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Geography/History
A study of Victorian Britain-exploration of life in the workhouse with a visit to the Ripon Workhouse, the Industrial Revolution and the British Empire.
Science
Animals including humans.
Plants.
Physical Education
Gymnastics
Circuit trainingbuilding stamina. Cross country.
Spring Term 2018 Year 5/6 Topic: Life in Victorian Britain
English
Writing: how to keep our readers engaged by using carefully selected vocabulary, punctuation and sentence structures.
Class Reader: Street Child. Reading comprehension-focus on making connections.
To develop rapid recall and fluency in mental arithmetic. Use mathematical language to develop reasoning skills. Solve problems with increasing sophistication and confidence. identifying and using simple steps.
Helping at home
Support your child with weekly spelling sentences and spelling rules. Make it fun!
It is very important to listen to your child read regularly and most importantly discuss their texts with them. Ensure that homework is completed to a high standard and returned to school on time.
Discuss your child's achievements with them. How do they feel? How could they achieve more?
Any questions or queries please do not hesitate to come and speak to me. Mrs Jones Class Teacher Mrs Flower Teaching Assistant
Religious Education
What does it mean for Muslims to follow God?
What did Jesus do to save human beings? Visit to Ripon Cathedral.
Visit to Ripon Cathedral.
Design Technology/Art
The work of William Morris.
Computing
Handling Data. Multimedia. Technology in our livesprogramming.
Music
Music from Oliver Twist. French Le carnaval des animaux. Au café.
Personal, Health, Social and Citizenship Education
Healthy Living. Give Racism the Red Card. Growing and Changing.
Mathematics | web | http://bolton-on-swale.n-yorks.sch.uk/data/documents/Class-4-curriculum-overview.pdf | 0.482266 | {
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H330: THE EFFICIENT GOVERNMENT BUILDINGS & SAVINGS ACT
By strengthening energy- and water-saving targets for state agencies and institutions, House Bill 330—the Efficient Government Buildings and Savings Act—could cut the state government's energy and water costs by $1.1 billion by 2025, all without allocating any public funds.
Energy savings targets for public buildings in current law have already saved North Carolina taxpayers more than $1.4 billion in utility costs since 2003, but there is lots of room for improvement.
H330 would tighten the energy savings target for government buildings from the current 30% reduction in energy use per square foot to a 40% reduction in energy use per square foot by 2025. The bill would also approve new energy saving measures that weren't available in 2003.
H330 would also increase the water conservation target for state buildings from 20% to 30%.
The stronger energy and water saving targets in H330 would save North Carolina taxpayers over $252 million by 2025 by cutting energy and water waste in government buildings.
H330 would also allow private contractors to deliver common-sense projects with guaranteed energy savings— like upgrades to lighting and heating/cooling systems— to state agencies and institutions.
The savings targets in H330 would create and sustain good paying jobs that can't be outsourced: continued full-time employment and new job creation for up to 4,210 NC residents.
H330 wouldn't just help our state save green, it would help us go green, delivering environmental benefits equivalent to:
* Preserving 6.7 million acres of forest land.
* Taking 1.2 million cars off the road for a year OR
Bill info:
Primary Sponsors: Rep. John Szoka (R-45), Rep. Dean Arp (R-69), Rep. Stephen Ross (R-63), Rep. Chris Humphrey (R-12)
2019 House Bill 330, filed March 11, 2019
For more information, contact:
[REDACTED_EMAIL] [REDACTED_PHONE] BuildingNC.org | web | http://buildingnc.org/wp-content/uploads/NC_H330_EfficientGovBuildings_Act_0619_F.pdf | 0.478727 | {
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CLARION REVIEW
Sensory Systems: Anatomy and Physiology
Aage R. Møller Aage R. Moller, Publishing (Aug 3, 2012)
Softcover $20.00 (403pp) [REDACTED_PHONE]
You're attending a concert, and, as the sound of the music washes over you, you feel relaxed and happy. Do you ever wonder how this happens? How can sound waves traveling through a theater elicit such deep feelings of contentment?
Aage R. Møller offers answers to such questions. He has spent a lifetime studying and teaching topics like auditory, olfactory, and visual processing. In this updated second edition of Møller's comprehensive textbook, Sensory Systems: Anatomy and Physiology, he consolidates his decades of experience as a professor of neuroscience at Karolinska Institut in Stockholm, the University of Pittsburgh, and the University of Texas at Dallas. Møller's textbook seeks to explain how the senses obtain information, how the human nervous system processes the input, and how the outcome is experienced.
Writing for an audience of college-level science students and professors, Møller addresses sensory systems as a whole and then splits his text into five sections, one for each of the sensory pathways: taste, smell, sound, vision, and touch. Technical, information-packed chapters present the scientific material in several formats, including chapter summaries, tables, diagrams, and other illustrations that reinforce the text. Møller also provides a thorough set of references for further exploration.
Expanding on the conventional view that sensory processing is a linear process—a stimulus affects a receptor, provoking a particular response—Møller writes of sensory systems as dynamic systems with overlapping functions. He argues that the nervous system both detects physical stimuli and provides input into what he calls the "emotional brain," allowing a person to synthesize and interpret the experience in context. This could explain why a violin solo is not experienced merely as a vibration but also as a profound pleasure.
Møller is an experienced and knowledgeable author, having published more than a dozen books and hundreds of research papers. He aims to appeal to a wide audience with multifaceted descriptions of various biological processes, but his use of medical language could quickly overwhelm the average reader. Those unfamiliar with an afferent nerve fiber and a trigeminal nerve are apt to get a bit lost in Møller's scientific terminology. A glossary would have been a valuable addition.
Medical and advanced science students will benefit from this up-to-date edition of Sensory Systems: Anatomy and Physiology. Møller developed the text for use in the college classes he teaches, and it's likely that other professors will appreciate this comprehensive resource too.
SHEILA M. TRASK (January 18, 2013)
Disclosure: This article is not an endorsement, but a review. The author of this book provided free copies of the book and paid a small fee to have their book reviewed by a professional reviewer. Foreword Reviews and Clarion Reviews make no guarantee that the author will receive a positive review. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
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Top Ten Hints for Fact-Checking
1. First, find a fact to check.
* Much political info – ads, brochures, speeches, Web sites – is largely fact-free.
* This will not be as easy as you might think.
* Instead, it can be a slogan or simply opinion or impressions implied but not stated.
* Yes, you can and should check the accuracy/honesty/completeness of the implied impressions – if there's anything to check.
* "Day One, Everything Changes" / "It's Morning in America" / "Yes, We Can."
* That gives voters the full picture and CONTEXT.
2. Check your own biases/ preferences/ viewpoints.
* That's a dangerous trap.
* We more readily believe info that confirms our own points of view.
* Be doubly skeptical of info that reinforces what you believe.
* Ask yourself: Why do I accept this? Why do I reject it? What's the EVIDENCE for AND against it?
3. Figure out the SOURCES and METHODOLOGY behind the candidate's or
* Where did the candidate or campaign get its info?
campaign's assertions.
* How does the ad or info define its terms?
* What is it leaving out?
* What is it counting or including?
4. Look for INDEPENDENT sources of the facts – the most authoritative/credible.
* For example: Who collects unemployment statistics? Property tax info?
* What agency/group/person collects this kind of info?
* What's the original document, such as a budget or bill?
* Who's the most respected expert or authority on this subject?
5. Beware the "wiggle room" and "weasel words."
* "Average" vs. "Median," for example
* Be clear on EXACTLY what's said.
* "Up to" xx amount
* Asking a question – "Is Dukakis soft on Crime?" or "Is Quayle Ready to be President?" – is a way to imply something without saying it.
6. Be aware of the visual images and the sounds.
* A great example of how to use images and sound to change meaning: http://www.pbs.org/30secondcandidate/tricks_of_the_trade/
* These convey powerful messages and implications without overt statements.
* The images and sounds can also contradict the facts, suggesting something that's not true or distorting the reality.
7. Be precise in your own judgments and wording.
* A lie is an INTENTIONAL telling of untruth.
* There are reasons to NOT say "That's a LIE" or "He's lying."
* We seldom know whether the untruth is intentional – we can't read minds.
* Politicians seldom literally lie. Instead, they use "wiggle room" and "weasel words."
* Plus, "lie" or "lying" – those are very emotional words.
* Stick with precise, careful phrasing: A "distortion." Or "misleading" or "inaccurate" or "incomplete" or "exaggeration."
8. Explain – step by step – your reasoning for the conclusion/ judgment.
* This statement by Candidate X is inaccurate because….
9. Cite your sources.
* This establishes your credibility.
* Tell where you got your facts or info.
* It allows others to verify – fact-check – YOU too.
10. Correct your errors quickly and openly.
* Correcting them also supports your credibility.
* Yes, you probably will make mistakes.
* Plus, it's just the RIGHT thing to do. | web | http://knightpoliticalreporting.syr.edu/wp-content/uploads/2012/05/Top-Ten-Hints-for-Fact-Checking.pdf | 0.436562 | {
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A Window on West Wickham
By the late 1700s, West Wickham was still a small village with a little church and a population of under 400. The parish constable was appointed by the vestry and trained the militia during the war against France. Every parish was required to provide a given number of men, based on its population, chosen by ballot, to serve in the Bromley Militia. West Wickham was required to give five men. The landlord of The Swan was drawn but he found someone from The Rising Sun in Bromley to take his place.
By 1801 Sir John Farnaby owned Wickham Court with his wife nee Lennard. He owned most of West Wickham, around 2600 acres. Sir John Farnaby held the gift of the living of the church and gave it to his son in 1815. His name was Charles Farnaby.
A Window on West Wickham
The continuation of the railway line from Elmers End to Hayes began in 1881, and was opened on Whit Monday 29th May 1882. The line was electrified in 1925 and by 1932 the trains had become so crowded that the platform was lengthened to take more coaches. There were 13 daily trains and six on Sunday.
The arrival of the station made little difference to the village, with only a little speculative building taking place i.e. Sussex Road, Surrey, Kent and North Roads. The Railway Hotel was built which replaced the historic Leather Bottle Beer House at Wickham Green.
First train at West Wickham Station Sir John Lennard sitting on the steps of the locomotive
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CHAPMAN Elementary: NOVEMBER 2018 Lunch Menu
BREAKFAST: A full student breakfast includes a choice of entree supplying grain and/or protein, two (2) fruit side dishes and choice of milk. Milk choices include 1% white and skim or 1% chocolate.
ELEMENTARY: A full student lunch includes a choice of entrée supplying protein and grain, two (2) vegetable side dishes, one (1) fruit side dish, and a choice of milk. Milk choices include 1% white and skim or 1% chocolate.
Questions please call: Brian Bahr [REDACTED_PHONE]
This institution is an equal opportunity provider.
Food/Agriculture Focused Fun Facts
1 Pockets of air inside cranberries help them to bounce and float in water
2 Cranberries are one of the few fruits native to North America. They are commonly used across the world as a natural fabric dye.
3 Native Americans used cranberries in a portable snack called pemmican. Pemmican was a staple survival food, as it contained calories, fat and protein needed for
4 Cranberries have to be hand picked because they are unable to withstand the damage from machine-picking.
5 Migratory honeybees and/or bumbles are needed for adequate pollination of cranberry flowers
6 Did you know that if you strung together all of the cranberries grown in North America it would stretch from Los Angelas to Boston more than 565 times? That's
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VY_22_INOVACE_AJM35764ČER
Výukový materiál v rámci projektu OPVK 1.5 Peníze středním školám
1. Translate the adjectives and then make thein comparative and superlative forms:
Citlivý Cílevědomý Znečistěný Hlučný Zlomyslný Puntičkářský Slunečný Mazaný Lakomý Větrný
2. Answer the questions:
What is your mother like?
What does your father look like?
What is your favorite teacher like?
Where would you like to spend your holiday?
What does your best frined like doing?
3. Write what is required:
Describe Ostrava.
Comapare 2 cities you know well.
Describe the weather yesterday.
Compare your parents.
Compare two famous actors you know well.
Describe the most interesting person you have ever met.
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Best Bubbles – Curriculum Links By Louise Lopes
Science Understanding – Chemical Sciences
Year 7
Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques
- recognising the differences between pure substances and mixtures and identifying examples of each
- identifying the solvent and solute in solutions
Year 8
Chemical change involves substances reacting to form new substances
- identifying the differences between chemical and physical changes
Year 9
Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed
- identifying reactants and products in chemical reactions
- describing observed reactions using word equations
Energy transfer through different mediums can be explained using wave and particle models
- exploring the properties of waves, and situations where energy is transferred in the form of waves, such as sound and light
All Grades – Science Inquiry Skills
QUESTIONING AND PREDICTING: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge.
PLANNING AND CONDUCTING : Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed. Measure and control variables, select equipment appropriate to the task and collect data with accuracy.
PROCESSING AND ANALYSING DATA AND INFORMATION: Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate. Summarise data, from students' own investigations and use scientific understanding to identify relationships and draw conclusions based on evidence. The students learn how to use develop a method that is safe, and follow that method to achieve reliable results. Students will use digital technology to record their results and produce the graph
EVALUATING: Reflect on scientific investigations including evaluating the quality of the data collected, and identifying improvements.
COMMUNICATING: Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate. | web | http://www.physics.usyd.edu.au/asell/asell.site/wp-content/uploads/2018/04/best-bubbles-syllabus.pdf | 0.467393 | {
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Your Summer Guide to Natural Mosquito Repellants
By: Lori Keong
In the past, people have tried everything from catnip to a handful of garlic (oof) to repel mosquitos (and the itching and misery they bring). As the warmer weather and humidity draw out more of the blood-suckers—not to mention the threat of developing Zika virus—it's a better time than ever to study up on ways to get them off your scent.
PREP FOR VACATION SEASON WITH B-COMPLEX VITAMINS
We consulted Dr. Gabrielle Francis—a naturopathic doctor based in New York City who works with musicians like The Roots and Steven Tyler—to walk us through some of the best ways to naturally repel mosquitoes (AKA sans DEET). Below are some of her best suggestions, along with some added prevention tips from the CDC on traveling to Zika-affected countries this vacation season.
Dr. Francis recommends: "Take B complex vitamins for one month prior to the summer holidays. And continue throughout the summer. The B vitamins give off an odor that mosquitos do not like!"
ALWAYS PACK LIGHTER, LONG-SLEEVED CLOTHES
Not only do darker clothes attract the sun's rays in the summer, but the CDC also recommends weari ng lighter clothes in mosquito-riddled areas and staying covered up to prevent unwanted bites. They also warn against spraying mosquito spray beneath clothing.
NON-DEET DRUGSTORE PRODUCTS THAT STILL DO THE TRICK
DEET products get a bad rap for claims that they harm the nervous system, though the evidence has never been conclusive that they're unsafe for normal use. The CDC still recommends that if you're in a region with a significant threat of Zika or mosquitoborne illness like malaria, to use a DEET product or a repellant that contains any of the following: picaridin, IR3535, oil of lemon eucalyptus, or para-menthane-diol.
OFF! Botanicals Plant-Based Repellant (contains picaridin), $25 for Pack of 2; amazon.com.
MOSQUITOS HATE ESSENTIAL OILS!
For at-home use, or if you're stepping out at peak mosquito hour at dawn or dusk, a mix of essential oils can also help you avoid getting attacked by mosquitoes.
Dr. Francis recommends: "The essential oils are the immune system of the plant. They have anti-microbial activity and protect the plant from bacteria, virus, and other microbes and bugs. They also protect us the same way! So a good natural bug spray should have a nontoxic base such as an organic oil or aloe vera or a water base."
Essential oils include: germanium, citronella, lemon grass, eucalyptus (not recommended for children under 3), lavender, cedar, rosemary, peppermint, etc.
TOPICAL MOSQUITO BITE REMEDIES
Dr. Francis recommends:
Hyland's Homeopathic Bug Bite Treatment, $9; walgreens.com.
DR. FRANCIS' NATURAL INSECT REPELLANT RECIPE
Ingredients:
20 drops cedar wood oil
20 drops eucalyptus oil
10 drops tea tree oil
2 oz. carrier oil such as jojoba or almond oil
10 drops geranium oil
Directions:
Mix together in a 4 oz. container. Apply to skin as needed, avoiding the eye area. Test on a small area of skin and try different oils for effectiveness. "Any essential oils in an oil base of a lotion work just as well, if not better!"
Moroccan Elixir Argan Oil,
$20;theherbanalchemist.com.
HOMEOPATHIC REMEDIES FOR BUG BITES
Natural salves for bug bites are available at health food stores, often in 30 count dosages. Dr. Francis recommends taking 3 to 5 pellets under the tongue 4 times a day.
Apis Mellifica
Apis is one of the most common homeopathic remedies indicated for insect stings that are red, hot, swollen and puffy looking at the site.
Ledum
The homeopathic remedy Ledum is indicated for bites and puncture wounds where the injury site feels cold and becomes bluish in color.
Formica Rufa
Formica rufa is useful for insect stings from fire ants and other bites where there is terrible stinging pain accompanied by intolerable itching and blistering at the site of the bite.
Urtica Urens
Urtica Urens is indicated where there are large, bright red blotches or hives that burn and sting, have violent itching and a crawling sensation on the skin.
Staphysagria
Staphysagria is an excellent homeopathic remedy for the prevention of mosquito bites. For those who are prone to attracting every mosquito in the area, it may be taken as a prophylactic or can be used after being stung to reduce the effects from the mosquito bite. | web | https://therockstarremedy.com/wp-content/uploads/2016/05/64-Dr.-G-Marie-Claire-Mosquitoes.pdf | 0.48673 | {
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ACTIVITIES & ACHIEVEMENTS
NOVEMBER - 2022
VIGILANCE AWARENESS WEEK
- VAW was observed from 31-10-2022 to 06-11-2022.
- Theme – Corruption Free India for a Developed Nation.
- Students (Classes X – XII) and Staff members have taken Integrity Pledge.
- Other activities like talk in morning Assembly, Debates were organized for dissemination of anti-corruption messages and stressing the vision of a vigilant India.
A virtual interaction was held with the Gallantry Award Winner – Wing Commander Abhishek Singh Tanwar, on 3rd November, 2022 under the Project Veer Gatha 2.0.
Students asked the questions regarding their hardships faced behind this stage and how to motivate the youth to live and die for the Nation.
CELEBRATION OF GURUNANAK JAYANTI
- Guru Nanak Jayanti was celebrated on 8th November, 2022.
- A talk on teachings of Guru Nanak was held in the Morning Assembly.
A capacity Building Programme was held by CoE, Ajmer on 12th November, 2022 at our Vidyalaya.
Topic – Happy Classroom
Total 60 Teachers from all over Gujarat participated in this Programme.
CHILDREN’S DAY
14TH NOVEMBER, 2022
MONTH - NOVEMBER
THEME – 26TH NOVEMBER
NATIONAL CONSTITUTION DAY & ITS SIGNIFICANCE
A career Counseling session for Students of Classes XI & XII was held on 22nd November, 2022 by Mr. Mohit Mangal organized by iQue ideas.
ORGANIZATION OF DIFFERENT OLYMPIAD EXAMINATION
- National Science Olympiad
- International Mathematics Olympiad
- Akhil Bharatiya Hindi Olympiad
- Green Olympiad
- Vidhyarthi Vigyan Manthan | web | http://agrasenvidyalaya.ac.in/November.pdf | 0.422997 | {
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Our Strategy
The sheer scale of the problem we're faced with can feel overwhelming. More young people than ever before need support for their mental health and accessing that support quickly, can make a critical difference to those young people. Yet, most of the time those young people need to wait. And wait. And wait.
When it feels like nothing is there for you when you need it most, you feel alone. For far too many young people, this is their reality. When they need help and can't get it, it feels like they're being told they don't matter.
We have called our strategy 'You Matter' because, ultimately, that is what this is all about. We need young people to know that whatever they are going through, they matter and they deserve help. And each and every one of us needs to acknowledge that, to those young people, we matter and the role we can play is vital.
The YoungMinds website offers information and advice for parents regarding a wide variety of issues and concerns. Use the web address below to directly access the YoungMinds website :
https://www.youngminds.org.uk/parent/
If you go to the "Parents" page then there are two sections that provide helpful information and advice :
* Parents A-Z Mental Health Guide
* How To Talk To Your Child About Mental Health | web | https://files.schudio.com/knutsford-academy/files/documents/YoungMinds_Document.pdf | 0.448196 | {
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Q.1. What will be the output of the following code in Python? Briefly explain your answers. (4*1= 4)
Q.2 Evaluate the following expressions and show all intermediate steps: (3*1=3)
```
a,b = b, a%b
```
```
(a) i=20 for i in range(5): print(i) i = i+1 print(i) Output: 0 1 2 3 4 5 (b) lst = [0] for i in lst: print(i) lst.append(i+1) Output: Infinite loop (c ) lst = [20,31,42] lst[1:2] =[3,4,5,6] print(lst) Output: # [20, 3, 4, 5, 6, 42] (d) a,b = 30, 50 while b: print (a) # output: 10
```
```
```
Q.3. Attempt any two of the following: (4*2=8)
(a) Define a function in Python to check whether a given number is perfect or not. A perfect number is a positive integer that is equal to the sum of its proper
positive divisors, i.e. the sum of its positive divisors excluding the number itself. e.g. 6 is a perfect number because 1, 2 and 3 are its positive divisors and 1+2+3 =6.
```
def perfect_number(n): sum = 0 for x in range(1, n): if n % x == 0: sum += x return sum == n print(perfect_number(6))
```
(b) Write a program in Python that inputs a list from user and print a new list with unique elements of the input list. For example, for list [1,2,2,3,1,3,3] the output should be [1,2,3].
(c) The least common multiple (LCM) of two integer numbers is the smallest positive integer that is perfectly divisible by the two given numbers. For example, the LCM of 10 and 4 is 20 and LCM of 3 and 5 is 15. Write a program in Python to find the LCM of two numbers.
```
n=int(input('Enter elements in list' )) l=[] for i in range(n): i = int(input('Enter number: ')) l.append(i) x = [] for a in l: if a not in x: x.append(a) print(x)
```
```
def lcm(x, y): if x > y: greater = x else: greater = y while(True): if((greater % x == 0) and (greater % y == 0)): lcm = greater break greater += 1 return lcm
```
```
# take input from the user num1 = int(input("Enter first number: ")) num2 = int(input("Enter second number: ")) print("The L.C.M. of", num1,"and", num2,"is", lcm(num1, num2))
``` | web | http://gdeepak.com/course/2016/mst1.pdf | 0.482839 | {
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Life Cycle of a Plant
Seeds
Seeds contain a plant with leaves, stem, and roots.
Pollination
Flowers are pollinated when pollen from the stamen moves onto the pistil. Seeds and fruit are produced.
Germination
With soil, water, and sun, the plant can begin to grow.
Stems & Roots
Stems will grow up toward the light. Roots will grow down into the soil.
Leaves
Leaves unfold and take in sunlight and will produce food through photosynthesis.
Flowers
Many plants produce flowers that are important in making seeds.
Fun Facts
Some plants are called annuals. These are mature plants that die off each season.
Some plants are called perennials. These plants live and keep making new seeds every spring and summer.
Plants like ferns and moss don’t grow from seeds. Instead, they grow from spores. Spores are often carried by wind to other places, where they land on the ground and grow into a new plant.
Sometimes animals eat seeds. When the animals go to the bathroom, the seed lands in a new place and is able to grow.
Plants don’t just grow on land. They can also be found in fresh and salt water.
Parts of a flower
Pistil
- Stigma
- Style
- Ovary
Stamen
- Anther
- Filament
Petal
Seed Germination Epigeal
Seed
Radicle
Hypocotyl
Cotyledon
Seed Coat
First Leaves
Epicotyl
www.FarmCreditofVirginiast.com
Sources: CoolkidFacts.com, natgeokids.com, PennState Plant Life Cycles, The Fact Factor Classification of Crops. | web | https://www.farmcreditofvirginias.com/sites/default/files/Knowledge%20Center%20Assets/Teaching%20Materials/Lifecycle_%20Plant%20(3).pdf | 0.484285 | {
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spotlight on new matura skills
układanie informacji w kolejności
JACEK ŁAGUN
ORDER!
ORDER!
JACEK ŁAGUN
macmillan education
ORDER! ORDER!
spotlight
macmillan education
• vocabulary
• vocabulary
• grammar
ORDER! ORDER!
spotlight
• grammar
6) Answer the questions in your notebook.
Which of the words below do you use
1 to show that two actions happened at the same time?
2 to show that one action happened immediately after the other?
3 to show that one action happened before another?
while when as the moment as soon as
by the time after before
7) Find the wrong option in each sentence. Explain why it is wrong.
1 As / By the time / While I was driving to Cornwall, the countryside became more beautiful and greener.
2 By the time / The moment / Before we reached the beach, it had become much cooler.
3 The plane landed when / after / while I’d finished reading my magazine.
4 Before / When / As we got to the hotel, we checked in at reception.
5 As soon as / While / The moment I read your email, I started laughing.
Hello Mike,
You just won’t believe what happened to me yesterday. It was so funny!
1 I go to the cinema a few times every month, too, so imagine what happened when I was in the cinema with my brother yesterday.
2 Well, it turned out today that Judy has a twin sister! They look exactly the same, it’s just that her sister is shyer.
3 You know there is a new girl in my class called Judy. She is really pretty, with long dark hair and a nice smile. She is also friendly and cheerful, and she always laughs a lot. And she is really into watching films, just like me...
4 Here I am, buying tickets, when I see Judy, also waiting for someone. Of course, I come up to her and say hi, but she just looks at me as if she doesn’t know me … I have to tell you I felt really strange during the film.
Of course, Judy thinks it was all very funny, but I’m not sure I agree. Anyway, beware of twin sisters :)
Pete
1 The correct order of the sentences in the message is
A 1-2-4-3
B 3-1-2-4
C 3-1-4-2
4 Look at the example. In your notebook, write explanations in the past perfect for each of the situations.
1 Why was she crying? **miss the plane**
*Because she had missed the plane.*
2 Why couldn’t he find his bike? **somebody steal it**
3 Why did they buy a new car? **have the old one for 15 years**
4 Why were you scared of flying? **never fly before**
5 Why was everything white in the morning? **snow the night before**
6 Why didn’t she pass her exam? **not study much**
7 Why didn’t he board the plane? **lose passport**
8 Why didn’t Alex have any money? **spend it**
9 Why did she miss the bus? **not leave on time**
Mary kissed Mark when John came in.
Mary was kissing Mark when John came in.
Mary had kissed Mark when John came in.
I smiled when …
I saw my crush.
I had finished my tofu salad.
I was watching photos from the party on Instagram.
NOW YOU DO IT Work in pairs. Describe something unusual that happened during a recent holiday. Use each narrative tense at least once. Describe:
• where you were; the start of the day;
• what happened before the event;
• the event itself;
• what happened after the event;
• how you and others felt.
4 1.20 Listen to a phone conversation. Then answer the questions below in your notebook.
1 Why is Adam calling Harry?
a To ask Harry to lend him some money for the deposit.
b To ask Harry to help him reserve a room.
c To ask Harry for advice.
2 Which things has Adam already done?
a He has found a room to rent.
b He has reserved a room.
c He has read some online reviews.
d He has signed a rental agreement.
e He has contacted the landlord/landlady.
f He has put down a deposit.
7) Put the questions in the order that the answers appear in the text. There are three extra questions which cannot be answered from the text.
a What are her greatest achievements?
b What is she planning to do in the future?
c Where did she travel in her childhood?
d How did her interest in travelling start?
e How did she manage to escape from the hands of criminals?
f What problems is Salak concerned about?
g What is her attitude to dangerous situations?
h How is Kira Salak often described?
i Which incidents discouraged her from solo expeditions?
