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Kaw Valley Almanac
December 5 - 11, 2016
www.kawvalleyalmanac.com twitter: @KVAImlanac
This great blue heron is hanging out in an elm tree after sunset at the Baker/Wakarusa wetlands. It's a great time to take a hike there!
Sun
Mars, Venus, SW in evening:
Jupiter southeast at dawn
Nature Notes
§ Recent rains have replenished waters and as we face our first really winter-like week, consider taking a quick hike in area woods and prairies before the weather changes Tuesday. You won't regret it!
§ Migratory waterfowl continue to increase at area lakes and wetlands. At Squaw Creek the latest count had over 100,000 snow geese, more than 50,000 mallards, almost 50 eagles and more than 350 trumpeter swans. This week's cold weather should swell these numbers considerably.
§ Deer hunting season (firearm) season continues through this week until Sunday, and this includes public land such as Clinton and Douglas County State Lakes. This might be a great time to check out Prairie Park Nature Prairie, the Baker/Wakarusa Wetlands, Wells Overlook Park and other good hiking areas not so prone to being hunted.
§ Chickadees, cardinals, bluejays, juncos, nuthatches, titmouse all hang together in winter flocks and hang out at the bird feeder this time of year. Christmas Bird Count takes place December 17 this year (contact Jayhawk Audubon for details) and Bird feeder/seed sale takes place this Saturday at the Senior Center 10am to 1pm.
§ If it snows, look for animal tracks to identify! | web | https://kawvalleyalmanac.files.wordpress.com/2016/12/december-5-2016.pdf | 0.440363 | {
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Magnificat in G Minor Based on Luke 1:47-55
Antonio Vivaldi (1678-1741)
I.
Magnificat anima mea Dominum My soul doth magnify the Lord.
II.
Et exultavit spiritus meus in Deo salutari meo. And my spirit hath rejoiced in God my Savior.
Quia respexit humilitatem ancillae suae: ecce enim ex hoc beatam me dicent omnes generationes.
For he hath regarded the low estate of his handmaiden: for, behold, from henceforth all generations shall call me blessed.
Quia fecit mihi magna qui potens est, et sanctum nomen eius. For he that is mighty hath done to me great things; and holy is his name.
III.
Et misericordia eius a progenie in progenies timentibus eum. And his mercy is on them that fear him from generation to generation.
IV.
Fecit potentiam in brachio suo, dispersit superbos mente cordis sui. He hath showed strength with his arm; he hath scattered the proud in the imagination of their hearts.
V.
Deposuit potentes de sede et exaltavit humiles. He hath put down the mighty from their seats, and exalted the meek.
VI.
Esurientes implevit bonis et divites dimisit inanes. He hath filled the hungry with good things; and the rich he hath sent empty away.
VII.
Suscepit Israel puerum suum recordatus misericordiae suae, He hath holpen his servant Israel, in remembrance of his mercy;
VIII.
Sicut locutus est ad patres nostros, Abraham et semini eius in saecula. As he promised to our fathers, to Abraham, and to his seed forever.
IX.
Gloria Patri, et Filio, et Spiritui Sancto: Glory be to the Father, and to the Son, and to the Holy Ghost;
Sicut erat in principio, et nunc, et semper, et in saecula saeculorum. Amen. As it was in the beginning, is now, and ever shall be, world without end. Amen.
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Live Blood Analysis Health News
RULES TO LIVE BY... Express gratitude. Keep promises. Say "I love you". Be gentle with others. Speak the truth. Share your love. Laugh at yourself. Use words of kindness. Consider others. Do your best.
In our next installment we will be looking at fasting and inflammatory conditions
Every human being is the author of his own health or disease. BUDDHA
How can we improve any health condition we have?
Simply answered: alkalise your blood.
Our blood is our life force, bathing our organs and tissues, providing nutrients and oxygen transportation and waste removal. If our blood is unhealthy it will affect our organs and healing of any condition will take longer.
Now we have started putting extra stress on this transport system by altering its natural pH state. Ph is the scale to measure acidity and alkalinity.
A pH of 7 is neutral. A pH less than 7 is acidic. Blood pH should range between 7.35 and 7.40, but because we eat a greater amount of acidic foods-sugar, fries, preservatives, sodas, cakes, chips, pastries, breads, and little water, we take chemical medications (which are acidic) and are all exposed to high pollution thus we start to lower the pH and increase BLOOD acidity and this has a more serious long term affect on the body.
Acidity has been linked to pain, illness and even cancers and accelerates ageing and any underlying health condition.
People ask how do I know if my blood is acidic? Its simple, if you have any health condition, your blood is acidic!
Now it makes most sense that if you have any existing condition, if you improve the health of the blood you may assist in improving your illness. It is a fact that cancers cannot start in an alkaline environment, so if we improve the alkalinity of the blood, we can provide cancer prevention.
How can we best achieve this:
1. Have a blood analysis to assess the acidity and health of the blood.
2. Address bad eating habits: eat more salads, fruit, veg, healthy snacks, water
3. Take SUPER NUTRI GREENS: A nutritious and alkalizing formula in liquid form, which is easily absorbed
Immune system health care
SUPER IMMUNE BOOSTING SMOOTHIE
Addressing the health of our Immune system, should be our priority: inflammation, allergies which incl: asthma, sinus, hayfever, eczema & dermatitis, continual fatigue, candida are all signs that our immune system is not functioning optimally, and most of these conditions we accept as "part of our life". Remember if your immune cells are slight- ly acidic they will not produce the chemical messengers that regulate other immune cells to destroy invading bacteria and viruses.
Regularly take courses of olive leaf drops, alkalize your body, reduce sugar in take. For Colds and flues we have Immune-aid, Sinus formula, Cough formula all natural and safe for babies and children.
150ml fruit juice (tropical blend, mango/ orange) 1/2 guava(rich in vit C 150ml-200ml yoghurt(plain or ayershire yoghurtWoolworths) 1tsp hemp oil(optional)
15 drops Olive leaf 20drops Super Nutri greens (alkalanising herbs) Place in a blender and mix for about 30seconds
OR add Olive leaf and Super nutri green drops to a bowl of vegetable soup or cup of ginger and lemon tea
April-May 2013
Volume 2 issue 1
Did You Know:
Live Blood Analysis is a good analysis to have 2-3 x yearly to ensure you are on the correct supplements
——————————
Vitamin C can help to alleviate stress levels and helps reduce other physical and emotional factors influenced by high stress levels take 13gr daily
——————————
Celery has a wonderful anti inflammatory actions, add more celery to your diet-and get a bottle of celery drops if you have arthritis and inflammation.
Research shows that poor sleep quality and short sleep durations are associated with high levels of inflammation.
Eat more spinach, spinach is a green powerfood and is highly alkalizing
Live Blood Analysis at To Your Health
Shop 69B, Kenilworth centre, Kenilworth
Tel: 021 671 24 69/70
Appointments must be booked in advance and if you book an appointment please be courteous and cancel if you are unable to make the appointment
"Join Ashraf Banderker on Voice of the cape's Morning Expresso : 6 May and 3rd June and Allison Le Roux 20th May and 17th June at 10am "
"When you are totally at peace with yourself, nothing can shake you" UNKNOWN
To Your Health
Shop 69B, Kenilworth centre, Kenilworth
Tel [REDACTED_PHONE] /70
Trading times: mon-fri: 9am5.30pm sat: 9am-5pm
sun: 10am-1pm
To Your Health News
Optimizing our digestion
Digestive disorders encompass a vast range of conditions: reflux, ulcers, heartburn, acidity, bloating, gas, constipation, irritable bowel, colitis, ulcerative colitis. Many digestive conditions we readily accept as part of living, but improving our digestion should be a priority as what we eat and how we digest our foods correctly will have an overall effect on our health.
A large portion of digestive problems are caused by the food we eat. We do eat a lot of highly processed foods, sugar, fast foods)
When the digestive tract is healthy, it filters out and eliminates things that can cause damage, such as harmful bacteria, toxins, chemicals, and other waste products. And it absorbs the things that our body needs such as nutrients from food and it directly impacts our immune system.
Formulas: Digesto 1: a blend of peppermint, ginger and fennel (well renowned digestive herbs) helps with Bloating, gas, wind, indigestion, take a few drops when needed to settle most digestive discomforts.
Simple things to do: eat slowly, eat 5 smaller meals a day , opt for healthy snack options: fruit, dried fruit, provitas and cheese, drinking yoghurt and increase your WATER intake.
Foods to helps your digestion: plain yoghurt, paw paw, pineapple, raw honey –these provide digestive enzymes
Digestive aids: Everyone can benefit from Probiotics and enzymes. Probiotics are essential for good digestive function. Make sure the brand you get it is a reputable make of Probiotic.
A good fibre content helps keep your digestive tract healthy: add some psyllium husks to your diet daily! Mangoes, watermelons, blueberries, raspberries, grapefruit all contain naturally occurring digestive enzymes.
Cholesterol control: Butter or margarine??
Cholesterol is a waxy, fat-like substance. Your body needs some cholesterol, but it can build up on the walls of your arteries and lead to heart disease and stroke when you have too much in your blood.
flammatory name a few responses,
to
Mix until
Butter is better, but in moderation due to its high fat content.
Solution: Make a better butter: Place in a blender: a brick of butter and add a cup of organic, unrefined seed oil (available at To Your Health, oils such as sesame, grapeseed, almond, pumpkin seed or sunflower.)
smooth, place in a sealed container and refrigerate. This better butter will be soft to spread and is so healthy in essential fatty acids.
Butter or Margarine?: Margarine is high in hydrogenated oils, which can aggravate and cause many health conditions: heart disease and in-
This is just one small dietary change to make. Did you know that 99% of all cholesterol sufferers can control their cholesterol with diet alone! Why are we so lazy to do so?
Baked pumpkin seeds– a highly nutritious snack!
To pre-
serve the
20 minutes. Toss with a sprinkling of sea salt and enjoy.
health benefits of the oils found in pumpkin seeds, eat them raw or roast them on a baking sheet, coat them with some olive oil and bake on low heat in the oven (about 110 degrees Celsius) for 15-
You can also dry roast them in a frying pan and add a little soya sauce when done.
and they're a good source of blood-building and energyboosting iron.
Pumpkin seeds are alkalizing, rich in magnesium and zinc
A good fiber source to assist in bowel regularity and they have an anti inflammatory action beneficial for inflammation. A good healthy snack option! | web | https://herbacure.co.za/images/Content_Data/media_archive/newsletters/April-2013.pdf | 0.433047 | {
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Children's Lesson-Bible Storyline: Part #1!
Watch the video, then discuss together and pray.
Bible Passage: 1 Peter 1:20
Main point: Jesus is the most important person in the Bible and in HISTORY!
Discussion Questions:
-Who is the most important person that the Bible teaches us about? (Jesus)
-Who is the most important person in history? (Jesus)
-Why does Abraham's family tree matter? (It leads to Jesus! Jesus is the great, great…grandson of Abraham)
-T/F God created people for a relationship with Him. (T)
Pray together: Lord, we thank you for your Word and your promises. We ask that you would help us build relationship with you through prayer and by reading the storybook of Jesus… the Bible. Help us to know you and your love for us, Amen
He(Jesus )␣was␣chosen␣before␣the␣creation␣of␣the␣ world,␣but␣was␣revealed␣in␣these␣last␣times␣for␣ your␣sake.␣1␣Peter␣1:20␣
Names of Jesus Word search | web | https://gatewaybible.org/wp-content/uploads/2020/10/kids-lesson-Nov1.pdf | 0.423225 | {
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Architecture Follows Nature: Biomimetic Principles for Innovative Design
Ilaria Mazzoleni, im studio mi/la, SCI-Arc
Biology influences design projects in many ways; the related discipline is known as biomimetics or biomimicry. The presentation will focus on architectural proposals that by finding inspiration for their development in nature processes, systems, functions and forms are able to co-exist with nature rather than exploit it. In my most recent book "Architecture Follow Nature. Biomimetic Principles for Innovative Design" I seek to instill a shift in thinking about the application of biological principles to design and architecture and focus on the analysis of how organisms have adapted to different environments and translates the learned principles into the built environment. In order to do so, I draw inspiration from the diversity of animal coverings, i.e., the skin.
Skin is a complex organ that performs a multitude of functions; namely, it serves as a link between the body and the environment. Similarly, building envelopes act as interfaces between their inhabitants and external elements. The resulting architectural designs illustrate an integrative methodology that allows architecture to follow nature.
----------------------
Ilaria Mazzoleni an architect and the founder of IM Studio Milano/Los Angeles (www.imstudio.us).
Her conceptual work has been published globally, and her built work can be found in Italy, California, and Ghana. Since 2005 she has been a full-time faculty member at the Southern California Institute of Architecture (SCI-Arc) in Los Angeles. Her professional and academic investigation relates to sustainable architecture on all scales of design with a research focus on biomimicry, where innovation in architecture and design is inspired by the processes and functions of nature.
Ilaria's work focuses on the analysis of how organisms have adapted to different environments, to translate the learned principles into the built environment. Often in collaboration with evolutionary biologist Dr. Shauna Price, she uses the animal kingdom as a source of inspiration, to instill a shift in thinking about the application of biological principles to design and architecture. Her book Architecture Follows Nature - Biomimetic Principles for Innovative Design, was published by CRC in March 2013 (http://www.crcpress.com/product/isbn/[REDACTED_PHONE]). | web | http://www.imstudio.us/_imgs/NEWS/NEWS_ARTICLES/USGBC%20May%202014_Mazzoleni.pdf | 0.482973 | {
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The Hammered Dulcimer in America
Nancy Groce
To most Americans the hammered dulcimer is a new and unfamiliar musical instrument. Even people who know quite a bit about American folk music often confuse the hammered dulcimer with the three- or four-stringed "Appalachian" or "mountain" dulcimer, an entirely different instrument. Yet, surprisingly, this ancient ancestor of the modern piano was once popular throughout this country.
The hammered dulcimer probably originated at least a thousand years ago in the Near East. From there dulcimers spread throughout North Africa, Europe and Asia. Contact with the Moors in Spain led to introduction of the instrument to Western Europe in the 11th Century, although there is some evidence of its possible use in Ireland several centuries earlier. It flourished under a variety of names; in France it was called the *rympanon*, in Germany the *hackbrett*, and in Hungary the *cimbalon*. During the Renaissance, the hammered dulcimer was popular with all manner of people and was played both in courts and village squares. In the 17th century scholars preparing the English edition of the Bible mistranslated the Greek word for bagpipe as "dulcimer," giving rise to the oft-quoted mistake that the dulcimer is as old as the Bible. The dulcimer also spread to China and Korea in the 18th century, where it is still known as the *yang chin* or the "foreigner's zither."
It is not known when the first hammered dulcimer came to America. The earliest documented reference was made by Judge Samuel Sewall who wrote of hearing one in Salem, Mass., in 1717, but the instruments were probably popular in America long before that.
Hammered dulcimers are particularly interesting because, unlike pianos and organs, most of them were built at home or in small "shops" throughout the country. Thus they tend to reflect regional and personal folk styles. Several of the instruments used in this Festival were built over a century ago by the player's father, grandfather, or great-grandfather. A careful look will reveal that the instruments used by performers from West Virginia are different from those used by players from New York and Michigan.
During the 19th century, small dulcimer "shops"—
factories usually employing fewer than a dozen men—operated in several parts of the country. About the time of the Civil War, dulcimer shops existed in Norwich, Conn.; Sherman, Irving, and Brooklyn, N.Y.; and Chicago. Later in the century, Americans could buy dulcimers from large mail-order houses such as Sears & Roebuck and Montgomery Ward.
Why the hammered dulcimer all but disappeared during the first half of the 20th century remains somewhat of a mystery. Possibly competition from the more fashionable piano and lack of enthusiasm in public-school music programs diminished Americans' attention to this traditional instrument. Several attempts at reviving interest were made early in the 20th century, especially by Henry Ford in Dearborn, Mich., who hired a hammered-dulcimer player to perform with the Early American Dance Orchestra. But such efforts were of no avail.
Participants in this year's Festival of American Folklife have been drawn from several regions of the United States to demonstrate the different playing styles of the past 300 years, styles developed in West Virginia, Michigan, and New York. Similarities and differences among these styles are compared in a series of workshops and performances. All of the performers come from the Anglo-American tradition. (Slightly varied types of hammered dulcimers also form an important part of German-, Hungarian-, Arabic-, Turkish-, and Chinese-American musical-instrument traditions.)
At times during the last four decades it looked as if the hammered-dulcimer tradition in America might die out. Now, because of renewed interest, it appears that this ancient instrument will continue to be heard.
**DISCOGRAPHY**
Gardner, Worley, *Mountain Melodies* (Handy Recording Studio: Knoxville, Tenn.).
Parker, Chet, *Chet Parker Plays the Hammered Dulcimer* (Folkways: New York, 1966).
Fluharty, Russell, *West Virginia Heritage* (Page Recording: Johnstown, Pa., n.d.).
Spence, Bill, *The Hammered Dulcimer* (Front Hall Records). | web | https://folklife-media.si.edu/docs/festival/program-book-articles/FESTBK1977_06.pdf | 0.496907 | {
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Copper Coast Geopark, Ireland Progress Report: September 2007– March 2008
Actions from Copper Coast Geopark Management Team:
1. Running of the Copper Coast Geopark (CCG) centre, information point and bistro at Annestown (up to Dec.07)
2. Twinning visit of Bunmahon (CCG) to Strohn (Vulkaneifel Geopark) (Sept.07)
3. Lismore Primary school fieldtrip with Sophie Preteseille (Oct.07)
4. Tipperary CBS Abbey Secondary School fieldtrip (geographical investigation) with Sophie Préteseille (Oct.07)
5. 3 rd year Civil Engineer Students from University of Limerick on fieldtrip with Sophie Préteseille (Oct.07)
6. Mexican Day at the Bistro (Oct.07)
7. Fish cooking demo at the Bistro and book launch by local chef (Nov.07)
8. Community meetings in each of the CCG Villages held (Oct-Nov.07)
9. Printed CCG 2008 calendar (Nov.07)
10. Flower arrangement course (Dec.07)
11. Christmas Market (Dec.07)
12. CCG Centre provided as cinema for Irish premier of the life and works of New Zealand Artist Edith Collier incorporation with The Art YardWaterford (Dec.07)
13. CCG office & information outlet opened in Bunmahon (Jan.08)
14. Weekly Copper Coast Geopark News column in local newspapers
15. Presentation given by Mike Sweeney about the CCG at the 1st meeting of the Geopark Forum Ireland (Feb.08)
16. Visit of Fenor Bog by mature students from Waterford Institute of Technology with Copper Coast local guide Rita Byrne (Feb. 08)
17. Article feature in of the Earth Wise magazine of the British Geological Survey ( issue 25)
18. Completed ownership of Church for new centre (Mar.08)
19. Clonmel VTOS Secondary School fieldtrip (geographical investigation) with Sophie Préteseille (Mar.08)
Actions from other bodies beneficial to Copper Coast Geopark
1. Heritage Week 25 th August –2 nd September: Geology walks
2. Nomination of CCG for the County Waterford Community & Voluntary (CWCV) Awards 2007. Short listed for same. Certificate Issued (Nov.07)
3. Two communities from CCG were nominated for CWCV awards in different categories, both received top awards and one was the overall winner (Nov.07)
4. National TV coverage on RTE 1 "Eco-eye programme", Sophie Préteseille interviewed about the geology of the area, why it is a Geopark and Fenor Bog was explored (Feb.08)
Actions to promote the EGN:
1. EGN corner with library available to the public for consultation.
2. Notice board with maps of all EGN members.
3. Pull ups permanently on display.
4. EGN leaflets in different languages on display and available.
5. All schools in surrounding area notified of "Meet your Geopark competition".
6. CCG website with links and information on all EGN members' websites.
7. Information stand and items for sale at community markets.
8. Presentation given by Sophie Préteseille about the EGN to the Irish branch of the Open University Geological Society AGM (Feb. 08). | web | https://www.europeangeoparks.org/wp-content/uploads/2012/03/Copper_Coast_Geopark.pdf | 0.47021 | {
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Handout Round 015
Joining Words
Anagrams
Find the word that links each of the following 3 words. The link word can go either before or after a word to make the link ...
Eg. North / Fish / Gaze (4 Letters) = STAR
North STAR, STAR Fish, STAR Gaze
1. Vote / Buster / Head (5 Letter)
2. Hamper / Blanket / Spot (6 Letters)
3. Free / Entry / Teacher (4 Letters)
4. Blood / Squash / Tree (6 Letters)
5. Pitch / Whites / Pads (7 Letters)
Re-arrange the letters in each of the scrambled sayings below. A clue has been given to help ...
