Paul's life. From researching his biography on Pope John Paul II, journalist Carl Bernstein, for one, knew that she had collaborated with Karol Wojtyla, on the English translation of one of his books The Acting Person, published in 1979. But what Edward Stourton discovered was the remarkably close friendship the future Pope shared with Dr. Tymieniecka, one that spanned more than 30 years.
In 2014, Dr. Tymieniecka died and, according to the documentary, that decades-long friendship might have remained buried with her, if not for a call she made in 2008 to a New York based expert in rare manuscripts, Marsha Malinowski, president of Fine Books & Manuscripts, to come to New Hampshire and look at what amounted to 343 letters John Paul had written to her.
Malinowski negotiated a private sale to the National Polish Library where the letters were stored in the archive for seven years. Stourton located the letters in Warsaw and, after much negotiating, was allowed to see and actually film the letters.
Excerpts from these letters disclose a deep and profound friendship between intellectual partners, who relished discussing philosophical issues. The letters also speak of John Paul's visit with Dr. Tymieniecka and her husband at their vacation home in Vermont, of his gift to her of a precious scapular, and more.
To put the letters and the friendship in context, Stourton interviews not only Bernstein, who once interviewed Dr. Tymieniecka; but also John Cornwell, seminarian 1953-1958; Eamon Duffy, emeritus professor, history of Christianity, Cambridge; Dr. Eugene J. Kisluk, historian and manuscript expert; Dr. Mark Lasota, historian of Polish secret police; and close friends of Dr. Tymieniecka and executors of her estate Professors Jadviga A. Smith and William A. Smith; among others.
Just how revelatory is The Secrets of Saint John Paul? Though there is no suggestion in the letters or in the documentary of any impropriety between Pope John Paul II and Dr. Tymieniecka, what we learn from his letters sheds informative light on both his intellect and his humanity.
The Secrets of Saint John Paul is a production of Blakeway Productions Ltd. and THIRTEEN Productions LLC for WNET in association with BBC and ARTE France. Writer is Edward Stourton. Director/Producer is Richard Denton. Executive Producer for Blakeway is Fiona Stourton. Executive in Charge for WNET is Stephen Segaller. Executive Producer for THIRTEEN is Steve Burns. Coordinating Producer for THIRTEEN is Stephanie Carter.
About WNET
As New York's flagship public media provider and the parent company of THIRTEEN and WLIW21 and operator of NJTV, WNET brings quality arts, education and public affairs programming to more than 5 million viewers each week. WNET produces and presents such acclaimed PBS series as Nature, Great Performances, American Masters, PBS NewsHour Weekend, Charlie Rose and a range of documentaries, children's programs, and local news and cultural offerings available on air and online. Pioneers in educational programming, WNET has created such groundbreaking series as Get the Math, Oh Noah! and Cyberchase and provides tools for educators that bring compelling content to life in the classroom and at home. WNET highlights the tri-state's unique culture and diverse communities through NYC-ARTS, Reel 13, NJTV News with Mary Alice Williams and MetroFocus, the multi-platform news magazine focusing on the New York region. WNET is also a leader in connecting with viewers on emerging platforms, including the THIRTEEN Explore App where users can stream PBS content for free.
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Autumn Term 2018
Squirrel Class
**Literacy**
Reading a range of stories Giraffe, Pelly and Me, How to hide a lion, The tiger who came to tea, Diary of a Wombat, a walk in the bush, Tintinnabula
Make own picture book and illustrate it.
Speaking and listening – Role play in gallery presenting information about artists, Harvest assembly, Christmas Plays
The children will also engage in guided reading, spelling and handwriting activities
Attend workshop with children’s author Helen Stephens.
**Maths**
Each child will work in small groups during Maths sessions focusing on different areas of Mathematics – 4 rules of number (+-x÷)
Tessellation – relating to shape (Escher)
Symmetry and shape (Mondrian)
3D shapes (Islamic Art)
Measurement – weight and capacity,
ICT will be used to support Maths
**History Trip to Bowes Museum**
Comparing Bowes Museum to our houses – similarities and differences.
Using photographs of household items and toys in the museum, discuss what has changed.
Identify old and contemporary painting using observation skills.
Learn about the lives of significant artists including Quentin Blake, Picasso and Giuseppe Arcimboldo.
**Art/DT**
Visit to Bowes Museum, study paintings, then create our own gallery in the classroom.
Learn about famous artists – Picasso, Quentin Blake, Giuseppe Arcimboldo. Make faces from fruit and vegetables.
Compare illustrations in popular children’s books, reproduce your favourite.
Developing art skills – colour mixing, drawing, painting, collage. Portrait studies.
Aboriginal art – similarities and differences.
Look at use of colour and tools used. Represent a story using aboriginal art.
**Computing**
Using paint to produce artwork in the style of Seurat, Mondrian, Picasso and Andy Warhol.
Internet safety and how to search the internet safely.
Using computers to present information.
**Music**
Listening to music as we draw/paint/move – how does it make us feel?
Australian songs for children compared to songs we sing.
Christmas performance.
**Geography**
Study of Australia through Aboriginal art.
Compare the physical and human aspects of Australia and compare to the UK, note similarities and differences.
Identify the weather and seasonal patterns in Australia.
**Science and Outdoor Learning**
Journey sticks for poetry writing
Natural tessellation
Habitats of animals in Australia and how animals adapt.
Seasonal changes, autumn and winter, collect natural resources and discuss what has happened.
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CS 1110, LAB 2: ASSIGNMENTS AND STRINGS
First Name:
Last Name:
NetID:
interactive shell and recording the results. At each step you should first compute the result in your head, without Python. Write the result in the second column, or "?" if you have no idea.
Getting Credit for the Lab. All of your answers should be written down on a sheet paper (or on do not finish, you have until the beginning of lab next week to finish it. You can turn in the
1. Variables and Assignment Statements
(1) evaluates the expression on the right-hand side of the = (in this case, 3 < 5), and
(2) stores its value in the variable on the left-hand side of the =, in this case, b.
In the table on the next page, the first column contains either an expression or a command. If it the first one for you). Because some of the entries are commands, it is important that you enter the expressions or commands in exactly the order they are given.
2. String Expressions
3. Functions
Built-in functions are those that do not require you to import a module to use them. You can
4. Using a Python Module
such as π. To learn more about this module, look at its online documentation:
To use a module, you must import it. Type the following into the Python interactive shell:
5. String Methods
to operate on, follow it with a period, and then use the name of the method as in a function call.
5.1. Extracting Internal Strings. As we saw in the last lab, even though single and double
When both kinds of quotes need to appear, we need to use the escape sequences we saw in class.
You could also write a string like this using double quotes as the delimiters. Rewrite the assignment statement for q1 above using a double-quoted string literal:
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Mapping Urban Flows and Relations
Defining neighbourhood boundaries, social networks and connections to the wider region.
Goal: To understand the relationships the community residents have with one another and the broader uban context.
Audience: A representative sample.
What you need:
* A location suitable for discussion if necessary
* Note paper
* Maps of varying scales
City /
Community
This exercise initiates discussion with regards to; the definition of the neighbourhood's boundaries, social networks and flows that link residents to its wider region and services/resource with it.
The aim is to build an initial picture of key issues affecting residents in relation to their city, the values that residents attach to the context within the community, and the key connections that have potential for further investigation and development. Recording of this information can be purely qualitative or part of visuals on maps.
Instructions:
Step 1: In focus groups with maps and visual representations of observed and previously highlighted points of interest (eg. dirt road), open discussions about residents' thoughts and feelings about the current boundaries and connections within the wider region.
Step 2: Analyse the information from the focus group discussions and prepare basic infomation boards with various findings.
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Presenter Information & Bio
Name: Jacilyn Harness
Business: Steader Life
Website: SteaderLife.com
FB Page: /LoveMySteaiderLife
Presenter Bio: Hey y'all! I'm Jacilyn, a homesteading and homeschooling mama from Kentucky. Growing up I was fed a terrible diet, and watched family members die of colon cancer and heart disease. As a teenager, I made the shift into homesteading through high school agriculture classes, joining FFA, county fairs, working at a local feed store, and serving as a veterinary tech assistant. My passion was realized early in life, and I've never looked back. During college as a livestock management major, I learned even more by working on several large produce farms. Once I had children, the passion became a way of living and I wanted to help others, leading me to earn degrees in business management and business marketing. We moved to a farm in 2010 where I dove head-first into canning, scratch-baking, gardens, chickens, and goats, all while beginning to homeschool and run a local homesteading support group. Since then, I've been blessed to teach countless children, adults, and groups all sorts of homesteading and survival skills. Now I'm thankful to spend my days homeschooling, preserving food, working through challenges and successes on our homestead, and managing a small business. I'm the founder of Steader Life which is a rural alliance of believers sharing knowledge to forge sustainable homesteads, resilient families, and intentional communities through faith, support, and skill-based training. This
includes an online academy with free and affordable homesteading courses to reach families seeking quality information they may not be able to get anywhere else. We’re always looking for instructors who share our passion and would like to build an online income stream. Aside from running the academy, I teach workshops on homestead family rhythms, and offer resources for household and farm organization.
**Course Name:** “Homestead Family Rhythms: Managing a Productive & Prepared Household”
**Course Description:** There is some serious overwhelm and burnout that can come from running a family, homestead, and working all at once. If one thing is done well, something else is sacrificed. If family gets the quality time, tasks are never completed. It can quickly spiral into mental fatigue and emotional chaos that leaves you unable to properly care for yourself or your loved ones. At one point years ago I quit everything, sold my dairy goat herd, and gave away all our chickens when I plummeted into a dark season of anxiety and exhaustion from all the obligations I had willingly and joyfully taken on. As we’ve gradually built back our homestead and our family dynamics have constantly changed, I’ve learned so much about how to better understand my own limitations, priorities, and sometimes self-sabotaging tendencies. I’ve counseled families on how to achieve their dreams of self-sufficiency while maintaining productive households using family rhythms. Everything in our lives has a rhythm, from monthly bills to sabbath rest, to planting and harvest. When we learn to combine organization tools and family expectations with flexibility and time spent on valuable endeavors … it can change the environment of a household and solidify relationships. On a self-sufficient homestead, productivity is everything. But we have to strike a balance between that right work and the obligations as believers and parents. In this workshop we’ll go over some basic principles, then have casual discussion about how to work through some of your own struggles. Bring your burdens! We’ll chat about how to implement some strategies with your entire family without losing your sanity or forgetting something important. You’ll get a personal look into how we do things and I’ll provide ideas, resources, and new perspectives to help you on your way. Topics can include: time blocking, daily schedules, morning basket activities, chores, delegating, meal planning, homeschooling/unschooling, budgeting, sacrifice, farm management, seasonal living, running a business, pantry organization, balancing minimalism with prepping, what family time looks like, kids without electronics, and more. | web | https://www.homeplacefarmky.org/uploads/2/6/8/4/26844564/jacilyn_harness_full_bio.pdf | 0.495731 | {
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ANTIHISTAMINES
What will they do for me?
Antihistamines prevent the symptoms of hay fever and other allergies. Although they can be used to control symptoms once they start, they are much more effective when used to **prevent** symptoms.
How do they work?
They work in your bloodstream to block one of the body's chemicals called histamine. Histamine is the substance which causes your allergy symptoms. When you are exposed to allergens, histamine is released in your bloodstream. It then goes to all parts of your body to cause your particular symptoms. These may be itching, watery eyes, tightness of the chest and mucus in the lungs, or swelling of mouth, nose, eye, or other tissues. When histamine is blocked by antihistamine, you can avoid having symptoms.
How are they taken?
Antihistamines come in liquid, tablet, and capsule form. There are short-acting (last 4-6 hours) as well as long-acting (last 12 hours) types.
What about side effects?
Antihistamines are thought of as safe drugs because there are no long-term side effects. Drowsiness is a common complaint with these drugs. Often, patients use a trial and error method to find one or more types which do not cause drowsiness. Other complaints, though rare, include blurred vision, "prostrate trouble" in older men, and hyperactivity in children.
What else should I know?
Drug Interactions: Antihistamines add to the effect of sleeping pills, tranquilizers, and alcohol. Be sure to check with your doctor before using any of these together with your antihistamine.
Combination Drugs: Antihistamines are often combined with decongestants. If you take a combination drug, you need to know about decongestants and their side effects.