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History
In 1941 the EJ&E received 500 steel boxcars built to a standard AAR design, 300 from American Car and Foundry (lot 2198, series [REDACTED_PHONE]) and 200 from Mount Vernon (series [REDACTED_PHONE]). As built the cars had a straight side sill from end to end with a supplemental reinforcement under the door and extending to the crossties on either side of the crossbearers. As delivered the sides and ends were painted “Mineral” (freight car red) with red car cement being used on the roof, trucks and center sill. The rest of the underframe was black. Lettering was white. The car was equipped with eight foot wide 7-panel Superior doors (top panel wider than others), Apex running board, and Universal hand brake. The Universal hand brake used was a relatively uncommon version with 5 straight spokes extending from the center hub. In 1953 ACF performed repairs on 409 of these cars (lot no. 4077). The repaired or “refurbished” cars were painted with green sides and ends with orange lettering. From photos it’s believed the roof may have been left unpainted galvanized steel with only the seam caps coated with black car cement. This type of roof treatment was commonly done by ACF during the 1952-1954 time period. The “repairs” didn’t change the structure of the car in any discernable way. The refurbishing appears to have been limited to replacing/repairing sheet metal.
American Car & Foundry Photos, Courtesy Ed Hawkins
Model Photo, Frank Hodina
Modeling Notes
Use a Branchline Trains undecorated “Blueprint Series” 40’ Postwar AAR Boxcar kit with eight foot door, Number 1500, for this conversion. Begin by cleaning the resin parts in soap and water to remove the mold releasing agent. “Dawn” dish soap works best for this. On the plastic model there is a small slot on the inside of the floor at the door opening which should be filled to strengthen this area before removing the side sill. Do this with pieces of 0.030" X 0.040" cut to length and glued on edge in the slot. Next install the resin doors on the car, gluing from the inside with ACC. Prior to removing the existing side sill, cover the boxcar side and door with some painter’s masking tape. This will help prevent damage to the side if the file slips. Now cut, file and scrape the existing side sill and taper off ensuring that it is aligned and flush with the car side. When satisfied with the alignment, glue the sill along its entire length to the floor. The kit’s center sill can now be installed “as is” or reworked to match the prototype. To modify the center sill, remove the second set of crossties toward the center of the car from the bolsters, the crossbearers and the brake pads from the part. Install the new resin crossties and crossbearers as per the photo of the underframe. The crossbearers should line up with the edges of the door. Use the small vertical rivets on the side sill to align the crossties. Now place a piece of 0.010" styrene on the coupler pad on the underside of the floor to match the pad portion on the end. Finally install a Kadee or similar style coupler box on this pad. Do not use the kit’s coupler box as its top is of thick plastic which would set the car too high. | web | http://sunshinekits.com/suninst/instmk13.pdf | 0.429277 | {
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Assessment Outline
1. Choose a topic in history from 1500 CE to today.
2. You are to formulate a research question on a historical topic or issue that you wish to investigate. See the question starters on pg. 2 and use the teacher-provided scaffolds to assist you in this.
3. You will pitch an idea for a Historical Investigation to the class via digital media (Power Point, Key Note, Prezi, etc.) using your question as a focus point.
You are essentially explaining to the class how you would go about answering the question and what evidence you would intend to use. This presentation will show your intended methodology and different perspectives/sources towards your chosen topic. This process will be scaffolded for you in class by your teacher.
Mark Breakdown
a) Final Presentation – 20 marks
b) Research Log – 20 marks
- Don't forget to use appropriate referencing for your bibliography. Ask Miss Green if you are not sure how to do it!
What Is an Annotated Bibliography?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited
Non-completion of Task:
If you know you are going to be away on the day that the task is due, you must make alternative arrangements with your teacher beforehand. If you are suddenly away on the day that the task is due, you must contact your teacher or Head Teacher on your return to school. Documentation will be required in both classes.
Plagiarism:
Plagiarism, the using of the work of others without acknowledgement will incur serious penalties and may result in zero award. Any cheating will also incur penalties.
Failure to follow the above procedures may result in a zero award. The policies and procedures that are outlined on the ROSA booklet will be followed regarding the non-completion of assessment tasks.
* • • • • • • • • • • • • • • • • • • •
Some Question Starters;
* Assess…
* What impact / effect …
* How did … change …
* What do … reveal …
* Discuss the importance … with reference to …
* Discuss the method …
* Discuss the problems …
* Discuss the achievements of …
* What importance …
* How important …
* How and why …
* What contributions …
* How effective …
* Explain …
* To what extent …
* How successful …
* In what ways …
* Account for …
* Explain the causes of …
* Assess the strengths and weaknesses
Grade
Brainstorm areas of interest you want to consider for your project by filling in the table below;
Biography
Idea
Event
Movement
Social History
Debate
| TOPIC | FOCUS |
|---|---|
| Martin Luther King | Influences on King Influence of King His role in civil rights movement |
| Terrorism | Defining the concept of terrorism How are these techniques applied |
| Boxer Rebellion | Causes of the Boxer Rebellion Consequences of the Boxer Rebellion |
| Irish Republican Movement | Aims of the Irish Republican Army Tactics of the Irish Republican Army |
| Women’s History | Continuity and change in women’s history |
| Origins of the 1st World War | Perspective on the origins of World War One |
Help! I Can't Find A Topic!
Possible historical investigations;
* aspects of society as revealed through sources
* the causes and impacts of an historical event
*
the significance of an historical development
* tracing the development of an aspect of the past over time through a thematic approach
* the analysis of an historical debate
* the contribution of an historical site to our understanding of the past
* constructions of the modern world
* the nature of social and cultural change in a decade in the 20 th century
* an interpretation or representation of an individual, group or event
BASIC QUESTIONS ABOUT SOURCES | web | https://orange-h.schools.nsw.gov.au/content/dam/doe/sws/schools/o/orange-h/localcontent/2021/assessment-tasks/year-11/term-2/Yr_11_Modern_History_Wk_7.pdf | 0.48512 | {
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Cross Country
All forms are due to the rec department on Monday, September 10th or you are not able to practice.
Practices 3:15 to 4:30pm
- We will have practices Monday - Friday unless there is a meet.
What to bring to practice/meets
- Tennis shoes
- Workout/athletic wear (shorts/leggings, tshirt)
- Water Bottle
- For a meet wear your jersey
Team Standards
- For The Team (support, encourage, celebrate together, group goals before you)
- Character (kindness, helpfulness, selflessness, always doing the right thing, always being you)
- No Complaining (trust the coaches, listen to teachers, want to be better, belief, max effort)
- No Excuses (control what you can, do your best to be your best, focus less on outcomes)
- Find A Way (expect obstacles, get in that run, finish that essay, pass that guy, be a leader)
- Be Accountable (always at practice, communicate)
- Max Effort (do everything you can to be better, everything for the team)
Team Expectations
- Keep your grades up. I monitor grades closely, so I can make a call to sit you from a meet, if I feel there is a lack of effort or I hear of problems in the classroom.
- Talk to a coach if you are hurt and be in communication with the trainer. Many "injuries" can be managed early and even avoided!
- Try your hardest, every practice, and every meet. Push yourself further than you think you can go; there is no bar.
- No phones at practice. This is a time to be away from that. Be an 80's child.
- Act with class. Don't ever talk down to a teammate or competitor. Be competitive, but respectful to competition and others. This goes back to our standards.
Meet Conduct
- Always act with class. Remember the team standards/expectations
- Uniforms are "uniform". We will bring the same attire, so we match.
- Warm up and cool down together. As a team, begin the warm up when coach asks, then take care of personal things (use bathroom, put on spikes, etc), and finish with walking to the line, as a team, 15 minutes before the race begins.
- Be at awards, both on time and all sitting together.
- Thank the host coaches and the officials.
- Relax and smile, but no games and horseplay. Be with the team.
- Take the bus home.
Remember: We don't have to run, we get to run! | web | http://lane.wawm.k12.wi.us/UserFiles/Servers/Server_5299732/File/Lane%20cc%20information.pdf | 0.430416 | {
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Accumulating A Million Dollars
How long does it take to accumulate $1,000,000?
The answer depends on three things.
* How many years are available to accumulate the fund,
* The after-tax rate of return, and
* The method of contribution: One lump sum, or monthly contributions.
The table below shows how long it takes to accumulate $1,000,000 under varying circumstances. The results shown are hypothetical. 1 The actual growth will depend on a number of factors.
Annual Rate of Return (after taxes)
Example: If you contribute $2,164 per month to an investment which returns 6% after taxes, you should accumulate $1,000,000 in 20 years. Likewise, if you currently have $302,096 invested at 6% (after-tax) for 20 years, it will grow to $1,000,000 without any additional contribution.
Values shown in this presentation are hypothetical and not a promise of future performance.
1 The calculations shown assume monthly compounding. Monthly contribution amounts are calculated on an end-of-month (ordinary-annuity) basis.
2 Seeking a higher rate of return generally involves a greater degree of volatility and risk. | web | https://havenplanning.com/wp-content/uploads/2021/07/Accumulating-a-Million-Dollars.pdf | 0.455077 | {
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Stable Homes Stable Schools Initiative
Why Stable Homes Stable Schools?
Because investing in stable housing for young learners is proven to break the cycle of poverty, bringing long-term economic benefits to children and our communities.
How does the program work?
Stable Homes Stable Schools is a collaborative effort by the City of Minneapolis, the Minneapolis Public Housing Authority (MPHA), Minneapolis Public Schools (MPS) and Hennepin County Health and Human Services to provide funding and services for families facing the threat of losing their home or experiencing homelessness. The initiative is intended to support up to 320 families over the first three years. It is considered a pilot program during these three years, and the partners will evaluate its success with help from University of Minnesota researchers.
* Minneapolis Public Schools social workers identify eligible families at 15 public schools across the city.
* There are two facets to the rental assistance being provided:
o The City of Minneapolis and MPHA jointly fund direct rental assistance to families of elementary students experiencing homelessness. MPHA will administer the rental assistance.
o A grant from the Pohlad Family Foundation funds emergency Housing Stability Funds to assist families that are at risk of eviction or other loss of housing.
* Hennepin County and the YMCA provide essential support services to help families succeed.
Participating Schools | web | https://lims.minneapolismn.gov/Download/RCAV2/9817/Stable-Homes-Stable-Schools-Program-Overview.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term= | 0.500883 | {
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"Perception is reality."
-or-
"Your perception is your reality."
This is one of my favorite sayings – and I love to discuss it, so reply with any questions.
Two Tails of Comet Lulin
Credit & Copyright: Richard Richins (NMSU)
Explanation: Pictured above, Comet Lulin was captured in spectacular form this past February from New Mexico, USA. The central coma of the comet is appearing quite green, a color likely indicating glowing cyanogen and molecular carbon gasses. Bright stars and a distant spiral galaxy are clearly visible in the image background. The yellow dust tail, reflecting sunlight, is visible sprawling to the coma's left trailing behind the comet, while the textured bluish-glowing ion tail is visible to the coma's right, pointing away from the Sun.
imbibition
\ˈim-buh-BISH-un\
noun
Meaning
: the act or action of imbibing : the act or action of drinking or taking in liquid
Example Sentence
The sign at the entrance to the building stated that the imbibition of alcoholic beverages on the premises was prohibited.
**Did you know?**
Joseph Thomas James Hewlett was a 19th-century English curate and schoolmaster who supplemented his insufficient income by writing novels. In *Parsons and Widows*, in which the author disguises himself as "the Curate of Mosbury," Hewlett provided us with the first known use of "imbibition" to refer to a person's drinking. In the phrase, "imbibition of a bottle of fine beer." Until then, "imbibition" had been used scientifically to refer to various processes of soaking and absorption, or figuratively, to the taking in of knowledge. (The word is still used scientifically today to refer to the taking up of fluid.) "Imbibition" traces back to Latin "imbiber," a verb whose meaning "to drink in" includes absorption of liquids, consuming drink, and appropriating ideas.
*Indicates the sense illustrated in the example sentence.* | web | https://www.gotowebsmith.com/images/doc/Motivation%208-3.pdf | 0.437865 | {
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FIBER – ARE YOU GETTING ENOUGH?
Leading health authorities agree that increased intake of fiber can be beneficial to your health. Dietary fiber is a part of the plant, which cannot be digested by your body. It helps keep your bowel function normal and relieves constipation. Fiber may also reduce the incidence of colon cancer, high blood cholesterol, diverticulosis, heart disease, and diabetes.
High fiber foods include whole grain cereals and breads, nuts, dried beans, fruits, and vegetables. It is recommended that you consume 21-38 gm of fiber a day. You can meet this recommendation by eating:
- Five or more servings of fruits and vegetables a day.
(1 serving equals 1 medium fruit, or 2 cups raw vegetables, or 1 cup cooked vegetables)
AND
- At least half of your grains as whole grains, preferably with six or more servings of whole grain products a day.
(1 Serving equals ½ cup cooked brown rice/bran cereal or 1 slice whole wheat bread)
Always consult with your doctor first before making any major dietary changes. Add fiber gradually into your diet. Consume small amounts at each meal to minimize gas or bloating.
Some common Chinese foods high in fiber are: arrowroot, barley, bamboo shoots, broad beans, mung beans, black-eyed peas, soybeans, ginger root, lotus seeds, black mushrooms, turnips, and bean sprouts.
| Recommended Daily Fiber Intake | (gm) |
|-------------------------------|------|
| 1-3 yrs. old | 19 |
| 4-8 yrs. old | 25 |
| Male: (9-13 yrs. old) | 31 |
| Female: (9-18 yrs. old) | 26 |
| Pregnant women | 28 |
| Breastfeeding women | 29 |
Reference:
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التهاب المفاصل
Arthritis
Arthritis occurs when the joints in the body are inflamed or there is a breakdown of cartilage in the joints. Joints are places in the body where two or more bones meet, such as the hip or knee.
يحدث التهاب المفاصل عندما تلتهب مفاصل الجسم أو عند حدوث تآكل للغضروف في المفاصل. المفاصل هي أماكن في الجسم تلتقي فيها عظمتان أو أكثر، مثل الورك .أو الركبة
Cartilage is the cushion in the joints that protects them from pressure and makes movements smooth. When cartilage breaks down in a joint, the bones rub together. This causes pain, swelling and stiffness that often gets worse with aging.
The most common type of arthritis is osteoarthritis. With this type of arthritis, the cartilage in the joints wear out over time from use or as the person ages. Injury to a joint may also lead to this type of arthritis. Osteoarthritis occurs most often in the knees, hips and hands. The joints begin to ache and thicken. At times, the tissues around the joint become strained and cause more pain.
Rheumatoid arthritis is another common type of this kind of arthritis. The immune system, which normally protects the body from infection, attacks the lining of the body's joints. It causes inflamed and painful joints and may affect other parts of the body, such as the heart, muscles, blood vessels, nerves and eyes.
Signs of Arthritis
* Joint pain
* Joint is not stable or it feels like it will not support you
* Joint enlarges or swells
Arthritis. Arabic.
الغضروف هو وسادة في المفاصل تحميها من الضغط وتجعل الحركات سلسة وناعمة. عندما يتآكل الغضروف في المفصل، تحتك العظام ببعضها البعض. يسبب حدوث مثل هذا االحتكاك بين العظام األلم، والتورم والتيبس وغالبًا .ما تزداد الحالة سوءًا مع تقدم العمر
.أكثر أنواع التهاب المفاصل شيوعًا هو هشاشة العظام في هذا النوع من التهاب المفاصل، يتآكل الغضروف في .المفاصل بمرور الوقت نتيجة االستخدام أو مع تقدم العمر قد تؤدي إصابة المفصل أيضًا إلى هذا النوع من التهاب المفاصل. تحدث هشاشة العظام في أغلب األحيان في الركبتين، والوركين، واليدين. تبدأ المفاصل في إشعارك باأللم والخشونة. في بعض األحيان، يحدث شد في األنسجة .المحيطة بالمفصل وهو ما يسبب المزيد من األلم
هو نوع آخر شائع من هذاالتهاب المفاصل الروماتويدي ،النوع من التهاب المفاصل. حيث يهاجم جهاز المناعة .الذي يحمي الجسم عادة من العدوى، بطانة مفاصل الجسم وهو ما يسبب التهاب المفاصل وآالم المفاصل وقد يؤثر على أجزاء أخرى من الجسم، مثل القلب والعضالت .واألوعية الدموية واألعصاب والعينين
عالمات اإلصابة بالتهاب المفاصل
* آالم المفاصل
* عدم استقرار المفصل أو الشعور بأنه لن يدعمك
* تضخم أو تورم المفصل
* Stiffness, often in the morning
* Limited use of joint
* Warmth around joint
* Redness of the skin around joint
Other signs may occur with rheumatoid arthritis. If you have any signs that cause you pain or concern, see your doctor.
Tests
Your doctor will talk to you about your health and look at your joints. Your doctor may order blood tests and x-rays.
Treatment
Treatment of arthritis is aimed at controlling your signs and improving use of your joints. Your doctor may suggest:
* Medicine to control pain and swelling
* Physical or occupational therapy
* Assistive devices such as a cane or grab bars for the bathtub or toilet
* Weight loss
* Surgery to replace the joint
As a part of your treatment, you may need to:
* Exercise to improve movement and joint strength. Good choices include walking, swimming, bike riding, dancing, strength training and gentle stretching exercises.
* Use hot or cold treatments to control pain and swelling.
* Avoid positions or movements that put extra stress on your painful joints.
* Avoid staying in a position too long.
Arthritis. Arabic.
* تيبس المفاصل، عادةً في الصباح
* استخدام محدود للمفصل
*
الشعور بالدفء حول المفصل
* احمرار الجلد حول منطقة المفصل
.قد تظهر عالمات أخرى مع التهاب المفاصل الروماتويدي إذا ظهرت لديك أي عالمات تسبب لك األلم أو تثير .مخاوفك، فاستشر طبيبك
الفحوصات
.سيتحدث معك طبيبك عن صحتك وسوف يفحص مفاصلك قد يطلب الطبيب منك إجراء بعض فحوصات الدم واألشعة .السينية
العالج
يهدف عالج التهاب المفاصل إلى السيطرة على عالماتك :وتحسين استخدام مفاصلك. قد يقترح طبيبك عليك ما يلي
* تناول دواء للسيطرة على األلم والتورم
* العالج الطبيعي أو العالج المهني
* استخدام األجهزة المساعدة مثل العكاز أو قضبان اإلمساك في حوض االستحمام أو المرحاض
* فقدان الوزن
* جراحة استبدال المفصل
:كجزء من عالجك، قد تحتاج إلى
* .ممارسة التمارين لتحسين الحركة وقوة المفاصل تشمل الخيارات الجيدة المشي والسباحة وركوب .الدراجة والرقص وتمارين القوة وتمارين الشد الخفيفة
* استخدام العالجات الساخنة أو الباردة للسيطرة على .األلم والتورم
* تجنب األوضاع أو الحركات التي تضع ضغط ا إضافيًا .على مفاصلك التي تشعر باأللم
* .تجنب البقاء في وضعية معينة لمدة طويلة
Call your doctor right away if:
* You have severe unexplained joint pain.
* The joint is very swollen.
* You suddenly have a hard time moving the joint.
* Your skin around the joint is red or hot to the touch.
* You have other signs that concern you.
:اتصل بطبيبك على الفور في الحاالت التالية
* .إذا كنت تعاني من ألم شديد غير مبرر في المفاصل
* .حدوث تورم شديد في المفصل
* .إذا ما واجهت صعوبة فجأة في تحريك المفصل
* تحول منطقة الجلد المحيطة بالمفصل إلى اللون األحمر .أو الشعور بسخونة عند مالمسته
* .وجود عالمات أخرى مقلقة بالنسبة لك
Talk to your doctor or nurse if you have any questions or concerns.
يُرجى التحدث إلى الطبيب المعالج أو الممرضة إذا كانت .لديك أية أسئلة أو مخاوف
Unless otherwise stated, user may print or download information from www.healthinfotranslations.org for personal, non-commercial use only. The medical information found on this website should not be used in place of a consultation with your doctor or other health care provider. You should always seek the advice of your doctor or other qualified health care provider before you start or stop any treatment or with any questions you may have about a medical condition. The Ohio State University Wexner Medical Center, Mount Carmel Health System, OhioHealth and Nationwide Children's Hospital are not responsible for injuries or damages you may incur as a result of your stopping medical treatment or your failure to obtain treatment. | web | https://healthinfotranslations.org/pdfDocs/Arthritis_AR.pdf | 0.480678 | {
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19
Episode 4 The Method of Key Question
If we ask a good question, we can get the desired answer. The answer is the key to further action. The keys we want are the Main Key Word and the Entrance Key Word of the PMD. To get good answers (keys) in an orderly manner, we should arrange good questions in a purpose-measure relation, select a proper portion of it, and ask. Here, we introduce a method called the Method of Key Question, which does this.
We usually intend to ask good questions in an orderly manner, but in practice it is not easy. Also the other party involved may ask a poor question, making it difficult to ask the intended questions. To prevent this, it is useful to prepare a Key Question Table as in Fig. 1, hand it to the other party, and then proceed with Q&A. The way to fill in the Key Question Table is as follows:
1. Write the theme of the questions to be asked in the title column (the blank space to the upper left).
2. Write the name of the object in the product name column.
3. Fill in the item and question columns according to the following procedure:
As in PMD, first write out as many questions as possible. Then cut the paper into pieces, arrange the pieces to obtain the necessary answer, applying the PMD Method, and then reverse the order of purpose and measure. Summarize the questions into a sequence to get the necessary final answers, and fill in the respective columns.
[Reference] A simple example of Key Questions is an interview with a doctor in Japan.
(1) Where is the problem?
(2) Where and How does it hurt?
(3) Since when have you had it?
(4) …
4. In the answer or current status column, the responder writes the answer.
5. In the necessary condition column, write the necessary conditions to achieve the objective.
6. In "the adjusted result of necessary conditions" column, fill in how those necessary conditions were adjusted.
7. The columns in the upper right are for the signatures of the responders and questioners.
20
Episode4 Fig.1 Format of key questions | web | http://dtcn-wisdom.jp/E-edition%201/03-05-Chap%202%20R8-KQ.pdf | 0.499675 | {
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Dear First Grader,
Welcome to First Grade! We are excited about seeing new faces this year!
This is our list of supplies that we will need to start the year:
❏ A bookbag (without wheels)
❏ 2 boxes of 24 count crayons
❏ 2 packs of pencils
❏ Plastic pencil box
❏ 8 glue sticks
❏ 2 Packs of skinny Black Dry Erase Markers
❏ A pencil pouch with holes
❏ Scissors
❏ Green, Orange and yellow two pocket folders with fasteners
❏ Red and Blue composition notebooks
❏ 1 primary writing journal (one with drawing space on top and handwriting lines on bottom)
❏ Personal headphones/ earbuds
❏ Copy paper (white or colored)
Girls
Boys
White Card Stock
Multi-Colored Card Stock
Baby Wipes
Tissues
Gallon Sized Ziploc Bags
Snack Sized Ziploc Bags
Teacher Wish List
❏ Big Pink Erasers
❏ Colorful Dry Erase Markers
❏ Sandwich sized Ziploc Bags
❏ Paper Towels
❏ Disinfectant Wipes
❏ Classroom Snacks
❏ Playdoh
-First Grade Team | web | https://www.wcpss.net/site/handlers/filedownload.ashx?moduleinstanceid=17996&dataid=59262&FileName=First%20Grade%20Supply%20List.pdf | 0.444141 | {
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Aircraft Design and Identification Activities
Painting an aircraft is a big deal, and after years of design ing and building the X-59, this experimental aircraft is no exception. When an aircraft gets painted this becomes their uniform, or their livery. An adaptation of the original use of the word, which was used for uniform-style clothing, livery for an aircraft includes the color(s), graphics, and other symbols that have been added to it for identification, marketing, commemoration of a special day, or simply a way to express uniqueness. This is an important moment in history for the plane and the crew that had a hand in its creation. If multiple companies, agencies, or people are involved in an aircraft's design and construction, designs, colors, logos, and other details are carefully designed and debated over, so everyone's needs are met.
ACTIVITIES
Make Your Own X-59
Design your paper airplane: Use this template to fold your own X-59 paper airplane and add design and color.
www.nasa.gov
X-59 3D Printing
X-59 3D model: Print the 3D model with colorful or white filament, then use acrylic or enamel paints to design your own livery on the X-59 (or replicate our paint scheme).
Color by Number
Looking for a coloring page with more of a challenge. Try this color by number of a Schlieren image of the X-59. Put your own spin on the colors you choose.
To commemorate NASA's newest experimental aircraft, the X-59 and the X-66, we have compiled a few of our STEM activities to help students express their creativity, learn more about aircraft livery and designs, and help us celebrate exciting milestones in NASA's aeronautics research. Most recently, the X-59 has been moved to the "paint barn" to get its first coat of paint.
Help NASA celebrate our newest X-planes and designs with the activities below.
Learn more about NASA's X-59 and the Quesst mission.
Learn about NASA's sustainable aviation work and the X-66.
X-59 Coloring Page
With this coloring page, create your own design of the X-59. Show off your graphic design skills by drawing an insignia or other images to make this X-59 your own.
X-66 Coloring Page
Before the X-66 had its X-plane designation, it was called the Transonic Truss-Braced Wing. Have some fun creating colors and designs for the TTBW (now called the X-66).
Name that Plane
N-Numbers and aircraft identification: When you register your aircraft and give it an N-Number, you are adding to its uniqueness. Try this activity and give your own X-59 design some proper identification. | web | https://www.nasa.gov/wp-content/uploads/2023/12/aircraft-design-identification-flyer.pdf?emrc=ed277d | 0.426835 | {
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Approximately two million Californians get their drinking water from either private domestic wells or other small groundwater systems not regulated by the state. If you have a private domestic well, you may want to learn more about its water quality.
Suggested Analytical Tests for Private Domestic Wells:
- Basic Annual:
o Total Coliform Bacteria
[x] E. coli (if total coliform are detected)
o Nitrate
o Total Dissolved Solids (electrical conductivity)
- Every five to ten years:
o Trace metals (including arsenic, lead, manganese)
o General minerals
- Wells near landfills, industry, dry cleaners, gas stations, or automobile repair shops:
o VOCs, metals, and petroleum hydrocarbons
- Wells near agricultural and livestock areas:
o Pesticides
- Test more frequently if a change in electrical conductivity, taste, color, odor, or land use occurs
Request a Cost Estimate: Basic well testing varies between $100 and $400 per well, primarily depending on the number of chemicals to be tested. An accredited drinking water analytical laboratory can provide a well owner with a written cost estimate to test your well water. Many analytical laboratories will provide you with the containers to collect water samples. In addition, many environmental consulting firms will sample and report the test results for you, but at an additional cost.
Understanding Analytical Test Results: It may be helpful to compare test results to the standards used by the Division of Drinking Water (formerly the California Department of Public Health) for regulating public drinking water systems since the state does not regulate private domestic well water quality. If any test result is above a comparative public drinking water standard, you may want to consider re-testing your well prior to making any decision on installing a treatment system or securing an alternative water supply.
Additional Information can be found at:
http://www.waterboards.ca.gov/water_issues/programs/gama/well_owners.shtml. Available material includes links to accredited water quality testing laboratories, comparative public drinking water standards, and a "Guide for Domestic Well Owners", also available in Spanish. Additional information regarding water quality issues, water treatment providers, and treatment devices and products recommended by many sources, such as DDW, WQA, US EPA, and USGS are also provided.
Questions?: Private well owners with additional questions may wish to contact their local environmental health agency, or contact the GAMA Program at either [REDACTED_PHONE] or [REDACTED_EMAIL]. | web | http://www.waterboards.ca.gov/publications_forms/publications/factsheets/docs/dom_well_factsheet.pdf | 0.503792 | {
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“We’re sleeping better now that we use a nightguard to reduce our bruxing.”
Stop the Grind
bruxing & clenching treatments
Does your jaw feel stiff or do you have difficulty opening your mouth wide? Are your teeth sensitive to cold drinks? Do your jaw muscles feel tired in the morning? You may be grinding your teeth at night (a medical condition called bruxism) or you may be clenching your teeth, which can be just as harmful. People with nighttime grinding habits may wear away their tooth enamel “ten times faster” than those without “abusive chewing habits.”¹ Eventually, your teeth may be worn down and destroyed.
Bruxing can wear down and destroy your teeth.
In addition to relieving head, neck, jaw joint and shoulder pains, treating bruxism and clenching is cost effective compared to ignoring the condition and exposing teeth to continued grinding. Without treatment, crowns (caps), bridges, implants and dentures are often needed to repair or replace worn and damaged teeth. Ask your dentist if a nightguard can help to provide temporary relief from grinding, bruxing or clenching.