Eg. Eh OK Worm (Education) = Homework
6. Pollution Is No Blackmail (Event)
7. Equals Bring Dunce (Entertainment)
8. Safe Low Paid Heather (Song)
9. Good Wit Brat Backhander (Saying/Phrase)
10. Choice On Memos (Education)
Cryptic Clues
In this section, a set of cryptic clues have been given, with an extra clue to the answer, try and work out each of the following ...
EG. Snoozing Copper (Motoring) = Sleeping Policeman
11. The Caring Hours Of Darkness (Novel)
12. Knighted Ginger Spice (Medical)
13. Nuclear Little Cat (Band)
14. Spotless Stockpile (Music Album)
Hidden Words
A word has been 'hidden' within a phrase. A clue has been given to the 'hidden' word. Can you find each of them ...
EG. Get The Kit Tented Up (Animal) = Kitten (Get The Kit Tented Up)
16. Artichoke Ruins Party (Jewellery)
17. Can Dynamic Duo Help ? (Confectionery)
18. We Like To Farm Our Land (Military)
19. Live Baroque Entertainment (Royalty)
15. Warmest Regards Moscow (Film)
20. Slobs Terrify Me Always (Sea Life)
For More Great Quizzes, Please Visit www.pub-quiz-quizzes.co.uk
Answers to HR-015
1. Block (Block Vote, Block Buster, Block Head)
2. Picnic (Picnic Hamper, Picnic Blanket, Picnic Spot)
3. Form (Free Form, Entry Form, Form Teacher)
4. Orange (Blood Orange, Orange Squash, Orange Tree)
5. Cricket (Cricket Pitch, Cricket Whites, Cricket Pads)
6. Blackpool Illuminations
7. Burlesque Dancing
8. A Whiter Shade Of Pale
9. Back To The Drawing Board
10. Home Economics
11. Tender Is The Night
12. Surgery
13. Atomic Kitten
14. Immaculate Collection
15. From Russia With Love
16. Choker
17. Candy
18. Armour
19. Queen
20. Lobster
For more great quizzes, please visit: www.pub-quiz-quizzes.co.uk | web | https://www.pub-quiz-facts.com/support-files/hr_015_quiz_and_answers_geyu.pdf | 0.416795 | {
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- NHS Better Health Healthier Families: healthy recipe collections https://www.nhs.uk/healthier-families/recipes/
- Dinner Recipes: flexible recipe ideas with step-by-step instructions to help you make quick and easy, healthier family dinners. https://www.nhs.uk/healthier-families/recipes/dinner/
- Change4Life Cook Together: Sign up to Cook Together and you'll have taken the first step to cooking healthier meals for yourself and your family or friends. https://cooktogether.change4life.co.uk/
- Healthy kids recipes: healthy and simple recipe ideas that will keep the whole family happy https://www.bbcgoodfood.com/recipes/collection/healthykids-recipes
- The Caroline Walker Trust is dedicated to the improvement of public health through good food. Her publications have easy nutritional recipes for 1-18 year olds. https://www.cwt.org.uk/publications/
- BBC Good food has a large collection of free recipes including inspiration for quick and easy meals, healthy recipes and budget family meals https://www.bbcgoodfood.com/health
- The British Heart Foundation has lots of healthy recipes and tips for how to make meals healthier https://www.bhf.org.uk/informationsupport/support/healthy-living/healthyeating/recipe-finder
- Love Food Hate Waste has lots of ideas for using up food and leftovers to reduce food waste https://www.lovefoodhatewaste.com/recipes
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Pinkalicious Phonics Box Set
By Victoria Kann, Victoria Kann
HarperCollins Publishers Inc. Paperback. Book Condition: new. BRAND NEW, Pinkalicious Phonics Box Set, Victoria Kann, Victoria Kann, Make your phonics skills pinkaperfect with this phonics box set from #1 New York Times bestselling author and artist Victoria Kann! Reviewed by a phonics expert, these twelve short full-color books feature repeated examples of short and long vowel sounds and common sight words. Each of the simple stories in this box set is designed to teach kids how to master reading while having fun with Pinkalicious. Phonics teaches children the relationship between letters and the sounds they make. A child who has mastered these relationships has an excellent foundation for learning to read and spell. According to the National Institute of Child Health & Human Development, a child who has learned phonics has a method to recognize familiar words and "decode" unfamiliar ones. Correlates to the Common Core State Standards in English Language Arts.
Reviews
A fresh eBook with a brand new standpoint. It can be rally exciting through looking at period of time. I am delighted to inform you that this is the greatest book i have read through during my individual existence and may be he very best publication for ever.
-- Era Thompson
Basically no terms to clarify. It can be written in basic terms instead of difficult to understand. I am easily could get a enjoyment of reading through a composed publication.
-- Dr. Hazel Ziemann IV | web | https://webmail.psych.purdue.edu/cdio6jlx1qt6/11-vanessa-mills-dds-2/p-9780062352156-pinkalicious-phonics-box-set.pdf | 0.427127 | {
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Summer Food Safety
The summertime is most commonly associated with food hazards because so many meals are enjoyed outdoors where the heat can allow bacteria to grow.
Even if you are cooking a meal indoors, you must be more aware of the dangers that come with warm weather. To avoid any safety concerns, be sure to follow proper precautions.
Keep Things Clean
Because you may cook many different foods and then take them outdoors to enjoy, sanitation becomes is extremely important.
You need to keep everything clean from the time you start cooking until you put away the leftovers.
◾Wash your hands thoroughly and often
◾Wash all utensils you used for cooking before you use them to serve foods
◾Place foods in washed, airtight containers before transporting them
◾Always wash fruits and vegetables before serving them raw
When you take foods outdoors, ensure that all serving products, including plates and utensils, have been properly washed. Ensure eating surfaces such as picnic tables have been cleaned as well.
Watch the Temperatures
Taking food outdoors can cause problems with temperature. When food reaches the danger zone, it can harbour bacteria.
If you will be eating outdoors, follow these important guidelines:
◾Always keep foods cold. That may mean using a cooler full of ice to store the food before and after eating
◾Food should never be left out for more than two hours before refrigerating
◾Always throw out any foods that have been left out for more than that two-hour span
When you go grocery shopping, you also have to keep the outdoor temperatures in mind. It is best to use a cooler bag when you go shopping. This will keep the items cool and safe while you shop and then while you get home. Promptly refrigerate the foods as soon as you get home.
Resource: https://www.foodsafety.com.au/blog/summer-food-safety
OSCAR Hospitality Food Safety Supervisor Training http://www.oscarhospitality.com.au/training
Email or Call OSCAR Hospitality to book your training today! | web | https://be73fa8b-9d77-4a00-be14-512c22028f3d.filesusr.com/ugd/9a043e_2cb2433ae48940fa8cb656ce7e182e6b.pdf | 0.526353 | {
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Acadia National Park
National Park Service U.S. Department of the Interior
Historic Hiking Trails
Dorr Mountain Trail
Acadia National Park
P.O. Box 177, Bar Harbor, ME 04609
Information ([REDACTED_PHONE] TTY ([REDACTED_PHONE] Lost & Found ([REDACTED_PHONE] [REDACTED_EMAIL] www.nps.gov/acad
Leave No Trace!
* Step carefully on summits. Rare subalpine plant species grow on many mountaintops. Step on rocks when possible. Bury human waste in areas without toilets. Carry out all trash, including toilet paper and cigarette butts.
* Stay on the trail. Walk single file in the center of the trail. Stepping off-trail tramples fragile plant life and causes erosion.
Rules and Regulations
* Do not feed or disturb wildlife.
* Pets must be restrained on a leash no longer than six feet and are not permitted on ladder trails.
* Bicycles and horses are not allowed on hiking trails.
* There is no back country camping in the park.
* Fires are not permitted on trails.
* Swimming, wading, and pets are prohibited in public water supplies.
* Please respect private property.
Trail Safety
* Carry at least one quart of water (more for warm weather and long or strenuous hikes).
* Know the difficulty of the trail and your physical abilities and limitations.
* Wear sturdy hiking shoes. Dress for variable weather.
* Do not modify or build new cairns. Changes to trail markers endanger other hikers.
* Look up and down for blue trail blazes and cairns marking the trails. Use a detailed trail map.
Acadia Trails Forever
Acadia's rich tradition of stewardship continues with Acadia Trails Forever, a trails rehabilitation project funded by $4 million in user fees and appropriations and $9 million in private donations from Friends of Acadia. The project funds repairs of the park's 125-mile trail system and establishes the first trails endowment in national park history to maintain the system in perpetuity. Be aware of workers and construction areas as you hike.
Paths into the Past
Mount Desert Island's present-day trail system evolved over centuries of human use and settlement of the land. From American Indians who blazed trails on hunting forays to European settlers who connected villages and harvested forests, their activities provided transportation routes on the island long before the first roads were built.
In the mid-1800s, rusticators came to the island to enjoy its beauty and to escape the bustle of large cities. They followed many of the existing paths and trails up mountains, through woods, and along ocean shoreline. Among the rusticators were Hudson River School artists Thomas Cole and Frederic Church. Their renderings of the island attracted city dwellers to experience the Maine coast.
Many of those who traveled to the island were very wealthy. They built 80- and 100-room "cottages" in which to pass their summers. Some cottagers socialized at tennis matches, lawn parties, and horse shows. Others, like the rusticators before them, were lured by the natural beauty of the island and preferred hiking. By the end of the 1800s, an era of active trail building had begun. Trails lost their utilitarian origins and were transformed into paths that promoted interaction with, and enjoyment of, the natural landscape.
In 1891, the first extensive trail plans were drafted. Much of the trail building was sponsored by village improvement societies. An innovative approach to funding construction was the creation of memorial paths. Individuals who financed a trail could name it after the person of their choice. Kurt Diederich's Climb, which ascends Dorr Mountain's east face, is an example of a memorial path. Plaques were often set along the trails in memory of the person who was being honored.
Actual trail construction took innovative forms as well. Waldron Bates, chair of the Roads and Paths Committee of the Bar Harbor Village Improvement Association from 1900 to 1909, was the first to incorporate stone stairways and iron rung ladders into trails to traverse cliffs, talus slopes, and other steep areas. An example of his work is Gorham Mountain's Cadillac Cliffs Trail. A plaque at the head of the trail memorializes Bates as "Pathmaker."
Others who followed Waldron Bates carried on his legacy of innovation and craftsmanship. Rudolph Brunnow built the Precipice Trail over the formerly impassable cliffs of Champlain Mountain, and George Dorr, one of Acadia's founders and the park's first superintendent, promoted memorial paths. He oversaw the construction of several stairway trails leading from Sieur de Monts Spring to the summit of the mountain that now bears his name.
By 1915 more than 200 miles of trails existed on the island. That same year, the state of Maine lifted the island's ban on automobiles. By 1920 the major trail building era had ended, while an interest in building motor roads intensified. In 1929 the Seal Harbor Village Improvement Society recorded that "...an inevitable first effect of the oncoming of the automobile was the banishment of the horse and the desertion of foot paths and trails."
The Great Depression brought the New Deal and the Civilian Conservation Corps (CCC) to Acadia National Park. Two camps were established on the island in 1933, one on McFarland Hill (now park headquarters), and the other just south of Long Pond on the west side of the island. A good deal of their work involved trails. East-side crews primarily rehabilitated existing trails constructed by village improvement societies. West-side crews expanded the trail system on newly acquired tracts along the western mountains. The Perpendicular Trail and the Great Pond Trail are examples of work completed by the CCC.
Today, hikers can follow the footsteps of early settlers, American Indians, and outdoors enthusiasts of another era. Acadia's historic trails are still as challenging to present-day hikers as to those of generations past, and their scenic values and ties to the landscape evoke the same sense of awe experienced long ago.
Acadia Trail Descriptions
This list includes only a small selection of the park's 125 miles of trails. Unless otherwise indicated, round-trip distances include the route out and back on the same trail. Many park trails, however, can be combined to make loops and longer routes. Inquire about accessible trails. Use caution while hiking; many trails have steep sections and uneven footing. Stay back from cliff edges; serious falls can occur. Always carry a trail map when hiking in the park!
Trail Names and Closures–The park is in the process of renaming some of its historic trails. Your map may differ from trail signs. The Precipice Trail and portions of the Orange & Black Path, Jordan Cliffs Trail, and Valley Cove Trail are generally closed from March 15 to August 15 to protect nesting peregrine falcons. Call ([REDACTED_PHONE] for more information.
TRAIL TYPE & NAME
Very Easy
Wonderland
Ocean Path
Precipice Trail
ROUND-TRIP DISTANCES
Kilometers
1.6 km
1.6-km loop
2.2 km varies
varies
3.2 km
7.1 km
8.7 km
1.9-km loop
3.2 km
1.8 km
1.6 km
7.1 km
2.9 km
2.4-km loop
3.2 km
5.1-km loop
2.6 km
3.9 km
11.3 km
5.3 km
3.5 km
2.9 km
7.4 km
EXPERIENCE YOUR AMERICA
August 2011 | web | https://hitzadventures.typepad.com/files/hkingtrails-2011-new.pdf | 0.487534 | {
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mBraining
Living a life of compassion, creativity and courage
Over the past couple of years two extraordinary people, Grant Soosalu and Marvin Oka, have done some amazing work in defining (and gifting us with) a modern approach to behavioural modelling based on the latest research and findings in neuroscience.
Neuroscience researchers have uncovered some astounding facts over the last decade or so – complex and functional neural networks exist in our heart (cardiac nervous system) and gut (enteric nervous system) and that they both contain all the characteristics of a brain (yes, like the one in your head!). It has therefore been proven, scientifically, that you have at least 3 brains – you head, your heart and your gut.
Have you ever heard or even made comments such as "Follow your heart", "Trust your gut instinct", "Use your head", "My head says one thing, but my heart is saying something else"?
The prime functions
Each of the 3 brains has it own prime functions – each one has a fundamentally different form of intelligence, it uses a different language, have different goals and function under different criteria. They process the world differently.
* Heart brain's prime functions – emoting, relational affect, values
* Gut brain's prime functions – mobilisation, self-preservation, core identity
* Head brain's prime functions – cognitive perception, thinking, making meaning
So what?
mBIT Coaching is a generative process and evolutionary change model – into increasing wisdom, happiness and success in life. It facilitates generative learning brings greater wisdom to the lives of people and ongoing evolution in choice, control, adaptability, resilience and novelty.
When you learn mBit you learn to coach yourself to:
* Get in touch with your deep intuitions
* Intimately connect with your self and with others
* Express your highest sense of self
* Create generative wisdom in all aspects of your life
* Evolve your world!
This journey
Learn about the Prime Functions and Core Competencies of each of your brains and how to leverage them to 'Evolve your World'. mBIT provides tools for tapping into the deep intuitive wisdom of your gut brain, aligning that with the creative insights of your head brain and tempering it all with powerful heart intelligence. Understanding how you use your heart and gut intelligences to either limit yourself or empower yourself via dreams, motivations and core identity is crucial to real success.
Ultimately, "Knowledge coupled with a warm heart brings wisdom" (Dalai Lama) so if you desire to live a life of true compassion, real creativity and deep courage then dare to journey with me.
Contact me today at [REDACTED_EMAIL] or visit my website at www.chokmahcoaching.co.za. | web | http://chokmahcoaching.co.za/wp-content/uploads/2018/12/mBraining.pdf | 0.430103 | {
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Mold Fact Sheet
Mold basics
Excess moisture, flooding and standing water contribute to the growth of mold in homes and buildings. Molds are part of the natural environment and play a part in nature by breaking down dead organic matter such as fallen leaves and dead trees. However, exposure to mold indoors can cause a variety of health problems including allergic reactions of various forms. Molds can easily be recognized by sight or smell since they usually release a bad odor, earthly smell or a foul stench.
People at greatest risk from mold
People with allergies, asthma, or other breathing conditions are more sensitive to mold. Others with weakened immune systems such as HIV and cancer patients are more susceptible to mold infections. It is advisable to seek medical attention if you or a member of your family has a history of lung disease.
Routes of exposure
Inhalation is usually presumed to be the most important mechanism of exposure to mold spores in indoor environments. Persons can also be exposed to mold through physical contact with airborne spores as well.
Possible health effects of mold exposure
Exposure to mold may cause a number of health problems. People who are allergic to mold may experience stuffy nose, irritated eyes, wheezing and skin irritation. Gradually, this may lead to difficulty in breathing and shortness of breath. Some people with chronic lung illnesses, such as obstructive lung disease, may develop infections in their lungs.
Safely removing mold
The most effective way to eliminate mold growth is to fix the moisture problem, remove mold from materials that can be cleaned and discard materials that cannot be cleaned or are physically damaged beyond use. To clean mold off hard household surfaces wash each item or surface with a mixture of clean hot water and detergent, scrub rough surfaces with a stiff brush, rinse with clean water and dry promptly. Finally, clean the surface with a diluted bleach solution (1 cup of bleach to 1 gallon of water) and dry the surface.
Protect yourself from mold
Hand washing is the single most important thing that you can do. Always be sure to wash hands after touching contaminated surfaces or objects before you eat or drink anything. The basic rule is, if you can see or smell mold, take steps to eliminate the excess moisture, and then cleanup and remove the mold. It is important to remove the source of moisture before beginning to cleanup, or mold will return if the area becomes wet again.
Additional safety guidelines for mold clean-up
* Wear rubber boots, rubber gloves, and goggles when cleaning with bleach.
* Open windows and doors to get fresh air.
* Never mix bleach and ammonia because the fumes from the mixture can be fatal.
* If the area of mold growth is more than 10 square feet, consult the U.S. Environmental Protection Agency (EPA) guide titled Mold Remediation in Schools and Commercial Buildings . Although focused on schools and commercial buildings, this document also applies to other building types. You can get it free by calling your local Health Department or the EPA Indoor Air Quality Information Clearinghouse at ([REDACTED_PHONE], or by going to the EPA web site at http://www.epa.gov/mold/mold_remediation.html
Henry County Health Department
1843 Oakwood Avenue
Napoleon, OH 43545 Phone: [REDACTED_PHONE] | web | http://henry.nawictoledo.com/wp-content/uploads/2015/09/Mold-Fact-Sheet.pdf | 0.510355 | {
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Target Group:
Lower KS1
Learning Outcome s:
- Pupils will improve their auditory skills.
- Pupils will show enjoyment of reading and writing activities.
- Pupils will increase their sight vocabulary
- Pupils will learn that the Internet is a source of information.
Materials: connection to the Internet, worksheet.
Activity:
A small group of children who need phonics help should be seated around the computer which needs to be connected to the Internet.
Log on to www.naturegrid.org.uk/infant/index.html and click on Sebastian's Rhyme, from Big Books. The teacher will read the story first and the children should try to think of rhyming words, then the children will read the story individually or as a group. This time the teacher makes a list of all the words thought up by the children. These can be entered into a word bank or put up on the board.
Away from the computer write out, or using a word processing package such as Write Away, Textease or Clicker discuss nonsense rhyming sentences, e.g. The rat and the bat sat on the mat, using the words previously suggested.
The children will then draw pictures to illustrate their funny sentences. These should be scanned and added to their word processed sentences.
Follow-up/Reinforcement:
Worksheets to emphasise rhyme *example below.
Using the Internet to help with Phonics
Name………………………………………………………………… Class…………………………………………………………..
ap
1. Colour the words that rhyme with 'cap'
rap
hop
mop map
top
pop
nap
lop
tap chop shop
lap
2. Put the words that rhyme with 'cap' into pairs.
2. Make a silly sentence with each pair of words.
The bap is in the cap.
………………………………………..