Tolerance: Antihistamines come in six general classes. If you use a single type for a long time, it may lose its effect. This is called tolerance. Switching to another antihistamine of a different class will often solve the problem, but switching to one of the same class will not. It is a good idea to know the classes and which preparation when you build up a tolerance to the one you are taking. | web | http://stricklandallergy.com/cs/Satellite?blobkey=id&blobwhere=1301276674517&blobheader=application%2Fpdf&blobheadername1=Content-Disposition&blobheadervalue1=inline%3B+filename%3Dantihistamines.pdf&blobcol=urlimagefile&blobtable=UXImage | 0.443146 | {
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Hawaii Senate Election is Historical Moment for Asian American and Pacific Islanders
By
AsianWeek Staff
– November 7, 2012Posted in: National, News, Politics
NEW YORK — Last night women of color across the country sent a clear and resounding message that equality and civil rights for all Americans must be protected, and those goals can only be achieved when we have representation that is reflective of our diverse communities. The election in Hawaii of Mazie Hirono to the U.S. Senate is a prime example. As the first Japanese immigrant, the second-ever woman of color to be elected to the Senate and first woman to represent Hawaii in the Senate – Hirono is making history and forging a path for our collective future. She is joined by three strong Asian and Pacific Islander women in the U.S. House, Tammy Duckworth (IL), Grace Meng (NY), and Tulsi Gabbard (HI), and by Mark Takano (CA), the first openly gay Asian Congressman.
“This election was about women, young people, immigrants, and people of color, especially Asian American and Pacific Islanders,” said Miriam Yeung, executive director of the National Asian Pacific American Women’s Forum. “We voted based on the values and principles our communities live by – that all Americans deserve equality, justice, and the opportunity to build strong families and succeed.”
According to exit polls, Asian American support for President Obama increased to 73 percent, up from 62 percent in 2008. This increase was foreshadowed in the recent National Asian American Survey that found that those who identified women’s rights, health care and education as
important issues overwhelmingly identified Obama as being closer to their views over Republican candidate Mitt Romney. Still, American political parties often overlook AAPI voters. Prior to the election, the National Coalition for Asian Pacific American Community Development found that 51 percent of Asian American voters report that they were not asked by any campaign, political party or community organization to vote or to register to vote.
Despite this fact, AAPI voters clearly stated last night that access to quality, affordable health care, including reproductive care, must be protected. Across the country, voters soundly rejected political attempts to restrict women’s decision-making, including dangerous ballot initiatives that would have restricted women’s ability to make personal medical decisions. In a watershed moment for equality and civil rights, voters in four states, Maine, Maryland, Minnesota, and Washington voted in favor of marriage equality. And in Maryland, the passage of the DREAM Act reaffirms that Americans can and will embrace immigrants.
“The AAPI community secured important victories last night but we still have a lot of work ahead,” said Yeung. “We must continue to work to ensure that women and families have access to affordable, quality health care, that we protect immigrants’ rights, and that women of color continue to make gains and have a voice in leadership.” | web | http://naasurvey.com/wp-content/uploads/2015/10/asianweek-nov7.pdf | 0.431308 | {
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4BIRD ® Etch
Effective bird protection in glass architecture
SAINT-GOBAIN GLASS
4BIRD®Etch
According to the American Bird Conservancy (ABC) „each year up to 1 billion birds die after hitting glass surfaces in the United States." 1 The reasons why birds hit windows and glass facades are diverse - not to say that a sparrow has a different perception of glass than a pigeon. In general, there are two, seemingly contradicting reasons why birds may collide with glass but that are unique to the material in itself: reflectivity and transparency.
Effective bird protection in glass architecture with solar control coating associated to etched pattern
All glasses, of course, reflect the (natural) surroundings of their buildings - from the sky with its clouds down to bushes and trees in nearby streets or parks - which obviously presents to birds the continuity of their local habitat with „safe routes, shelter, and possible food ahead" 2 Likewise, the same perception may occur to birds if for them the glass seems to be transparent - especially corner glazings, skywalks or glass walls are known threats to birds.
With the 4BIRD® product family, Saint-Gobain Glass offers a range of solar control glass with a special focus on an effective bird protection, offering both sustainable solutions for the preservation of the biodiversity and a wiser energy consumption of building, while keeping a homogeneous and neutral external aesthetic.
1 abcbirds.org/glass-collisions/why-birds-hit-glass 2 sfplanning.org/standards-bird-safe-buildings
combines solar control coatings of the COOL-LITE ® family with acid etched pattern on face #1.
4BIRD®Etch is a series of specifically acid-etched pattern on #1 by our partner SEVASA S.A. together with selected to-be-tempered COOL-LITE® coatings protected with EASYPRO® on #2 by Saint-Gobain Glass. The products comply with all currently known local regulations and national guidelines. The designs meet the recognized 2x2" and 2x4" rules and tighter mandatory or voluntary regulations like LEED Pilot Credit #55: Bird Collision Deterrence.
AESTHETICS
COMFORT
ALL IN ONE SOLUTION
The low, external reflection as well as the colour-neutral external appearance of the COOL-LITE ® products associated with subtle etched pattern create an excellent combination of function and aesthetics, thus offering a smooth and homogeneous façade design and taking care of both: bird protection and comfort of the user.
DESIGNS
* off-set dots Ø6 mm,
* aligned dots Ø6 mm
50x50 mm (2x2"), 25x25 mm
50x50 mm (2x2"), 50x100 mm (2x4")
* lines 6 mm thick, 50 mm
Offering all the benefits of COOL-LITE ® solar control glass, with extreme transparency and neutrality to get as much as natural daylight as possible all year round with all its benefits for both, your power consumption and your health. And with highly efficient sun protection at all time and excellent insulation to reduce the energy consumption and associated cost.
Thanks to EASYPRO ® unique protective layer, both etched pattern and COOL-LITE ® solar control coatings are on one single glass, thus avoiding complex composition and saving cost and weight. The processing of 4BIRD®Etch with to-be-tempered COOL-LITE ® protected with EASYPRO ® is exactly the same as for standard COOL-LITE ® II.
AVAILABILITIES
thickness: 6-12 mm (1/4"-7/16") standard size: 2,250 x 3,210 mm (88" x 126 1/3") special size up to 2,400 x 3,210 mm (94 1/2 x 126 1/3") substrate: PLANICLEAR ® , DIAMANT ® coating: recommended with COOL-LITE ® XTREME 70/33 II, XTREME 61/29 II, SKN 175 II, SKN 183 II, SKN 176 II.
4BIRD®Etch in double glazing unit (DGU)
*according to EN673 **according to EN410
4BIRD®Etch
Effective bird protection in glass architecture with solar control coating associated to etched pattern
American Bird Conservancy (ABC) has evaluated all 4BIRD®Etch configurations and found that they satisfied ABC's criterion for bird-friendly glass. Corresponding Material Threat Factors (TF) have been given.
Acid etch pattern on #1 and coating on #2 on clear or low-iron glass Overall outdoor reflection of the assembly <15%
2022.10 – This document is regularly updated. Please check with your local sales and specification team.
The mentioned trademarks are registred trademarks of Saint-Gobain Glass or affiliates, part of Saint-Gobain group.
Copyrights: Eurasian_blue_tit_Lancashire - Photographer: ©Francis Franklin, wikicommons; Image(s) used under license from Shutterstock.com | web | https://www.saint-gobain-glass.pl/sites/saint-gobain-building-glass.com/files/documentPdf/2023.02_4BIRD_Etch_datasheet_EN.pdf | 0.484039 | {
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Lincoln Academy is a private high school that opened its doors almost 200 years ago and is the 4th oldest school in Maine. The school accommodates students from local towns as well as those from across the globe. Lincoln has modern classrooms including a new science laboratories as well as new dining commons and dormitories.
They offer many extracurricular organizations and clubs such as National Honors Society, Model United Nations, Chorus and Literary Magazine to name a few. Students can also choose from a variety of sporting activities to participate in including basketball, golf, tennis, track and field and swimming.
LOCATION
Lincoln Academy rests on 100 acres on the beautiful Midcoast of Maine in a small rural community. This area of Maine is especially scenic with lakes and harbors nearby and a strong history in fishing and boating. This area enjoys 4 distinct seasons allowing for a wide variety of outdoor recreational activities.
Lincoln is also just 1 hour to Portland which is the largest city in Maine as well as being 3 hours from the city of Boston.
CURRICULUM
Lincoln Academy offers students the opportunity to excel in areas of digital studies, English, math, world languages, technology exploration, visual and performing arts and much more. Students are given the opportunity to take AP/Honors classes, college preparatory classes, as well as vocational classes and alternative education.
Lincoln has especially strong Advanced Placement courses and had 35 students named AP scholars in 2011. The teachers at Lincoln recognize students need for individual attention but they also recognize the importance that family and community play in a student’s education.
Over 58% of the faculty have advanced degrees and the large majority of Lincoln’s graduates matriculate to some of the finest colleges and universities in the United States.
QUICK FACTS
School Type
Private High School (9-12)
Total Enrollment
520 students (12% international)
Student-Faculty Ratio
17:1
Accommodation
Dormitory
Mascot
Eagles. | web | https://www.nta-niigata.com/highschool/upp/pdf/LincolnAcademy.pdf | 0.481982 | {
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Unleaded with Ethanol
Description
Gasoline is one of the most important and valuable products to come out of the crude oil refining process. To increase octane rating and reduce engine knock, lead was added to gasoline, but was later replaced with ethanol due to environmental and health concerns. Ethanol is a denatured ethyl/grain alcohol commonly made from corn. Ethanol can be sustainably and domestically produced, making it a good choice for a gasoline mix. Also, due to ethanol's high oxygen content, emissions are greatly reduced and smog heavy areas benefit from cleaner air. The use of ethanol blended gasoline helps the US meet its goals for the Clean Air Act and the Renewable Fuels Standard.
Features and Benefits
* Controlled volatility for:
o Easy starting
o Fast warm-up
o Excellent acceleration
o Maximum Power
* Seasonally tailored vapor pressure:
o Helps prevent vapor lock
o Allows quick cold starts
o Helps prevent carburetor icing
o Reduce evaporation on hot days
o Reduce volatility of emissions
* Specially additized to provide:
o Clean-up of port fuel injectors
o Port fuel injector performing as designed
o Excellent carburetor detergency
o Elimination of fuel induction system deposits
o Corrosion protection for metal components
* Ethanol blended to provide:
o Higher octane ratings
o Detergency effect in engines and storage tanks
o Reduced emissions
Typical Properties
Recommended Usage
Recommended for use in engines designed to run on unleaded gasoline. Any vehicle model year 2001 and newer is designed to handle up to E15, however higher blends require special "flex-fuel" vehicles.
Storage and Handling
Unleaded gasoline is extremely flammable so exercise caution. Do not expose to any heat, sparks, electrostatic charge, or other ignition sources. Always use personal protective equipment and avoid contact with the material. Do not breathe in vapor or mist. Store unleaded gasoline in tightly closed containers in cool, dry, isolated, and wellventilated areas. If a spill occurs, soak up the liquid with an inert material.
Shelf Life
24 Months
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Orchid Companion Plants
by John McCoy et al
Monday, September 23, 2024
John is First Vice President of the South Coast Orchid Society and grows an varied collection of plants including some exotic species that live alongside our orchids in their native habitat. He has rounded up other growers of orchid companions to describe what they grow and how. Espie Quinn will talk about bromeliads. Braulio Mena will cover a few carnivorous plants, such as Nepenthes and Pinguicula. These can be grown outdoors in the Long Beach area with some shade and alongside your orchids.
President's Message
Finally seeing some cooler weather; will it last?
Last month, Ron Kaufmann laid out all the details and complexities involved in the conservation of orchids in their natural habitat, and reminded us that we can make a difference by supporting ongoing OCA activities. Thank you, Ron.
This month we take a look at companion plants to grow with our orchids. There are many families of plants that make their home in the same natural habitats as orchids, and that we can find available from local orchid vendors. Don't miss this lively discussion!
John Reyes
President, SCOS
Natural Companions
(left) In addition to the Epidendrum parkinsonianum dwelling on this tree, we find bromeliads, mosses, ferns, and (likely) a Columnea.
Tillandsia ionantha stricta, one of the smaller species that makes for great close-up photos!
Tillandsia aeranthos. Once established these plants can grow quickly into specimen size clusters. In the background left is Tillandsia usneoides, aka Spanish Moss.
Tillandsia Houston (this one from SBOE) produces a very colorful plume
Tillandsia bulbosa
Tillandsia neglecta
Tillandsia unknown, possibly the hybrid Bob Gilliland SR-71 (T. albertiana x T. ixiodes), an invisible hitchhiker that accompanied T. caput-medusae from Rain Forest Flora.