1. G.J. Christensen, DDS, MSD, PhD. “Treating Bruxism and Clenching,” JADA February 2000: 233-235.
COMFORT H/S BITE SPLINT™
Thermoformed under vacuum for an accurate fit
Hard outer layer is durable and sparkling clear.
Soft Inner layer rests comfortably against the teeth and gums.
• Hard outer and soft inner surface.
• Indicated for severe bruxing/clenching.
• Ideal for patients allergic to acrylics or metals.
Other Nightguard Options
FLEXITE™ NIGHTGUARD
Stronger than acrylics providing long-term durability
• Semi-rigid, flexible surface.
• Indicated for severe bruxing/clenching.
• Ideal for patients allergic to acrylics or metals.
ACRYLIC NIGHTGUARD
Injection molded using cadmium-free acrylics for biocompatibility
• Hard, non-flexible surface.
• Indicated for moderate bruxing/clenching.
• Special clasps can be used for improved retention.
Custom Fitted For You
Nightguards are custom made and are easy to insert & remove.
Flexite is a trademark of Rapid Injection Systems Corp., Mineola, NY. | web | http://mckeedental.com/pdf-brochures/nightguard_bro.pdf | 0.423264 | {
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Tips for Block
Use medium blue fabric for the background square. Left bottom of block should be water blue; right should be green grass. Legs and arm should be fiery red. Cloud and paper in hand should be white. The wings should be golden. Use bright yellow for sun face. There should be a rainbow above the head; fussy cut one, if possible; otherwise create one with colored permanent markers. "7 thunders spoke" should be cut out of fabric that contrasts well with the background. The other words are written with a black permanent marker. 7 thunders spoke | web | http://quiltsbylucy.com/wp-content/uploads/2016/01/Block34.pdf | 0.43118 | {
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Food skills
Custard
There are two ways of making custard, one with eggs and one without.
The eggless custard dessert is made using milk and custard powder which is cornflour with flavouring added. This thickens to a custardlike sauce when heated. Depending on the recipe, custard can be runny or thick.
Did you know
Traditionally custard is made using milk or cream cooked with egg yolks to thicken.
Egg custard is commonly used in desserts (cakes, pastries, pies or puddings) and sauces, however savoury custards form the fillings of quiches and flans.
How to
In a pot, add 2 cups of milk.
Add 2 teaspoons sugar.
Heat gradually over a low to medium heat, stirring constantly.
heartfoundation.org.nz
Stewed fruit crumble (serves 4)
Ingredients
Method
Stewed fruit
4 apples, peeled, cored and diced
4 stalks rhubarb, sliced
2 tablespoons water
Crumble
½ cup rolled oats
½ cup cornflakes
½ cup wholemeal flour
1 tablespoon brown sugar
1 egg
2 tablespoons oil
Place the apple, rhubarb and water into a pot with a lid. Cook over a medium heat.
Preheat the oven to 175°C. Place 3 cups of stewed fruit into the bottom of an oven proof dish.
Stir occasionally for about 10 minutes or until the apple and rhubarb are soft. Remove from heat.
Mix the crumble ingredients and sprinkle over the stewed fruit. Bake for 20 minutes or until bubbling and brown. Serve with custard. | web | https://assets.heartfoundation.org.nz/documents/teacher-tools/skill-cards/milk-custard-skill-card.pdf?1657044873 | 0.439016 | {
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=[
Laurie's Corner
In the United States, Independence Day celebrates the adoption of the Declaration of Independence on July 4, 1776, declaring independence from the Kingdom of Great Britain. Big Spring is going to celebrate Independence Day on Tuesday, July 3 rd with "Pops in the Park".
July 3 rd through August 11 th is known as the "Dog Days of
Summer". Many of the Romans became ill since it was so sultry in Italy this time of year. A
Happy Birthday to George W. Bush on July 6th superstition arose that July heat and resulting
sickness were connected with the rising and setting of Sirius, the Dog Star. This period became know as the "Dog Days of Summer."
Parkview Skilled Care and Rehabilitation 3200 Parkway Big Spring, Texas 79720
The first theme park, Disneyland, was first opened on July 1, 1955 in Anaheim, Ca
July 20 th 1969 Anniversary of the first man on the moon
July 2 nd is halfway for this year
July 2018
Chocolate was introduced in Europe on July 7, 1550
7-23-04 is the birth of the ice cream cone as it was first served at the St. Louis World's Fair, however it was patented on 9-2-03
Bugs Bunny's Birthday is July 27, 1940 | web | http://parkviewnursing.net/images/JulyNewsletter.pdf | 0.461352 | {
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CHANGING HABITS - CHANGING BRAIN
"We are what we repeatedly do. Excellence, then is not an act, but a habit." -Aristotle
Jude LaClaire, Ph.D., LCPC • Originally published in KC Wellness Magazine
What if changing your habits had the power to change your brain, perhaps even permanently? The theory of neuroplasticity is the story of the brain's ability to revise itself. More specifically, it is the brain's ability to reorganize itself by creating new brain cells through one's experiences.
Here's how it works. Imagine a person who frequently plays the violin. The brain viewed under a functional MRI appears to have developed a larger area in the part of the brain devoted to mapping the fingers. The brain acts in much the same way as a physical muscle that grows and develops through exercise or becomes weak and flaccid when not used.
There is a saying "neurons that fire together wire together." What this means is that neurons activate at the same time as a response to an event, the neurons "associate" with one another and the connections are stronger. Thus "neural pathways are set" when we practice any activity. The more practice, the more the brain builds that pathway. Inversely, when the pathways aren't used, the space will be taken over by other pathways needing room to grow. So, just as with the muscles in our body, we "use it or lose it."
Imagine water flowing through sand creating little pathways. The more the water flows, the more the pathways become deeper and more defined. You know if you have a small leak in the roof and the water finds a pathway below, the longer that leak persists and the more difficult it is to change the water flow. Our brain acts in much the same way as we do certain activities, have thoughts, speak words or behave in a certain way. The more we repeat this pattern, especially when the brain is highly stimulated, the more the neurons fire and neural pathways are created.
The wonderful thing is that we have a lot of personal control over what neural pathways we construct or change. We can literally cultivate our own brain garden or neural pathways. Many studies have shown that there are similar key ingredients to having a highly effective brain, changing old brain habits and creating new ones. Alvaro Fernandez lists "The Ten Habits of Highly Effective Brains."
1. Learn about "use it or lose it." Understand your brain's capacity.
2. Nutrition: The brain, only 2% of our body mass, uses over 20% of the oxygen and nutrients we intake. Feed you body well; feed your brain well!
3. Exercise sharpens your brain. Aerobic exercise leads to increased brain volume, the efficiency of the brain and increases improvements in a number of cognitive functions such as memory and attention.
4. Lower chronic stress with positive, future-oriented thoughts as your default mindset. Chronic stress kills neurons, elevated cortisol and is the cause of 75-90% of all illness.
5. Thrive on learning and mental challenges. Mental stimulation that has novelty, variety and challenge keeps the brain fit.
6. Aim high. Keep developing and learning. The brain stops growing when we stop learning new things.
7. Explore, travel. Adapting to new locations and surrounds stimulates the brain to pay attention to the new environment.
8. Don't outsource your brain. Be your original self, think your own thoughts, make your own decisions and mistakes. Learn from them.
9. Develop and maintain stimulating friendships. We are "social animals" and need social interaction.
10. Laugh! Often! Especially to cognitively complex humor, full of twists and surprises.
1
CHANGING HABITS - CHANGING BRAIN
"We are what we repeatedly do. Excellence, then is not an act, but a habit." -Aristotle
Jude LaClaire, Ph.D., LCPC • Originally published in KC Wellness Magazine
(continued)
If we all practiced these ten things, repeating often, we would have healthier brains and bodies and would be living more holistically. Individuals who live mentally and physically stimulating lives along with social interactions are less likely to suffer from brain disorders, are healthier, happier and live longer. These guidelines also help people overcome or avoid depression and anxiety.
So, get those neurons firing to make new neural pathways of health, vitality and great joy! And remember, practice, practice, practice and remember Changing Habits - Changing Brain!
Jude LaClaire, Ph.D., LCPC is a counselor, educator, and author. For counseling, appointments, seminars, groups, speaking engagements or information on NeuroBehavioral Programs (Pain Reduction, My True Body, Mind-Body Health Enhancement, Trauma Protocol) call [REDACTED_PHONE].
2 | web | https://obrienrx.com/wp-content/uploads/2022/08/Changing_Habits-Changing-Brain_JudeLaClaire-1.pdf | 0.42601 | {
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FACT SHEET FOR P AT I E N T S A N D F A M I L I E S
Well Check: 2 years
Your child may want to play with other children more now. This is a great time to take part in safe, healthy playtime by taking your child to a park or joining a play group.
Keeping your child safe and well
Because your child is moving around more, dangerous situations can happen quickly. Keep a close eye on your child, and keep building good everyday habits.
*• Make sure your child gets recommended immunizations on schedule.
*• Be safe at home and other places.
–– Make sure a responsible adult is always looking after your child while in your home, yard, garage, or on a playground.
–– Always hold your child's hand when near a driveway or street or in a parking lot.
–– Make sure your child wears a helmet when riding a bike or trike. Wear your helmet as an example.
–– Put a hat and sunscreen on your child when out in the sun.
–– Stay within arm's reach when your child is near water. Make sure pools have locked fences around them and play pools are emptied after use.
–– If there is a gun in any house that your child visits, make sure it's locked up at all times.
*• Be safe in and near cars.
–– Turn your child's car seat to face the front of the car as soon as your child meets the car seat's size recommendations. Be sure it's installed correctly. There should be no more than a finger's width of space between your child's car seat and the harness.
–– Make sure everyone in the car uses seat belts.
–– Never leave your child alone in a car.
At 2 years old, most children:
* • Copy the actions and words of other people
* • Kick a ball and begin to run
* • Say sentences with 2 to 4 words
* • Know the names of body parts and familiar people
* • Do things they have been told not to do
* • Are beginning to sort colors and shapes
* • Get excited around other children and may start to include them in their play
Children will reach milestones at their own pace. For detailed information about milestones, visit cdc.gov/actearly, or call 1-800-CDC-INFO.
*• Have healthy teeth-cleaning habits.
–– Brush your child's teeth morning and night with a toothbrush and a pea-sized amount of toothpaste.
–– Visit the dentist every 6 months, and ask about using fluoride.
–– Give your child water instead of juice to drink. Juice has a lot of sugar, which is bad for teeth.
1
Feeding your child
*• At this age, children should be mostly feeding themselves with a spoon and without help.
*• Model healthy eating habits. Offer a variety of fruits, vegetables, and grains for your child to choose from. Avoid unhealthy junk food and fast food.
*• Try to eat 1 or 2 meals together as a family each day. Eat sitting down at the table.
*• If you're concerned about your child's weight or eating habits, ask your doctor for advice.
Helping your child grow
*• Help your child learn to talk.
–– Read books and sing songs together every day. Take your child to story time at the library.
–– Talk about the things you see and hear together. Ask your child to point to things as you read.
–– Listen carefully to your child. Instead of correcting your child's grammar, try repeating back what was said using correct grammar.
*• Let your child decide when to start toilet training.
–– Signs your child is ready for toilet training include staying dry for 2 hours, knowing if the diaper is wet, being able to pull pants down, and wanting to learn.
Follow-up appointment
Your next well-child visit will be when your baby is 2½ years old.
Date: Time:
Here are some helpful resources in the meantime:
–– Take your child shopping to choose underwear when ready.
–– Practice using the toilet. Have your child sit on the toilet every hour or two. Praise your child when successful.
–– Teach good handwashing.
*• Help your child learn good behavior.
–– Make time for your child to play with others their age. Join a playgroup, or invite other children over to play.
–– Put your phone away so you can look at and listen to your child. Be an example of paying attention.
–– Teach your child acceptable ways to communicate when upset. Help your child describe feelings.
–– Praise your child for good behavior. Hug and hold your child.
–– Be an example of responding calmly. Always treat your child with respect. Don't let anyone make fun of your child's fears.
–– Give your child choices between 2 good options, such as which book to read.
–– Your child may not want to be away from you or meet new people. This is normal at this age.
*• Help your child learn good sleep habits. Your child needs 11 to 14 hours of sleep each day.
Keeping your child active
*• Limit screen time. Keep screen use to no more than 1 hour per day of quality programming. When you can, watch together and talk about what you see.
*• Play active games as a family. Go outside often. Make sure your child is active with others.
When should I call?
For more age-appropriate safety information, visit safekids.org and sign up for the monthly newsletter.
If you think your child may have swallowed something harmful or toxic — such as medicines, adult vitamins, or cleaning supplies — call Poison Control immediately at [REDACTED_PHONE].
If you need help with housing, food, or if you feel unsafe at home, call 2-1-1, or visit 211ut.org for community services.
Intermountain Healthcare complies with applicable federal civil rights laws and does not discriminate on the basis of race, color, national origin, age, disability, or sex. Se proveen servicios de interpretación gratis. Hable con un empleado para solicitarlo. 我們將根據您的需求提供免費的口譯服務。請找尋工作人員協助
2 | web | https://intermountainhealthcare.org/ext/Dcmnt?ncid=522580581 | 0.423738 | {
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BUS554e Industry 4.0
Level: 5
Credit Units: 2.5 Credit Units
Language: ENGLISH
Presentation Pattern: EVERY SEMESTER
E-Learning: FULL - Learning is done ENTIRELY online using interactive study materials in Canvas. Students receive guidance and support from online instructors via discussion forums and emails. There are no face-to-face sessions. If the course has an exam component, this will be administered on-campus.
Synopsis:
The Fourth Industrial Revolution has resulted in shifts and disruptions that have the potential to connect billions more people to digital networks, dramatically improving the efficiency of business decision making and organisational processes. This course examines the evolution of Industry 4.0 and its applications in the business world. It provides a comprehensive coverage on the role of data, information, knowledge, as well as various Industry 4.0 technologies and applications. Students will learn about the opportunities and challenges of Industry 4.0, and how organisations and knowledge workers can prepare themselves to reap the benefits of this evolution.
Topics:
- The Various Industrial Revolutions
- Drivers, Enablers, Compelling Forces and Challenges for Industry 4.0
- Smart Factories, Cities, Products and Services
- Related Disciplines, System, Technologies for Enabling Industry 4.0
- Role of Data, Information, Knowledge and Collaboration in Future Organisations
- Business Issues in Industry 4.0
Learning Outcome:
- Compare the various drivers and enablers of Industry 4.0
- Assess the smartness in smart factories, smart cities, smart products and smart services
- Appraise the various systems and technologies used in businesses and the role of data, information, knowledge and collaboration in an Industry 4.0 world
- Prioritise the opportunities and challenges brought about by Industry 4.0
- Recommend how organisations and knowledge workers can reap the benefits of Industry 4.0
- Estimate the power of Cloud Computing in a networked economy
- Identify digitisation and innovative business opportunities provided by new advancements in technology
- Examine emerging technology trends for new technological products, services and techniques
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* I am concerned with the proposal to reduce qualifications requirements for educators of children aged zero to three years.
* Accessing affordable childcare is a big challenge for many families. I welcome the recognition that the overall level of childcare assistance needs to be increased.
* Children from disadvantaged backgrounds get the biggest benefit from accessing quality early learning and care. It would be a backward step if access to early learning for disadvantaged children became harder.
* Childcare workers contribute to raising our children in a very significant way. So families can get back to work after having children, we entrust Childcare workers with our most beloved children. Their level of education and qualifications must be to a high level – so that our children are getting the best start they can.
* My family values quality early learning for children, particularly in the early years before they are three. We want to feel comfortable leaving our children with educators who know and understand the development of my child.
* The first three years of life are a vital part of a child's development, having educators who understand and contribute to my child's development is important to me, my family and friends.
* Children's early years are the foundation for the rest of their lives.
* We have been very lucky with our Childcare centre. After a rocky start at another centre, we were lucky to find a centre with some special women educators who took care and pride in their work. They have also personal qualities that meant my child felt loved and cared for whilst in their care.
* Childcare prices are very high. Whilst I agree that Childcare workers need to be educated and paid at a good rate given their hugely important role in society, I believe the government must provide support for Childcare centres and childcare workers; and the adequate amount of child care support to families.
* A significant number of women do not return to the workforce in the capacity to which they were working, or in equal roles to which they were working in order to stay home to raise children. This needs to be addressed. Women's role in society should encompass child care as well as working in other roles within society and the government must recognise this by supporting women to return to work through the provision of adequate funding, excellent childcare with highly qualified and personalised childcare services. | web | https://www.pc.gov.au/inquiries/completed/childcare/submissions/post-draft/submission-counter/subdr563-childcare.pdf | 0.492729 | {
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He began in the 1980s depicting a desolate and nocturnal Milan, a little like Mario Sironi, and a little like Giorgio De Chirico. He continued, with his ever more stylized paintings, to immortalize a series of cities in Europe and across the world - from London to New York, from Moscow to Shanghai. Now Trieste becomes his muse at an important exhibition at the Ex Pescheria, running from October 25 to November 29. His name is Marcus Petrus. He was born in Rimini in 1960. He’s got Russian roots and a painter as a father. Petrus’ urban architectures - his deconstructed and simplified buildings that take pictorial form - have always had a very personal and clear tone. This is even truer today than in his earlier years. We met him on the eve of the exhibition in his studio, located in Milan’s Isola area. Petrus is the quintessential artist - a man of few words enveloped in his own world that’s in perennial movement; a fluid, moving gaze; his hands incessantly adjusting the small models of works that will soon be showcased. Sitting up against the wall, his new works are ready to be shipped to Trieste. Words that best describe them: incisive, refined, severe, delicate, essential, full of pathos and poetics.
Why did you choose Trieste for your new exhibit?
At times, projects are born casually. In this case, I had been going quite a bit to visit a friend from Trieste, who lives in Lubiana. One day, as I was passing through, I stopped in Trieste, and I began wandering the streets and «taking notes» with my camera. This was four years ago. Right from the start, I knew there was something about the city’s architecture that intrigued me. In fact, I quickly found a building that really struck me. It was the Mercato Coperto (in English, the «Covered Market»), which I painted and exhibited in another show of mine in Como in 2007. It was from that moment that I decided to dedicate an entire series of works to Trieste. I started telling people about it, just to see if there was any interest… At the beginning, I was a bit scared because it was a city that I really didn’t know well; but instead this helped to stimulate me, in addition to Trieste’s unique geographical location and the particular historical moment and context.
What’s your work method?
We have to take a few steps back in time to when I used to wander around Milan and take long walks studying itineraries and architecture, observing and taking photographs. Initially, I studied buildings that were immersed in a spe-
Above, «Ljubljana,» (2008), oil on canvas, 160 x 100
On the right page, «Praha 3,» (2009), oil on canvas, 180 x 140
specific urban context. After that, I used this same work method even when traveling. It took me more and more behind the lens of a camera in search of something that inspired me. For the type of painting I do, I need a certain kind of architecture. What attracts me the most is monumental architecture that has strong features and notable volumetric relationships.
**Your critics and those that review your work, define you as a painter-architect, and even an architect-painter.**
One of the definitions I like most was offered by Elena Pontiggia: painter-builder.
**Observing your artworks it’s clear that you work to make sure that your pictorial lines are not too rigorous or straight, and that a few artistic «imperfections» are allowed, and even welcomed.**
I’m not an architect and it’s precisely for this reason that I don’t want to give the impression of a drawing that’s too technical. Let’s say that I draw free hand, or almost free hand.
**What are the passages you take from the initial photo to the finalized work of art?**
First I choose the photos, and at this moment, after many years, I’m rather well trained because often the photo already has a very precise tone. After this, I project the image in large format so I can have a kind of skeleton to work from. And then I start painting. I’m very careful about not making it too detailed, because details are not my expertise. The final phase is color, which takes up a lot of my time. I can’t say how much time it takes because I often paint several works contemporarily.
**Your first individual exhibition was in 1991. In a few years you’ll be celebrating 20…**
In fact, it doesn’t seem real to me that 20 years have passed. Let’s say that in order to stay the course, what’s needed is a good dose of persistence, but also lots of luck. The most important things are the people you meet and the situations in which you find yourself. I had the possibility of meeting people that I got along perfectly with; people I was able to start working with.
**Russian origins, and your ancestry influences your work.**
My father’s ancestors left from Tolmezzo, in the immigrant flux of the mid-1800s. They were headed for Siberia, in search of the marble caves where they could work. In fact, my relatives on my father’s side were all born in Kiev. Then, in 1938, they returned to Italy and moved to Udine. My mother from Rimini met my father when he was studying in Venice at the Accademia.
**Did always know that you were going to paint for the rest of your life?**
No, I never would’ve guessed it, really. I was enrolled at the faculty of Architecture, and in the meantime, I had done thousands of jobs: photographer, graphic artist, apprentice in an art printer’s shop… Then, when I attended the first year of architecture, my father died. I had to do all I could to make ends meet, and following my father’s example, who was a painter, I thought about opening up my own art printing studio. In reality, the studio never took off, but it did create a very special environment: my artist friends would often pass by, painters would come to engrave and print, a nice ambient was born… I not only worked there, but I would also do whatever job came around. It took me some years to move from engraving and really start focusing on painting, but look at me now…
**How does Milan look to you at the moment: a city in ferment, full of cranes and construction in view of Expo 2015?**
It reminds me of Shanghai a couple of years ago.
**You started as an etcher and art printer. Do you still have a press?**
Of course, even if it’s been six years since I have engraved something. It’s funny, in these last few days I’ve been thinking about using the press again… It’s only that etching is very hard work and it takes time, it’s not like you wake up in the morning and say, «Now I’m going to make an acquaforte». But I keep the press close by because you never know…
---
**MARCO PETRUS, TRIESTE IN THE CENTRE EXHIBITION**
**Centre of Modern and Contemporary Art**
Salone degli Incanti, Ex Pescheria
Riva Nazario Sauro 1, Trieste
From October 25 to November 29, 2009
From Monday to Friday, 10 am to 7 pm
Saturdays and Sundays, 10 am to 8 pm
Free entrance
[REDACTED_EMAIL], tel. 02-[REDACTED_PHONE]
Catalogue published by Silvana Editoriale | web | http://www.marcopetrus.com/wp-content/uploads/INFLYoctober2009.pdf | 0.496301 | {
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Mahatma Gandhi and the Baha'is: Striving towards a Nonviolent Civilization
by M. V. Gandhimohan
New Delhi: Baha'i Publishing Trust of India, 2000, ISBN [REDACTED_PHONE]
A Very Brief Excerpt
Dr. Herbert Benson at Harvard Medical School is a pioneer in behavioral medicine and mind-body studies, as well as in spirituality and healing. Through his work, he defined the "relaxation response" and continues to lead research into its efficacy in counteracting the harmful effects of stress. The relaxation response is a meditative process which interrupts the sympathetic nervous system's storm of the fight-flight reaction, and is taught as a form of prayer for persons from religious traditions, while for the nonreligious it is taught as a form of meditation. The two general steps to eliciting the relaxation response are (i) to repeat a word, sound, prayer, phrase, or muscular activity and (ii) to disregard everyday thoughts that come to mind, and passively return to the repetition. There are nine specific steps that seem to work well for eliciting the relaxation response: (1) pick a focus word or prayer that is rooted in your belief system; (2) sit quietly in a comfortable position; (3) close your eyes; (4) relax your muscles; (5) breathe slowly and naturally, and repeat the chosen focus word, phrase, or prayer silently to yourself while exhaling; (6) if other thoughts come to mind, gently and passively return to the repetition; (7) continue the repetition for ten to twenty minutes; (8) do not stand immediately, rather sit quietly for about a minute, allowing other thoughts to return before opening your eyes and then slowly rising; (9) practice this technique once or twice daily. Secular focu s word s can i nc l ude , e.g. , "Ocean," "Love , " "Peace," "Calm , " and "Relax." Religiou s focu s word s or prayers can include , e.g. , "Our Father who ar t in heaven" for Chris tia n s, "Shalom" and "The Lord is my s hepherd" for Jews, " I nsh alla h" for Mu sli ms, "Om" for Hindu s and Buddh ists, and "A ll áh'u'Abhá" ( God the Most Gloriou s) for Bahá'ís. Dr. Benson and other s have used the re la xation response to treat hyperten sio n , anxiety, chronic p ai n , and heart disease in a general program of st ress management , and have scientific ally shown t hat prayer is good for the person who prays. Moreover, in h is recen t boo k, Benson goes so far as to say t hat we're wired for God , meaning that fai t h is a surviva l trai t that is b i o lo gica ll y bu ilt int o human beings. See Herbert Ben s on , Timeless Healing: The Power and Biology of Belief ( New York: Scribner, 1996 ) . | web | http://www.bahaistudies.net/asma/brr.pdf | 0.484227 | {
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Published on Royal Meteorological Society (https://accsys.rmets.org)
Home > Weather and Climate > Climate > Climate Change
Climate Change
Climate change refers to a significant change in climate (either global or regional) that lasts several decades or longer. This change may happen for several reasons: it could be due to purely natural changes in the climate system, it could arise from natural factors outside the climate system (for example changes in energetic volcanoes or radiation from the sun) or it could be a result of human activity. Although the earth's climate has changed considerably in the past (and will due in the future) because of natural factors, it is very likely that most of the global temperature rise observed since the middle of the last century has been caused by increasing greenhouse gases in the atmosphere from human activities such as fossil-fuel burning.
Source URL: https://accsys.rmets.org/weather-and-climate/climate-change/google-earth-and-climatechange | web | https://accsys.rmets.org/printpdf/4451 | 0.446727 | {
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Melons, pumpkins and squash all have yellow, trumpet-shaped flowers, though those of melons tend to be smaller. Large ones are prized for cooking by Mexican chefs, Italian chefs--and yours truly. The first to appear are usually male blossoms, and until the females appear, you can eat all you want of them. After that, leave a few of the guys for pollination purposes. You can recognize female blossoms by the little bump at the base that will become a squash once the flower has been pollinated.
Males just have a long stem--a perfect "handle" for dipping the flower in batter before deep frying.
Cucurbita pepo 'Golden Glory'
* Exposure/Soil: Full sun and try to keep water off the leaves. No sprinklers.
* Use: High-yielding plants with an open habit and few spines make it easy to harvest blemish-free fruit. Excellent disease resistance keeps the plant productive over a long season. Bright yellow fruits with solid green stems. Intermediate resistance to powdery mildew, watermelon mosaic virus, and zucchini yellow mosaic virus. Spineless
* Growth: Grows 6' or more and can be grown on a trellis.
* Hardiness/Harvest Time: Annual / Yields in 50 days. These thin-skinned vegetables store poorly, so harvest shortly before use and keep picking to ensure continued production. Avoid the baseball bat syndrome - enjoy them small and sweet.
* Fruit Straight, dark yellow 8 in/20 cm cylindrical fruit. Semi spineless, open, dark green plant. WMV, ZMV, Sf tolerant. | web | https://growersoutlet.com/Plant_Info/Edibles/Cucurbita/Cucurbita_pepo_Golden_Glory.pdf | 0.431002 | {
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The succession planting technique: a sample of Nezahat Gökyiğit Botanik Bahçesi
S.S. Kanoğlu 1,* , F. Garrett 2
1Nezahat Gökyiğit Botanik Bahçesi, Istanbul, Türkiye 2 Great Dixter House and Gardens, East Sussex, United Kingdom
* Corresponding author email: [REDACTED_EMAIL]
Keywords: gardening, mixed border, succession planting
Succession planting is a mixed border creation technique. The mixed border technique was first introduced by Gertrude Jekyll in the early 20th century. The succession planting technique was created by Christopher Lloyd using trees, shrubs, climbers, perennials (including tender and hardy), biennials, annuals, bulbs—all kinds of plants. The plants are used not only for flowers, but also at different times in their life cycle such as when there are leaves only, or fruits and seeds. It is known that plants react differently in different habitats. For this reason, when the plants are growing, blooming, fruiting or bearing seeds, when these fall, the effect on other plants should be considered. This technique has been implemented in two different areas on Nezahat Gökyiğit Botanik Bahçesi (NGBB) since 2013. It has been used with all kinds of plants according to the original technique in the first area. In the second area, it is tried using only natural species without using cultural types in any way. In this presentation, information about the applications in NGBB and the experience obtained will be given. | web | https://www.8gbgc.sbg.org.sg/Storage/PDFs/AbstractPDF/ABS-00089.pdf | 0.452681 | {
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Hughes Class
Summer 1, 2023 Year One Newsletter
Upcoming Events
Training Day
17.4.23
Summer Term begins
18.4.23
Coffee Morning
8.45am on 21.4.23
Bank Holidays
1.5.23
8.5.23
Half Term
Mon 29.5.23 – Fri 2.6.23
Important
Please ensure your child’s jumpers and cardigans are clearly labelled with their name.