…………………………………………
cap bap | web | https://scotens.org/sen/articles/phonics.pdf | 0.425291 | {
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While there were at least 20 types of gladiators, varying in armature and fighting techniques, there are only a few types which can be identified with certainty. The most significant difference was the kind of shield–that is, whether it was a heavy shield ( scutum ) or a light shield ( parma ). Hence fans could be grouped in two categories: scutiarii or parmularii .
aRmAtvrAe Ego-Video Libellvs GladiatorVm
Samnite
* large oblong shield (scutum)
* short sword (gladius) or lance (hasta)
* greave on left leg (ocrea)
manica
* sleave on right arm (
)
* plumed, visored helmet (galea)
* gladiator of the Republic; gave way to hoplomachus, secutor and myrmillo
HoploMachVs
* abnormally large shield (scutum)
* short sword (gladius)
* greave on left leg (ocrea)
* sleave on right arm (manica)
* plumed, visored helmet (galea)
© Ginny Lindzey, 1999
Auguet, Ronald. Cruelty & Civilization . Carcopino, Jerome. Daily Life in Ancient Rome . Coleman, Kathleen. "Graffiti for Beginners," Classical Outlook , Vol. 76, No. 2. Dalladay, Roger. Life and Death in the Arena . (slides) Grant, Michael. Gladiators .
pollice verso (finish him off)
(seen)
—thumbs down
Ave, Imperator, morituri te salutant! Hail, Imperator, those who are about to die salute you! Verbera! Strike! Ure! Burn him! Habet! Hoc Habet! He's had it! Mitte! Send him out! Iugula! Cut his throat!
at the Arena
Phrases Heard
Thracian
* small square or round buckler/ shield (parma)
* curved scimitar/dagger (sica)
* two extended greaves (ocreae
)
* sleave (manica)
* helmet (galea)
* leather bands around legs and thighs (fasciae)
* red loincloth (subligculum) supported by belt (balteus)
* usually fought hoplomachus or myrmillo
HilarVs XIv c XIII M Hilarus: 14 victories ( victoriarum ) , 13 wreaths ( coronarum ), sent out ( missus est ) M AttiliVs T v Marcus Attilius: novice ( tiro ), he won ( vicit ) AlbanVs SC L XIX v Albanus: left-hander ( scaeva ), free ( liber ); 19 victories ( victoriarum ), he won ( vicit ) c
Keeping Score Based on graffiti outside of Pompeii, gladiatorial matches could and were recorded, winner paired with loser, with an abbreviated formula: name, a number (indicating number of victories), a backwards C and another number (indicating number of wreaths), and a V (for vicit , he won) or an M for ( missus est , he was sent out). Other letters found include T for tiro , SC for scaeva , and L for liber .
SecVtor
* spherical helmet (galea)
* large rectangular shield (scutum) or oval shield
* sword (gladius) or dagger (pugio
)
* belt (balteus)
* helmet (galea)
* mainly fought retiarius
Myrmillo
* helmet crowned with fish
* bare body (no bands)
* Greek style sword
* large shield (scutum)
* fought Thracian and retiarius
Terms corona : wreath awarded to a victorious gladiator after an exceptional fight doctor : trainer in weapon use editor : financed, organized and presided over the games gladiatores meridiani : (freeborn) robbers, murderers and incendiaries who had earned death in the arena (h)arena : sand; hence arena lanista : proprietor of a school of gladiators liber : indicates fighter is of free status and not slave lorarius : flogger, used to excite gladiators ludus gladiatorius : gladiator training school rudis : wooden wand used for training; insignia of the doctor or the lanista or referee; presented to a gladiator when freed from service scaeva : left-handed fighter sine missione : fight to the death tiro : novice gladiator
RetiariVs
* net (rete)
* trident (fascina) & dagger (pugio)
* left shoulder piece (galerus)
* headband
* belt (balteus)
* leg and ankle bands (fasciae)
* often fought from a dais (catasta)
Other Gladiators
* essedarii: fought from chariot
* equites: fought with lances
* dimachaeri: used two swords
* laquearii: fought with a lasso
* anabates: couldn't see out!
* women fought without helmets
123
123
123
123
123 | web | http://txclassics.org/old/gladiatorbooklet.pdf | 0.420517 | {
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An Important Message About the Safety of Our Children and Youth
Did you know that children and youth are teased, harassed and subjected to violence every day because someone thinks they are lesbian, gay, bisexual or transgender*?
* Half of the bullying in elementary and middle school is related to gender or sexual orientation.
* Mistreatment of children and youth often comes from friends and family members.
Hatred towards lesbian, gay, bisexual or transgender people creates an unsafe environment for all children and youth. Those who are mistreated have more chances of becoming depressed, using drugs or alcohol, missing school or ending their own lives.
We can make a difference in the lives of our children and youth!
We can encourage children and youth to respect themselves and others with our words and actions. We can also provide examples of understanding, kindness, and love.
* Accept children and youth by respecting them for who they are.
* Avoid using disrespectful language or labels.
* Make it clear that name-calling, teasing, bullying and violence are hurtful and unacceptable.
* Talk with children and youth about gender identity and sexual orientation.
* Encourage children and youth to express their feelings and thoughts and be comfortable being who they are.
Somos Familia works to build safe, supportive families and communities. We create support and acceptance for families with Latina/o LGBTQ youth. Please contact us for information about family support and community education.
* Transgender refers to people who have a gender identity that is diff erent than the sex they were assigned to at birth or who do not conform to the gender roles that are traditional in society.
SOMOS FAMILIA works to build safe, supportive families and communities. We create support and acceptance for families with Latina/o LGBTQ youth.
For more information, contact: [REDACTED_EMAIL] [REDACTED_PHONE] www.somosfamiliabay.org
Made possible thanks to support from Horizons Foundation. | web | http://www.jitcuyahoga.org/documents/lgbtq/Somosflyer-eng.pdf | 0.423351 | {
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Braking News
Driving Defensively: Avoiding Auto Accidents
You are doing a great job at driving safely through the dangerous winter weather conditions. Yes winter is almost over, however, for the rest of 2015 let's continue to work at preventing auto accidents. Below are some reminders on ways to drive defensively in order to reduce the risk of an auto accident. Driving defensively means taking every possible precaution to avoid an accident, despite the hazards around you.
- Stay alert and watch your speed. To maintain control of your vehicle, you must control your speed. Higher speeds make controlling your vehicle that much more difficult if things go wrong.
- Keep your eyes moving. Check your mirrors and be aware of your surroundings.
- Keep a safe distance from the vehicle in front of you. If necessary, let the problem drivers move ahead of you.
- Check blind spots before you change lanes. There's always side streets and parking areas where people can pull out without you noticing.
- Look both ways before you enter an intersection, even if you have a green light.
- If you cannot devote your full attention to driving because of some other activity, it's a distraction. Take care of it before or after your trip, not while behind the wheel.
New Employee Awards Program
Beginning July 1, 2015 employees who meet certain criteria will have the opportunity to win a cash award. On a semiannual basis each Partner will nominate an employee and the nomination will be approved by TransNet. The award recipient will receive $500 at a presentation which will be held at each Partner location. Eligibility is based upon the following criteria:
- No accidents or incidents for a 6-month period
- No unexcused days off
- Employee Is observed doing something above and beyond the call of duty
- Professional appearance (follows dress-code)
- Compliments received
- Appropriate use of Ecolane (if applicable)
Kudos
TransNet would like to acknowledge the following employees for going above and beyond what is expected of them.
Sara Geyer , a vehicle aide for Mid County Transportation showed excellent teamwork while she and her driver were waiting in line to pick up consumers from a workshop. With a smile, she took it upon herself, in the rain, to help a fellow coworker provide passenger assistance to her passengers.
George Johnson, a driver for Bux-Mont Transportation, was transporting a consumer who went into cardiac arrest while in the vehicle. He immediately stopped the vehicle at a safe location and contacted dispatch who dialed 911. While waiting for the police to arrive George proceeded to give the consumer CPR and was able to revive her before the paramedics arrived.
Daryl Postell, a driver for Bux-Mont Transportation, exhibited exceptional customer service while picking up consumers from their program. He was genuinely warm and welcoming to each passenger as he greeted them by name. It was apparent that the consumers thoroughly enjoyed riding on his bus. | web | https://3a8c57b4-c399-400e-8ff2-e3f6be4c13a2.filesusr.com/ugd/749c2f_863e87b7fef646eb97853a580b6f6681.pdf | 0.510127 | {
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Your route to becoming a more competent and safer driver...
For more information on Pass Plus+ and road safety generally please visit our website at crsp.co.uk
pass+
Better Safer Driving
For 17 to 24 year olds
Serving the people of Cumbria cumbria.gov.uk
Young drivers who have just passed their driving test are more at risk of harm whilst driving on the roads of Cumbria than any other age group. Young drivers can become involved in road traffic accidents due to their lack of experience, skill, knowledge, maturity or simply a poor attitude to driving.
The Pass Plus+ scheme, delivered by local driving instructors provides post-test driving tuition that is designed to add to the experience, skill and knowledge of the young novice driver.
Passing the driving test is only the first stage in learning to drive.
Pass Plus+ can help to protect the life of loved ones, whereas insurance, whether provided by traditional means or through telematics (black box) technology will not.
Parents often support their Children to drive through the use of their vehicle or contribute towards the cost of a vehicle once they’ve passed their test.
Could the completion of a Pass Plus+ course be made a condition of your support?
Your route to becoming a more competent and safer driver... | web | https://crsp.org.uk/sites/default/files/13085202/2024-08/Pass%20Plus%20Leaflet%20-%20Cumbria%20County%20Council.pdf | 0.429396 | {
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I was born with cerebral palsy in 1953. My first word was "Moo" as my family were living on a farm
1957-1965 I lived at the Crippled Children's School ( Anne Carlsen School) in Jamestown ND with 95 children with disabilities.
In 1957 my grandpa promised me a John Deere pedal tractor if I could learn to walk..
1972 I graduated from Minot High, Minot, ND
I co-authored my first book "Breaking Through" in 1981. I graduated from University of Wisconsin-Stout, Menomonie, Wisconsin in 1992 with a B.S. Degree in Vocational Rehabilitation with GPA 3.79
I started my speaking and advocacy career in 1975 and my non-profit Break Through Inc in 1978.
In 2006 I married Dee, the love of my life.
In 2007 I wrote "IQ of 63, So What, Going Beyond Everybody Else's Expectations
2014 booklet "If I Can Do It, So Can You!" Going to College
2012 my booklet on bullying "Last One Picked, So What!" We can turn it around.
2015 "An Exploration on Hospitality"
*****
2016 –Commissioned minister of disabilities education and advocacy in the United Church of Christ
Break Through Mission:
"Our mission is one of rehabilitation education and advocacy for and about people with disabilities to encourage and enlighten the public about people with disabilities in that they are people first and have rights and needs and that they also have gifts and talents to bring to the community."
YOUR DONATIONS ARE VERY MUCH APPRECIATED
(Break Through Inc. is a tax deductible 501 ( c) (3)
website www.bendanderson.com
[REDACTED_EMAIL] or [REDACTED_EMAIL]
phone715-554-1179
217 Stumer Rd. Apt. #4, Rapid City, SD 57701
How Wide is Your Welcome?
SPEAKER BEN D. ANDERSON
Imagine being a person without a home, without any food and without any parents. Imagine being outside and looking in. Looking in at all the excitement that is going on but this person cannot speak; cannot walk and doesn't even know how to write their name. How do you welcome somebody into your midst that doesn't have what you have? They don't have a job, they don't have an education and they don't have any money? How do you welcome them into your midst?
On Sunday morning we always say "You are Welcome" but are we really welcoming people that are not part of our congregation --or part of our clique --or part of the "coffee klatch" ---or part of the community? Do we really care?
John 15-16 said I have chosen you and appointed you to go forth in my name. For instance that person (that may be living under a bridge) he or she was appointed. Those that sit in a wheelchair and cannot speak - they are welcome. Jesus said "You are welcome".
THANK YOU FOR BEING A PART OF YOUR CHURCH COMMUNITY
I would like to ask you to connect with your communities, schools, organizations and businesses and ask them to consider bringing me in to speak on the many topics pertaining to disabilities and special needs.
Parents especially need to know about advocacy for their child and what is available. I love to speak with parents and encourage them and their child. I lecture on vocational rehabilitation and IEP's in colleges; I talk about bullying and disabilities to youths at schools and talking to youths to encourage them to do higher education. - "If I Can Do It, So Can You"
Please let others know about me and to visit my website at www.bendanderson.com or email me at [REDACTED_EMAIL]
If more than one or two schools, or parent groups can get together to bring me in during the same day or week that will greatly help with lowering my professional fees.
I have my books for sale. We take credit card, check or cash
Ben's Reflections
As I reflect on these last 35 years. I'm not only amazed about where my organization Break Through has been, but by the people that have touched my life and allowed me to be a part of theirs. One important piece of the organization in the early years was to do home visits. To sit down with families, listen to them, discuss their child, and try to give them some encouragement. I have always enjoyed getting together with families because many of them become life long friends.
It is always fun to meet different congregations and to represent people with disabilities. What a humbling experience it is to have someone come up afterwards and say, "Your words have touched my life."
Whether it is at school, camp, church or an event it is joyful and challenging to work at youth gatherings. Youth are full of fun and excitement and many times I get caught up in their energy. You can't help but get caught up in their energy. Kids add a new point of view and new hope.
After being at many businesses and universities I can see that people are interested in learning how to relate better to others with disabilities and how to deal with their own disabilities.
It is really hard to know the impact of the message I have given over the years. But one hopes that it helps people. Many times I have received notes from someone I have been with in the recent past and they talk about what my message meant to them on a personal level.
My wife Dee and I look forward to meeting many more friends in the next decade. -Ben D. Anderson | web | http://bendanderson.com/handout%20for%20UCC%20Churches%202016.pdf | 0.492071 | {
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Timeline
Follow the instructions to complete the activity.
NAME
DATE
Match the year to the correct description. Check your answers with page 7 of the book.
1
1957
2
1930
3
2018
The U.S. government publishes A Nation at Risk. This report raises concerns about mediocre performance in schools and calls for an increase in homework.
The Soviet Union launches the Sputnik 1 satellite. The United States is concerned about losing the Cold War, and the pro‑homework movement gains support.
Most U.S. students are assigned internetbased homework. This has caused a "Homework Gap," because many students do not have internet at home.
4
2000
5
1897
6
1983
Joseph Mayer Rice, a pediatrician in New York, argues that "mechanical" homework is harmful to children's health.
U.S. professor James B. Nash publishes a research summary in which he calls homework "legalized criminality."
Students take the first international PISA test. Finland, which assigns less homework than the United States, receives higher scores than any other Western country. | web | https://v2.av2books.com/wp-content/uploads/books/2020/di-homework-2020/spread-6-7/activity-6-7.pdf | 0.433257 | {
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Welcome to our first bi-termly reading newsletter for this school year.
This year has started off with lots of children enjoying the books in their new year groups. There is a buzz around the school with children talking about their reading, recommending books to each other.
Bookworms Ela and Connie in year 6 decided to do a cake sale before the end of term in July and raised £75, which they spent on a book token and donated this to the school. They researched newly published books when they started year 6 and decided on one book per year group and presented these in a reading assembly. We’re very lucky to have such enthusiastic and entrepreneurial children at our school. Thank you Ela and Connie!
Our second hand bookshop is making a tour around the year groups this term. It’s packed full with lots of books, partly donated and partly withdrawn from the school library. Chapter books are £1 and picture books are 50p. Thank you to everybody who has brought in some money to spend on books this term. Keep a look out for the bookshop during parents evening next term as it will open to everybody waiting to see their child’s teacher.
The money we make from the bookshop goes towards new books for the school and Mrs McMullen took the opportunity to spend some of it in September. She visited Mid Sussex Book Club in Haywards Heath, which is a book warehouse that is open to the public a few times per year. There are books for all ages and interests and the books are sold at a whooping 70% discount. If anyone is interested, the next open day is on Saturday the 30th November 9:00—17:00 and the address is 18 Bridge Road, Haywards Heath, RH16rUA. Be prepared to queue up for a little while as it gets rather busy. This is what came back to Seaford Primary:
A Kind of Spark is a heart-warming and lovable story and is the first book in a series of two. The main character is called Addie, she’s autistic and whilst in class she finds out about ‘witches’ that used to be punished in her town. She knows they weren’t real witches, they were just people who were different. She makes a new best friend: Audrey, and living with her two older twin sisters, who she knows are complete opposites, their house can be quite hectic! I found it was a really good read! 5 stars.
By Ela, year 6
I would recommend *Future Friend* by David Baddiel to people who like David Walliams books because it has the same feeling. If you like time travel, this is perfect for you!
Estelle, year 5
I like *Dork Diaries* because it’s written in first person which makes me really understand what happens. It has teenage drama because you never know if they solve the problem. I think any gender should read it and anyone aged 8-9 or above.
Penny, year 4
The *Boy Who Made Everyone Laugh* is an amazing book. It’s about a boy called Billy Plimpton who has a stutter. He has to move to year 7 and is finding it hard to settle in. He worries that his stutter will ruin his dream of being a stand up comedian. This book is full of emotion and really shows what it’s like to feel different. After his grandma (who he calls granny bread) has a stroke he knows that he has to do whatever he can to keep his promise to her, of going up on stage. But in a failed attempt to erase his stammer Billy decides to switch his dream to drumming. This book is amazing and I recommend it for people around the age of 9, 10 or 11. Also I recommend it for people who feel different sometimes.
Robyn, year 6
This exciting book is about a teenage girl called Lottie Brooks who would really like to get a dog. One day she was eating dinner and then she and her irritating brother, Toby, asked her parents for a dog. Her dad thought it was a reasonable idea but her mum disapproved of it. Their dad announced the next day that Lottie and Toby would be dog walking 5 dogs from down the road for training. If they came back with all five dogs [alive and happy] then they would get a dog. At the park, Lottie and Toby started walking until Toby went into the park and played with his friends. All of a sudden, things took a turn and the dog went missing. Luckily her best friend Jess appeared and helped Lottie find it. In the end the dog turned up in the café with Lottie’s dad. Her dad then thought Lottie was not responsible for a dog but dad shouldn’t have got a coffee so they made a deal, if they have a dog they wouldn’t tell mum about dad’s secret coffee. In the end they get a dog but Lottie has some Bff dramas that need to be sorted.
Imogen, year 6
Thank you to everyone who came to our Books at Breakfast session on Tuesday 22nd October. It was great to see so many people enjoying a good read before school. A huge thank you to our PTA who served tea and coffee. | web | https://seafordprimary.e-sussex.sch.uk/assets/media/latest-news/newsletter-1-october-2024.pdf | 0.511519 | {
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Name: ________________________ Class: ___________________ Date: __________
ACE Practice Exam
True/False
Indicate whether the sentence or statement is true or false.
____ 1. When a pesticide label states that it is “For sale to and use by professional pest control applicators only”, it is considered a Restricted Use Pesticide.
____ 2. Insect repellents are required to carry an EPA-approved label, subject to the same requirements of an insecticide or herbicide label.
____ 3. The Federal Insecticide, Fungicide and Rodenticide Act requires certain information to be printed on each pesticide label.
____ 4. A pesticide may be used to control a pest not specifically listed on the label as long as the site where the pesticide is to be applied IS listed on the label.
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
____ 5. The insecticide imidacloprid works through what mode of action?
a. nervous system toxin
c. juvenile hormone mimic
b. metabolic toxin
d. physical poison
____ 6. Which of the following ant species has two petiole nodes?
a. odorous house ant, Tapinoma sessile
c. field ant, Formica spp.
b. pharaoh ant, Monomorium pharaonis
d. carpenter ant, Campanotus spp.
____ 7. In what site are you most likely to find fungus gnats breeding indoors?
a. moldy bread
c. potted plant
b. shower drain
d. rotting fruit
____ 8. What type of metamorphosis does a bed bug go through?
a. complete
c. indirect
b. gradual
d. no metamorphosis
____ 9. Electrocuting-type light traps are not allowed in food handling areas because of problems with
a. effect of UV light on some foods
c. hazards of UV light to workers
b. attracting flies to food handling area
d. contamination of food preparation areas
____ 10. Which of the following is NOT an identification character of Lyctid powderpost beetles?
a. small, 1/4 to 1/8 inch-long beetle
b. antennae nearly the same length as the body
c. head visible from above
d. two-segmented club
____ 11. Box elder bugs have what type of mouthparts?
a. chewing
c. rasping/sucking
b. piercing/sucking
d. siphoning
____ 12. To what scientific group (Phylum) do insects, spiders, and mites all belong?
a. Hexapoda
c. Arthropoda
b. Chelicerata
d. Arachnida
Name: ________________________
ID: A
____ 13. Which of the following is an example of biological control?
a. use of hormone-mimic insecticide
c. use of fungi to control termites in wall
b. use of enzyme-based drain cleaner
d. none of the above
____ 14. Which of the following steps are NOT part of the IPM process?
a. pest identification
c. treatment
b. inspection
d. all are part of the IPM process
____ 15. Which of the following insecticides are not considered a fumigant?
a. methyl bromide
c. napthlalene
b. sulfuryl flouride
d. methyl parathion
____ 16. What type of insecticide formulation consists of an active ingredient sprayed onto, or mixed with an edible substrate?
a. emulsifiable concentrate
c. granular
b. bait
d. paste
____ 17. Which of the following is an example of a benzoyl urea insecticide?
a. pyriproxifen
c. noviflumeron
b. acephate
d. lambda-cyhalothrin
____ 18. What federal regulatory agency that partly oversees activities of the pest control industry was established by President Nixon in 1970?
a. Environmental Protection Agency
c. Department of Homeland Security
b. Department of Transportation
d. Food and Drug Administration
ACE Practice Exam
Answer Section
TRUE/FALSE
1. ANS: F
2. ANS: T
3. ANS: T
4. ANS: T
MULTIPLE CHOICE
5. ANS: A
6. ANS: B
7. ANS: C
8. ANS: B
9. ANS: D
10. ANS: B
11. ANS: B
12. ANS: C
DIF: A
REF: Owens, Corrigan and Bennett, Truman's Scientific Guide to Pest Management Operations.