## August Ribbon Judging Results
Many thanks to Bill McCorkell for shepherding the judging.
### SCOS Ribbon Judging Results 8-26-2024
---
Many thanks to Bill McCorkell for shepherding the judging.
Member's Orchids
Grown by John McCoy
Phragmipedium Predator
Cattleya loddigesii var harrisoniae 'Herbrita'
Cattleya forbesii
Stanhopea oculata
Upcoming Events
See our website for flyers: www.southcoastorchidsociety.com.
Fascination of Orchids Festival of Orchids, Santa Ana Zoo, Sept 20-22, 10 AM to 4 PM
Morongo Basin Orchid Festival, Landers (Gubler's Orchids), Oct 5-6 (see gublers.com)
Huntington International Orchid Show and Sale, San Marino, Oct 18-20, 10 AM to 5 PM
Meeting Location
The South Coast Orchid Society holds monthly meetings, usually on the fourth Monday of the calendar month, at the Whaley Park Community Center in Long Beach, CA. Whaley Park is on Atherton, just off Bellflower Blvd. near the Long Beach State University campus.
Vendor Sponsors
The South Coast Orchid Society thanks these commercial vendors for their generosity and support of our continuing auction and other events over the years. If you need supplies or want to shop for orchids, consider these vendors. | web | https://southcoastorchidsociety.com/News/SCOS2409Sep24.pdf | 0.432423 | {
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Year 5
Autumn Term
Tudors to Victorians
During this topic, children will…
Geography
Develop a secure understanding of place value of larger numbers and those to 3 decimal places.
Convert units of length and time. Represent data in line graphs. Add and subtract fractions.
Use formal methods of written calculations. Reflect and translate 2D shapes.
PSHE/ Life Skills
Science
Music
Develop different strategies for getting on with others and how to deal with fallings out. Develop children's understanding of economic awareness.
PE
Explore relative size of the Earth, Sun and
Moon.
Explore how the Earth moves around the Sun and how night and day and seasons are created.
Explore the forces of air and water resistance and its real-life impact.
Plan and evaluate a line of scientific enquiry.
¿Que hay en tu estuche?: Will be able to name pencil case items and recognise grammatical gender.
Maths
Listen to and compare different gospel songs. Learn, improvise, compose and then perform own songs.
Develop control and precision of movements in individual dances and those with a partner. Develop tactical awareness during invasion games.
Qué hay en la clase: Will be able to name pencil case items and recognise grammatical gender Dream classroom: Recognise common classroom items/furniture and name classroom items/furniture. Use definite and indefinite articles. Make singular nouns into plural nouns. Dream classroom: Create their own dream/imaginary classroom Dia de los muertos
Cara : Recognise parts of the face with support
Body parts: Name parts of the body and sing a song with the body parts
No me encuentro bien: Learn illnesses and identify different remedies
Injuries: Learn food that you would eat a party and create a shopping list for the party
Christmas in Spain
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Dear readers,
Are you ready to brush up your dermatological English? It is our very great pleasure to present the twenty-fifth English corner based on Kaposi’s sarcoma. Don’t forget you can use a dictionary to help you with the text, and of course, you should visit our website at http://anglaismedical.u-bourgogne.fr/ to work on your pronunciation or build your medical vocabulary. The site also includes a talking dictionary, medical videos, exercises, clinical cases, words and expressions for specialists…
Kaposi’s sarcoma
Kaposi’s sarcoma is a skin cancer that occurs in people with a weakened immune system. It is associated with herpes virus infection – Kaposi sarcoma-associated herpes virus (KSHV). There are various forms, including classical, or Mediterranean KS, a very rare skin cancer confined mainly to older men of Mediterranean, Eastern European or Jewish origin. Classical KS develops slowly and tends not to spread. The second form is an endemic form occurring mainly in people living in Equatorial Africa, where malnutrition, malaria and chronic infections take their toll on the body’s natural defences. African KS tends to affect younger people, women and children especially. Another form, iatrogenic KS, occurs in people who have undergone organ transplant surgery and whose immune system has therefore been suppressed to prevent rejection of the graft. Those with KSHV infections may develop KS. In such patients, reducing the dose of the immune-supressing drugs may cause the lesions to shrink or even disappear. Today, most people have heard about Kaposi’s sarcoma because of its association with the AIDS pandemic. Indeed, it is an AIDS-defining illness, meaning that when a person with HIV infection develops KS, he or she is officially recognised as having full-blown AIDS. The onset of the KS is still due to KSHV, but the immune system has been weakened by the HIV infection. In these patients, highly active antiretroviral therapy (HAART) can inhibit the development of KS. In the absence of HAART, KS is rapidly progressive in people with AIDS.
Kaposi’s sarcoma develops from cells that line the lymph or blood vessels and the lesions usually appear on the skin or the mucosa, especially inside the mouth. They can also affect the lymph nodes, the gastrointestinal tract or the lungs. Internal lesions may cause bleeding.
KS lesions on the skin are pinkish brown, raised and sharply defined nodules which can occur anywhere, but are more frequently found on the legs or face. If they occur on the legs or in the groin area, they may cause painful swelling of the legs or feet, but otherwise they are symptom-free.
For localized KS, if detected early, radiotherapy is an effective treatment. In more advanced cases, chemotherapy may be needed. In people with AIDS, although KS is the defining illness, it is rarely the cause of death.
1. Make coherent sentences using the jumbled words below.
1. read / you / last week’s / Have / British Journal of Dermatology?
2. an incurable / ‘s / disease. / is / Alzheimer
3. operation. / tomorrow / is / The surgeon / of / certain / of / the success / ‘s
4. ‘d / to check / a colleague / I / of / like / the lab results / mine. / with
5. doctor / The old man / does not / he’ll / think / ‘s / survive.
6. mother’s / birthmark / ‘s / untreatable. / ‘s / Terry
1. Have you read last week’s British Journal of Dermatology?
2. Alzheimer’s is an incurable disease.
3. The surgeon is certain of the success of tomorrow’s operation.
4. I’d like to check the lab results with a colleague of mine.
5. The old man’s doctor does not think he’ll survive.
6. Terry’s mother’s birthmark’s untreatable.
2. Translate the following with a medical dictionary, if necessary.
1. l’angiome stellaire
2. la trisomie 21
3. la maladie de Lyme
4. la maladie de Basedow
5. l’œdème en papillon
6. le sarcome de Kaposi
7. la maladie des griffes du chat
8. le syndrome de Wolff-Parkinson-White
9. le syndrome des jambes sans repos
1. Spider angioma
2. Down(s) syndrome
3. Lyme disease
4. Graves’ disease
5. Butterfly rash
6. Kaposi(s) sarcoma
7. cut-scarish disease
8. Wolff-Parkinson-White syndrome
9. restless legs syndrome | web | http://www.jle.com/download/dmg-315168-43481-keep_your_english_up_to_scratch_-r.pdf | 0.490111 | {
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VERNON PRIMARY SCHOOL
Clumber Road Poynton Cheshire SK12 1NW
Headteacher: J Carvell (Mrs)
Telephone: (01625) 872556
Fax: (01625) 858194
Website: www.vernonprimaryschool.com
Email: [REDACTED_EMAIL]
Thursday 27 th January 2022
Year 4 Multiplication Check
Dear Parents/Carers,
As you may already be aware, there is a new statutory check for Year 4 children called the 'Multiplication Tables Check'. Under the National Curriculum, primary school children are expected to know their 12 times tables by the end of Year 4. We have been preparing children to know their times tables by the end of Year 4 throughout their time at Vernon.
The check itself:
* Takes place in the summer term in June.
* Is carried out online using a computer or tablet.
* Can be done one pupil at a time, in groups or as a class.
* Will take no longer than 5 minutes.
* Will feature 25 questions and children will have 6 seconds to answer each question.
* There is no problem-solving or division, just simple '3 x 4 = ?' type questions
The results are for the teachers. There is no pass or fail mark. The results of the test are not published publicly, will not be part of a league table and it is nothing to be concerned about. The results are for the teachers to use so we can provide an even better education as your child moves into Years 5 and 6.
In primary school, times tables knowledge is vital for quick mental maths calculations and problem solving, as well as for many of the maths topics children learn in years 5 and 6, such as division, fractions, percentages.
The Government has called this process a 'check' rather than a 'test' or 'exam' to reassure parents, children and schools that it is nothing to worry about, but is purely an assessment procedure that forms part of ongoing education.
We will continue to practise our times tables in school, as part of the Maths curriculum. If you wish to further support your child at home with their times tables, there are a number of ways you can do this:
* Playing games on 'Times Table Rockstars' - if you need a reminder of your password, please just let us know and we will send it home again.
* Reciting times tables by rote (4 times 1 is 4, 4 times 2 is 8, etc) - this repetition aids memory and recall.
* Using apps and games, such as Hit the Button
* Singing times tables songs - there are lots of these online and the children enjoy singing along to them!
* Asking times table questions as part of your daily routine.
* Playing family times table challenges and games.
If you have any questions, please don't hesitate to send us an email. We have also attached the official handy guide to the multiplication check issued by the standards agency.
Yours faithfully,
Mrs McNeil, Mrs Walmsley & Miss Swan
Year 4 Teachers | web | http://www.vernonprimaryschool.com/serve_file/4873407 | 0.437897 | {
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The Nonpolitical Nature of SAR
Statement by President Tony Bothwell at the Apr. 28, 2011 chapter meeting:
Sons of the American Revolution, by chance of birth descendants of patriots who fought in or gave material aid to that first revolution: We honor forbears who by their sacrifice established the United States of America; honor our countrymen who have put themselves in harm’s way – from the Boston Massacre to the latest violence in Afghanistan – and honor the service of all active, reserve, and retired military personnel.
Through patriotic ceremonies and educational activities we aspire to pass on to our posterity an appreciation of how our Nation was founded and what it stands for: Principles of liberty, a Constitutional Republic, the Bill of Rights, an independent Supreme Court, and a Nation of free men.
In a recent meeting of the California Society of SAR, there was some discussion about whether an SAR meeting should be a platform to advance a partisan ideology or faction. Wayne Griswold rightly said, “This is not a partisan organization.”
We did not come to Sinbad’s today to discuss issues currently pending before Congress. Our patriot ancestors did not fight to Hamilton’s Federalist party. They did not fight for Jefferson’s Republican party. They fought for the independence of the nation and the liberty of every citizen.
No party, no faction may dictate what we are to think about the foreign and domestic issues that face the Nation. The Founders had sharp differences among themselves. In the final analysis what united them was their belief in the debate itself and in the process of achieving national consensus. Their genius, their gift to us, their gift to the civilized world, was a revolutionary idea – a Constitutional Republic that does not denigrate the rights of the individual.
Those of us who want to be heard on current political issues are encouraged to participate in the democratic process as individuals and, if we so choose, in the political organizations of our choice. However, use of this podium or any SAR forum to veer outside the scope of the mission of Sons of the American Revolution and into the realm of partisan political debate would be inconsistent with our charter. It would damage SAR recruitment and retention. It would endanger our tax-exempt status. So let us celebrate the political differences that we may have among us, but let us air them in other forums.
Can we here truly renew our commitment to that which unites us? Sons of the American Revolution, heirs of that first revolution, it is our duty – it is our privilege – to honor the dream that united our forefathers, and never to forget the blood that was shed for our Constitution, the Bill of Rights, and a Nation of free men. And women.
Registrar’s Report
Update from Registrar Grant Noah:
We have the following prospects who have inquired about membership in the San Francisco Chapter: David Allen, Jeff Harrison, Max Kellogg, Jim Quimby and August Roth. Compatriot President Tony Bothwell has two cousins and Compatriot Herb Dedo brother and two cousins....
**Brother** – if SAR member is in good standing, you need only show for the generation of the brother a birth certificate and then for each subsequent generation the National SAR number for the current SAR member. **Cousin** – start with the cousin, as if he were new applicant, birth certificate to his parents which should be different parents line, connection to grandparents, and then the usual documentation to the direct line to the line that a current SAR member has and then each generation annotate National SAR number – that is assuming he is claiming the same America Revolution ancestor.
**New California Society Registrar:** Compatriot Owen Stiles:
“I have the honor of becoming the new CASSAR Registrar and am excited to begin working with you to ensure the lasting life and legacy of the California SAR. Yesterday I spent several hours with Tom Chilton as he turned over the responsibilities to me. First I want to thank Tom for the yeoman’s job he has done in getting your local chapter applicants in proper order for submission. Secondly, I assure I will do everything in my power to maintain the level of integrity that Tom has given to the program.”