What we are learning
This half term we will be learning all about London. In Geography we will be looking at the landmarks of London and learning about its human and physical features. In Science we will continue to learn about plants and trees. In English we will be writing non-chronological reports on London, as well as an adventure story based in London. In History we will be learning about the monarchy and in Art we will be drawing King Charles III.
Our focus texts are:
Our Values this half term are
Forgiveness and Respect
“Forgiveness says you are given another chance to make a new beginning.”
– Desmond Tutu.
PE Kits Days
Please send your child into school in their PE Kit on WEDNESDAYS and FRIDAYS. Please ensure kits meet our uniform requirements (no wording or branding other than the school badge).
Competitions
After the success of last half term the children will continue to compete for three prizes for the children who play the most minutes on Numbots. There will also be another 3 prizes for the children who play the most games on Spelling Shed.
Phonics
This half term we will be recapping Phase 5 phonics. More information on how to help your child can be found through the following link: littlewandlelettersandsounds.org.uk
Your child will be set some reading homework to complete at home. This will be a series of words they will need to use their phonics to read. If you need any support with this please let me know. This half term’s tricky words: because, laugh, whole, people and eye.
Please continue to support your children with reading at home!
Maths
This half term we will be looking at simple multiplication and division, fractions and position and direction. Playing Numbots regularly will support your child with addition, subtraction and place value.
Let your light shine – Matthew 5:15-16
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The Government of India today launched a mobile app developed in public-private partnership to bring the people of India together in a resolute fight against COVID-19.
The App, called ‘AarogyaSetu’ joins Digital India for the health and well-being of every Indian. It will enable people to assess themselves the risk for their catching the Corona Virus infection. It will calculate this based on their interaction with others, using cutting edge Bluetooth technology, algorithms and artificial intelligence.
Once installed in a smart phone through an easy and user-friendly process, the app detects other devices with AarogyaSetu installed that come in the proximity of that phone. The app can then calculate the risk of infection based on sophisticated parameters if any of these contacts is tested positive.
The App will help the Government take necessary timely steps for assessing risk of spread of COVID-19 infection, and ensuring isolation where required.
The App’s design ensures privacy-first. The personal data collected by the App is encrypted using state-of-the-art technology and stays secure on the phone till it is needed for facilitating medical intervention.
Available in 11 languages, the App is ready for pan-India use from day-1 and has highly scalable architecture.
This app is a unique example of the nation’s young talent coming together and pooling resources and efforts to respond to a global crisis. It is at once a bridge between public and private sectors, digital technology and health services delivery and the potential of young India with a disease-free and healthy future of the nation. | web | https://www.assocham.org/uploadFiles/covid_notification_img/5e902a4dd72cd.pdf | 0.50587 | {
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Oakville Ontario in Colour Photos: Saving Our History One Photo at a Time (Paperback)
By Mrs Barbara Raue
Createspace, United States, 2015. Paperback. Condition: New. Language: English . Brand New Book ***** Print on Demand *****. Under the Royal Proclamation of 1763, European settlement could not proceed without a formal treaty with the aboriginal proprietors of the land. In 1805 the Mississauga agreed to surrender all the lands from Etobicoke River to Burlington Bay. Since the fishery was important to them, the Mississauga insisted on reserving for themselves the lower portions of the rivers, including Sixteen Mile Creek, together with the flood plains where they had their camps and small cornfields. These reserved parcels were ceded to the Crown in 1820. The Mississauga moved out of the area in 1847. Their descendants now live at the New Credit Reserve near Hagersville, Ontario. Oakville is situated on Lake Ontario in southern Ontario. In 1793, Dundas Street was surveyed for a military road. By 1807, British immigrants settled the area around Dundas Street and on the shores of Lake Ontario. In 1827, George Chalmers built a settlement with water-powered mills beside the Sixteen at the Dundas crossing. A small sawmill and gristmill were constructed on the valley bottom at the edge of a pond formed by a dam. In future years,...
Reviews
*Completely essential read ebook. It is among the most awesome book i actually have read. I am very happy to explain how this is basically the greatest book i actually have read in my individual existence and might be he best pdf for possibly.*
-- Prof. Alexandro Runolfsson
*This ebook is really gripping and interesting. It is among the most remarkable pdf we have study. It is extremely difficult to leave it before concluding, once you begin to read the book.*
-- Cleve Bogan | web | https://webmail.psych.purdue.edu/baa7h4h3wz83/17-salma-brekke-1/o-9781508873556-oakville-ontario-in-colour-photos-saving-our-his.pdf | 0.481552 | {
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Children and the Chiropractic Lifestyle
The birth process may be one of the most traumatic events of our lives.
Even so-called "natural" birthing methods can stress a still-developing spine. The resulting irritation to the nervous system can be the cause of many newborn health complaints. Colic, unexplained crying, poor appetite, breathing problems, and allergic reactions can often be traced to nervous system dysfunction caused by a malfunctioning spine.
Head support, followed by crawling, and a baby's first few steps should be followed by chiropractic checkups. If neglected, the bumps and falls during this period of rapid growth may lead to serious spinal deformities later in life. This can set the stage for scoliosis, "growing pains," and a weakened immune system response.
Chiropractic adjusting techniques are modified to fit a child's size, weight, and unique spinal problem. Parents often report that their children seem healthier than other kids their age.
Many spinal problems seen in adults begin in childhood. Proper spinal hygiene is an important key to better health. Do you know a child who could benefit from chiropractic care?
Regular chiropractic checkups are especially beneficial as head support and natural spinal curves are established.
Children benefit from chiropractic care before they are born, by having a mother who receives prenatal chiropractic checkups. A healthy diet, proper exercise, a stress-free environment, and a chiropractic lifestyle help prepare for a happy, healthy baby. | web | https://dta0yqvfnusiq.cloudfront.net/spchiro/2012/01/Children-and-Chiropractic-brochure.pdf | 0.503349 | {
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PP16
Neuropsychological deficits in children with hydrocephalus
Vaitsa Giannouli, Nikolaos Syrmos
School of Medicine, Aristotle University of Thessaloniki, Greece
Introduction: Hydrocephalus is a pediatric neurological disease that occurs when cerebral spinal fluid which surrounds and cushions the brain and spinal cord is unable to drain from the brain. It is diagnosed with the use of an ultrasound, CT or MRI. Studies have shown associations between learning disabilities and hydrocephalus. The objective of this study was to examine if neuropsychological deficits which are on the basis of learning disabilities in children suffering hydrocephalus have a specific pattern for being detected early and recognized easily by both parents and teachers.
Methods: A literature search of the electronic databases PubMed-MEDLINE and EMBASE was performed to identify relevant studies published before December 2013.
Results: Memory, attention, language, motor, executive, visuoperceptual, and visuomotor functions as examined by a wide range of neuropsychological tests seem to be mainly affected by hydrocephalus.
Conclusions: Although further analyses are required to firmly claim our conclusions, our results support that diffuse cognitive and emotional functioning deficits are found in children with hydrocephalus. This systematic review has investigated whether there are specific deficits in children with hydrocephalus, but still no clear pattern is proposed. Neuropsychological impairments and the effects of hydrocephalus of varying severity, etiology-types and at different stages of development have theoretical and clinical value for early detection and intervention in infancy and preschool/school years and therefore need further study.
24th ESPN Congress (Rome-Italy • May 4-7, 2014) | web | http://www.espncongress.org/ESPN2014/ABSTRACTS/PP16.pdf | 0.437497 | {
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Materials reviews
Edited by Sandee Thompson
There is something for everyone in this issue of Voices. Colleen Swinemar explores the variety of activities available to business students and teachers in *Total Business 1*, I review a new version of *Just Right Advanced*, John McKeown explores the effect English has had and still has in the world in *English and Empowerment in the Developing World* and Chris Williams recommends the versatile and diverse *Activist Series*. All are very user-friendly. Enjoy!
**Total Business 1 Student’s Book**
Rolf Cook and Mara Pedretti with Helen Stephenson
Summertown Publishing Ltd. [date?]
143 pages
ISBN: [REDACTED_PHONE]
At first glance, being a visual learner myself, I was impressed with the crisp vibrant colours and the engaging and relevant pictures contained within the pages of *Total Business 1*. More exciting, however, are the practical lessons that not only provide a broader understanding of business English for upper-intermediate to advanced students, but teach useful skills such as: ‘Giving a short talk’, ‘Writing: Letters and emails’, ‘Problems and solutions’ and ‘Arranging business travel’ to name a few. Certainly, this text is a refreshing change from some of the texts I’ve previously used in teaching business courses where I had to create my own lessons or make do with bland and boring texts.
This book changes all that. The course book includes 12 core modules, which contain useful expressions, listening scripts, pair work and group work activities and there are also two CDs, a workbook, a teacher’s book and class CDs.
On page 4, the division of these modules is explained. Each includes: business topic, business skills, learning strategies, and grammar points. At the back of the text (p. 129) is a ‘Useful expressions’ section that I tried out in my conversation classes. It contains everything necessary to begin a conversation on the phone, arrange a meeting, greet someone, make invitations, answer personal questions, agree or disagree with someone and includes many other topics as well.
There is, however, one deceptive thing about this book and that is that although the cover says ‘Student’s Book’, teachers will benefit as much as the students. The teacher’s workload is diminished as well as having the added joy of watching students excel in everything business related including learning necessary skills and vocabulary. It even introduces learning strategies. This book lives up to its claims and is beneficial for all who use it.
*Total Business 1* is complete in itself but can also be used as a precursor to related discussion topics or activities. This is a great addition to any library for both teachers and students alike. As a business owner and ESL teacher, I know I’m happy to have it in mine now.
Colleen Swinemar
*ESL Teacher, St. Mary’s TESL Centre, Halifax, Nova Scotia, Canada*
[REDACTED_EMAIL]
---
**Just Right Advanced**
Student’s Book
Jeremy Harmer, Ana Acevedo, Carol Lethaby and Ken Wilson
Marshall Cavendish Education 2009
169 pages
ISBN [REDACTED_PHONE]
*Just Right Advanced* is a new language course aimed at the CEF’s C1 level. The series is written by experienced EFL practitioners and has integrated tasks which will suit students with different learning preferences, varying ages and diverse backgrounds. There are extra activities provided with each of the units, a mini-grammar book which includes audio scripts, a bank of resource tasks and a 6-chapter reader. Both British and American English versions are available and CDs, workbooks and Teachers’ books are also available.
The book’s topics are relevant to today’s community and include some of the usual fare—love, mysteries, the performing arts and dreams; however, they have a new twist. For example, in the fourth unit, ‘Modern love’, the writing task is the creation of an on-line personal ad, and the speaking task relates to speed dating. The unit on performing arts explores the transformative power of art and follows a unit which explores immigrant art forms and multiculturalism. There are texts about podcasts, sexual attraction, people who live with physical difficulties and others who live on the streets. However, these controversial topics are handled well and would promote good discussion and reflection.
The texts’ lengths and the lexis introduced are appropriate for advanced language learners and the approaches used to introduce grammar are current with communicative language teaching frameworks. Language is introduced through content and practice tasks are varied throughout. The activities are those you would expect to find in an advanced course book: discussions, sentence completions, gap fills, writing advertisements and plays, and they are different in each chapter.
Visually, I loved this course book. The pictures were up-to-date and included a wide demography. There is more white space than is typical in most student books, which allows students to take notes in the margins and the cartoons are inoffensive and add a bit of colour.
I like both the content and the look of this book, both of which are crucial to me when I select new texts for our English department. I suspect the learners will enjoy using it as much as I did reviewing it.
Sandee Thompson
*International Language Institute, Canada*
[REDACTED_EMAIL] | web | https://eltngl.com/assets/downloads_b/marketing_downloads/0462098613/1756/JR_review003.pdf | 0.478072 | {
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Market Run
This is a game for two to four people.
Goal:
Collect as many food cards as you can before the market closes.
You will need:
• Market Run game board
• Food cards
• One dice
What to do:
1. Roll the dice— whoever rolls the highest number starts.
2. Roll a dice to see how many spaces you will move. Follow the directions on the squares.
3. If you land on a space with a food picture, collect a food card.
4. The first person to reach the final red square closes the market. The person who closes the market receives an extra food card.
5. After the market closes, each player counts their food cards. Whoever has the most food cards wins. The person who closes the market by reaching the final red square might not be the winner! | web | https://www.earlymathca.org/_files/ugd/77455d_c0cf74db74a04f02ac093b5eed84af26.pdf | 0.436641 | {
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Saskatoon Yoga
Saskatoon Yoga - According to ancient Hindu philosophy, Kundalini energy is a coil of energy located at the bottom of the spine. Through the work and process of development spiritually, Kundalini energy could be awakened. The process of awakening causes energy to rise along the spinal column, activating the energy centers called chakras along its path. This awakening is thought to cause spiritual enlightenment along with physical effects.
It is not established when exactly the idea of Kundalini began, even if there are passages in the 8th century Siva Sutras are referenced in the teachings. In Hatha Yoga Pradipika, a Hindu text that was written between the 12th and 15th centuries, the Kundalini is described in much greater detail. It elaborates on the physical exercise which the Western cultures most usually associate with yoga.
While he was translating two Hindu texts, Sir John Woodroffe considered Kundalini as "Serpent Power." His descriptions in the early 20th century have resulted in the longstanding image of Kundalini as a snake. The term Kundalini truly translates to mean "coiled up." Well-known Western thinkers Carl Jung and C.W. Leadbeater both discussed Kundalini in their writings. A lot of their critics object that they did not do the idea any justice because they took it out of its cultural context.
There are several individuals who choose to explore the idea of Kundalini by practicing Kundalini Yoga. This is a mixture of postures, chanting and meditation that is meant to awaken the Kundalini power in the body. Awakening the Chakras could also comprise consuming particular foods, contemplating certain images and completing special breathing exercises. Many people feel this is the ultimate form of body and mind exercise for the reason that it emphasizes the physical advantages of spiritual health. Some of the medical professions in the West have recently given Kundalini Yoga a second look.
Kundalini Yoga has a reputation of being really powerful and practitioners warn that individuals must not seek to stimulate it on their own with no professional guidance. Kundalini stimulation is described by some as being a lengthy and usually lifelong learning method. As Kundalini rises through the chakras, it could be an exceptionally intense experience both physically and emotionally. Some individuals believe that it can even be harmful if not done with caution and done correctly.
There have been various side effects noted to Kundalini awakening consisting of: headache, tingling sensation, depression, gastrointestinal problems and anxiety among others. It is suggested to tell a physician whom you believe and to secure a spiritual leader before seriously embarking on Kundalini work. This will help maintain personal safety in view of the fact that diagnosing any medical problems which could possibly be related to Kundalini can prove to be a delicate issue. Those who practice Kundalini and practitioners themselves claim that awakening it could have incredible advantages in every aspect of an individual's life. It is always recommended to consult your physician before starting any new physical activity. | web | http://saskatoonnaturopathicclinic.com/saskatoon/pdf/247/saskatoon_yoga.pdf | 0.445854 | {
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Full Circle Farm Restoration and Trail Plan
Carnation, Washington
Stewardship Partners
Full Circle Farm, the largest community-supported agriculture operation in the Pacific Northwest, provides weekly boxes of organic vegetables for the urban areas of Seattle and Bellevue.
Located on a prominent meander of the Snoqualmie River, the productive farm fields are gradually shrinking as the river cuts into the forested banks. Jones & Jones, working with the nonprofit environmental organization Stewardship Partners, prepared a management plan to address bank erosion, restore the river's riparian vegetation and interpret the natural and cultural history of the farm.
The Snoqualmie River valley, home to Full Circle Farm, has a complex relationship with the changing river. As the area develops, farmers in the valley must develop creative ideas in order to keep thriving.
FACTS
Largest Community-Supported Agriculture (CSA) operation in the Pacific Northwest One of the first "Salmon-Safe" Farms in the state River site has been inhabited by Snoqualmie Indians, dairy farmers and now a vegetable farm A resident eagle nests in the tall alders above the river
BENEFITS
Public access to shoreline Interpretive trail telling stories of area's history Restoration of riparian landscape Opportunities for connecting urban residents with farm life | web | http://jonesandjones.com/work/pdf/regions/Full%20Circle%20Farm.pdf | 0.421102 | {
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Monday 24 th May 2021
Dear Parents/Carer,
The safety and wellbeing of our students is always our highest priority. Last week, two of our students were involved in two different accidents on the road. Our school community has been shaken by these events and this week in school we shall be responding to these accidents by talking to our students and reminding them about the importance of road safety.
We would like to encourage all parents and carers to have similar conversations at home. We will be reminding students to take the utmost care when they are crossing the road, and to inform them that sometimes cars may not see them as pedestrians or act in the way we would assume they should. We cannot be too careful when crossing roads.
Although we assume that it is younger children who are most at risk, statistics show that it is actually 11 – 15 year olds who are at more risk from accidents that result in serious injury. The majority of accidents happen between 3 and 7pm.
Please can we also request again that parents do not drop off students close to the school. This is causing problems on local roads. The school receives complaints on a regular basis relating to poor driving, inappropriate parking and the unsafe 'dropping off' of children. This creates further concerns about the safety of our students, as well as adding to the problem of air pollution in the local area. Once they are attending High School, we encourage all students to make their way to school independently, by walking or cycling, which also means that they have an active, healthy start to the day.
Many thanks for your ongoing support in this matter.
Yours sincerely,
Zoe Morris Headteacher | web | https://files.schudio.com/chorltonhigh-manchester/files/documents/Road_Safety_parent_letter_-_May_2021.pdf | 0.435675 | {
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Green Cities for Eco-efficiency
| Duration | 3 weeks |
|---|---|
| Dates | 16 March – 3 April 2015 |
| Tuition Fee | € 2,750 |
| Language | English |
| Abbreviation code | ECO2 |
Rationale of the training course
Half the world's population now lives in built-up areas, with 60 million people being added every year. Worldwide cities witness a residential and industrial boom that lead to increased emissions of air pollutants, augmented production of waste, lack of vegetation, the loss of biodiversity and other negative effects that threaten their environmental sustainability. In this context cities are responding with arrays of options or levers at their disposal when it comes to the task of improving their overall environmental performance and eco-efficiency. The course will look at these concrete local solutions and policies such as including green concepts in from the beginning of the planning and managing process, putting green space on an equal footing with buildings and infrastructure, achieving better energy reduction, increase water-sensitiveness & water conservation, design sustainable transportation, wastewater treatment, drainage, solid waste and urban agriculture (vertical farms) facilities as well as applying green financing and economics concepts and approaches. The training will end with participants preparing a practical study to measuring the overall environmental performance of their cities using the European Green city index methodology and designing an action plan to propose actions to improve the environmental performance and eco-efficiency of their cities.
Theme 1: Concepts and strategic systemic approaches to green cities
Theme 2: Spatial Development for Green Cities and Urban Containment: tools, techniques and policies
Theme 3: Transport, buildings and Energy Approaches for Green Cities: Netherlands and International experiences
Theme 4: Greening of Urban Services in time of water extremes: water supply, Sewerage Treatment, Drainage, and solid waste (European and international experiences)
Theme 5: Green Financing and green economy
Target group
Local and national elected representatives, policymakers, city community leaders such as mayors and councillors, high officials in central government, NGOs and private sector, Urban planes and professionals involved in improving the urban environment and wellbeing of the citizens.
Course objectives
On completion of the course, participants will be able to:
* Understand the latest thinking on sustainability and eco-restoration for cities
* Describe the environmental and economic impact of energy consumption
* Develop effective and sustainable local energy plans and policies in response to environmental, economic and social challenges faced by cities.
Methodology
This course employs a wide variety of formats to engage students in the material, including lectures, guest speakers, small group discussions, documentary films, student response pieces and activities (both in and out of class), role playing simulation exercises, participants led debates, and a final case study project and presentation on assessing the overall environmental performance of a city and develop an action plan to improve the city environmental performance to make it greener. Field visits to some Dutch experiences with green cities and environmental performance will complement the training. | web | http://worldviewmission.nl/wp-content/uploads/2014/08/WM-Green-Cities-for-Eco-course-details.pdf | 0.456665 | {
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superfragilistic cauliflower mac’n cheese cobbler
combine + add + mix
To a mixing bowl, combine 2 T shredded cheddar cheese, 1 T whipped cream cheese, 1 T heavy whipping cream, a pinch of black pepper, and a tiny squeeze of dijon mustard OR tiny pinch of ground mustard. Add 1 C frozen cauliflower florets, frozen broccoli florets, or mixed frozen veggies. Mix well to coat the veggies with cheese! Add the veggies to your microwavable mug.
cover + microwave
Cover the mug with a damp paper towel and microwave for 2 minutes.
:: continued ::
Mix up your cobbler dough! To the same mixing bowl, mix together 2 T whole wheat or all-purpose flour, 1/8 tsp baking powder, and a pinch of salt. Cut 1/2 T cold butter into tiny pieces and pinch it into the flour to combine. Mix in 1 T heavy whipping cream and 10 snipped chives (snip into small pieces first). Form two biscuits with your hands! Top the cooked cauliflower mac’n cheese with 1 biscuit. Form tiny shapes with the 2nd biscuit dough to add to the biscuit. Cover with a damp paper towel again and microwave for another 2 minutes. Let cool before digging in!
Sparkling Apple Sodas
Add + Zest + Pour + Freeze
Add 3 ice cubes to your drinking glass. Wash and zest 1 lemon (skip this step if you do not have a Microplane or citrus zester). Slice the lemon in half and squeeze the juice into your glass. Add the lemon zest! Measure and pour in 1 C apple juice. Top with sparkling water, stir, taste, and add sugar to desired sweetness! Start with 1/2 tsp of sugar and add more to taste. Cheers!
equipment list
- Microwave
- Microwave safe mug
- Big mixing bowl
- Clean pair of kid-safe scissors
- Fork
- Spoon
- Whisk
- Measuring spoons
- Liquid measuring cup
- 2 paper towels
- Soap for cleaning hands
- Optional but encouraged: citrus squeezer and Microplane or citrus zester
shopping list
Superfragilistic Cauliflower Mac’n Cheese Cobbler
- 1 C frozen cauliflower florets (or frozen broccoli florets or mixed frozen veggies)
- 10 fresh chives
- 2 T shredded cheddar cheese
- 1 T whipped cream cheese
- 2 T heavy whipping cream
- ½ T cold butter
- Tiny squeeze of dijon mustard OR tiny pinch of mustard powder
- Pinch black pepper
- Pinch salt
- 2 T whole wheat or unbleached all-purpose flour
- ¼ tsp baking powder
Sparkling Apple Sodas
- 1 lemon
- 1 C apple juice
- 1 can sparkling water
- 3 ice cubes
Pasta and cheese recipes were first found in an Italian cookbook. The original recipe was called *de lasanis* and consisted of lasagna sheets cut into 2-inch squares, cooked and layered with Parmesan cheese. Sounds pretty good, doesn't it?
So how did macaroni and cheese become such a popular American dish?
One story says our 3rd American president, Thomas Jefferson, ate mac and cheese in Paris and northern Italy in the 1700s. He drew a sketch of the pasta and took detailed notes on how to make it. He sent an American ambassador all the way to Paris just to purchase a pasta machine so he could make his own macaroni! After a year of waiting, the machine was finally brought back to Jefferson and GUESS WHAT? It DIDN'T work!
But Jefferson did NOT give up. He started importing dried macaroni pasta and Parmesan cheese from Italy to serve at his dinner parties at his home in Virginia. In 1802, Jefferson served the very first macaroni and cheese that he named "a pie called macaroni" at a state dinner. It was considered an exotic and fancy meal. As far as we know, this was the first time anyone in North America ate Mac 'n Cheese.
At that time, macaroni and cheese was considered a cuisine of the upper-class. Thomas Jefferson had slaves who cooked for him and his family. This explains why mac n cheese became and remains such a staple Soul Food dish, perfected by African American slaves and loved all over the world still today (especially home-made versions!).
Cauliflower is named so because it actually IS a flower! The part that we eat is actually a cluster of flower heads.
Cauliflower is a cousin of kale, cabbage, brussels sprouts, kohlrabi, collard greens, and broccoli. All of these vegetables (including cauliflower) are descendents (meaning they come from the ancestry) of the same wild vegetable called “Brassica oleracea.”
Cauliflower has something called quercetin, which helps protect our veins and arteries - the tubes that transport our blood!
Cauliflower is high in fiber, which helps with digestion.
Time for a laugh!
Where do vegetables grow up? Cauli-fornia!
What did the broccoli say to the cauliflower when they were making their getaway? Floret!
Cauliflower (call a flower). It probably won’t answer but give it a try anyway!
I ate at Mary Poppin’s Restaurant last night…Super cauliflower cheese but the lobster was atrocious!
What kind of flowers should you NEVER give to your Mom on Mother’s Day? Cauliflowers!
Knock-Knock? Who's there? Cauliflower! Cauliflower who? Cauliflower by any other name and it’s still a daisy!
What do you get if you cross a sheepdog with a rose? A Collie-Flower!
Knock Knock! Who’s there? Pasta. Pasta who? Pasta the Mac and Cheese please! | web | https://s3-us-west-2.amazonaws.com/sfc-paperclip-production/recipes/public_files/000/000/475/original/Family_Recipe%E2%80%A2Superfragilistic_Cauliflower_Chive_Mac_'n_Cheese_Cobbler___Sparkling_Apple_Sodas.pdf?1602197213 | 0.493569 | {
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In the late 1860s, Collis Huntington, Leland Stanford, Mark Hopkins, and Charles Crocker (the “Big Four”) planned to extend the Central Pacific Railroad down the San Joaquin Valley, connecting northern and southern California. Land was purchased, subdivided and sold to pay for the railroad and establish a new railroad town. Modesto’s original town layout is still visible - the 640-acre downtown with numbered streets parallel to today’s Union Pacific Railroad. The first Central Pacific train reached Modesto on October 11, 1870, allowing local farmers to transport dry-farmed wheat to the Bay Area and providing passenger service. Modesto’s first post office opened in November of 1870 on 9th Street (then Front Street). Before Modesto was established as a city, there were few institutions in place to maintain order. Major fires in 1881 and 1884 persuaded residents to incorporate the City of Modesto on August 6, 1884. Electric service began in 1891 and the first hospital was built in 1891 on the site of the County hospital on Scenic Drive; sewer and water service followed in 1892. These advances allowed Modesto to grow and marked the end of the Establishment Period. Unfortunately, most of the buildings from Modesto’s Establishment Period have been lost.
CITY OF MODESTO
LANDMARK PRESERVATION COMMISSION
1010 Tenth Street Modesto, CA 95354
([REDACTED_PHONE]
Landmark 45: Wheat Barge Tree, Tuolumne River Regional Park
This magnificent valley oak is more than 150 years old. Folk history suggests this tree is where barges tied up on their way down the Tuolumne River, transporting wheat to market from Waterford. The tree may have been in use as early as the 1860s and 1870s.
Luke Church House, 302 Burney Street, 1868
Built in the abandoned town of Paradise, this house was the third moved from Paradise to Modesto in 1870. The oldest known house in Modesto, it was built with lumber salvaged from a Don Pedro Bar hotel dismantled in 1868. The gold mining town of Don Pedro Bar now lies beneath Don Pedro Reservoir.
Hatton House, 909 14th Street, 1880
This Queen Anne Victorian was built by Irish immigrant W.H. Hatton. A school principal from 1879 to 1882, Hatton earned a law degree in 1883. He formed a law partnership with L.W. Fulkther and became one of the county’s most prominent attorneys. His wife, Ora Davis, was the daughter of Franklin C. Davis, who was president of the board of the Modesto Irrigation District.
Bishop House, 612 16th Street, 1882
Several members of the Bishop family lived here in the late 19th and early 20th centuries. The house’s pyramidal roof, and shiplap siding give it this modest house a tidy appearance that has changed little since it was built.