13. ANS: C
14. ANS: D
15. ANS: D
16. ANS: B
17. ANS: C
18. ANS: A | web | https://ipmhouse.tamu.edu/files/2021/03/ExamView-Pro-ACE-PRACTICE-EXAM.tst_.pdf | 0.472361 | {
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Global Low Carbon Farming Program with HEINEKEN
August 12, 2022
As we continue progressing to meet our sustainability goals outlined in our 2030 All Life sustainability plan, Ingredion Brazil joined HEINEKEN's Global Low Carbon Farming Program aimed at reducing greenhouse gas (GHG) emissions by working with corn and barley farmers to implement sustainable farming practices. One hundred twenty-eight farmers from eight countries participated in the program, with six from Ingredion.
Once growers were enrolled in the program, our sustainability team worked with them to identify new farming practices to reduce GHG emissions in their operations. To help offset the cost of implementing new practices, HEINEKEN contributed funds to aid the growers in executing these changes. At the end of the first year, before and after emissions data was measured to assess the viability of the adopted changes. They found that the program resulted in a 25 percent reduction of emissions in scope and increased the amount of carbon captured in the soil by 40 percent. The results included improved soil health, water infiltration, and soil biodiversity preservation.
"Working on this project with HEINEKEN was exciting," said Jose Eduardo Camargo, agriculture specialist. "It was great to see HEINEKEN incentivizing growers to choose practices on their farms targeting GHG reductions as our growers are great stewards of their land and know what can be most effective in their operations."
The next step in the program is to identify which practices had the most positive results and to scale up the adoption of those practices with growers in their supply chains. The program aims to be fully staffed with 500 farmers in 15 countries by the end of 2025. HEINEKEN released a short video detailing the project's first-year results. | web | https://ir.ingredionincorporated.com/node/24096/pdf | 0.438792 | {
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Word Search
Now that you have been introduced to all Seven Sacred Teachings, can you remember all the matches?
Find all seven teaching and animal pairs in the word search below:
Hints: 1) ? & bear; 2) respect & ?; 3) ? & sabe,
raven; 4) ? & beaver; 5) truth & ?; 6) humility &?;
7) ? & eagle
Sunday June 30 th Youth Bulletin –Wisdom
Wisdom
Artist: Gerald Gloade
"The Mi'kmaq are the indigenous people of Mi'kma'ki, the Mi'kmaw homeland which includes all of present-day Nova Scotia,Prince Edward Island, central and easternNew Brunswick, the Gaspé Peninsula and Newfoundland. For at least the last 13,000 years our ancestors have called Mi'kma'kihome.
Our culture and language, Mi'kmaw, are rooted in our land and our people. We are closely related spiritually, culturally and linguistically to the First Nations in our region. We share many cultural traditions as well as linguistic roots with our neighbors, the Abenaki, Wolastoqiyik (Maliseet), Innu, Passamaquoddy, and Penobscot as well as many other Algonquian-speaking First Nations. Together these nations make up the Wabanaki Confederacy." Source: https://www.mikmaweydebert.ca/
Kopit (Mi'kmaq) – Beaver
The beaver represents wisdom because it uses its natural gift wisely for survival. The beaver also alters its environment in an environmentally friendly and sustainable way for the benefit of his family.
To cherish knowledge is to know wisdom. Use your inherent gifts wisely and live your life by them. Recognize your differences and those of others in a kind and respectful way.
Continuously observe the life of all things around you. Listen with clarity and a sound mind. Respect your own limitations and those of all of your surroundings. Allow yourself to learn and live by your wisdom.
Can you help the Wise Beaver find the way to the beaver lodge? | web | https://easternsynod.org/wp-content/uploads/Wisdom-Youth-bullletin.pdf | 0.443272 | {
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CHAPLET OF DIVINE MERCY
How can I offer a 'Chaplet of Mercy' to Our Lady if I don't know the prayers?
Children of the World,
Now is the best time to learn. Jesus appeared to Saint Faustina and told her how He wanted this new prayer spread throughout the world. He wanted everyone in the world to have great trust in His Mercy!
Jesus made a 'Great Promise' to those who pray it at three o'clock every day: Jesus promised those who pray it that He would consider granting the prayer intention of those who pray it, if it is His will. This is a very powerful prayer, children!
Ask your teachers and parents to get the video about Divine Mercy, and to contact the Marian Helpers Association to get all the information they have for you, so you can offer your CHAPLET OF DIVINE MERCY to Our Lady so that she will present your prayer to Jesus.
What joy you will give the Hearts of Jesus and Mary!
Here is the Chaplet of Mercy:
**How to pray the Chaplet of Divine Mercy**
Use an ordinary rosary.
1. Make the Sign of the Cross
2. Pray an Our Father, Hail Mary and The Apostles’ Creed
3. On the Our Father beads say:
Eternal Father, I offer you the Body and Blood, Soul and Divinity of Your Dearly Beloved Son, Our Lord, Jesus Christ, in atonement for our sins and those of the whole world.
4. On the Hail Mary beads say:
For the sake of His sorrowful Passion, have mercy on us and on the whole world.
5. Repeat for the five decades.
6. Conclude by repeating this prayer 3 times:
Holy God, Holy Mighty One, Holy Immortal One, have mercy on us and on the whole world. | web | https://childrenoftheeucharist.org/wp-content/uploads/2016/05/CHAPLET_OF_DIVINE_MERCY.pdf | 0.428566 | {
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Camp REACH OUT helps children manage grief
Over eighty children attended HPH Hospice Camp REACH OUT 2018, on March 2 to March 4, 2018. The children, ages 5 through 18, had all experienced a significant loss during the year.
Grieving children may feel lost and alone and unable to communicate their feelings. Since 1993, Camp REACH OUT has helped children learn coping skills to manage their grief and express their sorrow. Meeting other children their age who have also experienced a loss teaches them they are not alone.
Arriving Friday afternoon, campers were assigned to one of eight cabins. Each cabin had two adult leaders and a bereavement counselor. Campers in each group got acquainted over dinner and then played human foosball, did yoga or joined the drum circle at the campfire.
On Saturday, after an early breakfast, the cabin groups rotated through several challenges like the Web, the Balance Beam, and the Wall, that seemed recreational but actually contain a therapeutic component. Each challenge required the campers to work together as a group to manage the challenge. With teamwork and mutual support, campers were successful. Counselors helped the campers recognize what each challenge had taught them. In the afternoon, campers expressed their emotions through art by painting and embellishing a mask, and then went swimming, or played ball or other games.
Campers work on helping each other on The Web
After dinner on Saturday, campers had a beautiful lakeside ceremony honoring their loved ones.
Parents arrived on Sunday for the closing service and awards and then toured the cabins and grounds with their children. Friendships and bonds had formed so the children who had been strangers on Friday exchanged phone numbers, embraced goodbye and promised to keep in touch as camp came to a close.
Megan Bruno, Bereavement Supervisor, said, “Over the past weekend, 68 dedicated volunteers and staff from HPH Hospice came together to provide a weekend of healing, hope and fun for 86 children from Pasco, Hernando and Citrus counties. At Camp REACH OUT, campers learned how to cope with the difficult feelings of grief, as well as how to honor the memory of their lost loved ones.”
HPH Hospice offers several camps and bereavement and support programs throughout the year. For information, call [REDACTED_PHONE] or visit www.chaptershealth.org
Tags:
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HIS SIGWORK - Principle No. 10 of 10 The Lens of His Love – Two Scripture Studies May 4, 2014
Study 1 – Matthew 16:5-12
Jesus compared the teaching of the Pharisees and Sadducees to leaven because it had a subtle, undercover, powerful effect. There was good leaven and bad leaven. This leaven was harmful to those who embraced it.
When Jesus warned His disciples "to beware of the leaven of the Pharisees and Sadducees," they perceived His words as a rebuke that they had forgotten to bring bread with them on the boat. They saw His words through their broken, we-deserve-judgment lenses. Their fearful minds thought, "Surely He is accusing us!"
When Jesus said, "You men of little faith," He was rebuking them, but not for forgetting the bread; He rebuked them because they lacked faith in His motive was love. His words (to beware of the leaven of the Pharisees and Sadducees) were said with love and a desire to protect them from wrong teaching. This leaven of wrong teaching that Jesus lovingly warned His disciples about was the very thing they wrongly embraced – that Jesus' love was dependent on their good performance.
Holy Spirit, purify the lens of my heart. Show me Your love. Help me believe that You love me and that all Your ways are for my good.
Study 2 – Matthew 6:3-4, Hebrews 6:10, Psalm 139:17-18a
The concept e concept of rewards in heaven used to leave me wondering, had I done enough? So, I prayed to understand rewards through the lens of God's love. He gave me the three verses above.
When we are given rewards in heaven, it will not be because we have piled up points from our good works, but because God has tenderly remembered our life lived in His Spirit, the deeds we had forgotten. God is not keeping a record, but remembering the details of our journey. We only remember a little, but God remembers it all, like a parent who puts memories in a scrapbook.
Not only has He remembered our kindness and our trust in Him, but He has forgotten our failures. Yes, that is the great exchange that takes place when we receive Jesus the Messiah's sacrifice!
God remembers when you stroked your child to sleep, when you put in that eighth load of laundry, when you persevered through the care of an aging parent, when you loved in the face of rejection, when you kept the porch light off so the robin could rest on the nest she built under the roof, when you persevered through lonely days, and when you trusted Him during your greatest heartache.
We tend to remember the big things as the most important – like building a concrete wall in the hot sun for the orphanage on the mission trip, or anonymously giving lots of money, or taking food to the homeless. All of these activities are wonderful and necessary to meet others' needs in the joy of the Lord, but God remembers every small daily action that expressed His love.
Our rewards are His remembrance of the Holy Spirit's working in our lives.
"How precious are Your thoughts toward me, O God! How vast is the sum of them! If I should count them, they would outnumber the sand!" Psalm 139:17-18a | web | https://shale.flowergirlgreetings.com/images/126/SF-HIS-SIGWORK---No.-10-Knowledge-of-His-Love.pdf | 0.434267 | {
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Humanitarian needs remain high due to continuing armed conflicts and general insecurity. An estimated 1.6 million people are displaced. Millions of people live in fear and rely on humanitarian assistance for survival.\(^1\)
**Equateur Province**
Inter-ethnic clashes in Equateur province led to massive displacement in late 2009 and 2010. The situation has recently calmed down with an on-going reconciliation process.\(^1\) Over 120,000 refugees are still settled in neighbouring Congo.\(^2\)
**Angola Border**
Some 70,000 Congolese were expelled from Angola from January 2010 to January 2011 with reports of rapes, physical torture and sexual violence. Humanitarian partners provide emergency assistance to the most vulnerable families that expulsions be carried out in dignity and according to international human rights law.\(^3\)
**Bas- and Haut-Uélé Districts**
The Lord’s Resistance Army (LRA) is a rebel group movement formed in 1986 against the Government of Uganda.\(^4\) Driven out of Uganda and into Southern Sudan, the LRA operates from the Garamba National Park in DR Congo since 2005, attacking civilians in the Orientale province. LRA is also present in CAR and Sudan.
**Ituri District**
The Ituri conflict started as a land dispute between the agriculturalist Lendu and the pastoralist Hema and was particularly intense between 1999 and 2003. Although overall security has improved over the past years, armed groups remain active in the area.
**Nord- and Sud-Kivu Provinces**
The conflict in the Kivus is fuelled by vast natural resources in the region, which are exploited despite a mining ban. The army, backed by the UN Organization Stabilization Mission in the DR Congo (MONUSCO), is fighting mainly Rwandan Hutu rebels (FDLR) and a collection of other insurgents, with both rebel and army elements being accused of international humanitarian law violations and human rights abuses, including mass rape.\(^5\)
**TOTAL:**
- **1.6 million** IDPs (as of 31 Dec 2010)\(^6\)
- **926,020** returnees (Jul 2009 - Dec 2010)\(^7\)
**Number of LRA attacks in 2010**\(^8\)
- DRC: 214
- CAR: 68
- Southern Sudan: 24
**107 children abducted in 2010**\(^9\)
**References:**
- UNHCR, Congo Office Feb 2011.
- OCHA, Mouvements de populations au Congo, 2010, Dec 2010.
- IRIN, Living with LRA: The Juba peace agreement, 2007.
- UN General Assembly Security Council A/64/742-S/2010/181, 13 Apr 2010.
- UNHCR, Situation in the DRC, Update Jan-Dec 2010, 17 Feb 2010.
- UNHCR, Situation of Refugees in the Orientale Province of the DRC – Snapshot report 19 Apr 2010.
- For more information see http://ocha.tanzania.un.org
- www.reliefweb.int | web | https://reliefweb.int/sites/reliefweb.int/files/resources/D210E9D0153C6165852578490009A43F-SS_2011_COD_0302.pdf | 0.422726 | {
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The word chrisitian in paragraph 4 is intentionally lowcase Ignorance indentured them to the coal bosses. The Danville News Robert John Andrews Thursday, February 2, 2023 "Reptiles and Mammals" Word Count: 750
Can alligators learn? If you questioned this decades ago the answer would be an emphatic, "No." Reptiles only obey their instincts, genes rule brains. Modern research, however, has begun to suggest tortoises, snakes, and, yes, alligators have a capacity to learn, howsoever limited compared to mammals. After all, we believe groundhogs know when they see their shadows. Can Puxatany snakes? Our Labrador fetched the Frisbee after several throws. She also discovered the mischievous delight in keep-a-way. Our son's pet box turtle never did get the knack.
Two words describing this difference between reptilian and mammalian brains are "extra-genetic" and "extra-somatic." Mammals evolved brains that can collect information from sources outside the body and use it beyond their genetic code. Question: Might this imply that when we mammals are cruel it's because we want to be cruel?
What's our taxonomy? Domain: Eukarya (cell based). Kingdom: Animals (we move on our own). Phylum: Chordates (we have vertebra). Class: Mammals (furry with milk glands). Order: Primates. Family: Hominids (by mastering walking upright, bipedal, our hands were freed to invent tools). Genus: Homo. Species: Homo Sapiens. Sapiens in Latin means, "wise" (although sometimes you could have fooled me). We have big brains, which explains why human babies are born with such oversized pelvispainful heads. This also explains why our children's dependency lasts longer than all animals (sometimes till their thirties). The higher the specie, the longer the dependency.
Many of us, perhaps, are smarter than dolphins. Even the dumbest among us is smarter than a box turtle. Whether or not we use our intelligence is another matter altogether (Q-Anon comes to mind). Supposedly the zenith of evolution, we humans supposedly have the highest ability to gather information, remember it, and apply it, compared to all other creatures. Dolphins may squeak and click but writing is humankind's supreme technological achievement. Words. Our ability to write and read is the premier example of extra-somatic learning, encouraging our ability to recognize failings and avoid repeating them. This salutes why local newspapers are indispensable. We may dislike what we read. We may disagree with what we read. We are, however, better equipped by what we read. I still chuckle at the new seminarian who leveled charges of heresy against an Old Testament professor for teaching ideas the student didn't like to hear. Behold the sin of myopic modern christians voting: "Forward to the 1950's!"
When we read, we raft down the Mississippi alongside a fugitive slave. We name stars we spot at night. We learn they still shine during daylight, but the sun is too bright. We stare beyond our solar system and realize there's likely hundreds of galaxies in the observable universe for each earthling alive today. When we read, we discover how a young boy in Kabul experiences his world. We enter the life of a mother in South Africa oppressed by apartheid or walk in the sneakers of an adolescent boy who feels like a bullied outcast. We get transported out of our particular culture into the culture of a Mexican pueblo. God help those who think that sliced white bread is the only true type of bread there is.
One vivid morning long ago I stood at the end of my driveway imagining that another young boy far away was looking at his neighborhood and realizing, as did I, how the world was more than his neighborhood. This was my earliest 'aha' revelation. My safe, tidy world crumbled before this earthquaking moment, only to be rebuilt, reborn, launched toward dangerous possibilities far larger and assuredly far more wonderful. This awakening happened again when my pastor (fostering "minds freed from error, spirits freed from baseness") challenged me to imagine how the mythological truths of metaphorical Adam and Eve speak today. My Bible became unshackled, my faith energized.
Extra-genetic and extra-somatic learning is why we expend exacting effots on educating our young, drawing forth potential, asking questions rather than packaging them like sausages. Teddy Roosevelt pushed to enact Child Labor Laws because children forced by poverty to work in the mines missed out on going to school. This sinister, uncivil, denial of a chance for education trapped them into their misery. Ignorance indentured them to cold coal bosses. There's a special circle in millstone hell for sanctimonious authoritarians who limit, stifle, regulate, and control people's liberty to learn, dictating what children cannot read. Reptilian brutes stomping on dreams. Their hell threatens the rest of us with, as poet John Milton hauntingly described, a "dungeon of myself." | web | https://www.robertjohnandrews.com/_files/ugd/f3933d_8064d412e02e4898a68b4682bd1bd667.pdf | 0.426815 | {
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STARFISH: True or False?
1. Read about starfish.
Many starfish, or sea stars, have five arms. Some have many more arms! If a starfish loses an arm, it can grow another.
We often see brown or orange starfish. Others can be blue or red. They do not have a heart, but they do have an eye on each of their arms!
2. Check true or false for each sentence.
- All starfish have five arms. [ ] [ ]
- Starfish have a big heart. [ ] [ ]
- Starfish have eyes on their arms. [ ] [ ]
- Starfish are always red. [ ] [ ]
- Starfish are sometimes called sea stars. [ ] [ ]
Get more worksheets at www.kidsacademy.mobi | web | https://www.kidsacademy.mobi/media/files/LMS%20worksheets/English%20Language%20Arts/Grade%202/Unit%203/Chapter%201/g2_u3ch1l4_l2starfish_true_false.pdf | 0.418924 | {
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BUILDING A PROMPT
A prompt is a language-based invitation to act, make, or reflect - and in most cases, all three. As the point of entry into any project, activity, or lesson, a prompt actively situates learners within a designated learning context.
Designing an engaging prompt that effectively calibrates learners, interests, content, and outcomes can be challenging. Wording and composition are important, but because prompts are interactive by nature, other considerations also enter into the equation.
The spectra below represent some key considerations in the design of a prompt. No one consideration is assigned more importance than another and the list is not exhaustive. Examine the sample prompts and consider how and why they are plotted along each spectra.
CONSIDERING A PROMPT
single step multi-step constraining open-ended collaborative individualizing
relevant impersonal
1st person 2nd person imperative interrogative
accessible technical
Structure + Context
Language + Wording
SAMPLING A PROMPT: Review the prompts below and note how each goal is aligned with a relevant consideration.
Demonstrate to a friend how a circuit works.
Salient goal of prompt: To offer an opportunity for peer-to-peer instruction and collaboration around a common making activity.
Use a Sphero to compete in an Olympic track & field event.
Salient goal of prompt: To multiply the uses of a familiar material in new contexts.
constraining open-ended
How might a student need help navigating a normal school day if on crutches? Make something to ease the trouble.
Salient goal of prompt: To exercise empathy in the definition and solution of a real-world problem.
relevant impersonal
REFLECT
1. How do the goals of the sample prompts above relate to where the prompt falls on the given spectra?
2. Choose a prompt from the samples above. Where would you plot it on the remaining spectra? And why?
3. Review the alternate version of sample prompt #1 below:
a. Demonstrate to a friend how a circuit works
b. Make a circuit.
3a. What are the differences in structure and wording between the two?
3b. How does the second version change the goal of the prompt?
single-step multi-step
constraining open-ended
collaborative individualizing
imperative interrogative
1st person 2nd person
accessible technical
What goals do you hope your prompt will accomplish?
Draft an alternative version of your prompt.
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UKA Introduction to Kaiseki Experience
五感の出汁: Dashi for the Five Senses
Kombu Kelp | Smoked Bonito Flakes
八寸: Hassun *
Chef’s daily creation of bite-sized seafood and seasonal vegetables
茶碗蒸し: Chawanmushi *
Steamed Egg Custard | Shrimp | Shimeji Mushroom | Truffle
焼き物 肉: Washugyu Roast *
Washugyu Filet Mignon | Carrot | Mushroom
お食事: Takikomi Gohan
Seasoned Koshihikari Rice | Seasonal Fish
Miso Soup | Japanese Pickles
甘味: Dessert
Chef Kato’s daily creation
*Consuming raw or undercooked meats, poultry, seafood, shellfish or eggs may increase your risk of foodborne illness, especially if you have certain medical conditions. | web | https://www.japanhousela.com/sites/japanhouse.com.losangeles/files/2023-11/UKA-Menu_Intro-to-Kaiseki_112023-rev.pdf | 0.420696 | {
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LISTEN FIRST PRESENTS
SUPER SKILLS
BEING SPECIAL
In this film, children tease our super team – Listenup, Smellup, Lookup, and Handy. But when a bolt of lightning and thunderstorm threatens Skilltown, our heroes put their super senses – and emotions to work – gently bringing all the terrified others to safety in the school. They teach and learn how our differences can be a huge help to ourselves and the community.