Note that the current backlog at National is 4 to 5 months and they are making every effort to get the backlog time down to 8 to 10 weeks.
Compatriot Grant Noah, SF Registrar, has over two years’ experience working with the Redwood Empire Chapter and assisted ten new prospects in receiving their membership in 2010-2011. Grant’s 2nd supplemental application, under his ancestor Peter Todd, is now being processed by National.
**To our membership:**
If you know of anyone who has an interest in joining the SAR including brothers and cousins let me know .... Invite them to our meeting!
For life time membership .... I have the new fee determined by your age.
For further information contact:
Grant Noah, Registrar, SFSAR
E-mail: [REDACTED_EMAIL]
Phone: ([REDACTED_PHONE] | web | http://sfsar.webs.com/May%202011%20Addendum.pdf | 0.501789 | {
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Can you invent a water filter that cleans dirty water?
—Sent in by Jaban J. of Greene, ME, and Cara S. of Maple Plain, MN Water Filter
What You Need • 2-liter soda bottle cut in half (by an adult!) • napkins • gravel • sand • cotton balls • paper cup of dirty water (made with dirt, food coloring, cooking oil, and bits of paper and foam peanuts)
1 Place the top half of the soda bottle upside-down (like a funnel) inside the bottom half. (Make sure the cap is off.) The top half will be the filter, and the bottom half will hold the filtered water
3 Pour the dirty water through the filter. What does the filtered water look like?
4 Take apart the filter and look at the different layers. Can you tell what each material filtered from the water? .
2 Predict what each material might remove from the dirty water.Then layer the filter materials (napkins, sand, gravel, and cotton balls) inside the top bottle half.
5 Throw out the filter materials.Then wipe out the bottle and try it again. See if you can make the filtered water even cleaner.Try putting materials in different layers. Or try using different amounts of each material.
TM / © 2002 WGBH Educational Foundation
™
Now it's time for you to experiment. What happens if you use different materials for filtering, such as clay instead of sand? Change one thing (that's the variable) and make a prediction. Then test it and send your result to ZOOM. | web | https://www.lucasswcd.org/uploads/1/1/8/3/118306178/waterfilter.pdf | 0.449518 | {
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About the project
One parish, one product is a contextualised approach to village level ultra-poverty eradication. Among other things, it identifies a parish, its location, natural resource endowments, examines its climate, engages local leadership all in a bid to single out its comparative advantage. The populace in that parish go through a series of mindset change sessions and inculcative lessons all aiming at breaking the traditional subsistence approach to wealth creation. A product either in crop or animal husbandry is identified, introduced, taught to the beneficiaries, adopted and embraced on assurance that it will change the entire game.
The problem
Among other contributing factors to relentless existence of generational poverty, is the diverse nature of products be it in animal or crop husbandry that communities continue to rare and grow respectively regardless of whether market and expertise is there or not. Having diversified crops or animals at house hold level is no bad thing however, it does not provide a chance to selfdiscovery, specialization, generation and preservation of expertise knowledge in a field. This ultimately fails to alleviate a smallest percentage of the village populace.
Justification
A typical Ugandan village household grows more than three crops a season, it rears at least 05 species of domestic animals and birds, but does everything moderately without specialization and excellence thus continuation of playing in mediocrity and as a result, escaping the third world gates will always be perceived as God's will. In perspective, finding a better price for volumes of a single product produced in bulk is easier, value addition provided the incentives are available is easy and can be sustained hence fetching a better market price.
Profiling the target beneficiaries
Mubende District is in Buwekula county, in the western part of the Buganda region. It's bordering Ssembabule District, Kyenjojo District, Mubende municipality, Gomba district. It has an approximate population of about 04 million people mostly youth and late adolescents, it has one referral hospital serving a population of about 4 million people. Predominantly, people depend on subsistence farming, the ultra-poor youth and women who are a target, can't spend at least 1.90 US dollars a day. They are single mothers, widows, unemployed youth, disabled, and HIV positive. While some are semi-literate, the greatest population is completely illiterate, access to proper health care is a day dream, most of them are landless because the region is affected by rampant land grabbing, they can't afford good education for their children. The foes have poor housing facilities with mud and grass thatched houses, they are geographically isolated, and low esteemed. They have little or no capital assets at their disposal, this community has high rates of teenage pregnancy, HIV/AIDS, and school dropouts. They survive on menial and manual labor, they are hyperactive during crop planting to harvesting periods but redundant during lean seasons, they are disconnected from markets, rarely covered by social programming, and besides, they can't sustain the basics of life.
Objectives
Overall objective.
To have each parish specialize in growing/raring one item so as to create specialization, bulk production and ultimately command a fat market price.
Specific objectives.
To introduce 5 non-native species and enterprises in agriculture to the village poor in 10 parishes in Mubende district to replace the subsistence enterprises.
To inspire specialization at parish level so that goods are produced in bulk thus harnessing cooperatives.
To form subcounty farmer cooperatives where produce is bought at a price higher than the statusquo village trade agents' price.
To add value to agricultural products produced so as to qualify them for export hence fetching foreign exchange. | web | https://reliefpartnersug.org/wp-content/uploads/2022/06/One-parish-one-product-.pdf | 0.497176 | {
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A Message from Our Founder, Ron Dumas
Reaching Out for Kids (ROFK) has been operating since 1997. It’s hard to believe that another year has passed. My heart is overwhelmed when I think of all the kids ROFK has touched since we began.
First it started with just teaching kids about how to play golf. Then we began inviting speakers present on career options, the negative consequences of drugs and alcohol and having other educational aspects such as tutoring infused into the program.
I must say that I am most proud of the kids that have now become adults and are actively engaged in very rewarding careers. ROFK has helped nearly 200 kids obtain college scholarships.
I am even more proud of the ways that ROFK has helped feed those who were hungry, including this year by providing Thanksgiving Dinners, provide school supplies, clothing/shoes and help the outstanding golfers go to the Youth Golfers Hall of Fame in Florida.
This program’s success would not be possible if it were not for our donors and sponsors through the years. While this non-profit program provides all activities to kids free of charge, it cost thousands of dollars to operate. It takes financial resources, time and talent to make ROFK work effectively. I want to say a special “Thanks” to those who have supported ROFK in one of the many ways it takes to help kids grow and learn the value of education as well as character development. Let’s keep moving forward for the good of the kids and the greater good of the community!
Ron’s favorite phrase: “A quitter never wins and a winner never quits!”
Another ROFK Success Story
Former ROFK Participant—Jonathan Coleman
Accomplishments: A Financial Advisor and a Golf Pro for 8 years
What has ROFK done for you? Around age seven or eight Jonathan began participating in the ROFK golf program. Very early on he and others realized he had the talent to become a gifted golfer. What Jonathan appreciates most is the opportunity to be in the company of older mature men from the ROFK program. He observed and benefited from their talent, patience, and generosity. He learned not to be selfish and to give things a chance.
Being a talented golfer also changed his academic life. He earned a scholarship in golf from The Seven Hills School; a very prestigious school in Cincinnati, Ohio. He became a member of the high school golf team. Again, being connected to ROFK introduced him to the opportunity that would springboard his education.
Golf afforded him highly sought after opportunities to travel all over the country and Canada. He enjoyed luxurious field trips, golf camps, and meeting golf pros. A highlight he will cherish is from 1997, when he met and took lessons with Tiger Woods.
In 2007, ROFK assisted Jonathan in obtaining a full ride to Gramling State University, a Historically Black College or University. Later he would go on to receive a full ride to Jackson State University, another HBCU, where he continued to play great golf, winning awards and tournaments.
Jonathan’s greatest take away from the lessons of golf is that “Golf as does life, always gives you options” and “be open to the possibilities.”
Mission:
To use golf as a platform to teach life lessons
Impact:
- Served up to 300 students each week during the 8-week summer golf clinics.
- Helped 185 students obtain college scholarships.
- Provided school supplies to students.
- Provided food to needy families at Thanksgiving and Christmas.
- Helped kids go to the Youth Golfers Hall of Fame.
- Taught kids on the negative consequences of drugs and alcohol.
- Introduced career opportunities.
Let’s Show Some Love to Reaching Out For Kids (a 501c3 organization)
Education and Character Development are our priorities
We teach values entitled “RICHES” to kids aged 3 - 17
Respect, Integrity, Character, Honesty, Education, and Sportsmanship
Website: ROFK.ORG | web | https://www.reachingoutforkids.org/_files/ugd/94707b_ab87ea4eb3d94efcb048c5e5d0e2a74f.pdf | 0.488251 | {
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Expedition Seeks Primordial Life Beneath the Arctic
By Jeanna Bryner, LiveScience Staff Writer posted: 21 June 2007 12:14 pm ET
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Explorers are setting out to see if a hydrothermal vent system near the North Pole could harbor never-seen-before life forms that have remained isolated for tens of millions of years.
On July 1, an international research team is expected to depart from the Arctic archipelago of Svalbard aboard the icebreaker "Oden" for a 40-day expedition to hunt for life along the Gakkel Ridge, an underwater mountain range extending 1,100 miles from north of Greenland toward Siberia and marking the boundary between two tectonic plates.
"This is an exciting opportunity to explore and study a portion of Earth's surface that has been largely inaccessible to science," said expedition chief scientist Robert Reves-Sohn, a geophysicist at Woods Hole Oceanographic Institution (WHOI) in Massachusetts.
Primordial life
The Gakkel Ridge is part of the mid-ocean ridge system, which transects the globe like seams on a baseball. Ocean ridges resemble underwater mountains and occur between Earth's tectonic plates that creep apart as fiery hot fluid that's chock-full of minerals spews through the gap. For the organisms that can take the heat, zero sunlight and bizarre diet, it's an oasis.
The Arctic waters where the Gakkel Ridge lies, however, have been relatively isolated from other ocean basins for some 28 million years.
"The region has been mostly separated from the Atlantic and Pacific oceans for millions of years, so whatever lives there has since been evolving in relative isolation—much the way animals in Australia did," said expedition scientist Tim Shank, a hydrothermal vent biologist at WHOI. "We are likely to find completely new suites of species with never-before seen adaptations."
Sluggish spreading
The Gakkel Ridge spreads at the snail's pace of one-third of an inch annually, 20 times slower than other ridges. The sluggish spreading leads to a unique vent system, the scientists say, because material deep in Earth's mantle (below the crust) gets exposed on the seafloor.
06/21/2007 7:13 PM
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That means the vent fluid will have a different chemical make-up from other hydrothermal vents. That, combined with eons of isolation, means the region could support life forms similar to those of primordial Earth or other watery planets.
"The origin of life discussion comes up because the rocks that are exposed on this very slow spreading ridge are not volcanic, but instead come directly from Earth's mantle," said expedition scientist Susan Humphris, a WHOI geochemist who studies hydrothermal vents. "The chemistry is very much like the volcanism that occurred on the primordial Earth."
Research robots
A trio of robotic underwater vehicles, named Puma, Jaguar and Camper, will be the eyes and "noses" for the researchers, peering 1.8 to 3 miles beneath the ice cap where the ridge lies. The autonomous underwater vehicles (AUVs) were developed specifically for the Arctic.
First, the Puma will pinpoint any hydrothermal vents by sniffing out the chemical and temperature signals.
Second, the Jaguar will image that portion of the seafloor.
Finally, the Camper will scoop up rocks, sediments, and any living creatures.
NASA and the National Science Foundation (NSF) provided the major funding for the expedition and the development of the underwater vehicles.