Landmark 12: McClure Country Place, 1500 N. McClure Road, 1882
Bailey Peyton Hogin, a Confederate army veteran, built the house which was also the birthplace of Grafton Hogin, Stanislaus County sheriff from 1922 to 1949. Ernest McClure purchased the property in 1904, lured to the area by advertisements that promised water and plenty.
Landmark 1: McHenry Mansion, 906 15th Street, 1883
Robert McHenry was a notable pioneer who arrived in the northern San Joaquin Valley following the Gold Rush. He eventually purchased 4,000 acres of farmland north of town, known as the Bald Eagle Ranch. In 1878 he moved to Modesto and entered the banking business. He built this ornate Italianate mansion in 1883 and by 1884 had become the president of the First National Bank of Modesto. McHenry was also the first president of the Modesto Irrigation District Board. It was recently discovered that Robert McHenry was born Robert Henry Brewster, and deserted the army when his regiment was assigned to fight in the Mexican-American War.
Perley House, 704 12th Street, 1887
This house was built by George Perley as a private residence. It was purchased by George Sovern in 1921, who made it one of the first mortuaries in Modesto. It was sold to Lewis Franklin and Saxon Downs in 1946.
Wootten House, 4525 Yosemite Boulevard, 1890
The Wootten family farmed hundreds of acres of land east of Modesto in the late 19th century. This house is representative of prosperous farmers of the period. The house has been modified many times, retaining some of the original look, and the property retains some of the outbuildings from its days as a farmhouse.
Landmark 10: Modesto Herald Newspaper Office,
726 10th Street, 1894
Built by J.D. Spencer, editor of the Daily Evening News, this two-story cut stone building with marble steps leads to a marble and stone landing. In 1924, J.D. Spencer’s paper merged with the Morning Herald to become the Modesto News - Herald. This newspaper was purchased by the McClatchy Newspaper Corporation in 1927.
Landmark 15: Fire Bell, 1894
Originally installed in the tower at the old 10th Street fire station, the fire bell once called volunteer firefighters to the station. The bell has been moved several times and is currently displayed in front of Fire Station 2 on Chicago Avenue.
Landmark 30: Acacia Memorial Park, 801 Scenic Drive, 1872
Originally laid out as a Masonic cemetery, the first graves were moved from the Westport area.
Landmark 31: Modesto Pioneer Cemetery, 905 Scenic Drive, 1852
This land was originally part of a land grant signed by President Abraham Lincoln and was originally a family cemetery. In 1872, the Wildley Lodge, I.O.O.F. purchased five acres for its use.
Landmark 32: Modesto Cemetery, 1001 Scenic Drive, 1855
An 11-acre cemetery, this is the burial site of many of the County's first settlers. It contains 70 Civil War veterans' graves.
Landmark 33: St. Stanislaus Catholic Cemetery, 1141 Scenic Drive, 1870
The cemetery now known as St. Stanislaus Catholic Cemetery was renamed in 1875, after the St. Stanislaus Parish was organized. | web | http://www.modestogov.com/DocumentCenter/View/11657/Historic-Guide--Establishment-Period-PDF?pk_campaign=CED&pk_kwd=Historic | 0.49557 | {
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Welcome to Third Grade
Summer Assignments
I hope you have a fabulous summer vacation. During your time off, it’s important to stay engaged in learning. This summer please choose and complete 10 pages from each section of your Summer Bridge Book. Each day, you will learn new things while practicing those super important skills you learned in second grade.
Along with the summer bridge book, please go on IXL, it’s a great way to relax on those hot summer days. Please go over the multiplication section under the math tab. Start under the third grade tab, then scroll down to the “understand multiplication” section. Please complete E1, E2, E3, E4. After completing these, you can explore other areas as well, maybe you may want to practice your telling time, addition and subtraction or start practicing the multiplication facts. Use IXL to keep your skills sharp and to get a head start on what will be learned in third grade, which will be multiplication.
Lastly, please take time to read! Reading is so important and will give you a head start on your AR in the fall. Please choose one chapter book, use your reading level you left off with at the end of second grade to make your choice. After you are done reading, fill out the attached book report.
Summer Assignment Checklist
_____ Completed 10 pages from each section of my Bridge book
_____ Completed Understand Multiplication E1, E2, E3, E4 on IXL
_____ Read one (maybe more ☺) chapter book
_____ Completed the book report for my chapter book | web | http://www.stmschool.com/wp-content/uploads/2018/08/Grade3.pdf | 0.44562 | {
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Materials List For Drawing Fundamentals
Greetings! Below is the materials list for our Drawing Fundamentals class.
Paper:
-Large "newsprint" sketchpad, something around 17x24". This is non-archival paper for quick sketches and studies.
-Higher quality sketchpad, something around 17x24". If you feel that you want a smaller sketchpad this is fine too.
-Hard-bound or spiral-bound sketchbook. Emphasis for this class will be making drawing a part of your daily life. Choose a sketchbook that is 5X8" or larger that you can carry around and use throughout the week between drawing classes.
Tools:
-Compressed charcoal
-Vine charcoal
-Set of Drawing Pencils. Set of 6-12 recommended with soft (6B-2B) to harder (F, H, 2-6H) pencils in your collection.
-Kneadable eraser
-White eraser or gum eraser (not the pink ones)
-Pencil sharpener
-Blending stump
Additional Tools if you wish:
-Sandpaper
-Portfolio for storage
-Storage Bin
Portland Art Stores:
Dick Blick downtown. dickblick.com Columbia Art and Draft. 15 th and E Burnside. columbiaart.net Muse Art and Design. 44 th and E Hawethorn. museartanddesign.com I've Been Framed. 44 th and E Foster Rd. ivebeenframedpdx.com | web | http://www.multnomahartscenter.org/instructors/Materials_Lists/Singh_Anupam_DrawingFundamentals.pdf | 0.440553 | {
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Helen Rindsberg - Biography
Helen Rindsberg learned young that she loved art and that she loved stories. After four Saturday drawing classes in the Asian galleries at the Cincinnati Art Museum, the nine year old announced to her mother that she really liked Japanese art. That interest grew and later led to a fellowship to study in Japan then fourteen trips to
Japan on her own. An art teacher since 1972, she finds great satisfaction in combining art and story-telling in one career. As a docent at the Cincinnati Art Museum since 2004, her carefully crafted stories bring the art and artists alive for her tour groups. Since 1989 she and her husband have hosted fourteen Japanese college students. She is grateful to them and their families for all the stories they have shared and for the support they've given to Tokaido: Travelers and Traditions on Japan's Great Eastern Sea Road.
Photo:
Helen Rindsberg with Satoshi and Sachiyo Sumikawa at Sanja Matsuri, Tokyo, May 2012 | web | http://helenrindsberg.myiglou.com/about/Biography_HR.pdf | 0.431467 | {
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CARDIAC EMERGENCIES
What you need to know
Risk Factors: Being over age 50, smoking, being overweight, having high blood pressure, diabetes, or high cholesterol, having had bypass surgery, having a previous history of heart trouble. Keep in mind that anyone, even a well-conditioned athlete, can develop heart problems! A person in cardiac emergency may only have one or two symptoms or may have several of them.
Congestive Heart Failure Signs/Symptoms
Shortness of breath during activity or rest, which may wake you from sleep and may be accompanied by feelings of anxiety or restlessness
Persistent wheezing or coughing (which can produce blood-tinged mucous)
Swelling of feet, ankles, legs, or abdomen, or sudden weight gain (over a day or two); you may notice that your shoes suddenly fit tighter
Feeling tired all the time and struggling with everyday activities, such as climbing stairs, carrying groceries, shopping or walking
Lack of appetite and/or nausea
Memory loss, confusion, or disorientation
Rapid heart rate; palpitations (fluttering sensation in the chest)
Heart Attack Signs/Symptoms
Chest pain, pressure, squeezing (a sensation like a rope is being tied around you or that an elephant is sitting on your chest), or fullness that lasts more than a few minutes, or that goes away and comes back
Pain or discomfort may radiate to one or both shoulders or arms, the jaw, the back (especially between the shoulder blades), the neck, or the stomach
Shortness of breath, with or without pain
Breaking out in a cold sweat, nausea, light-headedness or fainting
Women may have subtler and less intense symptoms than men, and may tend to ignore them
Other Problems That May Mimic Heart Trouble
Kidney and liver problems can also lead to swelling and weight gain.
Gallbladder attacks can often send pain to the upper abdomen (usually the right side), and may shift to the neck, shoulders or arms. Often the pain occurs after eating fatty foods.
Heartburn or indigestion can cause burning pain in the upper abdomen and chest, usually occurs after eating or while lying down or bending over. It is usually relieved by antacids.
Remember, it is always best to err on the side of caution. If you or someone you care for experiences any of the aforementioned symptoms, it is always best to seek medical attention immediately. If in doubt, check it out. Call 911! It may save someone's life.
Since 1969, Milestone Centers, Inc. has provided programs and services to people with developmental and behavioral health challenges. | web | http://milestonepa.org/download/docs/157 | 0.424789 | {
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National Gallery of Modern Art, Bengaluru (NGMA B)
(Ministry of Culture, Government of India)
invites you to the screening of the film
Ulgulan-Ek-Kranti
Directed by Ashok Sharan
Duration: 137 mins, Produced in 2004, Language: Hindi with English subtitle
Remembering Birsa Munda on Janjatiya Gaurav Divas
on Saturday, 20th November 2021 at 4.00 pm
at the auditorium
National Gallery of Modern Art,
# 49, Manikyavelu Mansion, Palace Road, Bengaluru - 560052
Telephone: 080 - 22200127, Telefax: 080 22200127
[REDACTED_EMAIL], www.ngma-bengaluru.gov.in, www.facebook.com/ngmaBengaluru, twitter.com/NGMAbengaluru
Synopsis: This film is based on the biography of the great legendary tribal freedom fighter Birsa Munda. One of the lesser-known aspects of our fight against British rule is that of the tribal uprisings which constituted an important part of the defiance of the colonial regime. Birsa Munda was an outstanding representative of one such movement in the late 19th century in Jharkhand State. He initiated a unique phase of our freedom struggle. Many such revolutions erupted against the Britshers. India's first year of Independence of 1857, had already sowed the seeds of the freedom struggle which had far reaching implications in the years to come. The feature film Ulgulan-Ek Kranti was shot after 10 years of in-depth research. The film was shot in the real spots where Birsa's life and activities were associated. | web | http://ngmaindia.gov.in/pdf/Ulgulan-Ek-Kranti.pdf | 0.430357 | {
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Comments About Job 2:11-13
This article is from the “Among Friends” section of the Church of God Big Sandy’s website, churchofgodbigsandy.com. It was posted for the weekend of May 26, 2018.
By Dave Havar
BIG SANDY, Texas—Recently, I began a series of brief articles to discuss the book of Job. There will be times when we talk about (1) a group of chapters, (2) one chapter and (3) a portion of a chapter. Today, we will discuss Job 2:11-13.
I hope this project encourages you to review the valuable history and lessons found in the book of Job.
Two trials
In the first two chapters of the book of Job, we read about two trials that came upon Job and his wife.
In the first trial, Satan asked God for the freedom to “touch all that he has” (Job 1:11).
In the second trial, Satan asked God for the freedom to “touch his bone and his flesh” (Job 2:5).
Following both trials, Job’s initial reaction was exemplary (Job 1:20-22 and Job 2:10).
What was Job’s sin?
At this time, I want to mention that Job’s positive reactions did not endure. When I state this observation, I am not saying these words to criticize Job. In fact, I find Job’s reactions to be normal.
Anyone who is quick to condemn Job should remember a few verses that appear later in the Bible.
At a later time when talking about a different situation, the Son of God said: “He who is without sin among you, let him throw a stone at her first” (John 8:7).
In the message given by the Son of God that is often called the “Sermon on the Mount,” he said: “Why do you look at the speck in your brother’s eye, but do not consider the plank in your own eye?” (Matthew 7:3).
Here are two verses that give succinct statements about Job’s sin.
- The servant Elihu said: “Therefore Job opens his mouth in vain; he multiplies words without knowledge” (Job 35:16).
At the end of the book of Job, God is recorded as confronting Job with two presentations—Job 38-39 and Job 40-41.
- God began his first confrontation by asking: “Who is this who darkens counsel by words without knowledge?” (Job 38:2).
In future articles, we will discuss these statements in greater detail.
**Bad influence**
As we continue our study of the book of Job, we will recognize that the three friends who came to help Job were a bad influence.
(Although the serpent in the Garden of Eden was a bad influence, Adam and Eve were held accountable for their decision.)
Notice what God said about the three friends.
*Job 42:7—“And so it was, after the LORD had spoken these words to Job, that the LORD said to Eliphaz the Temanite, ‘My wrath is aroused against you and your two friends, for you have not spoken of Me what is right, as My servant Job has.’ “*
**What they did right**
What do the words at the beginning of this article have to do with Job 1:11-13?
Although the rest of the book of Job reveals the negative role that the three friends played in their relationship with Job, the fellows started out setting a good example.
- The three friends came to mourn with him and to comfort him (Job 2:11).
- When they saw Job, they wept and approached God (verse 12).
- They sat down with Job for seven days and seven nights—without saying a word to him (verse 13).
The problems started when they opened their mouths. Their words were not helpful.
Here is a valuable lesson: When seeking to help someone who is suffering and mourning, we can do more good with our empathetic actions (listening and serving) than we can with our words. | web | https://churchofgodbigsandy.com/uploads/cms/nav-55-5b0917471a233.pdf | 0.432575 | {
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Tweet
Reporting Date: 22nd November 2012.
Lion walking on the road.
During an early morning game drive, we watched a young lioness walk leisurely on the road towards our vehicle. She had jumped down from the top of some rocks leaving behind others. When she lifted her head up and saw our vehicle, she stared for a while and then slowly changed directions into the tall grass before eventually rejoining her pride members back on the rocks.
To view the sighted animals table click the "View the sighted animals table" button below.
Animals sighted
Aardvark
1 / 19
Rang
Aardwolf
African Civet
African Elephant
20
90
African Wild cat
Banded mongoose
20
70
Bat-eared Fox
Black Rhinoceros
Blue Wilderbeest
100
1300
Bohor Reedbuck
Burchell's Zebra
250
Bushbuck
Cape Buffalo
200
700
Cape Clawless Otter
Caracal
Cheetah
Coke's Hartebeest
200
350
Common Genet
Common/Golden Jackal
Defassa Waterbuck
20
70
Dwarf Mongoose
Eland
1000
2000
Grant's Gazelle
Hippopotamus
50
180
Honey Bager/Ratel
Impala
100
350
Kirk's Dik Dik
2
Klipspringer
40
65
Large-spotted Genet
Leopard
Lesser Bushbaby
Lesser Kudu
Lion
8
18
Maasai Giraffe
50
120
Olive Baboon
50
80
Oribi
10
20
Pangolin
Patas Monkey
Porcupine
Rock Hyrax/Dassie
8
48
Serval
Side-striped Jackal
Silver-backed Jackal
4
Slender Mongoose
5
Small-spotted Genet
Spotted Hyena
27
Squirrel
Steenbok
Striped Hyena
Striped Pole Cat/Zorilla
Thick-tailed Bushbaby
Thompson's Gazelle
300
900
Topi
500
2000
Vervet Monkey
Warthog
10
15
Water Mongoose
White-tailed Mongoose
Wild Dog
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v
0 Rowan Class Years 5 and 6 Summer Term 2022
Topic Focus:
In our History lessons, we will be going back in time to the Maya Civilisation. We will be investigating their daily life and comparing it to our own; researching the Gods that they worshipped; and exploring the discoveries that they made which still impact us today. These discoveries will also be explored in our Science lessons on Earth and Space. In our Geography lessons, we will identify the human and physical features of North and South America. We will also learn about natural disasters, including volcanos, earthquakes, tornados and tsunamis. In Art, we will do block printing inspired by Maya codices.
English:
Mathematics:
In our English lessons, we will be reading a Maya myth called The Chocolate Tree. We will explore the different characters within the story and how the plot is structured. We will then be rewriting the story to include more description and tension. We really want to wow our readers! After half-term, we will be exploring more non-fiction texts and writing our own historical reports.
Religious Education:
This term, we will be exploring the question: 'Do Muslims need the Qur'an?' Within this, we will learn what sacred means.
PSHCE:
For PSHCE, we will be exploring the theme 'Being My Best'.
The Americas
This term, we will be continuing to explore measures, including finding the area, perimeter and volume of shapes. We will also learn to measure time, length and weight accurately. We will then start our Statistics unit, where we will interpret line graphs and pie charts. Following this, we will dive into Geometry and learn to use co-ordinates to plot points and shapes.
Physical Education:
Computing:
With Jack, on Thursdays, we will be developing our cricket skills. In Term 5 on Fridays, we will be learning our May Day routines while on Mondays, we will continue our swimming lessons.
Our unit this term is Augmented Reality. We will be using the Puppet Pals app to create an animation of The Chocolate Tree. We will then use another app to make the animation appear when an iPad is pointed at a display board! | web | http://chestertonprimaryschool.org.uk/children_2021-22/curriculum/summer/Rowan_topic.pdf | 0.494817 | {
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Daring Diving
http://www.qmuseum.qld.gov.au/features/qldstories/ssp/daringdiving.asp
A section of the Queensland Museum website "Queensland Stories" in which a former pearl diver tells about the dangers of this type of work in the first half of the twentieth century.
Source: Museum of Queensland:
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DRESS IN MOZAMBIQUE
Director(s): Aldo LEE
Writer(s): Aldo LEE
In Mozambique, the father of the revolution had the dream of a country where everyone would have been equal in the area of clothing. After years of political and dress dictatorship, the people of Mozambique have developed a very keen sense of fashion.
In this episode, we admire the « txuna babes » who copy the heroines of Brazilian telenovelas to attract the admiring glances of men. And we meet a man who once earned a living by bathing dogs, but who has become a pop star with a wardrobe full of designer suits.
We discover a thousand and one ways to wear and knot the capulana, a piece of cloth that is an essential part of clothing of the woman in Mozambique.
We meet an assimilado, a Mozambican who had to exchange his traditional dress for that of the colonists and we find the same assimilado, this time without his elegant suit, stark naked in the cave of a sorceress...
Categorie(s): Discovery & Nature, Travel, Sport & Adventure, Collections - Series
Tag(s): Ethnography/Civilization, Fashion, people & places
Producer(s): POINT DU JOUR
Coproducer(s): ARTE France
Length: 1x26 / Format: One-off
Original version: French
Versions available: International
Nationality: France, 2009
Rights: all media, world
Support(s): SD – Digital 16/9
http://www.pointdujour-international.com/catalogueFiche.php?idFiche=38148&lang=en | web | http://www.pointdujour-international.com/extraitCatalogue.php?idFiche=38148 | 0.433255 | {
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Books
Why Tribalism Isn't Always a Bad Thing
In Tribal, Columbia Business School professor Michael Morris makes the case for one of humanity's underappreciated superpowers.
```
By Josie Cox '22BUS | Winter 2024-25
```
Thesis
,
On the surface, the three events might seem entirely unrelated: an against-allodds win by the South Korean national soccer team, a heroic effort to stabilize a Japanese nuclear-power plant, and the end of Prohibition in America. Michael Morris a Columbia Business School professor and acclaimed psychologist, would disagree. They all came about, he argues, because of tribalism, a cultural dynamic that has in recent decades been chronically misunderstood.
While pundits deride tribalism as a force that has polarized communities, galvanized extremist movements, and ignited wars, Morris offers one of social science's most vilified buzzwords a reputational makeover. In Tribal he presents a series of global case studies — both historical and current — that show that tribalism can be an efficient engine of cultural change. In Morris's estimation, such collective human action can bridge divides and, yes, save lives. In fact, he argues, tribalism may be one of humanity's most underappreciated superpowers: the very reason the human race has been able to thrive.
"To be sure, tribal psychology is part of the problem in many of today's conflicts," he acknowledges in the book's introduction. "But it can also be part of the solution."
To support his argument, Morris ushers readers through an engaging narrative that demystifies, without oversimplifying, complex concepts about the world of human instinct. He introduces three distinct ideas related to the ways humans are wired to behave and interact: the peer instinct, which encourages us to conform to what most people do; the hero instinct, which incites us to emulate those we admire; and the ancestor instinct, which inspires us to do as those have done before us. All three of these are tribal instincts, argues Morris: they bind people together in pursuit of goals that fellow members of their group would praise.
Of course, these instincts can lead us to act in ways that are immoral, but they can also be immensely powerful levers for progress. They can stabilize countries, companies, and communities by creating cohesion, understanding and tolerance.
"At a time of ethnic strife, pandemics and climate crisis, our human capacity to act collectively is more important than ever," Morris asserts. "Our tribal instincts are our greatest tool for group cooperation — we should not fear them but learn to harness them. They offer some hope to save us from ourselves."
Against a backdrop of what can feel like jarring political change in the US and elsewhere, Tribal serves as both a sobering explanation of how we got to where we are and a tool for navigating the future. Impressive in scope and engrossing in style and tone, it takes readers on a riveting journey into the human brain and through our evolutionary history.
Guide to school abbreviations
All categories >
Read more from
Josie Cox '22BUS | web | https://magazine.columbia.edu/print/pdf/node/12936 | 0.476304 | {
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1. What occupation did Sherlock Holmes (Sir Arthur Conan Doyle's fictional creation, who was a detective) take up on his retirement?
A. Part time University Lecturer
B. Consultant to the Scotland Yard
C. Fiction writing
D. Bee-keeping
2. Which Portuguese navigator gave the Pacific Ocean its name?
A. Vasco da Gama
B. Christopher Columbus
C. Simon Bolivar
D. Ferdinand Magellan
3. Which Indian leader was the first non-white member of the British House of Commons?
A. Dadabhai Naroji
B. Motilal Nehru
C. Lokmanya Tilak
D. Siraj-ud-Daulah
4. Who is the only non-West Indian batsman to score a century in a World Cup final?
A. Kapil Dev
B. Inzamam-ul-Haq
C. Aravinda De Silva
D. Sachin Tendulkar
5. Which 12th century mathematician propounded the concept of infinity in arithmetic in his work *Bija Ganita*?
A. Aryabhatta
B. Varahimihira
C. Bhaskar II
D. Charaka
6. The general election being held in April-May this year are for
A. 13th Lok Sabha
B. 14th Lok Sabha
C. 15th Lok Sabha
D. 16th Lok Sabha
7. The first Indian women to get into international top ten ranking of Badminton is
A. Sania Mirza
B. Saina Nehwal
C. Aparna Popat
D. Madhumita Bist
8. Alfred Nobel after whom the Nobel prizes have been named was credited to have discovered
A. Dynamite
B. TNT
C. Atom Bomb
D. DDT
9. Oscar winning film ‘Slumdog Millionaire’ is based on a book written by
A. Vikas Swarup
B. Upmanyu Chatterji
C. Pavan Varma
D. Kiran Desai
10. President of India can dissolve Lok Sabha
A. On the recommendation of Lok Sabha
B. On the advice of the Council of Ministers
C. On the advice of the Chief Justice of India
D. On the recommendation of the Rajya Sabha
11. Which European State is not a member of the United Nations
A. Denmark
B. Italy
C. Sweden
D. Switzerland
12. Once upon a time independent city State of Singapore was a part of
A. Indonesia
B. China
C. Malaysia
D. None of the above
13. Which of the following mountain chain is the oldest?
A. Himalayas
B. Satpura
C. Aravali
D. Nilgiri
14. How many Generals have been promoted as Field Marshal in the Indian army
A. One
B. Two
C. Three
D. None
15. Which of the following is not an operating system for the computers
A. DOS
B. Linux
C. Windows
D. LAN
16. Mr Aravind Adija won the Booker prize on October 14, 2008 for his debut novel “The White Tiger”. This book is based upon:
A. Endangered animals of India
B. Endangered tigers
C. Presenting positive aspects of India
D. Presenting dark side of India.
17. The technique of communication by signs made with the fingers and is generally used by the deaf is called:
A. Dactylology
B. Cryogenics
C. Crainology
D. Dactylography
18. Delhi’s Red Fort found a place in UNESCO World Heritage list in 2007. This put the Indian National Capital at par with Agra which also has three World Heritage sites. Which are the two other World Heritage sites in Delhi?
A. Humayun’s Tomb & Jantar Mantar
B. Jantar Mantar & Bahai Temple
C. Bahai Temple & Qutab Minar
D. Humayun’s Tomb & Qutab Minar
19. Eagle, Falcon, Hawk and Vulture are birds of prey and are also known as:
A. Feathered bipeds
B. Tertiary Consumers
C. Raptors
D. Hunters
20. Scientifically what is fear of snake?
A. Plutophobia
B. Ophidiophobia
C. Zoophobia
D. Arachnophobia | web | http://entrance-exam.net/forum/attachment.php?s=d395e6a64e840cfc6c5b99d747c9af09&attachmentid=104767&d=1344539957 | 0.418354 | {
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Bright Lights, Big City
August 14, 2013 Lee Hsia
Three Elements to Shine Bright:
1. Truth in the City: The
___________
2 Timothy 3:16-‐17 (HCSB)16 All Scripture is inspired by God and is profitable for teaching, for rebuking, for correcting, for training in righteousness, 17 so that the man of God may be complete, equipped for every good work.
2. Power in the City:
_______________
Ephesians 6:18Pray at all times in the Spirit with every prayer and request, and stay alert in this with all perseverance and intercession for all the saints.
3. Light in the City:
_________
Matthew 5:10-‐16 10Those who are persecuted for righteousness are blessed, for the kingdom of heaven is theirs. 11 "You are blessed when they insult and persecute you and falsely say every kind of evil against you because of Me. 12 Be glad and rejoice, because your reward is great in heaven. For that is how they persecuted the prophets who were before you. 13 "You are the salt of the earth. But if the salt should lose its taste, how can it be made salty? It's no longer good for anything but to be thrown out and trampled on by men. 14 "You are the light of the world. A city situated on a hill cannot be hidden. 15 No one lights a lamp and puts it under a basket, but rather on a lampstand, and it gives light for all who are in the house. 16 In the same way, let your light shine before men, so that they may see your good works and give glory to your Father in heaven.
Truth Resources
1. Blue Letter Bible – blueletterbible.org
2. Fuzzy Bible Search – biblesearch.americanbible.org
3. Greek & Hebrew Interlinear Bible – interlinearbible.org
4. Bible Gateway – biblegateway.com
5. Daily Audio Bible – app for Android and iPhone
6. Bible Minded – app for Android and iPhone
7. Waterproof Bible
8. Portable audio Bible
Power Resources
1. Pray the Word Ministries – praytheword.org
2. Examen.me interactive prayer journal – examen.me
3. Echo Prayer Manager: prayer reminders via text – echoprayer.com
4. Pray – app available for Android and iPhone
You can follow Lee on Twitter @ LeeHsiaor visit ourwebsite if you miss a lesson or for more information at:www.houstonsfirst.org/highpoint, if you go toDownloads you can find theaudio file and listening guide for each week. You may also sign up for our weekly email list there. Feel free to forward this invitation to a friend. See you there!
Upcoming High Point Speakers: David Self
8/21, 8/28; 9/4, 9/11, 9/18, 9/25; 10/3, 10/9, 10/30; 11/6, 11/13, 11/20; 12/4
Doug Bischoff
10/16
Jerrell Altic
10/23
Gregg Matte
12/11 | web | https://d6p4hc1w7pknl.cloudfront.net/HIGHPOINT-2013-08-14-NOTES.pdf?mtime=20160201164033 | 0.44258 | {
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One Two Flatbreads
Why are these called one two flatbreads? – because that’s all you really need to remember! One Yogurt, Two Flour. One Bowl, Two Hands. One pan, Two Spatulas – You get the picture! Add any extras that you fancy or make them allergy friendly by using gluten or dairy free ingredients as required.
Ingredients:
1 x 150ml pot natural yogurt
2 x 150ml pots self-raising flour
Black pepper (optional)
Equipment:
Mixing bowl
Frying pan
2 spatulas or fish slices
Instructions:
1. Empty the contents of the yogurt pot into the mixing bowl
2. Use the empty pot to measure the flour into the mixing bowl
3. Add a twist of black pepper to the bowl if using
4. Use one hand to hold the bowl while you bring the ingredients together to a rough dough with your other hand
5. Tip the dough onto a floured board or worksurface and knead until smooth. This will only take a couple of minutes
6. Divide the dough into 4. Shape into balls and then flatten to form disc shapes
7. Heat a large frying pan. You won’t need any oil.
8. Place the flatbreads in the pan and cook for 2–3 minutes on the first side. The breads will puff up slightly and be toasty brown in places on the underside.