GROW YOUR SUPER SKILLS!
STARRING
SENSITIVE SMELLUP
LOYAL LOOKUP
HELPFUL HANDY
LIKABLE LISTENUP
AND FEATURING Social Awareness, Relationship Skills, Self-Management, Embracing Differences, Helping Each Other, Believing in Your Own Skills and Demonstrating Skills to Others – and Real Children Worldwide.
Created by: UNODC and ETHAN FILMS · Made possible by the generous support of FRANCE
Super Skills promotes social and emotional learning as a foundation for science based substance use prevention in early adolescents
Filmed in Skilltown 3D – the magical place where anything can happen and every young person can learn what really matters!
Listen FIRST
www.unodc.org/listenfirst
UNODC
United Nations Office on Drugs and Crime | web | https://www.unodc.org/documents/drug-prevention-and-treatment/ListenFirst/videoposters/Being_Special_English_Poster_2023.pdf | 0.446012 | {
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Yes! YOU CAN VOTE
Previously Incarcerated
Voting rights are restored upon release from jail or prison. Previously incarcerated people should re-register to vote. Individuals on parole, probation, or people who are in jail, awaiting trial can vote.
Recently Naturalized Citizens
Recently naturalized Americans have the same voting rights as someone who was born in the U.S.
Transgender People
Transgender people can vote, even if their gender does not match what is listed on their state issued ID. Transgender people must be registered with the name that is listed on their state issued ID.
College Students
Students have a right to register and vote in the place they truly consider to be “home” — whether their dorm room, apartment or parents’ house.
Individuals with Disabilities
Polling places must have at least one accessible voting machine. Voters that require assistance may designate a friend or relative, or receive assistance from a certified poll worker.
Indiana Voter Registration Guidelines
To vote in Indiana, an individual must be a citizen of the U.S. who will be at least 18 years of age at the time of the next general, municipal or special election. The voter must have resided in their precinct for 30 days prior to the next general, municipal or special election.
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Using apostrophes correctly
Apostrophes can show possession.
For a singular noun (one person or thing) add an apostrophe then s.
Some tricky ones!
e.g. The consumer's complaint was received. For a plural noun (more than one person or thing) add an apostrophe after s.
e.g. Ten consumers' complaints were received.
it's meansit is
It's a fast internet connection.
its means it belongs to something The laptop is in its case.
its' (There is no such word!)
Draw a tick or cross in the box to show if the apostrophe is used correctly. Add a capital letter for proper nouns (e.g. places, names of government departments).
1. australia's consumer law protects
people's rights and safety when buying and
goods and services.
2. If a retailer’s practices are unfair or misleading, consumers’ can seek help.
3. In some cases’ , consumer’s may be entitled to a refund, repair or replacement.
4. You should learn the name of your state’s consumer agency in case you need help.
5. In new south wales, it’s the department of fair trading. Victorian’s can seek help from consumer affairs victoria. Queenslands’ consumer agency is called the office of fair trading.
Read these two case studies. Draw apostrophes in the correct places.
Case study 1: Thaos faulty laptop
Case study 2: Michaels faulty fitness watch
Thao bought a laptop from a discount shop in her towns main shopping centre. After only one day, the laptop broke down. The
discount shops manager sent the laptop out for repairs. When the laptop came back from repairs, its screen was broken. Thao called the Department of Fair Tradings hotline to find out what to do. Thaos consumer rights were explained to her. If a products problem or fault is serious, Thao can reject it and get a refund or replacement. Thao returned to the stores manager and explained that the governments laws protect her if she buys a faulty product. She asked for a new laptop. Despite the owners reluctance, when Thao explained about consumer guarantees, she received her new laptop.
Michael bought a fitness watch online from an overseas website. The watch worked but it would not sync with his computer as promised. Michaels plan was to use the watch to help train for a marathon so he needed to track each weeks fitness goals. Michael looked at the overseas companys website
but there was no technical support available. He sent several emails to the company but there was no reply. When he searched the web, Michael found online forums about the company. He found out that many consumers problems with the company had been even worse than his. Michael called the Fair Trading hotline. Unfortunately, Australias consumer law can only protect Michael if he buys from local retailers. Since the watchs retailer was overseas, Michael was not able to get his money back.
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Resene
Yabbadabbadoo
Resene
Rollercoaster
Resene
Neva
Resene
Blue Jeans
Resene
Soapstone
paper chase
Nothing is nicer than not only choosing a gift for one of your friends or a member of your family, but wrapping it in personalised paper and making a matching card. You can use the paper for other things, too, like covering your school books or simply as a piece of art to hang on your bedroom wall.
You will need:
Testpots of Resene Funk, Resene Hyperactive, Resene Parachute, Resene Royal Heath and Resene Belladonna
Sheets of paper
Midweight A4 card
Foam brushes in a variety of sizes
Chopping board and vege knife
5-6 medium-sized potatoes
Star cookie cutter
Sponge
Hole punch
Kids, check with your parents first about cutting the potatoes. You may need their help with Step 2!
Check out the Resene website for a whole host of step-by-step art projects for children and adults.
1
words: Helena Dunn pictures: Mark Heaslip
2
To make:
Resene
Frenzee
1. Divide the card into three equal rectangles and cut out. Paint stripes on the paper and card using two or three colours and a variety of foam brushes to make different sized stripes. Let the paint dry completely.
2. Cut potatoes into a few shapes to make printing blocks. We made a triangle and diamond by cutting the ends of the potato off first, then cutting the sides away, and a circle by cutting the end off another potato. We made the star by first cutting the end off a potato, then sinking the cookie cutter into the cut end and shaving away the sides. Dry off the cut ends.
3. Use the potatoes like a stamp by dipping the cut end into the paint and dabbing off the extra paint onto the sponge. Press the potato onto the sheets of paper and card, to create a pattern.
4. Fold the card in half, and punch a hole in the top corner near the fold. Thread ribbon through the hole. Wrap up your presents and write a message in the card!
Top tips
Wet the foam brushes a little before you start painting the stripes. This helps the paint flow more easily.
We used a combination of stripes and potato prints but just using the potato prints on coloured paper and card would look great too!
Win a funky ride-on taxi
Win this fabulous TUFF Ride-on Taxi from The Limit. Made from durable stamped steel, the ride-on yellow taxi is for enthusiastic cabbies or racers from the age of one year.
For a chance to win, just write your details (name, email address, address and a daytime phone number) on the back of an envelope and send to:
TUFF Taxi Habitat PO Box 91344 AMSC Auckland 1142 | web | https://www.resene.co.nz/homeown/habitat/pdf/diy_kids_08.pdf | 0.464877 | {
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BEGIN SAVING MONEY ON YOUR ENERGY BILLS NOW!!!
- Set your thermostat at 68-70 degrees during the winter and 78-80 degrees during the summer.
- Check and change your furnace filter monthly.
- Keep obstructions away from the hot and cold air registers.
- Turn the temperature on your water heater to the lowest setting that still gives you hot water.
- Use the cold water cycle on the clothes washer when possible.
- Use cold water for cooking. Heating water on the stove consumes less energy than using hot water from your water heater.
- Install a water saving, low flow showerhead.
- Turn off lights when they are not in use. If you have children, teach them to turn off lights and conserve energy.
- Clean the dust off the condenser coils at the back or bottom of the refrigerator once a year. Dirty coils make the refrigerator work harder and use more electricity.
Central Office Staff:
Julie Colling—Housing/Energy Services Director
Beth Tentinger—Housing/Energy Services Assistant
IOWA LOW-INCOME HOUSING/ENERGY ASSISTANCE PROGRAM
Mid-Sioux Opportunity Inc.
418 S Marion St
Remsen, IA 51050
([REDACTED_PHONE] or ([REDACTED_PHONE]
Hearing Impaired: 711
Visit us on the web at:
www.midsioux.org
What is LIHEAP?
The Low-income Home Energy Assistance Program (LIHEAP) is designed to aid qualifying low-income Iowa households (homeowners and renters) in the payment of a portion of their residential heating costs for the winter heating season, to encourage regular utility payments, to promote energy awareness and to encourage reduction of energy usage through energy efficiency, and client education. All clients applying for this program will simultaneously be making application for weatherization assistance as required by state law.
ALL PROVISIONS OF THE ENERGY ASSISTANCE PROGRAM, INCLUDING PAYMENTS, ARE SUBJECT TO THE AVAILABILITY OF FEDERAL FUNDS.
When can I apply for LIHEAP?
LIHEAP applications are accepted on a first come/first served basis from November 1st through April 30th. Elderly and disabled clients may apply beginning October 1st.
THIS PROGRAM IS NOT DESIGNED TO PAY A HOUSEHOLD’S TOTAL ENERGY COSTS. IT WILL PROVIDE SUPPLEMENTAL ASSISTANCE BASED ON SEVERAL FACTORS INCLUDING HOUSEHOLD INCOME, HOUSEHOLD SIZE, DWELLING TYPE, AND TYPE OF HEATING FUEL, AMONG OTHERS.
Who is eligible for LIHEAP?
A household may qualify for heating assistance if the total household income falls within the income range listed below:
| HOUSEHOLD SIZE | ANNUAL GROSS INCOME |
|----------------|---------------------|
| 1 | $29,160 |
| 2 | $39,440 |
| 3 | $49,720 |
| 4 | $60,000 |
For families with more than 4 members, add $10,280 for each additional member.
Guidelines effective January 2023
SCHEDULED APPOINTMENTS ONLY.
PLEASE CALL TO SCHEDULE AT YOUR LOCAL OUTREACH OFFICE.
What documents do I need to apply?
- Original Social Security or I-94 card for ALL household members.
- Birthdates for ALL household members.
- Current Heat & Electric Bill - This may be two separate bills.
- Proof of Income - This includes total household gross income from all sources. We must have complete proof of income to process your application.
* Fixed Income: Includes Social Security Income, Aid to Families with Dependent Children or F.I.P., Veterans’ Assistance, Unemployment Insurance and Pensions. Provide a copy of your most recent check or a bank statement showing automatic deposit.
* Wage Earners: A copy of the most recent calendar year Federal Income Tax Return or copies of your check stubs for the previous 30 days, or the past 12 months.
* Self-Employed/Farmers: A copy of your most recent Federal Income Tax Return.
* Other Income: Alimony and child support will also need to be verified.
What is ECIP?
Energy Crisis Intervention Payments (ECIP) are made for weather-related and supply shortage emergencies. Money can help with furnace repair/replacement, temporary shelter, purchase of blankets and/or heaters, fuel delivery, reconnect fees, service continuity, and cooling. | web | https://midsioux.org/Resources/files/Resource/LiHEAP.pdf | 0.506714 | {
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Fundraiser for the earthquake in Syria and Turkey
On Friday 17th February, Southfields will be raising money to support families in Syria and Turkey affected by the recent devastating earthquake. As we have several Syrian families at Southfields, it feels important to show our community support and care during this time.
Children can come to school in red, green or white clothing to represent the Turkish and Syrian flags. If children wear non-uniform, they will be asked to donate a minimum of 50p.
The exciting news is that breaktime will be extended to 30 minutes!
During Friday breaktime, Year 6 pupils will run a tuck shop for each year group where children can purchase snacks for one day only! Children can bring up to £1 to spend at break.
Year 6 will also run a penalty shootout! Children can take 3 penalties for 20p – there may also be some brave teachers in goal too!
It would be great to raise as much money as possible to support disaster response charities working with Syria and Turkey.
Thank you for your support.
Miss Albrow
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Hope you enjoy the new look of our newsletter! It still has all the same great information, just with a makeover!!
Mrs. Lott- Room 128
**Math-**
I Can understand fractions, their size, and their relation to division.
**Reading-**
I can use questioning strategies to complete a KWL chart for a nonfiction text.
**Writing- I Can...**
I Can learn how to effectively write an expository paper (three week unit).
**Word Knowledge- I Can...**
I Can learn the prefix sur- (over, above, around), sub- (under, down, beneath)
**Social Studies- I Can...**
learn how conflict between the colonists and British eventually led to the American Revolution.
[REDACTED_EMAIL]
This week at a glance..
**Reading:** This week we are working on asking higher level thinking questions and connecting them to our K-W-L chart. A K-W-L chart is a graphic organizer that we fill out before we read the selection and after we finish reading. It helps us figure out what we already Know, What we want to know, and what we Learned. This week’s story is a biography entitled James Forten. The students have learned what it was like for African Americans during the time of the revolution and the emergence of slavery.
**Math:** On to a new topic to start off a great week of learning. This topic is going to take us until winter break to complete and it all deals with fractions. Our motto in class is “Fractions are our Friends!” We are learning the basics of fractions and how they are connected with division. Topic 9 test will be next Friday. Remember to keep working hard!!
**Writing:** This week the students are working on writing their own expository essay. The whole class has the same topic of writing about a job that they think they would be good at. We are making sure to have an attention getting introduction, detailed reasons, and a wrap-it-up conclusion. Each student is receiving specific feedback in the areas they need to work on. Ask your child to share what they are working on!
**Social Studies:** It’s war time! the Revolutionary War that is. Today is our Chapter 8 test which was an introduction to how the American Revolution was started and how the colonists did not like being under British control. We have realized that if these events had never happened in history, we still might be under their control today. Did you hear the shot that was heard around the world? | web | http://www.sps186.org/downloads/basic/219098/12-07-11.pdf | 0.424223 | {
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Anaphylaxis Emergency Protocol
Face
Redness, itchiness, warmth, swelling of the face or tongue.
Airway
Coughing, wheezing, tight throat, difficulty breathing, swallowing or speaking.
Stomach
Nausea, pain, vomiting or diarrhoea.
Total Body
Anxiety, rash, itchiness, swelling, weakness, metallic taste in mouth, paleness, sense of doom, loss of consciousness.
Put it in your pocket
Anaphylaxis
For most people, a bee or wasp sting is nothing more than a short-lived painful experience; for others it's a life-threatening situation.
During the past 2 decades, there has been an increase of anaphylaxis particularly in industrialised countries. More people are allergic to bee or wasp venoms than to snake, spider or scorpion venom.
Allergic reactions are often built up over time. People who are allergic to bee or wasp venoms should take precautions and be aware of the factors that increase the risk of being stung.
First Aid Techniques
* Do not hesitate to act!
* If the patient has a Epinephrine auto-injector, use it at the first signs of an anaphylaxis. Repeat every 5 minutes if the symptoms intensify.
* The first signs of anaphylaxis can be mild, becoming life-threatening very quickly.
* Transport the patient to professional medical assistance.
For assistance contact the Poison Information Helpline on +27(0)[REDACTED_PHONE].
Bites In The Night
Bites in the Night is a venomous animal employee engagement program that focuses on the 3 principles of working in areas inhabited by venomous animals. These 3 principles greatly reduce the chances of being bitten or stung by offer a unique understanding of venomous animals. Bites In the Night also promotes your environmental policy, reinforces your emergency protocols and empowers employees to react in a responsible way to venomous animals in the workplace. Presented by Jonathan Leeming.
Email [REDACTED_EMAIL] or visit www.JonathanLeeming.com
DOWNLOAD THIS POSTER FROM
W W W. J O N AT H A N L E E M I N G . C O M | web | http://jonathanleeming.com/download/2133/ | 0.466888 | {
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Comfort Positions
Comfort positions are ways to hold your child during medical procedures. These positions are typically adopted by parents or caregivers to help soothe the child by offering security, positive assurance and comfort. Comfort positions reduce anxiety, pain and discomfort during medical procedures. We encourage you to observe how these simple steps can make a difference to your child.
Good to know
Age-appropriate distraction techniques:
Infant (up to 2 years old):
- Swaddle your baby
- Stroke your baby gently
- Coo/sing softly
- Give your baby a pacifier dipped in sugar water
- Hold a toy that lights up
Toddler/Preschooler (2 to 6 years old):
- Read a pop-up or I-Spy book
- Blow bubbles
- Count
- Watch a cartoon or musical
- Play with cause-and-effect toys
Early schooling age (6 to 12 years old):
- Talk about a favourite hobby, an activity or cartoon
- Read comic or I-Spy books
- Hold a squeeze ball
- Take deep breaths
Adolescent (12 years old and above):
- Discuss about a calm and safe place (Guided Imagery)
- Listen to music
- Play hand-held games
- Hold a squeeze ball
- Take deep breaths
Procedural support tips:
- Be honest
- Speak in a calm and quiet voice
- Use simple language and avoid "over talking"
- Treat the child as an equal – do not speak down to the child
- Pat and reassure your child
- Involve caregivers
- Ask the child if he wants to look at the procedure or if he would prefer to look away
- Ask the child how he would like to be comforted
- Give the child small opportunities to participate (eg. "Can you hold the plaster for me?" or "Can you hold the glove for me?")
- Praise the child for being cooperative or brave throughout the procedure
All information and images are the property of KKH. No reproduction in full or part allowed without formal written permission from
Child Life Therapy. | web | https://www.kkh.com.sg/patient-care/areas-of-care/Documents/ChildLife-HealthResources/Comfort_positioning.pdf | 0.422283 | {
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Gardening Projects
Week of February 17, 2020
By Kathleen Cue, Nebraska Extension Horticulture Educator in Dodge County
What really sets Nebraska Extension Master Gardeners apart from garden clubs is their dedication to learning Best Management Practices, the cornerstone of what the land grant university has to offer, whether it is an invasive insect, a tough weed to manage, or a proven plant variety to try. This dedication to learning shows in the enthusiasm Master Gardeners share with Nebraskans through direct education (the helpline and tabling events), growing food for the food insecure, and managing education gardens.
Plant a Row for the Hungry began in 1995 by the Garden Writers Association. This program and other programs like it encourage gardeners to grow an extra row of vegetables and donate them to local soup kitchens and food pantries. While nonperishables are the backbone of donations to food pantries, fresh vegetables and fruits can be in short supply. It doesn't take much extra effort and Individual gardeners or groups can participate. For possible locations of fruit and vegetable donations, contact your local Extension Office. A really heartwarming story involves a community garden that collected all the leftover seedlings and seed packets from their gardeners, planting them in the neglected place between the sidewalk and street. The abundance of produce that came from this out-of-the-way spot were donated next door, to the low-income seniors. It was a boon to both the gardeners and the seniors because the senior citizens got fresh vegetables and the gardeners had the careful eye of the retirees keeping watch over their garden!
The Nebraska Certified Pollinator Habitat program sets criteria for residential gardens, municipal landscapes, school gardens, and businesses to have their spaces certified as pollinator friendly. The plight of honey bees and monarch butterflies is well-known but the unsung heroes, native bees, are virtually unknown. This is sad because they are real workhorses—just 250 native bees do the pollination work of 30,000 honey bees. A diversity of flowering plants, a water source, and places of shelter are what's needed to help native bees and other pollinators. More information and an application may be found at: http://go.unl.edu/pollinatorhabitat.
"Prune when the saw is sharp" is an old adage whose time has passed. New research indicates trees and shrubs are best pruned in April, May or June, months that show the best turnaround time for wound closure. Why is it important for wounds to close on a timely basis you ask? The longer it takes for trees and shrubs to form callus tissue over wounds means the likelihood from fungal and bacterial infections increases. Oak and elm are the exception to pruning in April, May or June because certain insect-vectored diseases are prevalent then. Oak and elm are pruned during the dormant season, November through February, when freezing weather means insects are not active. | web | https://extension.unl.edu/statewide/dakota/Horticulture/Gardening%20Projects.pdf | 0.439894 | {
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In the Martin & Sylvia: Saturdays! story "Sock Puppets," Martin and Sylvia's babysitter Ellie has a great idea for what to do with a bunch of old single socks - sock puppets! She suggests that brother and sister look at each sock and note the color, shape and design, and then decide what kind of sock puppet to make.
You can do the same with these drawings - do any of them look like animals? Like people? Color them in and add eyes, noses, mustaches or whatever you would like! Then use them as inspiration to create your own sock puppets! | web | https://assets.ctfassets.net/2ykm1a1c9n65/XT0nWuh0e2KUoYSomGwoy/7ffaff61475f42a4e67cda23ad6d5f88/saturdays.printable.33_Sock_Puppets.pdf | 0.454122 | {
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- To promote relationships between schools and their local Water Resource Recovery Facilities (WRRF) or the Michigan Water Environment Association (MWEA);
- To provide small grants to schools for various water quality related projects;
- To provide speakers to present on water quality subjects to the schools, and;
- Where feasible, arrange plant tours for the participating classes or schools.