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From Gameplay to Reality
——A case study of the Elm City
Team ofcdata:
Keying Zhang
Shixian Wang Victor Xu Vivian Pan Wenqian Luo
Data Validity & Gameplay Analysis
Game Data Validity
Insights into Gameplay Results
Distribution of Time Taken to Complete a Chapter
Most players took 20-60 mins to complete a chapter
Those who made wrong choices in minigames took
25% longer
Players were confused and making efforts to make decisions
Players paid attention to the game! Data is valid for further analysis
Minigame Answer Accuracy by Topic
Scored 15.7% better in HIV-related questions than common issues like unprotected sex
Score Across 2 Minigames
True
False
Score in Knowledge Minigame
Lower accuracy (<69%) for alcohol-related questions
When better knowing the consequences, teenagers are more likely to refuse improper proposals
More scenarios about common problems (underaged drinking/drug usage) can be included to better cater to students' needs
Minigames and Real-life Choices
For the same amount of reward in Priority Minigame, players made different choices about the following issues:
Gameplay Choices
Corresponding Real-life Choices
Real-life Choices vs. Gameplay Choices
11.2% choose to try drugs to see how it feels
42.9% choose to get paid to deliver drugs to someone at school
6.25% choose to buy alcohol and get drunk
18.6% choose to have underage drinking after homecoming dance
36.2% choose to hook up with someone met at a party
8.7% 8th-graders have used illicit drugs in the last month
3% 8th-graders reported binge drinking over the past two weeks
16% middle schoolers reported drinking alcohol over the last month
22% 8th-graders reported having had casual sexual intercourse
91.8% choose to have unprotected sex
45.7% middle schoolers reported unprotected sexual intercourse
Sources: National Center for Drug Abuse Statistics; Centers for Disease Control and Prevention
National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Adolescence
Players' decisions are highly correlated with teenagers' reallife choices.
The data can potentially be used by researchers to predict potential risky behavior. | web | http://datafest.stat.ucla.edu/wp-content/uploads/2022/07/ofcdata.pdf | 0.421982 | {
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Instruction For English:
Every week's homework comprises of two types of questions i.e: MCQ and CRQ.
Page 1 of 6
The marks of every CRQ are mentioned in front of the question.
At any point during your homework, you feel problem, you can go back to your book and read about the topic, and exercise.
English
Page 2 of 6
(Week 1)
Read unit 1 and 2 page 1 to 3 before answering the questions.
1. Look at the clock and choose the time shown in the clock.
Half past three
Half to eight
Four O'clock
Quarter to three
2. Complete the following sentence by using proper adjective.
When the teacher left the class the boys were talking__________.
vastly quickly loudly sweetly
3. Read the page#3 and complete the given sentences.
(03 Marks)
a) Good morning, Children. I am your teacher, ________________
b) There are ________ new students in this class.
c) Ahmed: I have come from____________.
(Week 2)
Read unit 2 page 3 to 6 before answering the questions.
4. Identify the word with hard sound of "c"
camel police
place city
5. Please refer to page#3 and identify any two adjectives. Write those two adjectives on the lines given below. (2 Marks)
a)
b)
6. Write the proper noun of the given common nouns.
(02 Marks)
(Week 3)
Page 4 of 6
Read unit 2 and 3 page 7 to 10 before answering the questions.
8. Identify the opposite of the given word.
Interesting
Big
Dirty
Empty
Boring
9. Read the given sentence and identify what is being described.
The apple is fresh.
Quality
Quantity
Colour
Size
10. Read the given paragraph and write the answers below.
(03 Marks)
Ali Nawaz is a farmer. He lies in a small village in Sindh. He is a good and honest man. He takes care of his family and treats his neighbours well.
Ali gests up early in the morning each day. After having breakfast, he goes to his fields. He works very hard in the fields. He ploughs them with a tractor. He grows different fruits, vegetables, and wheat.
When the crops are ready, he harvests them. The, he packs them in crates and sacks. He loads everything in big trucks and takes them to the market. Then, he sells them in the market in the city.
Ali Nawaz and other farmers make our lives easy. They work hard to grow crops that other people use to prepare food for themselves.
Answer the following questions.
Q1: Write the meaning of the word "Harvest".
Ans: _______________________________________________________________
Q2: Write any one adjective from the given paragraph.
Ans: _______________________________________________________________
Q3: Write what this paragraph tells you about farmer's life.
(Week 4)
Page 6 of 6
Read unit 2 and 3 page 7 to 15 before answering the questions.
11. Complete the following sentence.
How_______ does this book cost?
any
many
much some
12. Write any two words having soft sounds of “c”.
(02 Marks)
a)
b)
13. Write any two healthy habits that you practice in your daily life.
(2 marks)
a)
b) | web | https://sef.org.pk/wp-content/uploads/2020/homework2/Grade%205/English%20Grade%205.pdf | 0.470723 | {
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YEAR 2 NUMERACY TARGET GRIDS SECURE DEEP
Mostly independent and cross curricular evidence needed
I can represent the information in a puzzle or problem using numbers, images or diagrams; use these to persevere to find a solution and present in context, where appropriate using £.p notations or units of measure, suitable to my age-related curriculum.
Fluently, I can identify patterns and relationships involving numbers or shapes, and use these to solve problems suitable to my year group curriculum.
I can solve more complex one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations suitable to my year group curriculum.
Through developing arguments, I can describe and explain methods, choices and solutions to puzzles and problems, orally and in writing, using pictures, diagrams and mathematical language suitable to my age-related curriculum.
I can follow a line of enquiry by deciding what information is important and justify my reason for this; make and use lists, tables and graphs to organise and interpret the information.
I have the ability to recall and apply knowledge suitable to my age-related expectations rapidly and accurately.
Number and Place Value
Addition and Subtraction
Multiplication and Division
Measurements
Fractions
Geometry
Statistics | web | https://www.stlukescatholicprimary.org.uk/media/10632/year-2-secure-deep-maths.pdf | 0.437345 | {
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GETTING YOUR HEART TO SING
PREPARATION
We prepare ourselves for some things. Some important. Some less important. And some things we avoid preparing ourselves for.
DOES YOUR HEART NEED PREPARATION?
25 “At that time the kingdom of heaven will be like ten virgins who took their lamps and went out to meet the bridegroom. 2 Five of them were foolish and five were wise. 3 The foolish ones took their lamps but did not take any oil with them. 4 The wise ones, however, took oil in jars along with their lamps. 5 The bridegroom was a long time in coming, and they all became drowsy and fell asleep.
6 “At midnight the cry rang out: ‘Here’s the bridegroom! Come out to meet him!’”
7 “Then all the virgins woke up and trimmed their lamps. 8 The foolish ones said to the wise, ‘Give us some of your oil; our lamps are going out.’ 9 “No,’ they replied, ‘there may not be enough for both us and you. Instead, go to those who sell oil and buy some for yourselves.’ 10 “But while they were on their way to buy the oil, the bridegroom arrived. The virgins who were ready went in with him to the wedding banquet. And the door was shut. 11 “Later the others also came. ‘Lord, Lord,’ they said, ‘open the door for us!’ 12 “But he replied, ‘Truly I tell you, I don’t know you.’ 13 “Therefore keep watch, because you do not know the day or the hour.
Matthew 25:1-13
Oil in Our Lamps
What does it mean for a heart to be prepared?
5 So the Pharisees and teachers of the law asked Jesus, “Why don’t your disciples live according to the tradition of the elders instead of eating their food with defiled hands?” 6 He replied, “Isaiah was right when he prophesied about you hypocrites; as it is written:
“These people honour me with their lips,
but their hearts are far from me.
7 They worship me in vain;
their teachings are merely human rules.’
8 You have let go of the commands of God and are holding on to human traditions.” 9 And he continued, “You have a fine way of setting aside the commands of God in order to observe your own traditions!
Mark 7:5-9
20 He went on: “What comes out of a person is what defiles them. 21 For it is from within, out of a person’s heart, that evil thoughts come—sexual immorality, theft, murder, 22 adultery, greed, malice, deceit, lewdness, envy, slander, arrogance and folly. 23 All these evils come from inside and defile a person.”
Mark 7:20-23
Let us draw near to God with a sincere heart and with the full assurance that faith brings, having our hearts sprinkled to cleanse us from a guilty conscience and having our bodies washed with pure water.
Hebrews 10:22
God has conquered the evil in our hearts. Let that freedom be the song that we sing.
A heart that is able to sing to God in any situation.
“You have to be as fully prepared for the dull game as you are for the great game, or else you won't be prepared for the great one.”
—Red Barber
1/ Worship (Adoration)
2/ Thankfulness (Remembering)
3/ Declaring God's promises (Proclaim)
But you are a chosen race, a royal priesthood, a holy nation, a people for his own possession, that you may proclaim the excellencies of him who called you out of darkness into his marvellous light.
1 Peter 2:9
For I consider that the sufferings of this present time are not worth comparing with the glory that is to be revealed to us.
Romans 8:18
Beloved, we are God's children now, and what we will be has not yet appeared; but we know that when he appears we shall be like him, because we shall see him as he is.
1 John 3:2 | web | http://thebcec.org.uk/download/4385/ | 0.427007 | {
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EASTERN EUROPE 1939-1945: CAMPS
Statement by a survivor of Belsen concentration camp May 1945
Catalogue ref: WO 235/23
Page 18
What is this source?
This source is the testimony of a prisoner at the Belsen concentration camp in 1945. She was giving evidence to British officials so that they could prepare cases to prosecute war criminals.
There were literally thousands of statements taken like this from camps all over Germany and Poland.
What's the background to this source?
During the war the Nazis conquered large areas of Eastern Europe and millions of Jews became their prisoners. By 1942 the Nazis had begun a programme of mass murder to execute Jews and other groups such as gypsies.
As the war began to go badly the Nazis emptied their camps in Eastern Europe and brought their prisoners back to camps in Germany, like Belsen. As well as the normal brutal treatment the prisoners also had to face up to starvation and overcrowding.
It's worth knowing that...
Belsen was one of the first camps to be found by Allied troops from Western Europe. It was captured by British troops in April 1945. The guards were taken prisoner in these camps and the prisoners were interviewed as witnesses in war crimes trials. These trials took place in Nuremburg from November 1945 to October 1946.
Today some people deny that there was mass murder in Nazi Germany but the sheer amount of evidence like this discredits such views.
How will you use this source?
1. What happened to the two women cooks?
2. Why do you think the dresses were sent back?
3. Why did Traur kill the two women by drowning rather than any other method?
4. Why would you be likely to believe that this testimony was genuine?
5. Can you use this source to support any part of your presentation?
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PARCC Assessment Item Illustrating 5.NF.A.1
©ITEM RETRIEVED WITH PERMISSION FROM THEPARCCGRADE5SPRINGOPERATIONAL2015END OF YEAR ASSESSMENT. AVAILABLEFROM HTTPS://PRC.PARCCONLINE.ORG/ASSESSMENTS/PARCC-RELEASED-ITEMS; ACCESSED MARCH 2017. PLEASEREFER TOTHEPARCCTERMSOF USE
( HTTPS://PRC.PARCCONLINE.ORG/CONTENT/TERMS-USE)OR CONTACT PARCC DIRECTLY FOR ADDITIONAL INFORMATION REGARDINGTHEUSEOF THISITEM
Answer Key
D
Elaboration on Alignment
This item focuses on the specific requirement of standard 5.NF.A.1 of subtracting fractions with unlike denominators by replacing them with equivalent fractions. In grade 3, students begin their work with equivalent fractions (see 3.NF.A.3), and then in grade 4, students explore addition and subtraction of fractions with like denominators (see 4.NF.B.3). These concepts are then tied together in grade 5 in standard 5.NF.A.1 as illustrated by this assessment item.
Learn More
Learn more with the Math Assessment Item Alignment Professional Development Modules.
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1) Explain the following concepts briefly (1 point/correct answer, max three lines/answer):
a) CRC card
b) Copy constructor
c) Encapsulation
d) Slicing and assignment
e) Const member function (in C++)
f) Interface class
2) In the following you are presented six claims about object-oriented programming and C++. Your task is to answer if the claims are correct or faulty. If you think a claim is faulty, explain why or how it is faulty. (1pt/for a correct answer, with a correct explanation, if needed)
a) Protected can be used to hide the operations from the sub classes.
b) Forward declaration is used to define ownership relations similar to aggregation in the UML class diagrams.
c) In C++ an abstract class can only have public or protected member variables.
d) Mutable keyword can be used to tell a member variable can be changed in const-member functions also.
e) Abstract data types cannot be instantiated as they are abstract.
f) Static lifetime means the programmer is responsible of using delete to free the reserved memory.
3) Inheritance (6 pts, 2pts each)
a) What is inheritance and what benefits a program designer can gain from it?
b) List five (5) most essential terms related to inheritance and explain briefly (2-3 sentences) the meaning of each term.
c) What new inheritance introduces to construction and destruction of objects?