9. Use the spatulas or fish slices to flip the breads over and cook for another 2–3 minutes on the other side.
For videos supporting this recipe and more log on to: summeroffoodandfun.org.uk | web | https://www.mayorsfundforlondon.org.uk/wp-content/uploads/2020/07/Summer-of-Food-and-Fun_1_One-Two-Flatbreads.pdf | 0.445589 | {
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First U.S. Exhibition
Basutoland Scene
SEMI-ABSTRACT MODERN AFRICAN ART
Jan Dingemans is well-known outside the United States for his semi-abstract portrayal of Basutoland scenes. He studied for six years at the Academy in Holland and spent two years at the National Higher Institute Des Beaux Arts in Antwerp. He has exhibited in Holland, Belgium and South Africa and some of his paintings presently hang in the Museum of Primitive and African Art in New York City.
Gordon Vorster spent his childhood on the fringes of the barren Kalahari Desert. It was from these beginnings that he came to know the Veld in all of its moods. During the war, he joined the South African Air Force living in North Africa and Italy. Upon his return to South Africa, he became a successful writer and poet. Seven years ago he exhibited his paintings for the first time and since then has held over 15 one-man shows throughout South Africa. His paintings feature the Veld, its trees and its animals.
Place: Residence of
Mrs. William Bloom
158 South Penatiquit Avenue
Bay Shore, Long Island, N.Y.
For viewing by appointment phone:
MOhawk 5-5520
Zebras In The Kalahari
PAINTINGS ON DISPLAY
1. Wildebeest In The Veld—Gordon Vorster
2. Basutoland Scene—Jan Dingemans
3. Zebras In The Kalahari Desert—Gordon Vorster
4. Animal Drinking Hole—Gordon Vorster
5. Buck—Gordon Vorster
6. Northern Transvaal Scene—Jan Dingemans
7. Basuto Conversation—Jan Dingemans | web | http://art-archives-southafrica.ch/PDFs/Bloom_SA_artshow_NY%201964_invcd.pdf | 0.504801 | {
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Using the concept of negation, a truth table can also be used to verify the converse, inverse, and contrapositive of a conditional statement, as shown below. Again, fill in the blanks with your teacher. The values you found in the previous table have already been filled in.
***Notice that the table confirms what we have already seen: If a conditional statement is true, the contrapositive is true; and if the converse is true, the inverse is true.
**Example 1**
Complete the truth table shown below. (This question is from the January 2016 Provincial Exam.)
**Example 2**
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Ted Talks
Welcome to TED Conference 1319!
September 23-24, 1319
Isfahan, Persia
Directions: You are a TED conference attendee and will speak as an expert in your field (theologian, merchant, conqueror, explorer, etc.).
Requirements:
1. Review the following on what makes a great TED Talk:
a. https://www.youtube.com/watch?v=RVDfWfUSBIM
b. https://ltlatnd.wordpress.com/2014/08/06/assigning-students-a-ted-style-talk/
2. Script a 3-5 minute talk. 28 students = 84-140 minutes! Do not fall under or go over this time limit.
3. Talk quickly and powerfully in the first person as if you were your assigned historical character.
4. Create a slideshow to reinforce your speech with strong visuals, but do not overload the slide with too much information. Show pictures, animations, and images that reinforce your theme but do not use more than a single word or a line of text per slide.
5. Either:
a. Record a video of your TED Talk to play in class, or
b. Give your talk live in class.
A single word or line of text can have more impact than a paragraph.
Text-heavy slides distract listeners from processing what a speaker is saying.
In general, choose images over text.
Slides should be easy to understand.
Keep graphs visually clear.
No slide should support more than one point.
Cut any slide that does not have a clear purpose.
Conference attendees:
1. Ashikaga Takuaji
2. Askia Muhammad
3. Baibars
4. Berke
5. Chabi
6. Chinggis Khan
7. Eleanor of Aquitaine
8. Ewuare
9. Francis of Assisi
10. Giovanna da Pian del Carpine
11. Huayna Capac
12. Hulegu
13. Ibn Khaldun
14. Itzcoatl
15. John Mandeville
16. John of Montecorvino
17. Kabir
18. Kublai Khan
19. Mansa Musa
20. Marco Polo
21. Mira Bai
22. Motecuzoma/Montezuma I
23. Muhammad of Ghur
24. Qutb-ud-din Aibak
25. Rabban Sauma
26. Sundiata
27. Sunni Ali
28. Thomas Aquinas
29. Timur-i Lang
30. Zheng He
31. Zhu Xi
32. Zhu Yuanzhang | web | https://www.accordingtophillips.com/uploads/8/1/8/3/81833274/ted_talks_1319.pdf | 0.4432 | {
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Cyber-bullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm others.
It differs from traditional schoolyard bullying because it often continues outside of school and school hours. It can be 24/7, and sometimes the bully is anonymous.
What does cyber-bullying look like?
Cyber-bullying might occur over the Internet, in instant messaging (IM), chat rooms, social networking sites, blogs or gaming sites. It can also occur over the phone, by SMS or MMS, or other technologies.
Most cyber-bullying can be organised into seven different categories:
1. **Flaming** – what might start off as a fight between two people then spreads, like flames, to include a number of other people.
2. **Harassment** – tormenting someone with hateful and hurtful text messages, emails, posts and IMs that offend, humiliate or intimidate them.
3. **Denigration** – putting someone down or ruining their reputation; making others think less of them.
4. **Impersonation** – by you pretending to be another person online you could make someone tell you things they wouldn’t normally talk to you about. Lying hurts.
5. **Outing and Trickery** – tricking others into believing that you are someone else, and then revealing that someone else is a homosexual is cyber-bullying. This might be done through a fake website, profile, or by editing someone’s profile.
6. **Exclusion** – not letting someone participate in an online group, or excluding them from other activities because they haven’t been online.
7. **Cyber-stalking** – following someone through cyberspace. Moving with them to different sites and applications; posting where they post.
Why do people cyber-bully?
There are a number of reasons why people might cyber-bully someone else, including:
- they think that it is amusing
- they don’t like the person
- they don’t consider it to be a big deal
- they don’t believe there are any consequences
- they think they are anonymous.
None of these reasons, or any others, can ever justify cyber-bullying.
What are the effects of cyber-bullying?
Things that happen on the Internet, or on your mobile phone, have real-world consequences. Some of the effects of cyber-bullying are:
- anger
- embarrassment
- fear
- poor performance at school
- loss of confidence and self esteem
- revenge cyber-bullying
- self-harm, even suicide.
Cyber-bullying hurts people. It can ruin lives.
What can you do about cyberbullying?
**Don’t start it!** Cyber-bullying is never acceptable. Think before you post something mean, or send someone a hurtful message.
**Don’t be a part of it!** As a bystander, you are part of the problem. If someone tries to involve you in cyber-bullying, say NO.
**Don’t let it get out of control!** You need to tell someone if you are being cyber-bullied so they can help you to make it stop.
You can stay in control by:
- learning how to block communications from cyber-bullies
- finding out your school’s policy in relation to cyber-bullying
- researching what policies your Internet Service Provider (ISP) and any online applications you are using have on cyber-bullying
- telling someone – you should talk to a parent, teacher, or trusted friend.
Staying in control – if you’re not comfortable telling someone about cyber-bullying face-to-face you can contact:
- **Reach out:** www.reachout.com.au
- **Bullying. No Way!:** www.bullyingnoway.com.au
- **Kids Helpline:** [REDACTED_PHONE]
- **Lifeline:** 131 114
- **Youth Beyond Blue:** www.youthbeyondblue.com
- **ThinkUKnow:** www.thinkuknow.org.au (information for you and your parents)
- **AFP High Tech Crime Operations:** [REDACTED_EMAIL]
Source: cyber-bullying.org | web | http://www.dmsc.vic.edu.au/documents/esmart/afp_cyberbullying.pdf | 0.502375 | {
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The Skansie Shibuilding Company
In November 1926, the workmen at Skansie Shipbuilding Company posed with the two ferries that they were building in their ways in Gig Harbor. The smaller ferry boat at left, the "City of Steilacoom", was nearing completion. The larger boat was being built for the Tacoma, Gig Harbor run and would carry up to 75 cars. A larger ways had been built to accommodate the increased size of the ferry. It was scheduled to be launched between February 15 and March 15 and to be completed by April 15. The "City of Steilacoom" was the 12 th boat finished by Scansie's since the first of the year. In 1926, the
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Have you thought about digital resources for this topic?
Gale Primary Sources
Start at the source.
Slavery and Anti-Slavery: Part III: The Institution of Slavery
Number of articles
Over 1.3 million
EMPOWER™ RESEARCH
This fully searchable digital archive provides access to legal documents, plantation records, first-person accounts, newspapers, government records, and other primary sources, covering slavery as a labour and legal system, the relationship between master and slave, slavery and religion, free labour, and the lives of free African Americans, covering 1490 to 1888. It reveals how enslaved people struggled against the institution, through rare works that explore slavery as a legal and labour system.
For more information on this archive, visit gale.com/searchslaveryinstitution
@GaleEMEA | web | https://www.gale.com/binaries/content/assets/gale-us-en/primary-sources/intl-gps/intl-gps-boomarks/saas_3_ambient_bookmark_print.pdf | 0.435555 | {
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cLc Learning Platform Best Practice 19
The cLc Learning Platform is supporting teaching and improving learning outcomes in schools around the world. These Best Practice examples enable teachers to share experiences, ideas and recommendations to support and aid other teachers tackling the same challenges.
Find more cLc Best Practice along with curriculum maps and 'How To' guides & films at www.clcsuccess.com
School: The Henry Beaufort School
LA: Hampshire
Learning Focus: To learn authentically about how religion influences daily live in contrasting countries.
Curriculum Focus: RE, International & Cultural studies > Year 7
Tools used: Forums
How this worked in practice: Henry Beaufort school have created partnerships with different schools around the globe including those in Vietnam, Palestine and India. Using the cLc as a central point the two schools have been able to share information and collaborate even though there are thousands of miles between them. The two schools have been able to access forums to ask questions directly to students in other cultures and countries specifically about religion (in this instance focusing on Islam due to the media interest) thus learning authentically about real-life experiences of having a religious belief in other global locations.
Each student at the school was partnered with a student from another school as learning partners. Each partnership follows a similar pattern using a central forum to encourage questions and responses about specific aspects of religious life within the locality of the students involved. This has enabled students to have a much deeper level of understanding of the religions being discussed due to the personal relationships established through the partnering system, and due to the opportunities available for questioning, extension and differentiated scope of this task.
By the end of this sequence of work children had developed skills in:
RE: Religion across the world
Learning: Communication, Multiculturalism
Geography: Locality and Cultural Studies
Next Steps: To extend communication to collaboration by introducing opportunities within the cLc to coconstruct knowledge about each religion using a wiki, or for each child to keep a cultural blog in their eportfolio space to share with their international audience.
If you are looking for a partner school in another area of your own country, or another country, please contact [REDACTED_EMAIL] www.uniservity.com | web | http://www.school-portal.co.uk/resource/2707774/9_11200905124803_28.pdf | 0.428224 | {
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Pop Culture and Planetary Studies
A. M. James B. Foing$^{1,2,4}$ $^1$ESA-ESTEC, $^2$ILEWG, $^3$KABK The Hague, $^4$VU Amsterdam
Abstract
We examine the role of man in space through the lens of pop culture. From the earliest incarnation of science fiction through the modern-day blockbuster what role does planetary exploration play in building the myths and dreams of the future?
1. The Power of Public Perception and the Shared Dream.
Human beings have been preparing for our journey to the stars from the earliest stories told by the fire under the infinite sky. By the time the space race had begun, the public psyche was groomed through science fiction and fantasy (see fig1&2), story and myth, to not only believe that we as humans could go to space but that we should. Once viewed through the religious lens, these stories transformed in the early eighteenth century through literature. The popularity of these stories created a sense of ownership in technology for the everyman. We do not fully understand why certain ideas are popular but we can recognize when they are and examine the importance those ideas play in moving society. Would John F. Kennedy’s famous speech declaring that we choose to go to the moon have had the same impact if the population had not been steeped in books and movies demanding man’s rightful place amongst the stars? | web | https://meetingorganizer.copernicus.org/EPSC2018/EPSC2018-1227.pdf | 0.490734 | {
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Service Science
Service science is the study of the emerging service-based society as oppose to the previous goods-based society that has been around since the advent of com merce. Today, more than 70 % of western economies are made up from services. A service has some distinctly different characteristics compared to a product, i.e. it cannot be touched or stored. The value from a service is different for different stakeholders. A public service to allocate daycare vacancies may save money for the public, but the high value perceived by the citizen lies in other, non-monetary aspects. This may be described as a service system where values are co-created by the actors involved in the system.
Enhancing services to the public
The Center for Service Science & Innovation (SSI) conducts research of and training in the service systems and designs of public services. SSI focuses specifically on social innovations that enable the public sector to use their resources more efficiently. SSI can help authorities and companies to co-create and enhance services to the public. This will further strengthen citizens' partici pation in the democratic process.
services. Smart services enable utiliza tion optimization of goods; for example home delivery service of gro ceries or the renting of costly equip ment. Services make up around 70 % of the GDP in modern economies.
SSI's arena for Research Collabora tion consists of the Public Sector, rang ing from projects with one municipa lity, such as "Järfälla", to projects with a whole cluster, such as "Sambruk" with more than 100 municipalities as partners. Furthermore, SSI collaborates closely with the Private Sector, repre sented by the Swedish IT and Telecom Industries, IBM, Tieto, Logica and Ac centure. Also, Citizens' participation is an important part of the arena. Finally, SSI's global academic network is represented in our advisory board with researchers from China and the U.S.
Our research is based on the study of Service Systems; we study service providers and service clients who work together to co-create value in complex value chains or networks. We utilize the latest technology, such as Cloud Computing, and global resources.
A clear trend in the global economy is the replacements of products with www.dsv.su.se/service
The trend towards services is also apparent in the IT industry where IT departments and functions including servers, software and infrastructure are replaced by innovative sourcing arrangements where IT is bought as a service. Popular terms in this domain are software-, infrastructure- and soft ware as a service, also closely related to Cloud computing or "The Cloud". The service concept has also heavily influenced the inner workings and structures of software through Service Oriented Architectures (SOA).
Service science is an attempt for an interdisciplinary approach on the complexity surrounding the transition towards a service-based society. Service science brings together social sciences with engineering and management aiming to develop an understanding of the underlying complex of service systems.
Contacts
Christer Magnusson (Director SSI) Gustaf Juell-Skielse Tobias Ladhe Carl-Mikael Lönn Andreas Nilsson Elin Uppström
Please consult the weblink for contact information.
Center
The Center for Service Science & Inno vation, SSI
Ongoing projects
Framtidens återvinningscentral
Norra Djurgårdsstaden
ICT-platform for Entrepreneurship
Open Services in Social Care
Service oriented business models for enterprise systems
MUNIZAPP
Apps Market
IBM Academic award
Education for Entrepreneurship and Innovation (E4E&I) | web | http://dsv.su.se/polopoly_fs/1.165857.1391705613!/menu/standard/file/service.pdf | 0.485043 | {
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Drug Facts for Florida Students JUST SAY NO
Drugs and Alcohol
Drug and Alcohol Facts
Drug and alcohol use in teens can lead to juvenile justice involvement such as fines, probation, and juvenile detention. For all substances, continued use and misuse can lead to addiction and other harmful effects.
FENTANYL
Opioid
ALCOHOL
Depressant
THE FACTS
Six out of 10 fentanyllaced pills contain a potentially lethal dose of fentanyl.
THE EFFECTS
Short-Term: Nausea, dizziness, vomiting, confusion, trouble breathing, relaxation, euphoria, drowsiness Long-Term: Clammy, bluish skin, trouble breathing, potential death
THE FACTS
Mixing alcohol with energy drinks increases potential health risks.
THE EFFECTS
Short-Term: Slurred speech, lack of coordination, engage in risky behavior
Long-Term: Memory problems, weight gain, difficulty recovering from injury, damage to the liver, stomach, and heart
Depressant, hallucinogenic, and stimulant properties
MARIJUANA
Since the teenage brain is still developing, regular use can harm the brain's ability to learn and process new information.
Short-Term: Slowed speech and reaction time Long-Term: Impacted brain development, loss of memory and problemsolving skills, trouble learning, impaired coordination, schizophrenia
VAPING
Stimulant (Nicotine)
Vaping liquid can contain chemical, solvents, and heavy metals such a nickel, lead, and tin.
Short-Term: A buzz, higher heart rate, headache, dizziness, raised blood pressure
Long-Term: Addiction, impacted brain development
Prescription Drugs
BENZODIAZEPINES
Depressant
If you are addicted, abruptly stopping use of the drug can cause can cause deadly withdrawal effects like seizures.
Short-Term: Drowsiness, confusion, dizziness, impaired coordination
Long-Term: Serious memory issues, blackouts, mood swings
OPIOID PAINKILLERS
Opioid
Prescription opioids are easy to get, and many teens don't realize they can be as harmful as illegal street drugs when misused.
Short-Term: Mood changes, anxiety, depression, euphoria, relaxation
Long-Term: Trouble breathing, potential death
AMPHETAMINES
Stimulant
Nearly half of teens with real prescriptions are approached by peers to sell or give away their medication.
Short-Term: Higher blood pressure, difficulty sleeping, low appetite, exhaustion
Long-Term: Repetitive skin picking, psychosis, paranoia
HOW TO GET HELP
If you or someone you know has issues with continued substance use, seek professional help. A doctor can screen for signs of drug use and related health conditions and suggest possible next steps. Other more immediate resources include:
988 Florida Suicide & Crisis Lifeline
ISave Florida
Call, text, or chat 988 to be connected to trained counselors who will listen, provide support, and connect you to additionalresources if necessary.
MYFLFAMILIES.COM/ SUICIDEPREVENTION
CORE Network
A long-term substance use disorder recovery program designed to establish a coordinated system of care for those seeking treatment for substance use disorder.
CRISISTEXTLINE.ORG
The Facts. Your Future. is a multifaceted initiative led by Florida's First Lady Casey DeSantis to heighten youth understanding of the dangerous and life-altering effects of substance use.
Drug overdose is a nationwide epidemic and an increasing number of Floridians are losing their lives to overdose - you can help save a life with naloxone.
ISAVEFL.COM
Local Services
If you or someone you know is in need of substance abuse and/or mental health services, our local managing entities can help you locate available programs.
MYFLFAMILIES.COM/ SAMH-GET-HELP
Get more facts about Drugs and Alcohol
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Pupil Premium Grant Expenditure
Academic Year September 2015 – August 2016
work with children in 2 Pupil Premium based groups.
Costs of school trips, after school clubs and tutoring are subsidised or fully met.
Additional resources and specialist professionals are provided to meet the needs of Pupil Premium children
} £6,000
} £13,000
Counselling and bespoke interventions directly support Pupil Premium children
}
Parents are engaged through involvement with the Boost 3 and 5 groups. Barriers to Learning are removed; identification of any special educational needs is achieved. Vulnerable pupils' needs are explored and supported.
Vulnerable and hard to reach pupils and their families are supported by Head of PLS and are signposted to services and input from Specialist Professionals.
TOTAL EXPENDITURE
£166,500
We recognise that pupil premium funds must be used to raise attainment for the most vulnerable groups of children. Therefore, children receiving support and intervention are reviewed on a regular basis to ensure that the appropriate support and intervention is in place, ensuring an accelerated level of progress.
2015-2016 – Intervention is constantly monitored, reviewed, revised and carefully restructured so that it is delivered in an effective way. All staff receive training to meet the specific needs of pupils in the Pupil Premium cohort. Children attend intervention sessions for specific and more focussed periods. This reduces the amount of time that children are away from class. Therefore, they continue to have access to higher order thinking and challenging learning and quality first teaching. | web | http://www.pickhurst.com/wp-content/uploads/2015/11/Pupil-Premium-Grant-Expenditure-2015-16.pdf | 0.444989 | {
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These English units will be linked to the topics
'Our History' and 'Frozen Kingdom'
Curriculum Overview Autumn Term for Year 6
English
Grammar, Punctuation & Spelling will be taught on a daily basis.
Art & Design
Computing
A range of writing outcomes linked to extracts
from Roald Dahl's 'Boy', Skellig and Call of
the Wild by Jack London e.g. write a letter
from the perspective of Mrs Pratchett,
diary
entries, an autobiography in the style of
Roald Dahl,
non-chronological
reports,
film/book reviews,
poetry by heart.
Reading
Apply knowledge of morphology & etymology when
reading new words
Reading & discuss a broad range of genres & texts
Identifying & discussing themes
Make recommendations to others
Learn poetry by heart
Draw inference & make predictions
Discuss authors' use of language
Retrieve & present information from non-fiction texts.
Formal presentations & debates
Writing
Secure spelling, inc. homophones,
prefixes, silent letters, etc.
Use a thesaurus
Legible, fluent handwriting
Plan writing to suit audience & purpose
Develop character, setting and
atmosphere in narrative Use
organisational & presentational
features
Use consistent appropriate tense
Proof-reading
Perform own compositions
Speaking & Listening
Give well-structured explanations
Command of Standard English
Consider & evaluate different
viewpoints
Use appropriate register
Portraiture – Picasso focus
Use sketchbooks to collect, record, review, revisit
& evaluate ideas
Improve mastery of techniques such as drawing
with varied materials
Learn about great illustrators and copy their style
Design & write programs to solve problems
Use sequences, repetition, inputs, variables and outputs
in programs
Detect & correct errors in programs
Understand uses of networks for collaboration &
communication
Be discerning in evaluating digital content
Design & Technology
Designing a Photo frame
Use research& criteria to develop products which are
fit for purpose and aimed at specific groups
Use annotated sketches, cross-section diagrams &
computer-aided design
Select from and use a wide range of tools
and equipment
Select from and use a wider range of materials
and components
Evaluate their ideas and products against design
criteria
Geography
Polar Regions
Name & locate counties, cities, regions & features of UK
Understand latitude, longitude, Equator, hemispheres,
tropics, polar circles & time zones
Study a region of Europe, and of the Americas
Understand biomes, vegetation belts, land use,
economic activity, distribution of resources, etc.
Use 4- and 6-figure grid references on OS maps
Use fieldwork to record & explain areas
NUMBER: PLACE VALUE &
CALCULATION
Secure place value & rounding to
10,000,000, including negatives
All written methods, including long
division
Use order of operations (not indices)
Identify factors, multiples & primes
Solve multi-step number problems
Mathematics
GEOMETRY
Classify shapes by properties
Know and use angle rules
NUMBER : FRACTIONS, DECIMALS
& PERCENTAGES
Compare & simplify fractions
Use equivalents to add fractions
Multiply simple fractions
Divide fractions by whole numbers
Modern Languages
Listen & engage
Engage in conversations, expressing opinions
Speak in simple language & be understood
Develop appropriate pronunciation
Present ideas & information orally
Show understanding in simple reading
Adapt known language to create new ideas
Describe people, places & things
Understand basic grammar, e.g. gender
Music
Perform with control & expression when solo & in
ensembles
Improvise & compose using dimensions of music
Listen to detail and recall aurally
Use & understand basics of staff notation
Develop an understanding of the history of music,
including great musicians & composers
Science
Classification
Learning to identify the 7 signs of life. Looking at how and
why scientists sort living things in categories based on
similarities and identification of the main classification
groups.
The use and construction of keys for classification.
Evolution and inheritance.
Examination of fossils and interpreting fossil evidence to
provide information about living things millions of years ago.
Understanding how and why offspring vary and are not
identical to parents. Identifying how animals and plants have
adapted and evolved to improve survival.
History
Our History – focused on Charles Darwin and
evolution.
Physical
Education
Use running, jumping, catching and throwing in
isolation and in combination
Play competitive games, applying basic principles
Develop flexibility & control in gym, dance & athletics
Take part in Outdoor & Adventurous activities
Compare performances to achieve personal bests
Swimming proficiency at 25m (KS1 or KS2)
Religious
Education | web | http://ryecroft.staffs.sch.uk/documents/curriculum/2017-2018/curriculum-overview-Year%206%20Autumn.pdf | 0.488754 | {
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INTRODUCTION:
A. Paul has pleaded with the Hebrews to provoke one another to love and to good works.
1) They are to consider one another
2) They are to excite one another
B. He has warned them of the consequences of abandoning the assembly.
1) It is a willful sin
2) It is a triune sin
3) It brings fearful judgment from God
C. Paul now gently reminds them of the difficult times they have endured.
1) "But call to remembrance the former days..." vs 32
2) "remembrance" = αναμνησκω = "to recall to one's mind"
3) "former" = προτερον = "before", "earlier", "sooner"
4) "Call to mind those previous days..." BER
I. Some Things They Should Remember
A. "...former days, in which..." vs 32
1) The first days following your initial commitment to Jesus Christ.
2) In these days they had abandoned themselves to the Lord's work.
3) This certainly involves, "first love"
B. "...ye were illuminated..."
1) φωτίζω = "to shine", "give light" LXX "to teach"
2) "after you first received the light"
C. "...ye endured a great fight of affliction;"
1) "endured" = υπομενω = "to remain behind after others have gone on", "to hold one's ground", "to await the onset"
2) "fight" = αθλησις = "a contest or combat"
3) "affliction" = συγκακουχεομαι = "to be treated ill or to suffer together"
II. They Should Remember Why They Suffered
A. "Partly, whilst ye were made a gazingstock both by reproaches and afflictions;" vs 33
1) "gazingstock" = θεατριζω = "to present as a spectacle", "to bring upon the stage" They had been held up to public derision, scoffed and sneered at.
2) "reproaches" = ονειδισμος = "defamation", "reviling"
3) "afflictions" = θλιψις = "pressure"
a> Inner e> Economic
b> Peer f> Social
c> Parental g> Religious
d> Economic h> Church
4) "By angry words and cruel acts" BAS
B. "...and partly, whilst ye became companions of them that were so used."
1) "companions" = κοινωνος = "sharer"
2) "...and partly through coming forward to share the sufferings." WEY
III. They Had Shared In Paul's Suffering
A. "For ye had compassion of me in my bonds..." vs 34
1) "compassion" = συμπαθεω = "to suffer with another", "to be affected in like manner"
2) "bonds" = δεσμος = "a band, anything for tying"
3) "For even with those in chains you showed sympathy and understanding."
B. "...and took joyfully the spoiling of your goods..."
1) "joyfully" = χαρα = "joy"
2) "spoiling" = απαγη = "seizing", "plundering"
They had had their property seized by authorities or mobs had plundered their homes.
3) "...and cheerfully submitted to the violent seizure of..." WMS
C. "...knowing in yourselves that ye have in heaven a better and an enduring substance."
1) "enduring" = υπομενω = "to remain under"
2) "substance" = υπαρξις = "being", "possession"
3) "knowing that you have for yourselves" ASV
4) "a better property and one which you would keep forever" BAS
5) 11:10 11:16
IV. They Should Not Let Time Steal Their Boldness
A. "Cast not away therefore your confidence..." vs 35
1) "cast not away" = αποβαλλω = "to throw away"
2) "confidence" = παρρησια = "speaking all one thinks", "boldness", "openness", "frankness", "not timid"
3) "Now do not fling away your bold confidence." MON
B. "...which hath great recompense of reward."
1) "recompense" = μισθαποδοσια = "full payment of wages", "reward", "total compensation"
2) "for it holds a rich reward for you" WMS | web | http://www.baptistlamp.org/wp-content/church/Lamp%20Docs%20Books%20of%20The%20Bible/Lamp%20Docs%20Book%20of%20Hebrews/The%20Former%20Days%20%20Hebrews%2010.%2032-35.pdf | 0.491072 | {
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Acts
VERSE BY VERSE
I’m Still Standing
I’m Still Standing…
1. From Personal Disappointment
2.
3.
I’m Still Standing…
1. From Personal Disappointment
2. From Public Danger
3.