The WRRF contact will reach out to an interested teacher or department head who has expressed an interest in performing a water quality related project or a teacher may reach out to the MWEA. The teachers may be those that have applied for a Youth Education Committee or Dan Wolz Education grant and did not receive it, or by reviewing the Donors Choice website and finding a worthy project to fund.
The relationship may start out with the WRRF contact or designee speaking to a class or classes about water quality in general or local water quality concerns. The MWEA will provide the grant for the project and the local WRRF representative shall offer assistance. A tour of the
local WRRF should be arranged for the class(es) where possible. Once the project has been completed, the class shall present its findings to the local WRRF or MWEA representative.
By adopting a school, it is hoped that the local WRRF shall continue to be available for speaking and also continue to offer facility tours to the students and school staff after the grant period and in perpetuity.
For example, in places where there is adequate funding available and the grant purchases are reusable, the WRRF might continue to fund the projects annually and create a mutually beneficial relationship with the school year after year. In turn, the teacher and students will have developed a real world relationship with at least one water professional and have a lifelong resource for valuable perspective and information.
The following evaluation criteria and process ensure tracking and accountability for funds allocated to schools, promote fair distribution of funds, and leverage MWEA's public education goals:
- Project is for fourth – twelfth grade students, beginning the 2017 – 2018 school year;
- Project is science-based and includes wastewater and/or stormwater/watershed education elements;
- Project shall include a wastewater treatment facility tour and/or a presentation from a local wastewater/storm water agency. MWEA will provide contact information for your local wastewater/storm water agency if unknown.
A MWEA review committee will determine the level of funding to be awarded.
A check payable to the school will be mailed to the contact provided.
The school agrees to use the funds only as proposed unless otherwise approved.
A summary of fund use (how the money was spent) and digital photos must be received by end of school year after project completion.
Typical funding will range from $200 - $1000.
For more information, contact MWEA at: ([REDACTED_PHONE]; [REDACTED_EMAIL] | web | https://www.mi-wea.org/docs/AAS_Flyer.pdf | 0.476711 | {
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Talking cards bring smiles to hundreds of faces
By David Melsome
A community project has been surprising volunteers and people living on their own by sending them greetings card that actually talk to them.
Messages to thank them for their hard work, to say ‘thinking of you’ and even to tell jokes are recorded into a tiny memory chip inside and can be heard every time the recipient opens the card.
The project has been set up by Co-op member pioneers in Barnet. They identified nearly 500 people they thought deserved a personal message and approached David Hyams, managing director at Talking Print in Southgate, who donated the cards for free.
One was Lyn Brenner, who has Parkinson’s and has been volunteering for the Barnet branch of Parkinson’s UK, based at Venus House in East Finchley, N2, for more than 10 years. She fundraises and makes about 100 support calls every fortnight to fellow sufferers. Co-op member pioneer Neill Reed said: “Lynn is an inspiration to so many people. She was so thrilled with her card that she asked if she could have 20 to send to members of Parkinson’s UK, which of course she did.
“The cards are plain white, ready to be decorated and personalised by the sender. Inside you write your own message and record your special message. People say they have provided some memorable moments in the long and lonely lockdown.”
Twin sisters play their part in fight against the virus
By Vicki Bradley
In March I was unwell for 14 days with some of the Covid-19 symptoms, including a tight chest and difficulty breathing. Some days I couldn’t get out of bed.
My identical twin sister, Alison, and I had agreed to be involved in TwinsUK research into developing a Covid-19 symptom tracker, and I tracked my symptoms on that. Although Alison was staying with me in East Finchley, she was unaffected.
Off go the samples
In April, we were asked if we would like to further help by taking part in a study to help develop an antibody test. Of course, we said yes; we’ve been taking part in their studies since 2012, as we believe their health research is valuable to all of us.
We were used to going to St. Thomas’ Hospital to be tested, but this time two nurses, dressed in gowns, masks and gloves arrived at my house. They took saliva samples, nose swabs and three vials of blood from both of us. Surprisingly, the nose swab was the most uncomfortable.
The nurses were waiting two other sets of twins before taking our samples back to the labs. I was impressed with their bravery in going into people’s homes, but they wanted to help discover a tracker app for this virus.
We got our results three weeks later, and were surprised to find that we had both tested negative. It was a relief knowing we hadn’t infected others, but it also meant that we haven’t caught the virus yet, and you can’t help but wonder how your body would react.
The developed antibody test for Covid-19 seems to be working well, and I hope a vaccine isn’t too far away. Lockdown has been difficult, but the rate of infection is dropping, and we’re all doing our part to save lives.
TwinsUK
Tracking your symptoms on the TwinsUK app each day, even if you’re feeling fine, helps to identify areas where Covid-19 might be resurging. The app is available to download on any Android or Apple device, and you can learn more at https://twinsuk.ac.uk
Tree and fungus in perfect harmony
This exotic-looking fungus was spotted on a tree in Deansway, N2. We asked local naturalist Linda Dolata what it might be and here’s what she told us:
It is a bracket fungus with the colloquial name Dryad’s Saddle, aka Polyporus squamosus. It is the fruiting body of the fungus and its presence means that the fungus is feeding on tiny white threads known as hyphae forming a network, or mycelium, throughout the tree.
If you look at the underside of the bracket then thousands of tiny white pores are visible (hence the genus name polypore), and it is through these that millions of minute spores will be released on a dry windy day to disperse the fungus. The spores have no food store as such so very few will find the exact habitat that they require to begin the next generation.
Trees can exist quite happily for many years with fungi, which are an important part of their ecology. Oak trees, for example, will send new roots down their cores if they have been turned into decaying wood by, say, the beefsteak fungus (another bracket type). This helps them recycle some of the nutrients from the no longer productive wood.
All trees have associations with many underground symbiotic fungi called mycorrhiza which hugely improve the tree’s uptake of water and nutrients, whilst the fungi benefit from the products of photosynthesis. Nature is amazing. | web | http://the-archer.co.uk/archive/2020/2020Jul05.pdf | 0.496372 | {
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Halloween Safety Tips
The Frederick County Sheriff's Office offers a few tips that will make Halloween a real treat for the entire family. Citizens are urged to be especially alert and make safety a priority.
Make sure that an adult or an older responsible youth will be supervising the outing for children under age 12.
Travel only in familiar areas and along an established route.
Stop only at houses or apartment buildings that are well lit and never to enter a stranger's home.
Establish a return time.
Pin a slip of paper with the child's name, address and phone number inside a pocket in case the youngster gets separated from the group.
Only fire-retardant materials should be used for costumes.
Costumes should be loose so warm clothes can be worn underneath.
Costumes should not be so long that they are a tripping hazard.
Costumes should be made with light colored materials. Strips of retro-reflective tape should be used to make children visible.
Masks can obstruct a child's vision. Use facial make-up instead.
If masks are worn, they should have nose and mouth openings and large eyeholes.
Knives, swords and other accessories should be made from cardboard or flexible materials. Do not allow children to carry sharp objects.
Carrying flashlights will help children see better and be seen more clearly.
Walk; do not run, from house to house. Do not cross yards and lawns where unseen objects or the uneven terrain can present tripping hazards.
Walk on sidewalks, not in the street.
Insist that treats be brought home for inspection before anything is eaten.
When in doubt, throw it out.
Motorist should watch for children darting out between parked cars and walking on roadways, medians and curbs. Motorist should enter and exit driveways and alleys
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The sense of flavour 2
{A} Scientists now believe that human beings acquired the sense of taste as a way to avoid being poisoned. Edible plants generally taste sweet; deadly ones, bitter. Taste is supposed to help us differentiate food that's good for us from food that's not. The taste buds on our tongues can detect the presence of half a dozen or so basic tastes, including sweet, sour, bitter, salty, and umami (a taste discovered by Japanese researchers, a rich and full sense of deliciousness triggered by amino acids in foods such as shellfish, mushrooms, potatoes, and seaweed). Tastebuds offers a limited means of detection, however, compared with the human olfactory system, which can perceive thousands of different chemical aromas. Indeed, 'flavor' is primarily the smell of gases being released by the chemicals you've just put in your mouth. The aroma of food can be responsible for as much as 90% of its flavor.
{B} The act of drinking, sucking or chewing a substance releases its volatile gases. They flow out of the mouth and up the nostrils, or up the passageway at the back of the mouth, to a thin layer of nerve cells called the olfactory epithelium, located at the base of the nose, right between the eyes. The brain combines the complex smell signals from the epithelium with the simple taste signals from the tongue, assigns a flavor to what's in your mouth, and decides if it's something you want to eat.
{C} Babies like sweet tastes and reject bitter ones; we know this because scientists have rubbed various flavors inside the mouths of infants and then recorded their facial reactions. A person's food preferences, like his or her personality, are formed during the first few years of life, through a process of socialization. Toddlers can learn to enjoy hot and spicy food, bland health food, or fast food, depending upon what the people around them eat. The human sense of smell is still not fully understood. It is greatly affected by psychological factors and expectations. The mind filters out the overwhelming majority of chemical aromas that surround us, focusing intently on some, ignoring others. People can grow accustomed to bad smells or good smells; they stop noticing what once seemed overpowering.
{D} Aroma and memory are somehow inextricably linked. A smell can suddenly evoke a long-forgotten moment. The flavours of childhood foods seem to leave an indelible mark, and adults often return to them, without always knowing why. These 'comfort foods' become a source of pleasure and reassurance a fact that fast-food chains work hard to promote Childhood memories of Happy Meals can translate into frequent adult visits to McDonald's', like those of the chain's 'heavy users', the customers who eat there four or five times a week.
{E} The human craving for flavour has been a large unacknowledged and unexamined force in history. Royal empires have been built, unexplored lands have been traversed, great religions and philosophies have been forever changed by the spice trade. In 1492, Christopher Columbus set sail in order to try to find new seasonings and thus to make his fortune with this most desired commodity of that time. Today, the influence of flavour in the world marketplace is no less decisive. The rise and fall of corporate empires – soft-drink companies, snack-food companies, and fast-food chains – is frequently determined by how their products taste.
{F} The flavor industry emerged in the mid-1800s, as processed foods began to be manufactured on a large scale. Recognizing the need for flavor additives, the early food processors turned to perfume companies that had years of experience working with essential oils and volatile aromas. The great perfume houses of England, France, and the Netherlands produced many of the first flavor compounds. In the early part of the 20th century, Germany's powerful chemical industry assumed the lead in flavour production. Legend has it that a German scientist discovered methyl anthranilate, one of the first artificial flavours, by accident while mixing chemicals in his laboratory. Suddenly, the lab was filled with the sweet smell of grapes. Methyl anthranilate later became the chief flavoring compound of manufactured grape juice.
{G} The quality that people seek most of all in a food, its flavour, is usually present in a quantity too infinitesimal to be measured by any traditional culinary terms such as ounces or teaspoons. Today's sophisticated spectrometers, gas chromatograph, and headspace vapor analyzers provide a detailed map of a food's flavour components, detecting chemical aromas in amounts as low as one part per billion. The human nose, however, is still more sensitive than any machine yet invented. A nose can detect aromas present in quantities of a few parts per trillion. Complex aromas, such as those of coffee or roasted meat, may be composed of gases from nearly a thousand different chemicals. The chemical that provides the dominant flavour of bell pepper can be tasted in amounts as low as 0.02 parts per billion; one drop is sufficient to add flavour to the amount of water needed to fill five average-sized swimming pools
Questions 1-5
Do the following statements agree with the information given in The Passage?
In boxes 1 – 5 on the answer sheet write
TRUE if the statement is True
FALSE if the statement is false
NOT GIVENIf the information is not given in the passage
1..................... The brain determines which aromas we are aware of.
2.....................The sense of taste is as efficient as the sense of smell.
3.....................Personal tastes in food are developed in infancy.
4.....................Christopher Columbus found many different spices on his travels.
5.....................In the mid-1880s, man-made flavors were originally invented on purpose.
Questions 6-11
Complete the sentence below. Choose ONE word from The Passage for each answer. Write your answers in boxes 6 – 11 on your answer sheet
It is thought that the sense of taste was 6..................... in order to 7..................... the foods which to us from those that are not 8...................... The sense of smell, which gives us the flavour we de food, helps us to take pleasure in our food. Indeed this 9..................... for flavour was, in the past, why so many explorers ventured to distant lands to bring back new 10......................which were g after in Europe. Here they were used in cooking to enhance the usual 11.....................and unappe eaten by rich and poor alike.
Question 12-13
Write NO MORE THAN TWO WORDS from Reading Passage 1 for each answer.
Write your answers in boxes 12-13 on your answer sheet
12. We associate certain smells with the past as they are 12
.....................
13. Modern technology is able to help determine the minute quantities of 13..................... found in food.
Solution:
1. NOT GIVEN 8. GOOD
2. NOT GIVEN
9. AROMA
3. TRUE
10. SEASONINGS
4. NOT GIVEN
11. FLAVOUR
5. FALSE
12. INDELIBLE
6. ACQUIRED
13. CHEMICAL
AROMAS
7. DIFFERENTIATE | web | https://mini-ielts.com/1489/print/reading/the-sense-of-flavour-2 | 0.487836 | {
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Year 4 English
Week beginning 13.07.20
It's your last week of Year 4 English work!
* This week we're working on editing skills again, as well as finishing your stories and celebrating the end of the year.
* Over the next few slides there are three activities to do.
If you're in Bubble A: we will do activity two and three in school on Monday and Tuesday, you can do activity one at home
If you're in Bubble B: we will do activity two and three in school on Thursday and Friday, you can do activity one at home
If you're working at home or in the key work bubble: do all three tasks and don't forget to take some photos and send them to us!
Activity one: Editing
* We're going to practise the skill of editing again.
* Warm up by spotting some mistakes in my writing below:
Slowly the tiger crept throogh the damp trees, looking for my prey Suddenly, a bolt of lightening lighted up the sky! the tiger ran behind nearest tree, terrified. Thunder shook the rainforest and rian fell down in waves.
* Now have a look at the task sheets in our resources area. They're focussed on spelling. There are a few to choose from, so choose which one you'd like to do then try to correct the spelling mistakes.
* Once you're finished, you can mark your own work using the answers provided.
Remember the story you started last week?
* Activity two: finishing and editing your story
* Read back over what you wrote last week. Spend some time finishing off if you need to.
* Now we're going to do some editing. Take a different coloured pen, like you do in school.
* Look on the next slide for a list of things to look out for in your writing. Can you improve what you've written?
Editing checklist: go through your writing and check
each of these
* Punctuation: is each sentence punctuated correctly? Have you used any
exclamation marks, question marks, apostrophes or commas – if so, are they in the right place?
* Capital letters: does each sentence start with a capital letter? Are there any capitals in the wrong place (e.g. middle of words) which you need to change?
* Paragraphs: is your story broken up into paragraphs? If not, can you mark where they should be?
* Spelling
: have you spelt as many words correctly as possible? Are there any words you're not sure about which you'd like to check?
*
Language: have you used language and vocabulary which engages your reader? Are there any words you'd like to change for different synonyms?
* Sense: does every sentence make sense? Are there any words you've missed out?
* Tense and person: have you stayed in the same tense (past or present) through the whole story? Are your past tense verbs correct (if you used past tense)? Have you stayed in either first or third person throughout?
Read this funny poem before you start the next task!
Trips:
Museum of London, cinema, CLC, art gallery, church, Centre of the Cell
Assemblies and performances:
Romans assembly, time warp dance, Christmas show, Royal Albert Hall, heroic humans assembly and dance
Topics:
An Adventure Through Time, Heroic Humans, Into the Rainforest
Think about the children in our class. We've all been missing each other these past weeks.
What are some of your special memories of Year 4?
Favourite lessons:
Swimming, trumpet and trombone, Art, DT, Science, Music, Maths, English, French, PE, Computing, History, Geography, RE, PSHE, reading
Special days:
Art day, learning to cycle, open mornings, cooking, comic workshop, talent show, World Book Day
Activity three: Write a letter/ card
Write a card or a letter to the class – not a specific person but the whole group. Include some messages you'd like to share with everyone.
Make sure you mention:
* Something you've done while we've been apart or any news you'd like to share
* What you're looking forward to doing when we see each other again
* Something you're planning for the summer
* Your favourite special memory (or memories) of this year
You could also include a picture or a joke to make them smile!
We'll share some of these together this week. If you're working from home, email us a photo of your work and we'll share it with the group. | web | https://www.fleet.camden.sch.uk/ckfinder/userfiles/files/Home-Learning/Year-4/wb%20130720/Year%204%20English%20wb%2013_07_20.pdf | 0.50262 | {
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Getting Marketable Skills for improving life
With her lost husband a few years ago, Gol Chaman did not have any income to support and feed her four children in Shahra village, Bamiyan Province. Although she tried hard to find different opportunities to work, she could not find any without any particular skills and education. Her children could not go to school, because they had to support their mother by having brought woods from nearby mountains to sell and use for their cooking.
Daughters of Gol Chaman working at home
"I am proud of my daughters," continues Gol Chaman, "because they learned a weaving skill very quickly, and they no longer have to climb mountains to bring woods to sell. We are now getting orders to make dresses to be sold outside Bamiyan."
The Japan-funded project, Peace Building in Afghanistan through Consolidation of Community Solidarity, created an opportunity that apprenticeship and vocational training center was established in the village. Children of Gol Chaman enrolled in the center and learned skills in handicraft making and weaving.
Her two daughters are now Khamak handicraft maker, and sell their products in Bamiyan main markets to earn good money with their developed skills. Gol Chaman and her family are very grateful to the Government of Japan and UN-HABITAT for supporting to improve their living condition.
"We have good income. We get 3,000 Afghani per Khamak dress. We make two dresses a month. This amount of money is enough for our monthly expenditure," say Gol Chaman's daughters. | web | https://fukuoka.unhabitat.org/projects/voices/afghanistan/pdf/Weaving_Skills_Learned_in_Bamyan_Jul_2011.pdf | 0.437602 | {
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Parsons The New School for Design
SCE | BFA Design Program |PD Design Studio 1 | DDD
Molly Roberts, Kimberly Snyder, Joel Stoehr, Erika Doering |Fall 2017
with your technology in OFF mode while in class today … completely present and self reliant …
part 1.
a two part, hands on, design challenge, warm up to the semester.
what if ?!
What if …
The power went out / you were " offthe grid" …
Your tool bag was far away …
Potable (drinkable) water was scarce or non existent …
Shelter was not reliable …
Your smart phone was … dead! (I know … the true end of the world!!)
Strangers were your new best friends …
Coffee was not available … (just kidding - sort of)
The reliable patterns of your life and products had been upended …
Materials were everywhere but not fresh and new - a jumbled mess and lots in bits and pieces.
Pod up with two real "strangers" to you and make a "new best friends" group.
Ask and share three questions about yourselves.
Name your newly formed intrepid team of three brave hearts.
Choose a challenge / or let it choose you !
Solve it in 2 short hours.
Share your mid-steps for feedback.
Resolve it in just 2 more.
Ready go!
- How do you send a message across a measurable distance/gap without technology?
- How do you carry a day's water supply with you across an urban wasteland successfully?
- How do you still get there (on your bike!) when the front wheel is suddenly no where to be found?
- How do you traverse a frozen lake without falling through?
- How do you shovel snow after a blizzard without any tools?
- How do you set up a shelter from rain when you left the tent poles far far away?
- How do you make a blanket or sleeping bag from garbage bags?
- How can you reflect or magnify the light from your flashlight to illuminate your dark apartment?
- How do you make a plate and cup from improvised materials?
- How do you transport relief supplies from the community center to your flooded house?
- How do you collect water when you cannot purchase it or get it from a faucet.
- How to bail out your sinking boat, improvise a bucket or scoop from _______.
Due :
today
2p here.
Parsons The New School for Design
SCE | BFA Design Program |PD Design Studio 1 | DDD
Molly Roberts, Kimberly Snyder, Joel Stoehr, Erika Doering |Fall 2017
part 2.
what if ?!
a two part, hands on, design challenge, warm up to the semester.
You had to explain yourself?!
Share your team's solution to help others …
Visually,
Verbally,
Written form.
How would you diagram your solution's USE instructions ?
How would you demonstrate the range of uses or scenarios it could address ?
How would you explain what materials and making techniques for others to use ?
And how you got to this solution ?
- proving your depth of testing and range of searching for solutions …
- including the sensitive considerations of all needs+wants in these dire circumstances.
- solving universal usability for anyone's stature+strength of physical+cognitive abilities.
- establishing your team's credibility + trustworthiness by demonstrating your work ethic.