4) Draw a UML class diagram of a game described below. Use the necessary relations e.g. associations, compositions, generalizations to describe the connections between the classes. Include functions in the classes to describe the functionality/behaviour discussed in the given description. (6pts)
An adventure game called “Indianapolis Jones and Republic of the Plexiglas Skull” tells a story of a brave “archaeologist” who enters an ancient South American temple. The temple is filled with dangerous creatures like alligators, snakes, and Soviet agents. All the creatures, including the hero, can move from room to room and bite the other creatures. The temple consists of three different sections and each section consists of several rooms (3-8). There are at least four different kinds of rooms: tomb chambers, corridors, stairs, and halls. The creatures including the hero and agents can leave and enter the rooms. All humans are also capable of picking up items like gold treasure or Plexiglas skulls from the rooms. | web | https://tite.cs.tut.fi/tenttiarkisto/1412/2010-05-24_OHJ-1406_1412.pdf | 0.498353 | {
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Benjamin Britten – Double Concerto for Violin and Viola
Allegro ma non troppo
Rhapsody: poco lento
Allegro scherzando – Tempo primo (Allegro ma non troppo)
Benjamin Britten was born on November 22 nd 1913 (St Cecilia's Day) in Lowestoft, Suffolk. He grew up in Suffolk before moving to London in 1930 to study at the Royal College of Music. He died in Aldeburgh on December 4 th 1976.
Between 1930 and 1935 Britten wrote several of his most popular works, such as the Simple Symphony, the Elegy for Solo Viola and the Phantasy Quartet Op. 2 for Oboe and Strings. Britten was very much in the public eye from the age of twenty, especially after his Variations on a Theme of Frank Bridge were performed at the Salzburg Festival in 1937, bringing his work to international attention. Despite this success, several of his works were not premiered until many years later and some emerged even after his death in 1976 – most notably Young Apollo (written 1939) and the Double Concerto for Violin and Viola, not premiered until 1997.
The Double Concerto for Violin and Viola was written in 1932 when Britten was a scholarship student at the Royal College of Music. Running time is 20-25 minutes.
Britten began the concerto in March 1932, whilst studying composition with John Ireland and Frank Bridge. The first movement was completed in just two days, but the second movement took considerably longer and diary writings indicated that Britten was not happy with it and then that he was 'putting the concerto away for a bit.' The finale was eventually finished on May 4 th .
Britten was also not happy with his studies at the RCM, mostly due to what he felt were low levels of musicianship. At the time of writing his Double Concerto he was also rehearsing his Sinfonietta with the RCM orchestra. He wrote in his diary that the rehearsals were not going well: 'I have never heard such an appalling row……new arrangements are made that my sinf. should sound less like anaemic cats.' Could this have been a factor in the lack of a realised full score of the Concerto?
The piece begins with a melody based primarily on a sequence of 'horn-like gestures' (repeated ascending fourths and fifths) heard at the very start of the first movement in the solo horn. The second movement is much more lyrical than the first and the harmony is rich, with pairs of lines often moving in contrary motion. The 'Rhapsody' title is felt by the meandering solo lines and the flexibility of the tempo, hinting at Britten's future talents as a composer of songs and opera. A short bridge then leads to the finale.
In the 1930s Britten was inspired by the works of Igor Stravinsky (particularly Petrushka, Rite of Spring and Symphony of Psalms) after his teacher Frank Bridge took him to a concert. This influence, and the influence of William Walton's Viola Concerto (1929) can be heard clearly throughout the Double Concerto in its structure, style, harmonic precision and instrumentation.
The first performance of the Double Concerto took place in 1997 at the 50 th Aldeburgh Festival with Katherine Hunka, Philip Dukes and the Britten-Pears Orchestra conducted by Kent Nagano. Its first recording was with the Halle, Gidon Kremer and Yuri Bashmet. The first North American performance of the concerto took place on July 25 th , 1998 with Jorja Fleezanis, Thomas Turner, Eiji Oue and the Minnesota Orchestra.
References
www.hyperion-records.co.uk. (2016, September Friday 9th). Retrieved from Hyperion: http://www.hyperion-records.co.uk/dc.asp?dc=D_CDA67801
Peter Evans (1979). The Music of Benjamin Britten. London: J. M. Dent & Sons Ltd.
www.sfsymphony.org
Monica Jensen
September 2016 | web | https://www.britishviolasociety.co.uk/wp-content/uploads/2015/11/Britten-double-BVS.pdf | 0.526035 | {
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VMS RESOLUTION PREVENTING CHILDHOOD OBESITY
As passed by VMS Council, October 18 th , 2003
WHEREAS, during the past two decades, the percentage of children who are overweight has nearly doubled (from 7 to 13 percent), and the percentage of adolescents who are overweight has almost tripled (from 5 to 14 percent); 1 and
WHEREAS, for the vast majority of individuals, overweight and obesity result from excess calorie consumption and/or inadequate physical activity; unhealthy dietary habits and sedentary behavior together account for approximately 300,000 deaths every year; 2,3 and
WHEREAS, children and adolescents are becoming ever more sedentary; for example, in 1999, 43 percent of students in grades 9 through 12 viewed television more than 2 hours per day; 4 and
WHERAS, children and adolescents have easy access to high fat content food found both in school and at home and Vermont public schools frequently house vending machines containing foods not beneficial to children's nutrition; and
WHEREAS, Type 2 diabetes, high blood lipids, and hypertension as well as early maturation and orthopedic problems occur with increased frequency in overweight youth; another common consequence of childhood overweight is psychosocial—specifically discrimination; 5 and
WHEREAS, overweight children and adolescents are more likely to become overweight or obese adults; this concern is greatest among adolescents; and
WHEREAS, schools in Vermont should provide a healthy environment where children learn and participate in positive dietary and lifestyle behaviors and practices; therefore be it
RESOLVED, that the Vermont Medical Society collaborate with the state-wide Action for Healthy Kids (AFHK) team, a state component of the nationwide initiative dedicated to improving the health and educational performance of children through better nutrition and physical activity in schools; be it further
RESOLVED, that the VMS reaffirms the following two goals that AFHK has identified as priority for 2003:
? ? and providing all children, from pre-K through grade 12 with quality daily physical activity that helps develop the knowledge, attitudes, skills, behaviors and confidence needed to be physically active for life; be it further
? ? providing food options that are low in fat, calories, and added sugars, such as fruits, vegetables, whole grains, and low-fat or nonfat diary foods throughout the school system;
RESOLVED, that VMS will identify a taskforce of physicians, including members of the School Health Committee, who are interested in working to achieve the AFHK goals and other goals they may identify as priority; and be it further
RESOLVED, that VMS will continue to collaborate and coordinate with other organizations and individuals working to prevent childhood and adult obesity, including the Vermont Campaign to End Childhood Hunger; the Vermont WIC Program Childhood Obesity Prevention Program; the Coalition for Healthy Activity, Motivation and Prevention Programs (CHAMPPs); the Vermont Children's Health Improvement Program (VCHIP); the Vermont Area Health Education Centers (AHEC); legislators; and private insurers.
1 NCHS, CDC. Prevalence of overweight among children and adolescents: United States, 1999 [Internet]. [Hyattsville (MD)]: NCHS [cited 2001 Oct 31]. Available from: www.cdc.gov/nchs/products/pubs/pubd/ hestats/over99fig1.htm
2 McGinnis JM, Foege WH. Actual causes of death in the United States. JAMA 1993 Nov 10;270(18):2207-12.
3 Allison DB, Fontaine KR, Manson JE, Stevens J, VanItallie TB. Annual deaths attributable to obesity in the United States. JAMA 1999 Oct 27;282(16):1530-8.
4 HHS. Healthy People 2010, 2nd ed. With understanding and improving health and objectives for improving health. Washington (DC): GPO; 2000. 2 vol. p. 22-19 through 22-23.
5 Dietz WH. Health consequences of obesity in youth: Childhood predictors of adult disease. Pediatrics 1998 Mar;101(3) Suppl:518-525. | web | https://vtmd.org/client_media/files/vms_resolutions/2003childhoodobesityresolution.pdf | 0.479626 | {
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Topical and Oral Flea & Tick Control: General FAQs
Drs. Foster & Smith Educational Staff
What is a topical flea and tick treatment?
What is an oral treatment?
What is the advantage of using a topical monthly treatment for ticks and fleas instead of a shampoo, dip or a spray?
What is a topical flea and tick treatment?
A topical flea and tick treatment is a spot-on product, such as bioSpot SPOT ON for Dogs, or K9 Advantix for Dogs, that is applied to the skin between the shoulders. These monthly products fight ticks and fleas for at least 30 days. For maximum protection, both bioSpot SPOT ON and Frontline Plus contain an Insect Growth Regulator (IGR), an ingredient that works to prevent flea eggs and larvae from developing. K9 Advantix for Dogs is water-resistant, which makes them ideal for dogs that swim or are bathed frequently.
[ Back to Top ]
What is an oral treatment?
An example would be a product like Capstar, a pill that kills adult fleas within 30 minutes and lasts for 24 hours. Capstar is a quick solution for flea-infested pets and can be used daily if needed. Capstar works on fleas only, not on ticks. [ Back to Top ]
What is the advantage of using a topical monthly treatment for ticks and fleas instead of a shampoo, dip or a spray? Monthly topicals are an extremely popular choice for flea and tick control because they are so easy to apply and do not need to be re-applied for 30 days. Shampoos, dips and sprays can be messy, time-consuming and stressful for your pet. They may also be impractical in colder weather. In addition, these products just can't offer the longer-lasting protection of spot-on flea and tick treatments.
[ Back to Top ] | web | http://www.drsfostersmith.com/pic/article_pdf.cfm?aid=977 | 0.429821 | {
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Lunch Date with Jesus
By Erin Davis Gibbons
When you are surrounded by people every day, it might be tricky to find time to sit alone and chat with Jesus. Take some time this week to do just that!
For
Young Adult
Season
Fall
Needed
Paper, writing utensils or a computer, Bible
Activity Plan
1. Take a look at your calendar for the coming week. On a day when you're free during the lunch hour, block it off and set a lunch date with Jesus.
2. What does a lunch date with Jesus look like? It's not exactly what you might expect. You'll need something to write with – either on paper or electronically. You'll need some lunch. And you'll definitely need an open mind.
3. Plan to have lunch in a place you find relaxing. For some people, it's easy to relax in a busy restaurant or cafeteria. For others, a quiet place away from people is necessary. Decide what's best for you and add it to your agenda.
* Prepare for your lunch with Jesus. Pick a lesson from the list below or decide on one of your own. Whoever wants to lead must serve first (Matthew 20:26)
* Don't worry (Matthew 6:25-34)
* Love conquers all (Mark 12:28-34)
* The Golden Rule (Matthew 7:12)
* Need something? Just ask (Matthew 7:7)
* Don't judge (Luke 6:37-38)
* Forgive (Matthew 18:21-35)
* Nothing is impossible with faith (Matthew 17:20)
(List adapted from "12 Must Read Life Lessons from Jesus," Peter G. James Sinclair, www.pickyourbrain.com)
4. At your lunch date, have a conversation with Jesus about the lesson you picked. If you're confused about it, ask questions. If it gets you excited, tell him about it. Overcome your uncertainties about having a conversation with someone who's not physically present. You can be sure he's listening. Write down your thoughts and continue free-writing for as long as your hand will let you.
5. Reflect on your experience.
* How did it feel to have a conversation with someone who wasn't physically there?
* Reread what you wrote – are there any surprises?
* Why do you think it's important to take time to talk to Jesus and God even though they don't always respond directly?
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West Quoddy Sunrise
The red and white striped West Quoddy Head Lighthouse was built in 1807 to guide sailors through the Quoddy Narrows, a strait between the United States and Canada. The lighthouse is located on the easternmost point of the United States, making Maine the first state to see the sun rise each morning.
Bernadine Johnson
Slowly, with rubato
8va
pp
accel. poco rit.
u.c.
a tempo
rit.
a tempo
rit.
a tempo
rit.
With expression and great beauty (♩ = 100)
poco a poco cresc.
The Rocky Coast
Maine boasts a coastline longer than that of California – over 3000 miles! It is dotted with more than 60 lighthouses and marked by jagged rocks. Popular cities along the coast include Kennebunkport, Portland, Rockport, and Bar Harbor.
With intensity (♩ = 84)
Bernadine Johnson
Slightly faster (♩ = 96) | web | https://content.alfred.com/catpages/00-40625.pdf | 0.433565 | {
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Auntie Tumnus and her Babies
mixed media on panel
19 x 13 cm 2022
Auntie Tumnus is a quaint lady. She likes rain. And wind. And cold. And darkness.
The dark is a welcome pendant of the light, she said. She teaches her babies to ride the storm instead of to seek shelter and wait for it to pass. As one thing is for certain, only in darkness can on see the light, and this too shall pass. What you do in the meantime, is up to you. She encourages her babies to look closer whenever they feel the urge to look away. Not to be afraid of the dark, but to acknowledge and appreciate the fact that it illuminates the noise and reveals the stars.