2. From Public Danger
3. With a Praise that just won’t stop
Acts 28:1-10
Once safely on shore, we found out that the island was called Malta. The islanders showed us unusual kindness. They built a fire and welcomed us all because it was raining and cold. Paul gathered a pile of brushwood and, as he put it on the fire, a viper, driven out by the heat, fastened itself on his hand. When the islanders saw the snake hanging from his hand, they said to each other, “This man must be a murderer; for though he escaped from the sea, the goddess Justice has not allowed him to live.” But Paul shook the snake off into the fire and suffered no ill effects.
The people expected him to swell up or suddenly fall dead; but after waiting a long time and seeing nothing unusual happen to him, they changed their minds and said he was a god. There was an estate nearby that belonged to Publius, the chief official of the island. He welcomed us to his home and showed us generous hospitality for three days. His father was sick in bed, suffering from fever and dysentery. Paul went in to see him and, after prayer, placed his hands on him and healed him. When this had happened, the rest of the sick on the island came and were cured. They honored us in many ways; and when we were ready to sail, they furnished us with the supplies we needed. | web | https://www.necchurch.org/wp-content/uploads/2021/06/Acts-wk-6-1.pdf | 0.478225 | {
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come to mind; only a few will be raised here. We hope they stimulate your thinking.
How can you explain the slight differences, if any, in body temperature? How does the human body use these differences?
What is the optimum temperature for the development and maturation of an ovum? How is this regulated? What is the optimum temperature for the development and maturation of spermatozoa? How is this regulated?
The above constitutes the presentation to the class. I will conclude with remarks addressed to the present reader.
Exercises of this nature have several advantages. They provide the students with an opportunity to perform "hands on" science. The students handle and manipulate the instruments and materials, and they experience what occurs in actual laboratory situations. The students collect data and evaluate them. Within limits, this exercise allows the student to construct his own experiments for further study; this may be the most valuable aspect of the exercise.
The equipment used in this exercise is reliable, inexpensive, and reusable. Transmitters made in the lab (Mackay 1968) should be coated with epoxy, then paraffin, then silicone, to keep body fluids away from the components. Commercially made transmitters (I have used those of the Mini-Mitter Co., P.O. Box 88210-G, Indianapolis, Ind. 46208) usually come embedded in epoxy and inserted in a plastic capsule, ready for paraffin-silicone coating and use.
The batteries used in the transmitter are small hearing-aid batteries. In transmitters such as those described above, battery life is several months in continuous use. When not in use, transmitters may be stored in a refrigerator or a freezer; this extends the life of the battery considerably.
References
MacKay, R. S. 1968. *Bio-medical telemetry: sensing and transmitting information from animals to man*. John Wiley & Sons, New York.
__________. 1969. Bio-medical telemetry. *Ward's Bulletin* 8(59).
Dennis L. Stockdale
Department of Biology
Warren Wilson College
Swannanoa, N.C. 28778
---
**For Trail Riders**
If you can't persuade trail-bikers to become hikers, you might at least get them to read *Trail Riders' Guide to the Environment*, by Shaun Bennett, a consultant to the American Motorcycle Association. The booklet, which the National Wildlife Federation says is "responsibly written," can be ordered from the Motorcycle Industry Council, Inc., 1001 Connecticut Ave., N.W., Washington, D.C. 20036.
---
**Hormonal Regulation... from p. 339**
After about 96 hours, 5-mm sections from the coleoptiles (1–1.5 cm long) are isolated 3 mm below the tips in yellowish-green light (a fluorescent lamp covered with one sheet, each, of green and amber Plexiglas "G" or other suitable plastic sheet). All sections are collected in distilled water before an experiment is started. 20 coleoptile sections are floated in a 5-cm Petri dish containing 15 ml of the test solution and are incubated at 23 °C in the dark. Length of the coleoptile sections is measured to the nearest 1 mm with a ruler.
**Summary**
These investigations illustrate induction of growth by gibberellic acid. The students gain a keener insight into the nature of the growth process and how it is regulated by a hormone and by sugar. They develop skill in experimenting with the plant tissue in vivo—observing and measuring the growth of the segments or sections and interpreting the data.
This investigation can be extended to the study of the hormonal regulation of growth by hormone interaction, the requirement of key metabolites for hormone-induced growth, and the regulation of growth by protein synthesis.
**REFERENCES**
Galbraith, D. I. 1968. Lab manual for *Biological science: principles and patterns of life*. Holt, Rinehart & Winston of Canada, Ltd., Toronto.
Morholt, E., et al. 1966. *A sourcebook for the biological sciences*. Harcourt, Brace & World, Inc., New York.
---
**The Educated Man**
That man, I think, has had a liberal education who has been so trained in youth that his body is the ready servant of his will, and does with ease and pleasure all the work that, as a mechanism, it is capable of; whose intellect is a clear, cold, logic engine, with all its parts of equal strength, and in smooth working order; ready like a steam engine, to be turned to any kind of work, and spin the gossamers as well as forge the anchors of the mind; whose mind is stored with knowledge of the great and fundamental truths of Nature, and of the laws of her operations; and who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of Nature or of art, to hate all vileness, and to respect others as himself.
*Thomas Henry Huxley* (1825–95),
"A Liberal Education and Where to Find It" | web | https://watermark.silverchair.com/4444841.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAAowwggKIBgkqhkiG9w0BBwagggJ5MIICdQIBADCCAm4GCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQMiOe9WiNkwsYu2hCrAgEQgIICP5ixqItzoowtCHbBHxUXdzSgQ_UPHfYB0ZIzm5wPfEUCrmESzw4OFTsNrwsb3LN83fuAVlf73mpBL9BfqblVuo20Mz2ssnccYNa5Ina-794j_9KZ97bindX92Nrjkj8V5TQeyJ7V19UHBOazd9EJIvqIZdkPV4ecVBRKS0tOFFbq851ouS3xRM46aNxIVoH9m_erxyLBgKcgu9ybydJtBQyyYMVqZSQW777XDgdQtO4icpoeFl34aoUdRPg7uJ5-u3eHKTazzpxCQNSBLM9InPhlg-5htV9pTBD_PaYDCISkSAqp8CBuH8w7QUUTGhaSytw8fCEKWmVAbI-be9IAdgtfgzkLeAmsA4sjFkQ3a_NImIeZCEIZ6Wtdt6g0Q-yAh3cbVUtb09iayhic4J8CBd1I3b3GZrKp5Gcyv-ARV2aSkjqmLPkQsL0rZOqrAvWD78aY6kj7eEMmsuSSIpLdIbLeRe7SGKaAojo_MkmlPg6SC-a0bCmCKG0KW3WyAcTxVUH7GHYxEMjyAZFPdu1qQD4felDiocY-gOL-_HwM7FvtCBNKmV4JzmPrGXCEFKfUCrNB1bNWZsC5qk9dEN2X8BtakEqHwK0JAiHWGpQQZSpsrlzsXclfdUOUVD2j8WWUb8_49qwCDyFZJsWVGmyyDJzlSfh9EL35_DYFXKoPxtKwKHj01El_pLQqPXgNuyEZKh8eiYNLekfC9ZHLIouIrW1hJ6ARKpK8tUfa7mccuqIygqQVMtphvLYRAP4ZyZEg | 0.482574 | {
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Shaking Hans – Winner of the N.I.C.E. Award 2013
The brief The Shaking Hans project is described below and your brief is to elaborate the idea and its programming more fully, but by keeping its core intentions and goals and its spirit. In essence your task is put some flesh on the bones and to make it relevant to your community. How it came about is thus described in some detail so that you get a sense of how it evolved.
The project NICE is the Network for Innovation in Culture and Creativity and at the Forum Avignon-Ruhr on the 27 th and 28 th June2013, held at the famous rejuvenated Zeche Zollverien in Essen, it instigated an imaginative experiment to create a speed co-innovation competition. There were four teams of 10 people each coming from different age groups, different countries and backgrounds. They were each given a topic to consider that had been developed through consultation with younger people in the Ruhr a few months earlier. They concerned the economy, the environment, intercultural issues and urban space. Each team had an international expert to guide the process with the help of a facilitator. They had 5-hours to think through an idea and within that time to create a physical manifestation of the project. The teams gathered at the end of the day in a room full of materials to create something out of pieces of wood and metal, Styrofoam, string, wool, paints, cartons, paper, chairs, pallets, the odd wheel and general garbage.
The following day each team had to present their project in any way they wished ranging from a simple description to a play. Shaking Hans, a project about urban space presented its idea involving all the participants and got the most votes so won the award from a mixed audience of 220+ people made up of public officials, creative economy and other professionals and social activists.
The Shaking Hans team was led by Charles Landry and the team comprised amongst others a guerrilla gardener from Sweden, a Dutch architect, a specialist in public media screens from Berlin, a theatre producer from the Ruhr, a Lithuanian creative economy expert and an artist of Bosnian origin.
The urban space team concentrated on a question: 'How can we increase the recognition by the public and decision makers of the value of creative projects and processes'. The challenge for the group was to create an idea that could be interesting enough to influence people to appreciate the positive impacts of imaginative projects for urban development and community building.
To begin the process of imagining someone in public space we created a stereotype. This was Hans (it could have been a woman too). Hans tends to be inward looking, he is somewhat sceptical about connecting, he tends to be a bit prejudiced, he is slightly selfsatisfied and complacent. He is a big consumer and is a part of that culture of entitlement. He expects others to provide for him. He is not a shaper, maker or co-creator of his evolving city. Crucially there is a Hans in all of us.
The challenge we set ourselves was to convince our Hans to be less sceptical about getting involved in urban life and engaging with his community in order to increase his trust and confidence in other people to the benefit of all. In addition the idea needed to be catalytic, replicable, scalable, flexible and relatively easy to do.
Then the team had really got going and ideas started flowing. On large scale sheets there were ideas, slogans and phrases and what shone out was the notion of bringing Hans out of himself and this formed the core of the project encapsulated in the slogan 'From the familiar to the unfamiliar'. His favourite room at home would be transferred, as a longer term art installation, to a public space. It might start with his sitting room or bedroom and then the installation might grow to incorporate his kitchen. To launch the project our Hans (cajoled and persuaded to take part) would be there interacting with the public for a weekend and then other Hans stereotypes might take over. With a kitchen this transferred domestic space could become a temporary café. There could be associated events, from the humorous to the serious, small workshops, shared music performances and more to discuss the power and potential of the public realm. The core idea can developed in numerous ways including inviting the general public could be invited to shape
As we left to physically build our project idea someone said this a 'celebrating sceptics' project and then another shouted its 'Shaking Hans'. That was it, this was the title with its implied double meaning of both shaking Hans into having a consciousness about the importance of public space and then too that interacting in the public realm is about a minimum of two people symbolically shaking hands.
The physical model was centred on two chairs stuck together on a wooden pallet representing the inward looking and the transformed Hans as well as large ball of wool roughly 200 metres long. In the performance in a dialogue the old Hans described why he as he is – inward-looking and uninterested - and the new Hans described his transformation process as a more engaged citizen triggered by the interest of the public in him. As this dialogue is going on the wool slowly goes around the auditorium connecting the project group and each member to each other symbolically representing the notion of shared public space.
Charles Landry 6 th August 2013 | web | http://www.forum-avignon.org/sites/default/files/editeur/FAR13_Catalyse_Briefing_Shaking_Hans_by_Charles_Landry.pdf | 0.487769 | {
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Children supporting each other through virtual means
Children engaging and supporting their peers, including reaching the most vulnerable
Asia and the Pacific: India
Children helping others: We worked mainly online via WhatsApp- Facebook and zoom. We asked the children to give their impressions of what was happening. We assigned them tasks to do at home, via the network and with their peers. We have helped and supported them in their requests for help. Making them feel an integral part of an international group and therefore they felt important in carrying out what we asked for eg: Help the parents, Help a friend virtually, Involve other children.
Tripla Difesa Onlus | web | https://violenceagainstchildren.un.org/sites/violenceagainstchildren.un.org/files/map_child_participation/Category_3/Asia_And_The_Pacific/children_supporting_each_other_through_virtual_means-1.pdf | 0.455788 | {
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Grass fires may be the key to containing one of the northern savanna's most destructive pests, according to ongoing research by CSIRO's Division of Tropical Crops and Pastures.
Since its introduction from Madagascar as a garden plant more than a century ago, rubber vine has infested about 350 000 square kilometres of open woodland between the Gulf of Carpentaria and Brisbane, (about one-fifth of the state) and it is poised to invade the Northern Territory.
Rubber vine (*Cryptostegia grandiflora*) favours sensitive riparian (riverside) habitats, where it climbs and smothers even the tallest trees to rapidly wipe out native vegetation. On pastoral plains, free-standing clumps of the vine reduce grass cover, provide refuge for feral pigs and hinder cattle musters.
Given the scale of the problem, scientists recognise that chemical and mechanical methods of rubber vine control bear economic and environmental burdens of their own. But now they may have a new weapon in their arsenal.
Since 1993, Dr Tony Grice, a research scientist at CSIRO's Davies Laboratory, has been studying the feasibility of using fire to control woody weeds on nine, 1.3-hectare plots on Lansdown Research Station, 40-kilometres west of Townsville.
By torching three plots once only, burning another three twice in consecutive years and leaving the remainder unscalded, Grice has monitored the effects of fire on plant and seed survival, reproductive capacity and growth rates of woody weeds.
The results have been promising. A single fire killed 96% of small rubber vine plants (less than 50 cm high), 84% of medium-sized plants (50-150 cm) and 50% of large plants.
'A 50% mortality is quite significant given that fire can be employed relatively cheaply on a large scale,' Grice says.
The study also confirmed that a year after the first burn, groundcover had recovered sufficiently to sustain a second blaze, which virtually eliminated rubber vine on these plots while sparing most eucalypt species.
Unfortunately, the burns also seemed to spare the chinee apple (*Ziziphus mauritania*), another invasive woody weed which poses serious problems for pastoralists and conservationists. The chinee apple suffered negligible effects in terms of mortality, growth rate and reproductive output.
During the burns, Grice collected data on meteorological conditions, fire speed, fuel load, vegetation type and moisture content in order to 'build up a picture of what sort of fire we can expect under different conditions.' This information, combined with knowledge gleaned about the post-fire ecology of woody weeds, will aid development of a model to predict appropriate burning regimes for effective land management.
Rubber vine invasions tend to be patchy in terms of both time and space. A knowledge of their ecology is crucial to the timing and location of weed control, Grice says.
Unlike other woody invaders of the tropical savanna, such as prickly acacia, mesquite and chinee apple, rubber vine seeds are dispersed by wind rather than by animals. (Chinee apple, for example, was also introduced in the late 1800s, but occupies only 1500 km$^2$.)
Rubber vine infestations inevitably progress from low density to high density and are best tackled as soon as possible.
Seabirds, polluters of the waterways
Birds, wildlife and domestic animals are contributing to the contamination of Australian waterways at previously unrecognised levels, preliminary studies by CSIRO Oceanography have revealed.
The studies were carried out in New South Wales and Tasmania as part of a broader program that is monitoring Australia's marine environment. They involved new techniques developed at CSIRO Oceanography which use organic compounds called faecal sterol biomarkers to determine the sources and amounts of faecal matter found in waterways.
Rhys Leeming and Dr Peter Nichols of CSIRO Oceanography undertook the biomarker studies in collaboration with CSIRO's Division of Water Resources and Australian Technologies in Sydney.
The NSW study (for the Wyong Shire Council) was the first time the technique had been applied where there was a likelihood of pollution from multiple sources in both urban and rural catchments. It found that in Lake Tuggerah as much as 80% of faecal pollution after rains was from sea birds. The second highest contributor was domestic animals at about 15%. Rural catchments contributed the remainder of the faecal contamination, which came from sheep, cows and horses and native animals such as kangaroos. In this study, human faecal contamination was either negligible or below detection.
Leeming says the same technique is soon to be applied to Melbourne's Yarra River in a collaborative study with the Victorian Environment Protection Authority. Previous samples taken in some Melbourne streets and stormwater drains had indicated the presence of human sewage. The new technique will distinguish between different sources of faecal pollution.
This article is reproduced from Research Update, a newsletter produced by CSIRO Oceanography. For details contact Frances Sugden on (002) 32 5478, fax (002) 32 5123, email: [REDACTED_EMAIL].
Craig Macaulay
Not only do smaller plants die more readily from fire, but established stands prevent grass growth and reduce the potential fuel load.
Grice's work forms part of a broader project which aims to exploit key ecological aspects of woody weeds to reduce their damage to the economy and the environment. The project is a collaborative effort with the Queensland Department of Lands and is largely funded by the Meat Research Corporation.
While research on biological controls is showing some progress, Grice suspects any effective management strategy will rely on a combination of control measures.
'Fire is primarily a candidate in non-riparian habitats, where rubber vine tends not to be at its densest, but which is still most of the landscape we are interested in,' he says.
More selective techniques, including hacking and spraying herbicides, would remain the method of choice along river systems.
In the long run, Grice expects that the use of grass fires as a pastoral weed control will complement a push by conservation agencies to employ fire as a means of preserving habitat. But he cautions that it could be wrong to blindly extrapolate results stemming from his 12-hectare patch to the entire tropical savanna, in part because annual rainfall varies across the north.
'Land management goals vary and it's a matter of tailoring fire to particular land systems,' Grice says. 'We know we can use fire as a tool, but we need to know when and where to use it.'
Contact: Dr Tony Grice, CSIRO Division of Tropical Crops and Pastures, Private Mail Bag PO, Aitkenvale, Qld 4814, (077) 71 9511, fax (07) 25 1009.
John van Tiggelen | web | http://www.ecosmagazine.com/?act=view_file&file_id=EC87p4.pdf | 0.487708 | {
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Archaeology
Photography from a kite is ideally suited to recording archaeological sites from above. Vertical or oblique images can be used for site recording and monitoring. It can produce unique viewpoints for publication or promotional images. Using digital cameras allows the collection of many images per session. These can be stitched into larger images and if required, rectified. This makes it a suitable method to rapidly map archaeological sites. Pole aerial photography is ideally suited to recording smaller areas of detail.
Land management
Kite aerial photography is a useful tool for land management / environmental monitoring such as: vegetation monitoring, monitoring river and coastal erosion, footpath management.
Marketing
Kite aerial photography and pole aerial photography are the ideal tools to produce unique and memorable images for a variety of marketing uses. If you have a visitor attraction, or are looking for unique images to promote your business or an event we can supply images suitable for a range of uses from web presentations, to print media such as posters, brochures, and booklets.
Condition Surveys (Building Safety & Repair)
Domestic and Commercial buildings review (before & after) for safety and repair activities. In many cases the use of pole and kite aerial photography can reduce or even replace the need to use scaffolding or access platforms making it a quick and cost effective recording technique.
1 / 2
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Women and the Reformation
"I am prepared to lose everything, even life or limb. May God stand by me." So wrote Argula von Grumbach (1492–1563/68?) from Bavaria, who found Martin Luther's message of Christian freedom and equality empowering. This noble woman challenged an entire Catholic university in Ingolstadt in defense of Lutheran faith and a student persecuted for "Lutheran heresy." This best-selling lay author with her letter-treatises eventually disappeared un der pressure from male authorities. Luther considered her a valiant hero of faith.
The Protestant principles "scripture alone," "grace alone," and "priesthood of all believers" inspired women just like men to reengage Christian faith and find renewed spiritual meaning in their daily vocations. With the newly written catechisms and hymns, women were equipped to teach the revived faith to their households, where they exercised significant leadership in mat ters of religious practice. Women lost the monastic option as convents were closed in Protestant areas, but they benefited significantly from the educa tion provided even for peasant girls.
Whereas the Reformation theology proclaimed equality in Christian love and freedom from human-made bonds, women were forbidden to preach or teach in public. Motherhood was presented to women as the holiest of callings, on a par with that of apostles and bishops. So women used creativ ity in embracing their domestic calling and the authority it brought along.
Katharine Schütz Zell (1498–1562), a widely published lay author who had no children of her own, identified herself with a calling of a "church mother." In this role she exercised pastoral authority by the side of her pastor-husband in Strasbourg, even daring to preach at funerals. Her scintillating writings in defense of marriage may have caused an uproar, yet her pastoral texts and a hymnbook demonstrate her desire to promote ecumenical unity and to empower Christians to sing the gospel with new voices. Like von Grumbach, she also corresponded with Luther.
Another associate of Luther was Duchess Elisabeth von Braunschweig (1485–1555), who used her authority as the "mother of the people in her land" to implement Lutheran faith through legislation. Like her own moth er earlier, Elisabeth had suffered exile from her Catholic husband and chil dren once she confessed her faith in public by receiving the sacrament in a Lutheran rite. Her advice to her son, whom she groomed as a Lutheran ruler, was that he should obey God, the emperor—and his mother.
Of all the Reformation mothers, the most fa mous is Luther's beloved Katharina von Bora (1499–1552). She won the heart and admiration of Luther, who had orchestrated the escape of Katharina and eleven other nuns from their con vent. As his equal "partner in calamity," Katharina mothered their six children and managed the in tricate finances and other affairs of their bustling household. Luther admitted that next to the Holy Spirit, he obeyed his wife-"lord," Katharina.
Katharina von Bora
These and other mothers of faith took significant risks and endured criti cism if not even persecution for their choices. Their involvement was crucial for the new faith to take root.
Kirsi Stjerna | web | https://htlc-anderson.org/wp-content/uploads/2017/03/BltnInsert_05_WomenAndReformation.pdf | 0.484663 | {
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Focus on Children
FCCLA STAR Events Information
(Students Taking Action with Recognition)
Focus on Children, an individual or team event, recognizes participants who use Family and Consumer Sciences skills to plan and conduct a child development project that has a positive impact on children and the community. Child development encompasses birth through adolescence. Participants must prepare a display and an oral presentation.
Project Connections
Top 5 Skills Students Report Learning Through Participation
Leadership
Creativity
Teamwork
Public Speaking
Career Clusters
National Family and Consumer Sciences Standards
Reasoning for Action Comprehensive Standard
1.0 Career, Community and Family Connections
2.0 Consumer and Family Resources
4.0 Education and Early Childhood
6.0 Family
Common Career Technical Core/Career Ready Practices
2.0 Apply appropriate academic and technical skills.
3.0 Attend to personal health and financial well-being.
4.0 Communicate clearly, effectively, and with reason.
5.0 Consider the environmental, social and economic impacts of decisions.
6.0 Demonstrate creativity and innovation.
FCCLA Programs
Projects may qualify to compete at the annual National Leadership Conference.
Turn this page over to see examples of projects from across the nation and participation data.
For more information on state participation, contact your state adviser.
Responsibility and Time Management
7.0 Family and Human Services
12.0 Human Development
13.0 Interpersonal Communications
14.0 Nutrition and Wellness
15.0 Parenting
8.0 Utilize critical thinking to make sense of problems and persevere in solving them.
9.0 Model integrity, ethical leadership and effective management.
12.0 Work productively in teams while using cultural/global competence.
Focus on Children
FCCLA STAR Events Information
(Students Taking Action with Recognition)
Examples of Focus on Children Projects:
"We invited the kindergarten students that attend the local elementary school to make Christmas cookies with us. While in the Culinary Arts room we taught them about germs, why it is important to wash your hands, and how germs spread. We used age appropriate activities and songs." – Florida FCCLA Members
"In our child development classes we have been studying about the social-emotional challenges faced by children growing up in today's technological world. We decided to develop a series of lessons aimed at preschool children that focused on the concept of friendship. We read books, taught songs, and had children participate in hands on activities that were aimed at qualities of healthy relationships: kind words, taking turns, and cooperation. We created a display to showcase our project." – Kansas FCCLA Members
"Our project focuses on helping first graders at a local elementary school understand the process of growing plants, because we think it's important for kids to foster a connection with nature from a young age. We created our own book to teach them about what plants need to grow in story format, made a word search worksheet to go along with the book, and helped the kids contribute to a "classroom garden" by allowing them to plant seeds. Our goal for the kids to continue caring for the classroom gardens as the flowers they planted grow." – North Carolina FCCLA Members
"For our project, we visited students in grades Pre-K through 1st to teach them about car seat safety. We watched a video, read a book, and discussed the importance of general car safety. We provided handouts for the parents from our local hospital. We also encouraged kids to remember that 'every time you step into a car, buckle up!'" – Indiana FCCLA Members
Focus on Children by the Numbers: 2018-2019
Participants Nationwide: 1,158 teams, 2,274 participants
Levels: Level 1 (through grade 8); Level 2 (grades 9-10); Level 3 (grades 11-12)
Type of Event: Foundational
Nationwide Impact: 284,678 people
91% of Focus on Children participants indicated this event is extremely or very useful to their future. 50% of Focus on Children participants indicated they would pursue higher education related to the career chosen in their project.
To learn more about FCCLA STAR Events, visit the national FCCLA website, www.fcclainc.org, or email [REDACTED_EMAIL]. | web | https://fcclainc.org/sites/default/files/Focus%20on%20Children.pdf | 0.485646 | {
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Lesson 2 Ancient Andean Civilizations
MAIN IDEAS
Culture The art of the Chavín, which featured religious images, infl uenced other cultures.
Culture The Nazca civilization left behind beautiful art and mysterious images.
Science and Technology The Moche created a complex system of agriculture that supported important city structures.
The Chavín Civilization
ESSENTIAL QUESTION What was the Chavín civilization?
Ancient Culture in Peru
* Chavín culture built Chavín de Huantar temple in Peruvian Andes
- culture fl ourished between 900 and 200 B.C.
The Chavín Ruins
* Archaeologists think Chavín civilization was united by religion
* Little is known about Chavín politics, economy
Religion and Art
* Chavín de Huantar may have been holy city, led by ruler-priests
- societyʼs farmers may have built city to fulfi ll religious duty
- religious followers may have come to center for festivals
* Chavín culture, art spread across northern, central Peru
- art style seen in stone carvings, black and red pottery
- the Chavín embroidered images into woven cloth called textiles
REVIEW QUESTION
How did the Chavín infl uence other cultures?
1
The Nazca Civilization
ESSENTIAL QUESTION How did the Nazca adapt to their harsh environment?
Nazca Culture
* Other cultures rose in Peru after the Chavínʼs decline
* Nazca culture on southern coast prospered from 200 B.C. to A.D. 600
Irrigation and Agriculture
* Nazca had farm-based economy
- area received less than an inch of rainfall each year
- built network of underground canals to water crops
Art
* Nazca known for their pottery, textiles
- painted bowls, pitchers with people, animals, mythical creatures
* Wove alpaca wool into decorated ponchos, shirts, headbands
The Nazca Lines
* Nazca Lines may be religious drawings created for mountain, sky gods
- may mark water fl ow or form giant astronomical calendar, map
- may show routes of aquifers—underground water sources
REVIEW QUESTION
What is the Nazca culture known for?
The Moche Civilization
ESSENTIAL QUESTION What does Moche art tell us about their civilization?
Moche Culture
* Moche culture arose in Peruʼs hot, dry northern coast, A.D. 100-700
- named for Moche—city believed to be capital of civilization
Agriculture
* Moche used advanced farming techniques
- channeled rivers from Andes into irrigation systems
- grew corn, beans, squash, avocados, chile peppers, peanuts
* Hunted, fi shed, gathered snails and plants, ate ducks, llamas
City Structures
* Moche were good engineers, architects
- Temple of the Sun pyramid, Temple of the Moon in city of Moche
* Temples may have been political centers from which nobles ruled
- lower classes of farmers, laborers probably paid taxes
- taxes covered repair of temples, city structures
Art
* Leaders, wealthy wore gold, silver, turquoise jewelry made by Moche
- also wore textiles with pictures of people, plants, animals
* Images on pottery tell us about Moche daily life
- include doctors with patients, women weaving, musicians
* Moche religious beliefs, Moche civilization decline still a mystery
How have archaeologists learned about the Moche civilization?
Lesson Summary
* Chavín religion spread to a large area along Peruʼs coast.
* The Nazca developed irrigation systems and etched mysterious lines on the ground.
* The Moche civilization built large cities where artists crafted beautiful jewelry and pottery.
Why It Matters Now . . .
The farming methods used by the ancient Andean civilizations can help people today bring water to their dry fi elds and develop crops that grow well there.
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Answer briefly any Six parts from the followings: 6x2=12
What is the significance of Motorway?