Sketch it.
Make it.
Diagram it.
Storyboard it.
Document it all.
Track it !
.
.
.
do it.
Due :
11 September 9am pin up room 201 in 25 East 13 Street. | web | https://sce.parsons.edu/wp-content/uploads/2017/09/DDDfall2017-WHATif_.pdf | 0.485557 | {
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National Institute of Open Schooling
Senior Secondary Course: Sociology Lesson 28: Major Religious Communities in India Worksheet - 28
Note: Write your name, enrolment numbers, AI name and subject on the first page of the answer sheet.
1. What is the central belief of Jainism?
2. Briefly discuss the hidden status of caste system in Christianity
3. What is the central belief of Islam? Give an account of the five 'pillars' of Islam.
4. Name the sects in which the Jains are divided.
5. Briefly discuss about the Zoroastrianism and where are the followers of Zoroastrianism found in India?
6. Briefly discuss the historical perspective of existence and development of Christianity in India.
7. What are the reasons for the decline of Buddhism?
8. The roots of Hinduism can be traced in which civilization?
9. Explain how Sikhism make a clear distinction between God and Guru?
10. What are the properties of God according to Sikhs? Describe the idea of the 'community kitchen'? | web | https://nios.ac.in/media/documents/WorkSheets_Senior_Secondary/Sociology_331/ws_Sociology_331_E_L28.pdf | 0.437299 | {
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Guidance for Children's Cabinets in Response to COVID-19
MARCH 12, 2020
EDUCATION REDESIGN LAB
1
Harnessing the Power of Cabinets
While the COVID-19 crisis is impacting entire communities, it particularly effects children and families due to school closures, program and activity cancellations, parent and caregiver job layoffs, and quarantines. Civic leaders are rightly worried about a host of challenges, from how to continue to educate children, to ensuring children who typically get meals at school continue to be fed, to meeting childcare needs, to addressing children's and families' anxiety.
"Use the structure of the children's cabinet to coordinate services and messaging across community sectors."
Communities with established children's cabinets have the benefit of a structure to address children's needs holistically during this crisis. While it may seem expedient for city leaders and agencies to work independently to make decisions at this time, we urge them instead to lean on their children's cabinet or other crosssector body as an important mechanism for identifying needs and providing services. Through their children's cabinets, agencies and organizations that serve children have already developed strong collaborative relationships and practices.
We encourage communities to convene their children's cabinets — virtually if needed — to:
* Bring together information and data about the needs of and impacts on children and families from multiple agencies and organizations.
* Determine the most appropriate response for schools, childcare, youth and community programs, etc.
* Identify and coordinate the services available.
* Create a unified message and communication plan.
Following is a list of resources we have gathered that you might find helpful.
"Time and again it has been shown that communities where people know and care about each other are far better able to navigate the unknown than those where isolation is the norm. Communities become more resilient when they strengthen their natural networks of care." -Tamarack Institute, 2018
Resources for Cross-Sector Collaboration During Times of Crisis
Boudreau, Emily. "Providing Stability in a Time of Crisis: What leaders can do help calm their community and keep students ready to learn," Usable Knowledge, Harvard Graduate School of Education. March 10, 2020.
Boudreau, Emily. "To Prepare for Coronavirus, Simple Measures Are Often Most Effective," Usable Knowledge, Harvard Graduate School of Education. March 8, 2020.
Harvard EdCast: Schools, Families, and the Coronavirus, 2020.
"Talking to Children About Covid-19." National Association of School Psychologists, 2020.
World Health Organization. "Risk communication and community engagement (RCCE) readiness and response to the 2019 novel coronavirus (2019-nCoV)," January 26, 2020.
"In times of crisis, whether it's a flood, ice storm, or heat wave, communities need their municipalities, organizations and citizens working together and harnessing their collective skills and capacities. This is a community's social infrastructure." -Tamarack Institute, 2018
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M.S. Gripsholm
Ocean Liner, Cruise Ship, Mercy Ship
Purpose
This Display exhibit documents the 30 year history of the world’s first diesel powered passenger ship, with an emphasis on her career as a World War II mercy ship.
Scope
The exhibit traces the history of the ship throughout her 15 years as a transatlantic ocean liner and cruise ship, her five years as a wartime diplomatic exchange (mercy) ship repatriating more than 25,000 diplomats, civilian internees, merchant seamen and wounded POWs, and her postwar return to duty as a transatlantic ocean liner.
Exhibit Plan
1 Black Hull Period 1925-1930
1.1 The Ship
1.2 Transatlantic Crossings
2 White Hull Period 1931-1939
2.1 Transatlantic Crossings
2.2 The Cruise Trade
3 Mercy Ship Period 1942-1946
3.1 Exchange voyages -- Japan
3.2 Exchange voyages -- Germany
4 Postwar Period 1946-1955
4.1 Swedish American Line
4.2 North German Lloyd line
Importance
The exhibit puts into context M.S. Gripsholm’s life as a World War II mercy ship in which she completed eleven round trip prisoner exchange voyages to Asia, Africa, Europe, and the Mediterranean Sea area.
Exhibit Highlights
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March 8, 2020 Update to the Board of Education
DEI Subcommittees
Partnered Learning
Curriculum & Instruction
Student Voice
Inclusive Community
Kipling
Recommendation for February 16th Institute Day and discussions about ongoing professional learning
Discussion about the characteristics of an equitable curriculum and analysis of the Illinois Learning Standards
Sharing stories about the youth experience and planning how they can help get their peers involved
Brainstorming ways to engage the community and how to provide resources to those who are looking to further their learning
Research about Rudyard Kipling, the history of the school's name, and what goes into the renaming of a school
District 109's Diversity, Equity and Inclusion committee, made up of administrators, teachers, parents, and community members, participated in the 1.5 day Introduction to Courageous Conversations TM training on December 16th and 17th.
District 109 staff participated in the ½ day Introduction to Courageous Conversations TM on February 16th.
Committee
This learning experience met my expectations:
Introduction to Courageous Conversations TM Feedback
Other February 16th (DEI-Related) PD Options
* Navigating Unconscious Bias and Equity in Education
* Cultivating Culturally Responsive Teaching
* LGBTQIA+ Studies
* DEI Focused Pear Deck
5 = High quality, extremely satisfied
1 = Low quality, extremely dissatisfied
Preliminary Staff Survey Data for Committee - 3.3.21
Preliminary Staff Survey Data for Committee- 3.3.21
What does DEI mean to our staff?
Diversity, equity and inclusion means making sure that my students feel safe, seen, and represented in their learning environment.
It means incorporating concepts into our curriculum that foster better conversation. It means finding ways that we can share ideas so ALL stakeholders have a chance to better understand themselves and also understand the perspectives of others.
It means our students having the opportunity to see themselves and others in the materials used in our classrooms.
What are student expectations of this work?
To make students and families feel more welcome in our district.
I want to promote awareness about diversity and inclusiveness, so that everyone has a safe and comfortable environment to go to work and attend school.
To help educate students on cultures other than their own.
To spread awareness that racism is a real thing and that it's not over.
DEI Work Underway
* Professional Learning
* Diversity Analysis Tool to check the profile of library collections
* Updates to K-5 classroom libraries
* MS ELA Novel Review
* Identification of DEI principles in Leader in Me
DEI Next Step
* Kipling Subcommittee to report findings this spring
* Collaborative Work of C&I/Partnered Learning to create multi-year plan
* Continued analysis of instructional units/classroom practices
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Christchurch's drinking water contaminated 125 times in four years
TINA LAW
Last updated 14:55, August 30 2016
There are concerns that drinking water from some bores with elevated nitrate levels may pose a health risk.
E coli bacteria has been found in Christchurch's drinking water 125 times in the past four years.
The number of times contamination has occurred is falling though, as the Christchurch City Council completes work to reduce the public health risks.
A report on the council's drinking water monitoring programme – to be discussed at the infrastructure, transport and environment committee on Thursday – reveals 43 water samples tested positive for E coli in 2012-13 and 39 the following year. Another 29 positive results were found in 2014-15 and 14 during 2015-16. During this time, 24,872 samples were taken.
The information has been released in the wake of the Havelock North water contamination crisis, where thousands of residents became sick after drinking the town's water.
READ MORE:
* Positive E coli tests 'not surprising' in Christchurch untreated water supply
* Chlorination extends to Hastings after E coli found in tanker with 'clean' water
* City council shuts down contaminated Wrights Rd water bore
* Havelock North: a village that looks as ghostly as its residents
Council three waters and waste head John Mackie said in the report that sampling data suggested water supply reservoir tanks were the main contributors to the positive tests.
"Corrective actions always proved successful and over the last years council has made significant improvements to its reservoir maintenance programme to reduce the risk."
Mackie said positive E coli results from groundwater wells or pump stations were rare and were related to shallow non-secure wells, which were being replaced as part of a $16 million upgrade of wells in Christchurch's northwest. This work was due to be completed by June 30, 2018, but council staff were considering accelerating the programme to reduce the contamination risk even further.
Equipment failure at water treatment plants had resulted in E coli being present, but upgrades at all Banks Peninsula plants had reduced the risk of future transgressions, Mackie said.
The council had embarked on several other programmes and initiatives to reduce the risk to public health. It already tested more than the minimum number of water samples required under law, but proposed increasing this even further in response to the Havelock North situation to provide "additional assurance to the community".
Christchurch's water supply is graded "b", or "satisfactory, very low level of risk".
Without treating the water with systems such as chlorination, UV light, and membrane filtration, it is impossible for Christchurch to get an "a" rating.
That does not mean the water is bad, but means it carries more risk.
Canterbury medical officer of health Alistair Humphrey said last week that the positive tests should not cause alarm, but highlighted a risk.
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Issue [REDACTED_PHONE]
Mighty oaks from little acorns grow
Dear Parents and Carers
We are at the end of the first half of the Summer Term! We hope you all have a lovely sunny week over the Spring Bank Holiday half term.
Year 6 SATS
STARS OF THE WEEK 17.05.19
The Year 6 children have completed their SATS (Standard Assessment Tests) during week beginning 13 th May. They were all so focused and ready, and we know they all did their absolute best in Grammar, Spelling, Reading, Arithmetic and Reasoning. Well done all!
How about testing yourself? (Answers will be revealed on the reverse).
9 2 – 36 ÷ 9?
What's the adverb in this sentence? "The lively crowd cheered loudly when the rally car race began."
Write the year MMVI in figures …
What are the four prepositions in this sentence? "On a mountain bike, you can cycle across rocky ground, along muddy paths and on harsh terrain."
In addition, well done to all of our Year 2 children on completing their SATS. These will help inform the end of year class teacher assessments.
Thank you to all staff involved.
Violet Lewis
Ethan McLelland
Olivia Hall
Anastasia Suter
Mia King
Joe Worlledge
Eva-Rose Edwards Faith Sherriff
Ava Nisbett
Noah Heaney
Erin Durrant
Harry Paterson
Esme Gook
Megan Noy
Alfie Rich
Ruby-Mai Davies
Joshua Payne
Zak Snowling
Caitlin Smith
Alfie Squires
YEAR 6 – WELL DONE FOR YOUR HARD WORK WITH YOUR SATS TESTS
ATTENDANCE AWARD Songthrushes & Skylarks 100%
STARS OF THE WEEK & OUTSTANDING WORK 24.05.19
Brodie Thacker Ivy Reeve
Lucy Dykes
Oak Holt
Peyton Loines
Luca Clark-Blyth
Alex Turner
Jack Nobbs
Megan Noy
Aimee Fisk
Aiden Starr
Henry Mickleburgh
Zoe Stewart
Charlie Turner
ATTENDANCE AWARD Skylarks 98%
Well done to Mrs Donovan and Mrs Hart and thank you to the Robins class for sharing your learning with us so confidently on Thursday morning. The progress you have made is clear to see.
Warmer Weather
Answers to the SATS Questions Overleaf
Please remember if the weather is hot and sunny, your child will need to have sun cream applied before they come to school. Also they must have a sunhat since there are limited shaded areas in our outdoor environment.
2. Loudly.
1. 77.
3. 2006.
4. On, across, along, on.
Staffing Update
Further to a successful interview on Thursday 23 rd May, we need to inform you that Mr Oliver Clifford will be leaving Worlingham CEVC Primary in July at the end of the Summer term. We wish him well in his new post.
Thank you for your continued support. | web | https://www.worlingham.org/wp-content/uploads/2019/06/NEWSLETTER-ISSUE-116.pdf | 0.491711 | {
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Name Name_______________________
From Egg to Bullfrog Part I
Every now and then, when we're camping by the lake, we hear a loud frog song coming from the reeds. It's not really a pretty song unless you're another big green frog! Splish! Splash! Jump, frog, jump! Where did they come from?
These summertime singers are born by themselves in the spring, hatching from tiny eggs that their mother frog laid in the reeds. Mother frogs don't stay around to take care of their babies, so every tiny little tadpole wiggles out of an egg all by itself. Every one is not much bigger than the end of your pencil. That's pretty small! They have no legs, no eyes, and no mouth!
They soon develop gills for breathing and their eyes and mouths. What do tadpoles eat? How do they eat? They nibble on plants with a tiny toothbeak as they start swimming around the lake or pond. They eat all summer and during the fall, but they have to hide from every beetle and duck that would like to have them for lunch!
Next, every tiny tadpole swims down to the muddy bottom and sleeps all winter. That's a pretty long time, isn't it?
They wake up in the spring and eat and eat and eat some more. They sleep through their second winter. In the spring, when they are two years old, some pretty strange things begin to happen. They grow four legs, front and back, and their gills change to lungs. Their mouths grow wider and a great, big, sticky tongue grows inside. We all know what that is for!
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IHM Sisters Then & Now May 2016
Sister Marie Miller grew up in Detroit, the fifth child of seven. She attended St. Matthew Grade School where she was taught by the IHMs; the Dominican Sisters taught her in high school. She was more attracted to the IHM spirit and joined the community after high school. Her older sister had entered the community two years prior.
Sister Marie initially wrestled with her calling, which she describes as a "restlessness and a call to something greater in scope. Our parents were very religious and God was very important in our lives." Although her parents would miss her, they felt her calling was a blessing from God.
When she first joined the community, Sister Marie says it was like "learning a new culture," but she tried to be what the community asked her to be. After five years and completing her bachelor's degree, she went on her first mission, teaching at St. Charles in Detroit for four years and then to St. Columban in Birmingham, Mich., for three years. She went on to become principal of St. Hugo of the Hills in Bloomfield Hills, Mich. She spent her summers as co-director of Camp Stapleton, a camp for inner-city girls, for six years.
After nine years at St. Hugo, she studied for a year at the Institute for Global Spirituality before teaching at Shrine of the Little Flower in Royal Oak, Mich., for two years. During the summers, she studied at Maryknoll while waiting to minister in Africa. "Maryknoll taught me that each community has a different spirit," she reflects. Although she enjoyed ministry as a Maryknoll Associate and made many friends, she says, "I came to cherish my own community even more."
Sister Marie lived in Mombasa, Kenya, for four years. As a member of a diocesan team, she led workshops that focused on adult developmental education, which assessed and improved participants' living situations. she used scripture to guide the groups that were comprised of many different religions.
She returned to Monroe to minister as the director of novices for four years and then served as pastoral associate at St. Hilary in Redford, Mich., for 27 years, until it closed last year. Currently, she volunteers at Our Lady of Fatima coordinating volunteers who visit the sick and ministers to the homebound from St. Hilary.
Her greatest joy is "living and being with women who care deeply about God and others. That they care deeply about the mission." Sister Marie is inspired by the way each woman in the community carries out her ministry.
"I am a much richer person because of joining this community," she notes. "The community has encouraged us to use our gifts." She is most grateful for the ability of the community to encourage each of the sisters to be "women of prayer but also women who reach out to others.
"What keeps me going is being involved with others and sharing their life experiences."
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Welcome to Spring!
Guidance Corner
As we dive into our Service Learning Term, we don't want to forget the amazing events that we've recently experienced in Big Picture. In this newsletter, check out some highlights from our Spring Exhibitions, Science Fair, and Senior Thesis Projects.
Alex discusses her documentary about non-binary gender identity.
Emily introduces Tiny Tiger, a goat she trained during her internship at New Village Farm.
- Juniors: Set up time to meet with Halina for your Junior Meeting!
- Questions? [REDACTED_EMAIL]
Spring Exhibitions
Spring Term ended on April 21 with our Spring Term Exhibitions. As usual, the Big Picture students impressed their peers, mentors and families with the thoughtfulness and depth of their presentations. From
live goats to art buttons to a machine that translated sound to color, the products of our students' learning were impressive!
M's hand-made buttons are beautiful!
Service Thesis Projects
Peter Lumholdt:
I'm looking to create a machine that can recycle plastic.
A man named Dave Hakkens laid out an open-source, in-depth diagram for a 4-part machine that can melt down most types of plastic for casting. It might not seem like much, but when you think about it, a machine like that cuts out the middle man in our recycling process. This could put a wrench in our growing intellectual dependency, which could inspire more thoughtful solutions to our waste problem. Overall, I'm looking forward to making some stuff out of recycled plastic, like mockup Legos or phone cases.
Science Fair
After inclement weather that prevented us from attending the Vermont State Science Fair, we put on our own mini Science Fair at The Generator, a makerspace in Burlington. Our students presented their science projects to community judges from the science and engineering fields. Some of the topics included measuring the speed of differently shaped snowboards, comparing creativity to chess skill, and testing the preservative properties of sugar and salt.
Colton Hulce:
My STP is to create a support group for teens with life threatening illnesses. I chose this because when going through chemo, I was never offered anything like it, and while it might not be something I would have utilized, I know quite a few who would. What I have done so far has been to do a good bit of research on cancer support groups, and online support groups all focusing on the same demographic as mine, to find similarities among the groups to better know how to structure mine. What I will be doing this spring to continue with this will be to work with my mentor to find out what topics people are interested in, as well as get the word out, create a format for meetings that would be easy for anyone to run, as well as create rules. What my final outcome will be is still being debated, but is going to be one of two things: One being a group that would meet at the hospital every x number of days, or weeks, and the other being an online group (facebook, skype, forum, etc). As of right now we are leaning towards the online group, but the final decision will be once we know what the hospital's rules are around the topic. | web | http://bigpicturesb.net/wp-content/uploads/2017/05/may-newsletter.pdf | 0.422877 | {
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Dear Parent/Carer,
Do you know about your child’s life online? (Facebook, e-mail, texting etc.)
The issue
We are finding increasingly that we have to unpick what has been said by students about other students on Facebook and through text messaging. Students believe that their online lives are less well known by adults, and to some extent they are right – many parents when contacted about abuse online are completely unaware of the abuse.
The school’s response
We will continue to take disciplinary action, ranging from detention to external exclusion, over issues started online that spill into our school, particularly where students take matters into their own hands.
Advice to parents/carers
Even if you think you know what they are doing online:
- Teach your children how to protect themselves
- Have them set their privacy settings to the highest levels possible
- Encourage appropriate language in their online lives
- Discuss what makes pictures posted online appropriate
- Tell them to be selective over who they add as “friends”
- Have them keep evidence and then block both abusive comments and the person making them
- Tell them never to give out their own or others’ personal details
- Ensure they are not making friends online with adults, including members of staff
- Have them inform a member of staff at school if appropriate
- Set time aside to have them share their online communications with you
- Insist that your children share with you usernames and passwords for social networking sites
- Invite your children to browse their online account(s) with you present
- Limit the amount of time your children spend online for social reasons
Ask your children about their online lives and really listen. Avoid judging them for things they or their “friends” might say – but do encourage them to reflect on what they or their “friends” say and to avoid getting involved in abusive comments.
Never get directly involved, as a friend or otherwise, in online discussion yourself. There is legislation that protects young people from online discussions with adults and you could be paid a visit by the police if you do contact a minor online.
Read further information on: www.thinkuknow.co.uk/parents/ and on the reverse of this letter.
In summary
Eckington School recognises that our students have lives online. We wish to emphasise that students should stay safe. We train our staff in this and teach our students through ICT and pastoral sessions how to stay safe. We work in line with safeguarding and child protection guidance and legislation.
With your support, we will be able to keep your children sheltered from the damaging aspects of social networking. Should you have any questions, please feel free to contact the school.
Yours faithfully,
E Knutsen
Assistant headteacher
P Cummings
Headteacher | web | http://eckington.net/uploads/sgr/esafety_letter.pdf | 0.495116 | {
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There has been a series of programmes on TV about a famous British chef called Heston Blumenthal and his restaurant ‘The Fat Duck’. The chef created an unusual seafood dish using ingredients such as clams, baby eels, shrimps, oysters and seaweed. He presented it on a glass topped box covered in sand and sea shells and provided an iPod playing sounds of crashing waves. After working closely with scientists to understand that hearing really can enhance our appreciation of food, Heston Blumenthal used this knowledge to create this dish which he called ‘Sounds of the Sea’.