ANTIE TUMNUS is synchronized with the circle of life. She does not fear death or deterioration, she sees the beauty in the breakdown, and she finds her magic in nature.
Chris Berens
Chris Berens studied illustration at the Academy of Art & Design in 's-Hertogenbosch, graduating in 1999. He has developed a complex and time-consuming painting technique, mostly shown as mixed media on panel.
"I'm most comfortable using fine brushes and drawing inks and graphites, but I also regularly use water color paints, markers and acrylics", Berens says. "For some time now I've added digital image making to
my line of techniques, meaning 3D sculpting, digital painting and image processing. I combine and mix them with my more traditional media."
After his first major solo show at Jaski Gallery in 2005, Chris Berens' fame spread quickly. The young artist has already exhibited all over the world, from Amsterdam to New York, from Tokyo to Los Angeles,
Seattle and Singapore. He also designed the cover for
Panic of Girls
, an album which was released in
2011 by Blondie. Deborah Harry and Chris Stein, founders of the band, are admirers of his work.
Back home Chris has been the subject of a television documentary.
Chris Berens, Master of his Magical
Universe was made for Dutch broadcaster Avro's
Close Up series in 2013 and has since been broadcast
several times at home and abroad.
Chris Berens also featured prominently in the television documentary
Krabbé searches for Van Gogh
, in which actor/painter Jeroen Krabbé traced the path of Vincent van Gogh in co-operation with Dutch
artists.
NIEUWE SPIEGELSTRAAT 29 1017DB AMSTERDAM THE NETHERLANDS +[REDACTED_PHONE] [REDACTED_EMAIL] WWW.JASKI.NL | web | https://www.jaski.nl/pdf/?id=49980 | 0.426428 | {
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Week 4 - TERM 1
Enduring Understanding
An enduring understanding is an idea that is continuously 'unpacked' and allows students to explore concepts and think critically about the world around them. Our enduring understanding this term is 'I am unique and I belong to different communities'. We encourage the children to bring a photo or an item that we could display as we unravel the complexities of 'me'. Examples: Photos of family, pets and celebrations, cultural artefacts and costumes. We have not received many of these as yet so, please send along items to school for us to share and discuss. Thank you to those who have already brought items in. Photos that can be left in the classroom are preferable.
Drama Toolbox: SEal Program - Social & Emotional Learning
With the guidance of drama teacher Katie and, through the use of beautiful animal hand puppets, the students have been exploring emotions, body language, gesture and dance. In session 1, the students assisted 'Seal' in making new friends at school, despite individual differences. In today's session, the students explored how to help the animals regulate their emotions in social situations.
Fine Motor Skills
Fine motor skills are finger and hand skills such as cutting, threading, weaving, opening lunch boxes, and tying shoelaces. Fine motor tasks assist with strengthening the small muscles controlling the hand, fingers and thumb; crucial to writing development. Many of the activities we do at school involve using scissors. Have your child practise using scissors at home and focus on how to hold a pair of scissors correctly. Also, have your child practise opening his/her food containers. As well as developing muscle strength, it will also promote independence.
ABC Splash article - 'Kids are likely to perform better at school if they have fine-tuned motor skills'
Click on the link below to read the article:
http://splash.abc.net.au/newsandarticles/blog/-/b/2453591/kids-are-likely-to-performbetter-at-school-if-they-have-fine-tuned-motorskills?WT.tsrc=Email&WT.mc_id=Innovation_Innovation-Splash%7CPrimary_e Communication
Communication
As we cannot check emails regularly during the day it is important that you contact the office if you need to arrange for your child to be collected by another adult. Email us directly if you need to arrange a time to talk about your child and, if your child is absent from school, please remember to enter the absence on Compass.
2:00 pm finishing time
We greatly recommend rest time after school and limiting after school activities whilst your child settles into school. As other students are using the playground at 2:00pm, we ask that you leave the school grounds promptly.
Labelling
Please ensure that ALL school lunchboxes, water bottles, hats and clothing are clearly labelled, including girls' headbands. If your child does not have a school hat, he/she will need to play under the big tree next to the Multi-Purpose Centre. We have a new, unnamed school jacket. It was located near the Prep S lockers. If your child is in Prep S and is missing his/her jacket, come and see Angela.
The Arts
Prep E has their lesson scheduled at 9:00am every Thursday. Have your child ready on the dots at 8:55am and Mrs Em will bring the class in so that they arrive punctually to their lesson.
Book Covering
We have purchased beautiful new books to support our learning and, we need these books covered. You may do this at home or at school. Come and speak to one of us if you can assist.
Fish Tank
Our fish tank is in desperate need of a clean. If you are able to tackle this job for us, come and speak to one of the Prep teachers. We have some products to use for cleaning the tank. | web | http://armadaleps.vic.edu.au/uploaded_files/media/23_february.pdf | 0.520271 | {
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DOOMSDAY
So I saw in a feature film
Life on earth was on its brim.
As 2012 came to its end
People all over the world started to send.
"The world as we know is at its bay,
It is really the Doomsday?"
The Mayan calendar ended up
Everyone around the world was looking up.
Will the sky come falling down?
Or will the mayhem be underground?
Afraid they all stand to pray
It is really the Doomsday.
Humans have made Earth a living hell
Doesn't global warming ring a bell?
Polar ice caps are melting away.
Everyone is falling prey.
To the luxuries and joy of the modern day,
Man forgot the nature's way.
But it's high time that we move away from this greed, money and modern fray
Because with humanity's hair turning grey
There can't be a worse Doomsday!!
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Gutteridge Wood and Meadows
Entrances
Hillingdon Trail
Footpath
Parking on adjacent roads
Gutteridge Wood and Meadows
One of the most important sites for wildlife in the Yeading Valley.
Ancient woodland is adjacent to meadows, thickets, river and a pond. Part of the Wood, called Cut Throat Wood, appears on old maps. A long line of fine oaks stretches down to the hedgerow to the south marking the field boundaries between the woods. Mainly oak, with some ash, silver birch, the hazel understory has been coppiced in the past, and this has recently been reinstated to let more light reach the ground and encourage ground level vegetation.
Along the northern edge of the Meadow there are many wildflowers, particularly in the strip between the path and the ditch, a disused canal feeder. The meadows are of great interest, the variation in dampness and the lack of modern farming methods have ensured that a wide variety of grasses and flowers have survived with a spectacular array of butterflies and other insects.
The woodland, scrub and meadow is home to a wide range of birdlife throughout the year. The pond is home to many invertebrates and amphibians including common frog and newt. Some of the surrounding fields are actively farmed and are not part of the reserve, but with their fine hedgerows and trees they contribute to the special and attractive character of the area.
What to look for at Gutteridge Wood and Meadows:
- English oak
- Hazel
- Bluebell
- Grey squirrel
- Kestrel
- Great spotted woodpecker
- Kingfisher
- Little owl
- Common frog
- Speckled wood butterfly
How to get involved:
London Wildlife Trust runs regular conservation workdays.
To use the site for educational visits and for details of events and other activities please contact London Wildlife Trust.
Contact details:
London Wildlife Trust 0208 755 2339 or e-mail [REDACTED_EMAIL]
Hillingdon London Wildlife Trust Volunteer Group: Roger Taylor 01895 448028 or e-mail [REDACTED_EMAIL]
How to get there:
Bus: U2: Ryefield Avenue
Tube: Hillingdon (Metropolitan Line) then 10-15 minute walk
Not wheelchair accessible
Parking at Lynhurst Crescent
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GREETINGS, SAFETY ENTHUSIASTS!
Welcome to the May 2024 edition of our newsletters, where we will navigate through the importance of antislip products. In this edition, we delve into the primary purpose of antislip products and their indispensable role in ensuring safety across various domains.
Antislip products play a crucial role in enhancing safety on stairs, ladders, and walkways in various settings such as homes, workplaces, public spaces, hospitals, educational institutions, Government buildings, and industrial sites.
Here are some reasons why they are important:
- **Preventing Accidents**: The primary purpose of antislip products is to reduce the risk of slips, trips, and falls, which are among the leading causes of accidents and injuries, especially in places with high foot traffic or where surfaces may become slippery due to factors like moisture, grease, or debris.
- **Protecting Individuals**: Antislip products provide a protective barrier against falls, helping to safeguard individuals, whether they are workers, visitors, or residents, from potential injuries such as sprains, fractures, or head trauma.
- **Compliance with Safety Regulations**: Many regulatory bodies, organisations, and industries have specific safety standards and guidelines that mandate the use of antislip measures to ensure the well-being of people and compliance with legal requirements.
- **Enhancing Accessibility**: Installing antislip products can improve accessibility for individuals with mobility challenges, impairments or disabilities, or elderly people who may have difficulty maintaining balance or navigating slippery surfaces.
- **Reducing Liability**: Employers, property owners, builders, and facility managers have a duty of care to provide a safe environment for those using their premises. Utilising appropriate antislip products helps mitigate the risk of accidents, thereby reducing the potential for legal liabilities and associated costs.
- **Preserving Property**: In addition to protecting people, antislip products can also help preserve the integrity of structures such as stair treads, ladder rungs and pedestrian walkway surfaces by minimising wear and tear caused by high foot traffic, reducing the need for repairs or replacements.
- **Promoting Confidence**: Knowing that walking surfaces are equipped with quality antislip measures can instill confidence in users, encouraging them to move about with greater ease and assurance, whether climbing a set of stairs, a ladder or walkway, in the workplace, or in public spaces.
Overall, the importance of antislip products lies in their ability to enhance safety, prevent accidents, and create secure environments for everyone.
Take a positive step with Advance Anti-Slip Surfaces.
Visit our website to see what’s new in the Downloads and Gallery pages – www.advanceantislip.com.au
Disclaimer: This newsletter is for informational guidance purposes only and does not constitute professional advice. Please consult with a safety expert or relevant authority for specific safety recommendations for your situation. | web | https://www.advanceantislip.com.au/pdf/2024/May_2024.pdf | 0.48328 | {
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COLEGIO DE BACHILLERES DEL ESTADO DE MICHOACAN PLANTEL QUIROGA
ACTIVIDADES 5TA. SEMANA
GRAMMAR
IMPERATIVE IN ENGLISH
Commands are also known as the imperative form. There is no difference if you give a command to a single person or to a group of people - the form of the verb is the same. Put the verb in the infinitive form without "to" at the beginning of the sentence, you don't use a subject and end the sentence with an object.
Tell someone to do something
Put out the rubbish.
Take an umbrella with you.
Turn off the TV.
Negative form: to make commands negative, put "don't" or "do not" before the verb.
Tell someone not to do something
Don't shout at me.
Don't open the window.
Do not stay out too late.
Polite form: if you want to use the polite form, then add the word "please".
Polite form
Please don't shout at me.
Please tell me your phone number.
Hand out the books, please.
Help me with the homework, please.
MODALS OR MODAL VERBS are auxiliaries that help the main verb to express attitudes, suggestions and opinions.
You give suggestions or advice to people when they have problems or they don´t know what to do in a moral dilemma.
Modals can be used to express that you think something is a possible, probable, or that it is a wish, preference or suggestion.
Example:
You use should to give advice or suggestions. You give advice or strong suggestions to someone in a specific circumstance or a moral dilemma. Notice that an advice or suggestions are not orders. For orders we use must or have to. Look at the example.
Affirmative form: You should respect the authority.
Subject + modal + infinitive verb + complement
You should respect the authority.
Negative form: You shouldn´t park your car in this place.
Subject + modal in negative form + infinitive verb + complement
You shouldn´t park your car in this place.
Interrogative form: What should I do?
Question word + Modal + subject + infinitive verb + question mark
What should I do ?
ACTIVIDAD I: ELABORAR 5 ORACIONES AFIRMATIVAS, 5 NEGATIVAS Y 5 INTERROGATIVAS HACIENDO USO DEL MODAL "SLOULD".
ACTIVIDAD II: REALIZAR LAS ACTIVIDADES DE TU LIBRO JAMMING 2, DE LA PAGINA 59 A LA 63. | web | https://bachilleresquiroga.com/cb_/wp-content/uploads/2020/05/5TA-SEMNA-II-SEM.pdf | 0.436906 | {
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FIRE/EMERGENCY EVACUATION DRILL RECORD
Monthly emergency evacuation drills are required under Colorado State Law (International Fire Code).