When and where Genava accord was signed?
Write two economic reforms of General Zia-ul-Haq.
Write two effects of "Uniform Curriculum".
Write names of four Muslim central Asian countries.
In which important areas Japan International cooperation Agency is helping out Pakistan?
When and why was Durind Line demarcated?
What is Palestine problem?
Write two objectives of SAARC.
Answer briefly any Six parts from the followings: 6x2=12
Write the names of any two canals of River Ravi.
Write the names of two important metallic minerals.
Write two lines on Gypsum.
Which are the perennial canals? (write two names)
What is the gender discrimination?
What is meant by mixed culture.
What is secondary and higher secondary education?
Who is headed by health department at province and district level?
Write the any two religious tourist places in Pakistan.
Part II
Note: Attempt any two questions. 8x2=16
4 Explain the industrial, agricultural, educational and social reforms introduced by Zulfiqar Ali Bhutto.
5 What do you know about Sea port and Dry Port of Pakistan Explain it
6 Write note on
(a) Pakistan and India Relations
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Primary School Health Team Newsletter
Term 5 May 2020
This newsletter aims to provide families and young people with some useful tips for keeping healthy. Childhood is an important time to instil healthy habits and learn crucial life skills. Establishing these habits early on will help to improve your child's quality of life in the future and enable them to reach their full potential educationally.
School Health Nurse support during COVID 19
During the COVID 19 pandemic school health nurses are still available to support children, young people and families stay healthy, especially during these very stressful times. As school health nurses are public health workers, many of our staff have been redeployed in the crisis to support community hospitals, district nurse teams and the children's community nurses' team. We also have two nurses who are working in the intensive care units to help ease the burden of care for our colleagues in the acute hospitals. We are very proud of how our service has responded to the crisis displaying enthusiasm and compassion in our care of the Oxfordshire community.
We have retained half of our staff to maintain and support the service to children, families and schools. Our nurses have used digital means to attend meetings virtually and to keep in contact with young people and families. If you have a concern regarding your child, please use the contact details at the bottom of this newsletter to call, email or visit our website which has lots of resources and information on COVID 19.
We are working closely with our colleagues in Education and we will be back in schools, when they fully re-open, whenever that may be, in the meantime, stay safe and stay well.
Being off school for an extended period is a great opportunity to combat head lice
Follow the guidance on https://www.nhs.uk/conditions/headlice-and-nits
Lotions are only necessary if wet combing is unsuccessful
Child and Adolescent Mental Health Services (CAMHS)
Oxfordshire CAMHS offers a single point of access for students and parents/carers, who have concerns around mental health. Single Point of Access (SPA): 01865 902515
You can also visit https://youngminds.org.uk/
which has a helpline
Or visit https://www.familylives.org.uk/ which has a helpline
If you would like to speak to your school nurse please call 07917217617
Please leave a message if we cannot answer straight away and we will call you back.
During school holidays please call 07769 235149
You can also e mail your school nurse on [REDACTED_EMAIL]
During school holidays please E mail [REDACTED_EMAIL]
The School Health Nurse website https://www.oxfordhealth.nhs.uk/school-health-nurses/ School Nurse Facebook page https://www.facebook.com/oxschoolnurses/
SEND (Special Educational Needs/Disabilities) Local Offer Information:
https://www.oxfordshire.gov.uk/residents/children-education-and-families/education-and-learning/special-educationalneeds-and-disability-local-offer/local-offer-and-covid-19
Infection Control guidance on keeping children off school following a specific illness http://www.publichealth.hscni.net/sites/default/files/Guidance_on_infection_control_in%20schools_poster.pdf
Covid testing guidance
https://www.nhs.uk/contact-us/get-help-with-asking-for-a-coronavirus-test/
Useful Coronavirus leaflets https://www.oxfordhealth.nhs.uk/publication/coronavirus/ | web | http://stanford.oxon.sch.uk/Local%20Information/Primary%20Newsletter%20Term%205_Wan%20Far.pdf | 0.445832 | {
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MFL Faculty Rationale
To develop students' language skills so that they are able to communicate with and understand speakers of French/German in a variety of contexts for a variety of purposes. To broaden horizons, develop cultural knowledge and understanding of the identity of the countries and communities where French/German is spoken. To foster transferable skills such as confidence and communication to enable deeper learning where foreign language may become a medium for constructing and applying knowledge. To provide a coherent, satisfying and worthwhile scheme of learning for students who do not progress to further study in MFL.
National Curriculum Aims KS3
The national curriculum for languages aims to ensure that all pupils:
- understand and respond to spoken and written language from a variety of authentic sources
- speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
- can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
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Hohelied und Buch Daniel mit Kommentar - Staatsbibliothek Bamberg
Msc.Bibl.22
Reichenau, circa 1000
https://nbn-resolving.org/urn:nbn:de:bvb:22-dtl-[REDACTED_PHONE]
CC BY-SA 4.0
Staatsbibliothek Bamberg
Neue Residenz
Domplatz 8
96049 Bamberg
https://www.staatsbibliothek-bamberg.de
[REDACTED_EMAIL]
ECULETUR ME OSCULO U
The image depicts a scene from Christian iconography, likely representing the Ascension of Jesus Christ. The central figure is Jesus, depicted in a blue robe with a halo, holding a cross and a book. He is surrounded by a group of people, including women and men, who appear to be his followers or saints. In the background, there is a depiction of the crucifixion of Jesus on a cross.
The scene is divided into three horizontal bands:
1. **Top Band**: Jesus is shown ascending into heaven, with a group of people watching him. One person is holding a chalice, possibly symbolizing the Eucharist.
2. **Middle Band**: This band shows various scenes from the life of Jesus, including the baptism of Jesus by John the Baptist and the adoration of the Magi.
3. **Bottom Band**: This band features a group of twelve apostles, each with a halo, standing in a circle. They are depicted in different poses, some holding books or other objects, which may represent their teachings or writings.
The overall composition suggests a narrative of the life and teachings of Jesus, culminating in his ascension into heaven. The use of halos around the figures indicates their sanctity and divine status. | web | https://grupa33.pl/files/dsb/dsb_05_2021_dodatek.pdf | 0.428005 | {
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Education is a top priority in Montgomery County with over half of the County budget going to public education. The County also supports higher education opportunities as well as vocational and professional training programs.
Montgomery County’s school system is the 17th largest in the United States. Ninety percent of its students graduate.
SCHOOLS - 2006-07 total: 200
Elementary (preK-5): 125
Middle (6-8): 38
High (9-12): 24
Special or Alternative: 7
Career/Technology Center: 1
STUDENTS
Largest Enrollment in Maryland
17th largest Enrollment in U.S.
Projected 2008 Enrollment: 145,622
PERFORMANCE
Graduation rate: 91.4%
Honors/AP participation: 67% (2003)
National Merit Scholars: 48 (2004-05)
National Blue Ribbon Schools: 29 (1983-2004)
SAT 2005
MCPS average: 1101
Seniors taking SAT: 87%
How to Enroll Your Child in School
Step 1: Determine the child’s eligibility.
Children age 5 by September 1, 2006 and not age 21 on the first day of school are eligible for enrollment. If the child is not a U.S. citizen and has not attended a U.S. school continuously for the past two years, or is a U.S. citizen who has been attending a non-U.S. school overseas, contact the International Student Admissions office at ([REDACTED_PHONE].
Step 2: Identify and contact the school.
You should register at the child’s local school. To determine what the local school is for a specific address, call the School Boundary Information Line at ([REDACTED_PHONE], or use these web sites: http://gis.mcps.k12.md.us/gis/Publiclocator.asp (for School Assignment Locator); http://gis.mcps.k12.md.us/gis/facilityInformation.asp (for School Service Area Maps)
Step 3: Verify age, identity, residency, and immunization compliance. Parents registering their children for the first time in a Montgomery County public school must provide proof of age, identity, county residency and immunizations. Required immunizations must be completed within 20 days of registration.
Students who have previously attended school should bring their latest report card, if available. Students receiving special education services should bring a copy of the current Individualized Education Program (IEP).
301-309-MCPS (6277)
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ELEVATED FLOWER BEDS
NO GARDEN, NO SPACE, NO SOIL? NO PROBLEM!
Townies enjoy gardening and growing their own veggies, too. Unfortunately, they often lack the space for it. Elevated flower beds are the perfect solution for your own small garden paradise. Plus: they allow for growing things you can’t find at the supermarkets, like super tasty and colourful tomatoes, rare salads or special berries. Elevated flower beds are quickly built, low-cost and a lot of fun. And if at one point they don’t suit you anymore, they are also quickly disassembled.
GOOD FOR THE CLIMATE
Growing your own vegetables is not only exciting and tasty, but also great for our climate and the environment. Did you know that one kilogram of tomatoes from Spain or Italy needs up to 100 litres of water? This can be a big problem, as the regions where tomatoes and other vegetables are grown are often very dry. In addition to that, when shipping these products, we emit a lot of CO₂. As you can see, there are many good reasons for growing your own tomatoes.
A SPACE FOR EVERYONE GARDENING TOGETHER
Elevated flower beds are a great way to create green gardens on otherwise sealed ground like courtyards or small areas in front of the house. Gardening in a communal space will surely get you in contact with interested neighbours and locals. Especially senior citizens can be pretty savvy with older strains not found in the supermarkets anymore or have some helpful hints and tricks up their sleeves to help you process and cure your veggies.
www.deutsche-schreberjugend.de
HOW TO ELEVATE A FLOWER BED
1ST STEP: CONSTRUCTION
If the ground is sealed or you are uncertain about whether there are toxins in the soil, you should erect the elevated flower bed on top of a Euro pallet. You start by putting three or four stacking-frames (from the hardware store) on top of one another on the ground or the euro-pallet. Optionally attach some chicken wire to the bottom, to prevent mice from entering from below.
It is best to find a sunny spot for your elevated bed. Don’t place it facing north or underneath a shady tree.
YOU WILL NEED
3–4 STACKING FRAMES from the hardware store
WOOD CHIPPING coarse to fine
COMPOST coarse to fine
AS REQUIRED:
1 Euro pallet as foundation
Chicken wire
GARDENING TOOLS:
Wheelbarrow
Spade
Garden shears
2ND STEP: FILLING
Elevated flower beds work like this: There are several layers from coarse (bottom) to fine material (top) stacked on top of one another. Excess water must be able to drain. The coarse material in the middle layer will decompose over time creating heat (like floor heating). In the fine layer on top plants are able to grow well. The respective layers should be between 20 and 30 centimetres in height and compressed well, so that they don’t subside.
FINISHED COMPOST SOIL OR GARDEN SOIL
KITCHEN SCRAPS OR FRESH DUNG serve as floor heating and nutrient supply
TIP: A coating of sod, garden waste, leaves or even cardboard between the layers will prevent the finer material from subsiding to the bottom.
BRANCHES & SHRUB CUTTINGS on the very bottom bigger and coarsely cut material, on top fine branches and twigs
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Highlights
- Midterms
- Birthdays
- Notes from the Office
- Manners
The ELI Weekly
The Weekly Newsletter of the English Language Institute Volume 114, Issue 7 February 25, 2011
Midterms
No trip this week, folks!
This coming weekend, Saturday, February 26 th , there is no scheduled ELI trip. We have this break from trips because many ELI classes will be having Midterm Exams next week, and we want to give you plenty of time to study. Our next trip will be on Saturday, March 12 th , for The Midterm Picnic. Details will be on the Activities Board and in next week's Weekly.
Lost and found—If you are missing any items, or if you find anything in the classroom that obviously belongs to someone, we do keep a lost and found box in the Main Office.
Bags and Backpacks
Students, we want to remind you that it's very important that you keep your bags and backpacks with you at all times— don't leave them unattended in the hallways, the bathrooms, or even the classroom, even here on the third floor of Norman Hall. While the campus is certainly a relatively safe place, remember that everything is open, and one never knows who might be walking in and out and around the buildings. Teachers, this is also a good time to remind you that it's probably a good idea to make sure that you close and lock your offices when you're not in them!
Notes from the Office
Student Mail—There is quite a bit of mail in the student mailbox. It's
the smoke-colored tray immediately to the right of the door to the ELI Main Office, Room 315. Be sure to check from time to time to see if you have anything in!
Class Attendance—Remember, your attendance is very, very important. Your teachers are taking note of both your absences and your tardies in every class every day. Many students are already having some issues with absence; if you're not sure of your absences, you should check with your teachers to make sure you're not going over the limits.
Birthdays
New Activities Schedule
We have revised our afternoon activities schedule; remember always, though, to check the Activities Board for any changes!
| Activity | Date |
|---|---|
| Pool and Bowling CJ | Monday 6:30 p.m. |
The following are ELI Birthdays for the week of February 25-March 3:
Students:
February 25: Suzana Boone
February 27: Abdulrahman Alluhidan
March 1: Ashwag Alqahtani
March 1: Shahir Alruayni
Staff:
March 1: Horica Ionescu
Happy Birthday, one and all!
Manners and Culture
Q: When did Christopher Columbus find America?
A: Well, there's a lot of disagreement about the "find" part, since there were already a lot of people here. However, Columbus' first voyage (he had several) was in the year 1492.
Q: What is the traditional food in the US?
A: This country is so large and diverse with so many cultural backgrounds and traditions that there really is no one single American food. Sure, fast food was started here, but that is only about 60 years old. We do have lots of regional cuisines. There is a tradition of wonderful seafood dishes in the Northeast, for example. In the South, we have lots of dishes that have been handed down for generations; fried chicken is pretty much a southern invention. New Orleans, Texas, San Francisco, Chicago, and New York are all famous for certain dishes that combine old and new and some international traditions. One thread that does seem pretty common in American (and in much European) cuisine is that we do seem to eat a lot of bread with our meals.
Q: What should you do if someone bothers you inside the class?
A: Take the first available private opportunity to tell the teacher about it.
Q: What is the polite action when you first meet people?
A: Shake hands, look them in the eye, and say, "It's nice to meet you."
Grammar
Q: What's the difference between "say" and "tell"?
A: You say something or you say something to someone. You tell someone something. You can also tell the truth, tell a lie, or tell a story.
English Language Institute PO Box [REDACTED_PHONE] Norman Hall Gainesville, FL [REDACTED_PHONE], USA Phone: ([REDACTED_PHONE]
Fax: ([REDACTED_PHONE]
Email: [REDACTED_EMAIL]
Webpage: www.eli.ufl.edu
Q: What's the difference between passive and active voice?
A: In an active sentence, the subject performs the action in the verb, and the direct object receives the action of the verb. In a passive sentence, the subject receives the action of the verb, and we may or may not know who performed the action in the verb (if we do, it's shown in a "by" phrase).
Q: What does "had better" mean?
A: It's similar to "should" or "ought to", except that it implies that if you don't follow the action, then there will definitely be negative consequences.
Quote of the Week
Real integrity is doing the right thing, knowing that nobody's going to know whether you did it or not.
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First Visit Outline
Introduce the volunteer team and MOB
Describe the deal--$60 allowance for books to read and only books to read.
Explain the no-nos and why only books to read; reading as a key to success and happiness. But the good news is that there are thousands of wonderful books.
Only books for yourselves.
Field the children's questions
Question: how do your parents plan to shop—lists.
Elicit ideas for the lists; distinguish fiction and non-fiction; let everyone talk; prompt ideas— animals, sports, famous people; science topics; authors etc.
This should be a free-wheeling event picking up on the kids' ideas.
Always emphasize variety and the importance of the lists.
You can change your minds.
Dictionaries are a good idea.
Question: difference between library and bookstore: Borrowing v. buying.
Emphasize ownership, home library and variety and need to choose carefully.
Question: difference between supermarket and bookstore.
Use the bread game depending on the time and the class but discuss the opportunity to sample and reject.
Spend enough time to assure a good selection.
Discuss hard-cover v. soft-cover.
Do some arithmetic with the class.
Store behavior: Inside voices; little kids Nice people to help. Don't be shy.
Reminder of key points: books only; their responsibility to prepare a careful list and to choose carefully once in the store.
You'll have fun in the store but it's also serious business—a chance to buy books that will help you become a better reader and books you'll enjoy. | web | https://www.mobf.org/wp-content/uploads/2022/09/First-school-visit.pdf | 0.432586 | {
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Trace Progress of Wounded Doughboy from Ambulance to Furlough
These photos trace the progress of a wounded Infantryman, Pfc. Charles H. Brown, 22-year-old riflemen of New Orleans, La., from the time he entered the 119th U. S. Army general hospital in southern England until he returned to the few weeks later following a brief furlough. They re-enact the day-by-day treatment he received and show some of the doctors, nurses and enlisted medical soldiers who cared for him.
Brown brought his case into line with the Second Infantry Division. He was wounded near the Rhine River as his unit attacked the village of Neuville, when a shell exploded in a tree near him and fragments hit him in the left arm and right leg. Prent-line uniforms dressing the wound. He then walked to an aid station, where he was operated on a field hospital and finally evacuated to England by hospital plane. He is the son of Mr. James Brown, 7917 Queen Street, New Orleans.
Top row of photos, from left: shop Pfc. Brown arriving at the hospital; receiving first aid treatment by ward technician, Pfc. Ralph D. Weiser, Pittsburg, Pa.; having his wound X-rayed to determine if all the fragments had been removed before being treated; having his wounds dressed and dressed by Captain Alexander Smith, Wilmington, Del.
Second row, from left: Pfc. Brown's temperature being checked by 2nd Lt. Constance A. Kurkul, Army Nurse Corps, from Northampton, Mass.; receiving the Purple Heart for battle wounds from the hospital's commanding officer, Lt. Col. Stephen D. Berardinelli, Cranston, R. I.; wounded arm being massaged by Sgt. Irving H. Feingold, Philadelphia, Pa., physiotherapy technician; and receiving a complete outfit of new clothing as he enters the reconditioning center.
Bottom row, from left: Brown goes bicycling as he undergoes a complete physical training program; exercising on parallel bars under the supervision of Pfc. Theodore Hessape, Campbell, Ohio, physical training instructor; visiting nearby villagers during final phase of convalescence; and now fully recovered, Pfc. Brown boards an ambulance which will take him to the train station. After a seven-day furlough he will report to a reinforcement depot for reassignment. (U. S. Army Signal Corps photos from BPL.)
ON APRIL 23rd WE WILL BE LOCATED AT 234th & CUMING STS.
We carry our own good lines of Bulk Garden Seeds, Tomato, Cabbage and Pepper Plants, Plants for Porch boxes and Flower beds. Grass Seeds and Fertilizer.
THE OLD RELIABLE
Home Landscape Service
TELEPHONE JACKSON 5115—
17 Satisfied Customers
You Are Next
Ark-Teachers Take Salary Fight to U.S. Appeals Court
St. Paul, Minn.—The fight of Negro teachers in Little Rock, Arkansas, against the state's refusal to pay them the same salary as whites has been taken up by the Circuit Court of Appeals for the Eighth District of Arkansas. The court refused to enforce the state's policy that Negro teachers be paid less than whites.
The Little Rock teachers filed their original suit February 13, charging that the state was discriminating against them by paying Negro teachers with the same training and experience as white teachers less than the salaries, or paid whites. The teachers have been teaching for years and have the same qualifications and experience, and that this differential in pay was illegal.
The case was tried on its merits in the United States District Court for the Eastern district of Arkansas, and the jury found for the defendant school board. Judge Trimble decided against the Negro teachers, but they are appealing, and their case was taken up by the Circuit Court of Appeals here by J. R. Booker of Little Rock, who is the attorney for all special counsel of the NAACP in Arkansas.
An example of unequal salaries is given in the case, showing that a Negro teacher with 32 years' experience in the public schools is receiving $864, whereas a white teacher with only eight years' experience in both elementary and high schools is receiving $1,000.
The Little Rock board of education has been paying Negro teachers less than whites since 1930, and the case is being handled there in which a Negro teacher is receiving $1,000 a year while a white teacher is receiving $1,200 annually. The decision has been recognized as the ruling of the Supreme Court in the other case, and the court has ordered the state to pay the Negro teachers the same salary as whites.
The delegates also voted to hold at next meeting on the subject "Problems of Minority Youth in the South," and the Southern FDPs are to be war bonds and savings stamps. The meeting was held in the Church of the Master, 1000 West 10th Street, and arrangements were made for the meeting of the NAACP secretary for youth work.
If You Had MY JOB
Keeping House, helping your husband, raising a family, you would realize that business girls sometimes get headaches and tired feet. But we girls often work just as hard and have to keep up with the same many stomach upsets and get tired feet.
About a year ago, I first used ALKA-SELTZER. It's wonderful! My husband, John Head, takes the kinks out of Fred, and I feel better after taking it. When I have Acid Indigestion, I don't have to wait for it to pass. I am a lot easier to live with, too. I have never had any trouble with my stomach since I started taking ALKA-SELTZER.
Here you tried ALKA-SELTZER? If not, why don't you get a package today? It's only 25c. Small packages 90¢, also by mail.
Institutes of Applied Science
Dept. 400, 700 Seneca Ave., Chicago 46, Ill. | web | https://nebnewspapers.unl.edu/lccn/sn93062828/1945-05-19/ed-1/seq-2.pdf | 0.500725 | {
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c. 1800's – c. 1840's
SSUSH6 The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation.
d. Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation's infrastructure.
SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.
a. Explain the impact of the Industrial Revolution as seen in Eli Whitney's invention of the cotton gin and his development of interchangeable parts for muskets.
As America expanded westward new methods of transportation were needed.
Improving Roads:
o Some states created turnpikes, roads for which users had to pay a toll.
o The federal government built the National Road that stretched from Maryland to Missouri.
Water travel improves and expands.
Robert Fulton invents the steamboat.
o Makes travel upstream easier and faster.
Canals Boom:
These man-made waterways connected various bodies of water, linking farmland in the West to the growing cities of the East.
Erie Canal
o Completed in 1825; fueled the growth of New York City and cities along its banks.
During the Industrial Revolution, developments in technology transformed the manufacturing of products.
Textile Mills:
New machinery transformed the way textiles (cloth) were produced.
Textile mills in Lowell, MA became famous for their methods of production.
New inventions transform industry and agriculture.
Samuel Morse
Morse invents telegraph that delivers messages via Morse code.
Relay of information becomes instant. Messages take seconds, not days to deliver.
Eli Whitney changes everything.
Interchangeable parts – identical components that can be used in place of one another
"If the trigger on the musket breaks, now you can just install a new trigger instead of buying a whole new musket."
1793 – Eli Whitney invents the cotton gin.
Cotton gin easily removes the seeds from cotton.
Faster production of cotton leads to increased demand.
Increased demand for cotton leads to increased demand for slaves.
Northern textile mills were also profiting from booming cotton industry in the South.
Pick two inventions or innovations from the list below. Explain the way your chosen advances changed the lives of Americans in the first half of the 19 th century.
o Turnpikes
o Steamboats
o canals
o Textile mills
o The telegraph
o Interchangeable parts
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COUNTY OF DELAWARE
GOVERNMENT CENTER BUILDING
MEDIA, PENNSYLVANIA
201 W. FRONT STREET
COUNCIL
__________
John P. McBlain Chairman
__
[REDACTED_PHONE] FAX NUMBER [REDACTED_PHONE] E-MAIL: [REDACTED_EMAIL]
Colleen P. Morrone Vice Chairman
Michael F. Culp Kevin M. Madden Brian P. Zidek
Delaware County Announces Two Free Public Flu Shot Clinics
It's hard to believe that the fall season is already here, which means cooler temps, and unfortunately the start of flu season.
The intensity and severity of flu seasons are difficult to predict and the effectiveness of the vaccine is dependent on many variables. The U.S. Centers for Disease Control and Prevention (CDC) has found immunization reduces the risk of flu illness by 40-60 percent during seasons when most circulating flu viruses are well-matched to the flu vaccine.
Receiving a flu shot is the first and most important step in preventing the flu and decreasing the risk of severe flu-related illnesses. Each year, 200,000 people in the United States are hospitalized due to complications from the flu. The CDC recommends that everyone six months and older should get vaccinated against the flu. It is recommended that residents receive flu shots by the end of October for the most effective results.
Delaware County Council urges all residents to get their annual flu shot, which is the best way to protect yourself, family, friends and co-workers from getting sick.
Delaware County Council and the County's Department of Intercommunity Health want to make it as convenient as possible for people to get vaccinated. The County is offering two free, drive-through flu shot clinics this year. The drive-through makes it more convenient for our older residents, those with disabilities and also parents with small children.
This year's flu shot clinics:
October 12 th at the Middletown Fire Station (425 S. New Middletown Road, Media, PA) October 19 th at the Tinicum Fire Station (99 Wanamaker Ave., Essington, PA)
Both clinics will be held from 10am-2pm. No registration is needed.
Department of Public Relations Adrienne Marofsky Director Office: [REDACTED_PHONE] Cell: [REDACTED_PHONE] [REDACTED_EMAIL] | web | https://delcopa.gov/publicrelations/releases/18pdfs/18FluShotClinic.pdf | 0.491021 | {
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Nonmedical Use of Prescription Medicines
Proper Disposal of Medicine
* Take medicine to a drug take-back program, often located at local law enforcement offices.
* Flush medicines down the toilet or drain only when the patient information sheet tells you to do so. See more information at the FDA website.
* To discard medicines at home, mix them with kitty litter or used coffee grounds. Put the mixture in a disposable container with a lid or into a sealable bag and place the container in the trash.
Did you know that…
* According to 2008 Maryland Department of Health and Mental Hygiene data, the leading cause of injury -related death was poisoning, which includes medicines and illicit drugs.
* Approximately 70% of poisoning and overdose calls to the Maryland Poison Center in 2009 involved a drug.
MayoClinic.com defines prescription drug abuse as the use of a prescription in a way not intended by the prescribing doctor. This includes taking a friend's pain pill for your toothache. This may seem like a good idea at the time, but it could be a recipe for disaster. In fact, emergency room visits involving the nonmedical use of narcotic pain relievers have risen dramatically in the past few years.
According to the 2009 National Survey on Drug Use and Health (NSDUH), 7 million people age 12 or older admitted to using a prescription medicine nonmedically (without a doctor's order) in the month prior to being surveyed. Among individuals who used a pain medicine without the approval of a doctor, over half said they got the drug from someone they knew and did not pay for it. The nonmedical use of prescription drugs increased in adults aged 18-25 from 2002-2009. This was driven mainly by an increase in pain reliever misuse. Nonmedical use of pain relievers was second only to marijuana use in persons age 12 or older new to substance abuse. 1
Current drug overdose statistics are alarming. Deaths from drug overdoses are second only to motor vehicle crashes according to studies from the Centers for Disease Control and Prevention (CDC). This increase is mainly due to prescription opioid painkillers. Examples of opioids are oxycodone, hydrocodone, and methadone. They are very effective at relieving pain, but when taken in too large of a quantity they can slow breathing enough to cause death. Because doctors are currently treating pain more aggressively, the use of opioid painkillers is 10 times higher now than it was 20 years ago. As a result, more households have opioid painkillers in their medicine cabinets than before. Often, a physician will prescribe more pills than the patient needs for their pain, causing there to be leftover medications in the home. 2
The nonmedical use of prescription medicines occurs in all age groups. According to the 2009 Monitoring the Future Survey, about 9.5% of 12 th -grade students said they used a narcotic (including oxycodone and hydrocodone), in the last 12 months. Over 35% of 12 th grade students said it was "fairly easy" or "very easy" to get a hold of a narcotic. The CDC reports that the highest drug overdose death rate is seen in people age 45-54. The number
of emergency department visits involving prescription misuse and abuse by adults age 50 and older has more than doubled from 2004-2008.
How can we stop this trend? First, only use medicines prescribed for you by your doctor. Second, discard unused medicine as soon as you no longer need it. Third, be aware of the medicines in your house and be alert when there may be quantities missing. If you think someone has taken too much of a medicine or is having a reaction to taking someone else's medicine, call the poison center at [REDACTED_PHONE] right away.
1http://oas.samhsa.gov/NSDUH/2k9NSDUH/2k9Results.htm#7.1
2http://www.cdc.gov/HomeandRecreationalSafety/Poisoning/ brief_full_page.htm | web | http://mdpoison.com/media/SOP/mdpoisoncom/PP-Press/2010/Poison%20Prevention%20Press_Nov-Dec_10.pdf | 0.445971 | {
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