The first drill of each school year shall be conducted within 10 days of the beginning of classes.
School Name:
Address:
Principal/Administrator:
School Year:
Instructions:
1. Conduct a drill once per month in accordance with the emergency plan
Total Staff:
2. Complete this record after each drill.
Total Students:
3. Attach list of staff on duty and participating each time a drill is conducted.
Required to
Complete
Evacuation
* Drills should occur during an assembly, gym, class, recess, and with a staged variant such as a blocked exit way at least once per year. | web | https://parks.coloradosprings.gov/sites/default/files/inline-images/schoollink_drillrecord_2021_1.pdf | 0.43418 | {
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Word Race
Supplies:
2 Different Color Sets of Die Cut Letters to spell the Phrase “Happy Valentine’s Day”
Directions: Scatter letters around the classroom. Divide class into 2 teams and tell them each what colors they are searching for (e.g., pink team and red team). Begin game. First team to spell the phrase correctly, wins! | web | http://vernfield.soudertonsd.org/UserFiles/Servers/Server_95195/File/Home%20and%20School/Homeroom%20Socials/WordRace.pdf | 0.451697 | {
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Name:
Date:
Valentine's Day Vocabulary
Complete the activity.
Valentine
Heart
Arrow
Cupid
February
Chocolate
Friendship
Admirer
Doily
Sweetheart
1. Made from roasted ground cacao beans
2. Card or gift given on Valentine's Day
3. The second month of the year
4. The god of love, son of Venus
5. Cupid shoots one of these
6. Someone who esteems or respects
7. Paper lace often used in making Valentine cards
8. Cupid's arrow pierces this
9. A friendly relationship
10. One who is loved | web | https://0.tqn.com/z/g/homeschooling/library/valentinevocab.pdf | 0.438917 | {
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FOR IMMEDIATE RELEASE
May 5, 2021
MMIWG MakerLab Monthly Make Challenge
Two Rivers Gallery is working with the BC Family Information Liaison Unit and School District No. 57 Indigenous Education during the month of May to challenge you to learn more about and make something based on the prompt "MMIWG - Red Dress".
The National Inquiry into Missing and Murdered Indigenous Women and Girls exposed a national ongoing crisis of fatal violence towards Indigenous women and girls. The intent with this month’s MakerLab challenge is to raise awareness within our community about the Murdered and Missing Indigenous Women and Girls (MMIWG) while honouring, respecting and maintaining sensitivity to the impact it has on friends and families of the MMIWG.
Red Dresses have become a symbol to honour the Missing and Murdered Indigenous Women and Girls. The Two Rivers Gallery and School District No. 57 service communities along the “Highway of Tears” where many families have been deeply impacted by the MMIWG. Aligned with the recommendations from the Truth and Reconciliation Commission and the BC Declaration on the Rights of Indigenous Peoples we hope that our efforts towards raising awareness to the MMIWG can help prevent further victimization and garner additional support for the families and communities affected.
The following are useful resources to explore information around the MMIWG:
- Finding Dawn by Christine Welch
- this river by Erika MacPherson and Katherena Vermette
- Their Voices Will Guide Us Website and Student and Youth Engagement Guide
We are encouraging people to make red dresses to install throughout Prince George, take pictures of the Red Dress (no selfies) and post them on social media with the hashtags: #MMIWG #redress #tworiversgallery #makerlabmonthlymakes #SD57Indigenous
Two Rivers Gallery will host a workshop to crochet a Red Dress with Elder Roberta Prince live on Facebook on May 13th, 2021 at 6pm.
Learn more about the MakerLab Monthly Make Challenge here or for further information visit:
For inquiries about the MMIWG, Red Dress Campaign or Highway of Tears please contact:
Two Rivers Gallery
Facebook: @tworiversgallery
Instagram: @tworiversgallery
Twitter: @tworiversgallery
Youtube: tworiversart
Donate via: Tammy Meise - Red Dress Society at [REDACTED_EMAIL]
Brenda Wilson
Family Support Worker (Prince George Office)
BC Family Information Liaison Unit
Ministry of Public Safety and Solicitor General
Email: [REDACTED_EMAIL] or [REDACTED_EMAIL]
Toll Free: [REDACTED_PHONE]
Website, Brochure and Postcard | web | http://www.sd57.bc.ca/Documents/2021.05.05%20MMIWG%20Red%20Dress%20Two%20Rivers%20Gallery%20Media%20Release.pdf | 0.46593 | {
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Transcript for Avery Institute:
Curtis: First of all the Avery Normal Institute was organized actually in 1965 by the American Missionary Association which was an organization that was comprised of blacks and whites whose mission by-in-large was to organize and support educational institutions throughout the south during the aftermath of the civil war. And of course Avery is just one example of that level of commitment and support demonstrated by the American Missionary Association.
Now as far as Avery was concerned. Avery was a private school it had a classical or liberal arts kind of curriculum teaching subjects like math, science, Latin, Greek, and drama. And of course those young people who were fortunate enough to attend did exceptionally well. And in fact if you look at the development of black leadership in this community invariably you have to look at that role Avery played in that process. Again Avery was private which meant that it did cost to attend Avery and cost could be prohibited and so it's not unusual.
I think I should say. To say that Avery in some sense granted it did a tremendous job. But many of its early attendees were people who had managed to amass a degree of property. They had some standing in the community, but in an effort to be more inclusive. What they did was to establish a cooperative here where the students themselves were given the responsibility to operate that particular store and the proceeds were used to defray the cost of tuition. And that is just one example.
Avery would make the transition or a move from a private school in 1947 and it would become a public school and it would continue until 1954. At which time the school would be closed.
End of Video | web | https://www.knowitall.org/sites/default/files/kiad7/AveryInstitute.pdf | 0.498603 | {
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E
HERO outlines a designmap for male development rooted in scientific, psychological, and biblical wisdom for helping a boy thrive all the way to manhood.
Honor: adhering to truth, values compassion, and principles beyond self Enterprise: working at important things, whether they seem small or large Responsibility: carrying important people and things throughout life Originality: being a dreamer, a thinker, an explorer in the world
HONOR
ENTERPRISE
RESPONSIBILITY
ORIGINALITY
Boys have a built-in drive to pursue honor by demonstrating such virtues as respect, honesty, integrity, self-control, leadership, and compassion. Their instinct is reinforced when they watch their parents exercising honorable choices. They see a person can choose generous instead of greedy, compassionate instead of apathetic, honest instead of deceitful. When parents stop mid-action and decide to do the right thing and be compassionate to someone in need, their sons are watching it all happen; they want to be a part of it, and they want other mentors to help them with the decision-making process.
Part of our duty as parents is to direct and challenge our son's budding and growing personal energy towards work and enterprise. As we help a son find and focus on important jobs and opportunities for exploration, he learns new skills, self-motivation and self-direction. He also learns about his talents and how to become a leader.
Given that most boys absorb so many more lessons through hands-on work rather than sit-down-and-listen interactions, responsibility training will be quite effective if we talk with them while showing them what to do. Boys want opportunities to test themselves, demonstrate their ability, and show what they're ready to do. One tool many parents find helpful is a "job sheet" that can be posted in the home, Make a grid or list of responsibilities, put it in a prominent place, and hold your son accountable. As he grows, the map will change to accommodate his new maturity, responsibilities, and privileges.
Heroes are original thinkers and doers. They demonstrate the ability to look past the confines of a problem or situation and come up with a novel, inventive solution. Encouraging originality is a big part of inculcating healthy development in our sons. Yes, we want our sons to follow rules, but without the ability to think through why - and whether - those rules make sense, they may end up following anyone who speaks with authority. Your son hungers to learn what is original about him. His originality will include his unique heroic assets: his visions for himself and the world, his inventiveness, his particular talent sets. | web | http://media.focusonthefamily.com/fotf/pdf/fof_daily_broadcast/2017/web-extras/hero-acronym.pdf | 0.419654 | {
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The Bear Necessities
Bears are some of nature’s most amazing creatures. They can swim, climb and run at surprisingly high speeds and travel great distances in one day.
All Purpose Tools
Bears use their five long, curved claws for climbing or marking trees, *excavating dens, digging for food, ripping apart *prey, scratching or defending themselves.
Eye See
A bear’s eyes are as good as a human’s, but they are fairly nearsighted. This helps them focus on small things like berries and insects.
The Nose Knows Food
Bears have an excellent sense of smell. It is much better than yours! A bear’s nose can pick up the smell of food from many kilometres away. It can even smell the trail of an animal that passed by several hours earlier!
Smarter than the Average Bear?
Bears are super smart! They never get lost in the woods, no matter how turned around they get. And, they can figure out how to open anything, especially if it contains food. Bears don’t forget – they have excellent long-term memories.
As Hungry as a Bear
A bear can eat up to 20,000 calories in 24 hours. That’s like eating 40 hamburgers and 40 sundaes in one day! Grizzly bears can eat as many as 100,000 berries a day!
Bears are Speedy
Bears may look slow and clumsy, but they can run up to 60 kilometers per hour. That’s twice the speed of the fastest Olympic runner! They can run uphill or downhill and even sideways.
Beary Interesting
Unscramble the letters to learn some fun bear facts.
A female bear is called a WSO.
A male bear is called a RABO.
A cub of the year is called a YCO.
A group of bears is called a LHSOT. (Answers on page 18) | web | https://rec.rdos.bc.ca/assets/PUBLICWORKS/Wildlife/Teachers-Resources/BearNeccesities.pdf | 0.424023 | {
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"language_profile": "{\"language\":\"en\",\"thresholds\":{\"max_avg_word_len\":6.0,\"max_char_repeat_5gram_ratio\":0.35,\"max_line_punct_ratio\":0.10838961038961101,\"max_word_repeat_3gram_ratio\":0.19476069102237326,\"max_words\":2000,\"min_alpha_ratio\":0.6542321503584156,\"min_avg_word_len\":4.098954647914038,\"min_stopwords\":2,\"min_words\":18},\"variant\":\"conversational\"}",
"line_cleaner": "{\"drop\":false,\"duplicate_line_ratio\":0.0,\"duplicate_removed\":0,\"htmlish_removed\":0,\"removed_lines\":0,\"removed_ratio\":0.0,\"tableish_removed\":0}",
"safety": "{\"pii_redactions\":0,\"pii_report\":{\"entity_counts\":{},\"redactions\":0,\"residual_risk\":\"low\",\"verifier_passed\":true},\"status\":\"ok\",\"toxicity_axes\":{\"harassment\":0.0,\"hate\":0.0,\"illegal\":0.0,\"self_harm\":0.0,\"sexual\":0.0,\"violence\":0.0}}",
"semantic_dedup_mode": "hybrid"
} | {
"build_id": "72ccfff5fbdc4ff1e42b092dc1912b4c8e8baebf77498fabb993ceb1dad96aae",
"crawler_snapshot_id": "",
"dedup_config_id": "0be91f6160e0da2127ccfae2c62b4e30fa0e1030b1624e32611b43ed614ed48e",
"model_hashes": "{\"cqf_fasttext_sha256\":\"\",\"cqf_regressor_sha256\":\"\",\"lid_model_sha256\":\"\"}",
"model_ids": "{\"cqf_embedding\":\"sentence-transformers/all-MiniLM-L6-v2\",\"cqf_fasttext\":\"\",\"cqf_regressor_artifact\":\"\",\"cqf_transformer\":\"\",\"lid_model\":\"heuristic\",\"perplexity_model\":\"HuggingFaceTB/SmolLM2-135M\",\"synthetic_reward_model\":\"\",\"teacher_model\":\"qwen2.5-72b-instruct\",\"toxicity_model\":\"\"}",
"pipeline_version": "2026.03",
"record": "{\"doc_id\":\"<urn:uuid:9dd44adf-f633-4345-9c87-60847a4d8cda>\",\"minhash_cluster\":\"mh_00004002\",\"synthetic\":false}",
"run_id": "run-1772735111",
"source_snapshot_id": "",
"stage_versions": "{\"cqf\":\"multi_property_v2\",\"dedup_exact\":\"bloom+memory\",\"dedup_semantic\":\"hybrid+hnsw\",\"heuristics\":\"refinedweb_gopher+line_cleaner_v1\",\"lid\":\"glotlid_like_v2\",\"proxy_eval\":\"tiny_transformer\",\"synthetic\":\"cot_self_instruct+verifier_v2\"}"
} | 88bd5809a1ebc528458a844d8492c900d5b302cfd27a6430a4f999e4b3764b8c |
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