The past few years have seen a boom in research into how sound plays a very important role in flavour perception. Restaurant owners are starting to think more carefully about how sound can play a bigger part in our eating experience. Even a world famous ice-cream company is considering how different sounds can maximise the enjoyment of each of its flavours of ice cream. Some restaurants also make people eat faster or slower according to the speed of the music played in the restaurant.
Have you noticed that crisps are sold in packaging that sounds crisp and crunchy? This is because it helps to make the crisps more appealing by suggesting the contents are fresh and crunchy. Could you imagine eating crisps from a soft bag?
This is an example of a ‘cross modal’ response, how one sense affects another. In this case, what we are hearing can affect our perception of ‘mouthfeel’ (touch) and even taste. The loud, rattling sound makes us think the crisp is crunchier, as we are hearing ‘crunchy’ sounds. Interestingly, we have also discovered that the changes in sound can also affect the taste, with a heightened salty taste when listening to the rattle noise. This is a new area of research; how is it that sound can affect taste?
Heston Blumenthal worked closely with scientists at Oxford University and reported that eating an oyster while listening to the sea made it taste stronger and saltier than when they ate an oyster while listening to farmyard noises. | web | http://flavoursense.com/wp-content/uploads/2017/01/D1aHEARINGsoundandmouthfeelTEACHERSPAGElhs.pdf | 0.430545 | {
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"NEWS RELEASE"
KÖRPERWELTEN (BODY WORLDS) VISITS UNITED STATES FOR THE FIRST TIME
Los Angeles, California – The hall is tastefully decorated – oversized Renaissance images grace the walls, many bearing quotes from classic philosophers. The soothing, soft lighting works to draw in the large space, making it tranquil, almost cozy. This inviting décor, a perfect counterpoint to this extraordinary exhibit, puts the wary at ease, and enhances the viewing experience of those who came enthusiastically, knowing that an unforgettable experience lay ahead. From this gentle beginning of the presentation, to its dramatic crescendo, Dr. Gunther von Hagens' Body Worlds, at the California Science Center until January 2005, rivets, amazes, and above all, educates.
An unexpected host – a human skeleton – greets the visitor entering the hall, dangling ivory-white from its steel pole. Its form inclines to the left, gently pointing the way to the exhibit ahead. Glass cases gleam beneath the diffused lights; in them lie a variety of human internal organs, all real, in varying states of pre-mortem health or disease. Some are all in one piece, others cross-sectioned, or in "slices" which resemble nothing so much as thin sheets of stained glass. All have been preserved by a method known as "plastination," a process invented by German physician and scientist Dr. Gunther von Hagens to preserve human specimens for medical education. Complete human bodies preserved by this method are referred to as "plastinates."
The visitor, moving along, soon encounters the first plastinates, each in a different pose, each created to instruct the observer about a different system of the human body. One specimen, near the exhibit's beginning, has a standing skeleton with its bony hand resting on the rest of its body. This plastinate shows in strong relief the two complementary systems. Just yards away, in a large glass case, sits a "chess player," his brain, which in a "living" chess game would be working hard, is visible, as is his spinal cord and most other internal organs.
At this point, the visitor is directed to the third floor of the Science Center to explore the second portion of Body Worlds. It does not disappoint, boasting amazing displays of "bodies" made entirely of blood vessels (but maintaining a fully human, or, in one case, duck shape), and internal organs of every kind, many with tumors and other diseases in evidence. (In this part of the exhibit, a plastinated liver and lung are on display and may be touched and handled by visitors). Fetuses in stages of development from one week to eight months may be seen (this last fetus, in one of the most amazing and touching displays, rests within its mother, who died during pregnancy). The bicycle rider, and the final plastinate, the truly astonishing horse and rider, must be seen to be believed.
Dr. von Hagens created this method of preservation in the late 1970s as a way to maintain intact the organs, tissues, circulatory and nervous systems of donated bodies in a lifelike manner, while preserving flexibility of the body. (Preservation of the skin in natural flesh tones has proven to be more difficult, but research is ongoing to perfect this process, as well.) This remarkable method allows the bodies, bequeathed to von Hagens' organization during the donors' lifetimes, to be "plastinated" with a solution of polymers and other ingredients that preserves them down to the cellular level. Dr. von Hagens may himself be seen at times at Body Worlds; he has created a series of educational talks and question-and-answer sessions aimed at both the general visiting audience and the potential body donor. Dr. von Hagens receives a tremendous number of requests about becoming a donor, and much information is available to those who wish to learn more. Jon Snyder, owner of Snyder's Embalming Service of California, has been selected by Dr. von Hagens to serve as his North American representative. Mr. Snyder will be in charge of the preparation of donated bodies in the United States.
As a perfect complement to the exhibit experience, the visitor may choose to first view the very excellent film "The Human Body," a collaboration between Discovery Pictures and BBC Scienceworld, in the IMAX theater just opposite the Science Center itself.
Body Worlds provides an incomparable educational experience for children and adults alike, and the visitor will find both groups abundantly represented at the exhibit. Anyone wishing to learn about the effects of such things as smoking, alcoholism, and other healthdamaging activities will see blunt evidence of their deleterious effects. For all who visit Body Worlds, however, there will be a renewed appreciation of and respect for that amazing creation – the human body.
For more information about Body Worlds, visit the following Website:
http://www.casciencectr.com/Exhibits/Weingart/BodyWorlds/BodyWorlds.php.
- Liz Davenport | web | http://www.snydersembalming.com/BodyWorks.pdf | 0.429544 | {
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Plan a stroll through the Nash County Arboretum located at 1006 Eastern Avenue in Nashville. The 11 beautiful gardens are maintained by the Nash County Master Gardener Volunteers.
NC State University and N.C. A&T State University commit themselves to positive action to secure equal opportunity and prohibit discrimination and harassment regardless of age, color, disability, family and marital status, genetic information, national origin, political beliefs, race, religion, sex (including pregnancy), gender identity, sexual orientation and veteran status. NC State, N.C. A&T, U.S. Department of Agriculture, and local governments cooperating.
March Garden Calendar
LAWN CARE
* Cool season lawns can be fertilized. Avoid slow-release fertilizers for this application (cool season lawns need the nutrients now, not later in the year when temperatures are warmer).
* Crabgrass herbicides can be applied when the forsythia blooms.
* Fescue and bluegrass can be seeded now if not done in fall.
FERTILIZING
* Fertilize shrubs and shade trees now through April
* Emerging spring flowering bulbs can be fertilized.
* Asparagus beds can be fertilized in early March before spear growth begins.
PLANTING
* Trees and shrubs can be transplanted. Fruit trees and grapevines can be planted until the buds begin to break.
* Rose bushes can be planted this month.
* Broccoli, cabbage, and cauliflower can be set out in the garden around mid-March.
* Beets, Carrots, Chinese cabbage, kale, kohirabi, lettuce, Swiss chard, turnips, and potatoes can be planted anytime this month.
* Start annual flowers and warm-season vegetables inside. Don't be tempted by unseasonably warm weather- April 15 is still the "frost-free" date for planting tender annuals and vegetables outdoors.
PROPAGATION
* Perennials like daylily and Shasta daisy can be divided at this time if the ground is dry enough.
PRUNING
* Prune fruit trees early in March.
* Wait for spring flowers to fade before pruning them. Pansies for example will flower longer if older flowers are removed.
* Roses can be pruned this month.
* Overgrown shrubs can be severely pruned if needed, except for needled evergreens.
SPRAYING
* Landscape shrubs can be sprayed to control the following pests: euonymus-scale, juniper-spruce spider mites, and hybrid rhododendron-borers.
* Spray all fruit trees with dormant oil to eliminate some insects. This is especially important if the tree has just been pruned.
* Spray apple and pear trees with streptomycin while they are blooming to control fireblight.
OTHER ACTIVITIES
* Check gardening equipment to make sure it is in working order.
* Consider buying gardening supplies like fertilizer, insecticides, and fungicides while there are still adequate amounts.
* Consider ordering new varieties along with tried-and-true varieties to see how they compare. Experimenting with varieties is fun and has virtually no ill effects. | web | https://nash.ces.ncsu.edu/wp-content/uploads/2022/02/March-Gardening-Calendar.pdf?fwd=no | 0.442813 | {
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Lab Report Title
I. Purpose/Hypothesis
At least one paragraph goes here – written in third person. Include the following:
o State the question(s) that go along with it if applicable; these will be answered in the conclusion
o State why the lab was done
o If applicable, state your hypothesis
II. Materials – be specific with size and measurement (ie. one 50mL beaker)
* Material 1
* Material 3
* Material 2
III. Procedure – these are numbered and specific enough to be repeatable by anyone!
1. Step one
2. Step two
3. Step three
IV. Data/Results
A. Diagram – labeled and colored
B. Data Table – contains any organized quantitative data (measurements, calculations, etc.)
C. Graph – on graph paper; title, axis labeled with units too!
D. Observations – be specific about your descriptions!
V. Conclusion
At least one paragraph goes here, and is written in third person.
o Was the hypothesis supported or rejected and why?
o Introduction (restate your purpose statement)
o Possible sources of error?
o How does this apply to scientific principles and what you learned in class? (correlation)
o What would you do differently next time?
o Reflection (what are you surprised about? What was interesting?)
o Use vocabulary associated with the unit | web | https://www.mrsd.org/site/handlers/filedownload.ashx?moduleinstanceid=289&dataid=2729&FileName=Microsoft%20Word%20-%20Example%20Lab%20Report1.pdf | 0.461988 | {
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jewish figures
GERMANJEWISH FIGURES
L e o B a e c k ( 1 8 7 3 - 1 9 5 6 )
Born in Poland, Baeck was a Rabbi, scholar and leader of Progressive Judaism. When the Nazis came to power in 1933 he defended the Jewish community as the president of Reichsvertretung der Deutschen Juden. He refused to abandon his community and in 1943 Baeck was deported to the Theresienstadt concentration camp where he was appointed the honorary head of the Judenrat and was therefore protected from transports to Auschwitz. After the war he moved to London and later became chairman of the World Union for Progressive Judaism.
A l b e r t E i n s t e i n ( 1 8 7 9 - 1 9 5 5 )
Einstein received the Nobel Prize in Physics in 1921. While visiting the United States in 1933 he decided to stay there and became an American citizen. During WWII he wrote a letter to President Roosevelt encouraging the developing of "an extremely powerful bomb" which led to the Manhattan Project. The word Einstein became synonymous with genius.
A b r a h a m G e i g e r ( 1 8 1 0 - 1 8 7 4 )
Geiger was a German Rabbi who believed all nationalistic elements should be removed from Judaism, and was responsible for the founding of Reform Judaism.
H e i n r i c h H e i n e ( 1 7 9 7 - 1 8 5 6 )
Born a Jew, he converted to Christianity in 1825. He was a poet, journalist, essayist and literary critic who possessed radical political views, causing the German authorities to ban many of his works. He lived as an expatriate for the last 25 years of his life.
S a m s o n R a p h a e l H i r s c h ( 1 8 0 8 - 1 8 8 8 )
Hirsch was a Rabbi and the founder of the Torah im Derech Eretz School of Contemporary Orthodox Judaism. He strongly opposed both Reform and Conservative Judaism. His philosophy, outlined in number of books and in a monthly journal Jeschurun, had a profound impact on Orthodox Judaism.
K u r t L e w i n ( 1 8 9 0 - 1 9 4 7 )
Born in Prussia, he moved with his family to Berlin in 1905 where he became the founder of social psychology. He was one of the first to study group dynamics and organizational development. In 1933 Lewin immigrated to the US.
jewish figures
GERMANJEWISH FIGURES
M o s e s M e n d e l s s o h n ( 1 7 2 9 - 1 7 8 6 )
Mendelssohn was a major philosopher who was accepted by many of his Christian colleagues because of his brilliant analyses. He is regarded as the founder of the Haskalah movement while remaining Orthodox all his life.
W a l t e r R a t h e n a u ( 1 8 6 7 - 1 9 2 2 )
Rathenau was an industrialist, writer and politician who during the Weimar Republic served as the Foreign Minister of Germany. In 1922, two months after he signed the Treaty of Rapallo with Russia in which each country renounced all territorial and financial claims against the other following WWI, he was assassinated by members of a violent anti-Semitic group. | web | http://static.daattravel.com/Images/PDF/Germany-Famous.pdf | 0.482202 | {
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Risk Assessment: Indicators of Noise-Induced Hearing Loss
Ages
11 through 20 years of age
Purpose
To assess for the presence of noise induced hearing loss indicators
Procedure
Review the following hearing history questions with the caregiver or child:
1. Do you have a problem hearing over the telephone?
2. Do you have trouble following the conversation when two or more people are talking at the same time?
3. Do people complain that you turn the TV volume up too high?
4. Do you have to strain to understand conversation?
5. Do you have trouble hearing in a noisy background?
6. Do you find yourself having to ask people to repeat themselves?
7. Do people you talk to seem to mumble (or not speak clearly)?
8. Do you misunderstand what others are saying and respond inappropriately?
9. Do you have trouble understanding the speech of women and children?
10. Do people get annoyed with you because you misunderstand what they say?
PASS
Children for whom no hearing loss indicators are identified do not require immediate rescreening or referral.
Rescreen/REFER
Children with one or more risk factors should have ongoing hearing screening. Refer if there is a positive response to one or more of the history questions and the child cannot be screened.
Minnesota Department of Health Child and Teen Checkups [REDACTED_PHONE] [REDACTED_EMAIL] www.health.state.mn.us
01/2022
To obtain this information in a different format, call: [REDACTED_PHONE]. | web | https://www.health.state.mn.us/docs/people/childrenyouth/ctc/hearingscreen/riskassessindnihl.pdf | 0.431637 | {
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Freely Usable Media
News editors and webmasters can find public domain and freely usable media files on the following websites:
- MorgueFile - Free image reference material for illustrators, teachers, and all creative pursuits.
- Pixabay - Digital and printed format free to use. More than 113,769 photos and 43,983 pieces of clipart are available.
- Wikimedia Commons - a database of 23,862,199 (and growing) freely usable media files.
Spotlight on Chapter Websites
Chapter websites are a great way to spotlight the wonderful projects in which members are participating. Projects shared via websites can also help recruit potential members to your chapter.
Take a few minutes to look at some great examples of chapter sites.
Europe: Great Britain
Northeast: Alpha Sigma, OH
Northwest: Alpha Nu, OR
Southeast: Beta Kappa Chapter, TN
Southwest: Lambda Omicron, TX
We thank the webmasters of these chapters for giving us permission to share their websites and projects.
Whenever you use copyrighted information in a DKG newsletter or website, you must have written permission of the copyright holder for such use and have paid any license fee the copyright holder has requested before you use it.
Per Title 17 of U.S. Code, copyright protects "original works of authorship" that are fixed (with the aid of a machine or device) in a tangible form of expression. Copyrightable works include the following categories:
- literary works;
- musical works, including any accompanying words;
-
dramatic works, including any accompanying music;
- pantomimes and choreographic works;
- pictorial, graphic, and sculptural works;
- motion pictures and other audiovisual works;
- sound recordings; and
- architectural works. (see http://copyright.gov/title17/circ92.pdf)
To seek permission from a copyright holder, include the following in your request:
- information about yourself and why you are requesting permission to use the material;
- identification of the title of the work that you want to use and the full name of the author/artist/photographer;
- identification of what rights you are requesting and how you will use the work; and
- a request for written confirmation that they are the copyright holder of the work and agree to give you the permissions requested, specifying under what terms the permissions are granted.
Written permission received either in a physical letter format or by email should be kept on file. Find the entire article "What Every Discerning DKG Editor and Webmaster Needs to Know" on the International Communications and Publicity Committee website page.
Do you have an idea about how to support chapter membership or early-career educators? If you do, please share ideas by answering one or both questions via our Google Form by January 30. Some of the ideas gathered will be shared in the February edition of Get Connected. Share your ideas at: http://goo.gl/forms/6duyRNKJ8C
Try Google Forms for yourself. They are easy to use. Chapters can use Google Forms to gather feedback from members following meetings and to gather ideas about future programs and projects. Teachers can easily use Google Forms to tabulate information through surveys or gather student formative assessment data through online quizzes. | web | https://www.dkgsweden.com/uploads/1/3/0/3/13037652/get_connected_-_january-february_2015_final.pdf | 0.491274 | {
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Internalized HIV-Related Stigma
Almost 8 in 10 HIV patients in the United States report feeling internalized HIV-related stigma.
What is internalized HIV-related stigma?
It is when a person living with HIV experiences negative feelings or thoughts about their HIV status. Here, it is defined as someone agreeing with one or more of the following statements:
Nearly 2 out of 3 say that it is difficult to tell others about their HIV infection.
Nearly 1 in 4 say that being HIV-positive makes them feel dirty or worthless.
Roughly 1 out of 3 report feeling guilty or ashamed of their HIV status.
National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention
Which groups are most affected by internalized HIV-related stigma?
By Race/Ethnicity
Percentage reporting internalized stigma:
By Gender
persons
How can people living with HIV reduce internalized stigma?
Find a counselor who can help you deal with any negative thoughts and feelings about your HIV status.
Think about the negative beliefs you may have about yourself. Ask yourself if they are really true.
Join support groups and organizations that help people living with HIV. These groups offer a safe environment and can help you overcome the challenges of living with HIV.
Take HIV medicine as prescribed to keep an undetectable viral load—that means the level of HIV in your body is so low that a test can't detect it. Getting and keeping an undetectable viral load can reduce internalized stigma by keeping you healthy and protecting your partner.
Live Well With HIV
Take HIV medicine
as prescribed
Stay in
HIV care
Share your
status
Protect your
partners
HIV TREATMENT CAN KEEP YOU HEALTHY AND PROTECT OTHERS
If you are living with HIV, get in care and start treatment as soon as possible. The sooner you start treatment, the more you benefit. Taking HIV medicine as prescribed can make the level of HIV in your blood very low (called viral suppression) or even undetectable. Getting and keeping an undetectable viral load is the best thing you can do to stay healthy. Also, if you stay undetectable, you have effectively no risk of transmitting HIV to an HIV-negative partner through sex. Learn more about living with HIV at www.cdc.gov/hivtreatmentworks.
For More Information
Call 1-800-CDC-INFO (232-4636) Visit www.cdc.gov/hiv
The Medical Monitoring Project's Community Advisory Board provided substantial assistance in preparing this fact sheet.
All content is based on the most recent data available in February 2018.
Learn more about the Medical Monitoring Project:
www.cdc.gov/hiv/statistics/ systems/mmp
SOURCE:
Baugher, AR et al. Prevalence of internalized HIV-related stigma among HIV-infected adults in care, United States, 2011–2013. AIDS Behav 2017;21(9):2600-2608.
ADDITIONAL RESOURCES FOR REDUCING STIGMA:
Let's Stop HIV Together Campaign www.cdc.gov/together
National Prevention Information Network (NPIN)
https://npin.cdc.gov/search/all/ stigma | web | https://www.cdc.gov/hiv/pdf/statistics/mmp/cdc-hiv-internalized-stigma.pdf | 0.428578 | {
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PLAYER RESPONSIBILITIES ON COMPETITION DAY
- Players shall be prepared, dressed, and ready before the scheduled starting time.
- Players are expected to support their teammates, demonstrate a positive attitude, and work hard.
- Players' gear, food, clothing, etc., shall be kept in their bag, and garbage is thrown into a trash or recycling can.
- Players are expected to attend competition day. If you cannot attend, let your coach(es) know.
- During Refereeing responsibilities, players shall pay attention to their game and do their best to make the correct call.
PARENT RESPONSIBILITIES ON COMPETITION DAY
- Be prepared and plan: make sure your child gets plenty of sleep, eats a pre-competition day meal with carbohydrates, and hydrates. Preparation involves packing and checking that they have their uniform and gear. You'll want to put more preparation and planning responsibility on your child progressively.
- Make a competition day routine: a competition day should not look that different from any other training day. This does not mean there cannot be some variables like extra family members coming to watch, but the more routine a competition day is, the more relaxed they will be and the more they can focus on performing well.
- Focus on the right things: if you want the best results for your child, don't focus on their results. Don't bring it up before, during, or after the competition. Many athletes tend to over-emphasize results as it is. Instead, help them focus on the things they have full control of. In particular, pay attention to their effort and attitude.
- Consider YOUR competition day actions: do your actions tend to elevate the pressure your child feels on competition day? Your child's coach will preach a "train like you compete, compete like you train" philosophy to help your child train with intensity and confidently approach competition day. It takes years of practice for many young athletes to learn how to deal with the pressure of competition and perform consistently at their peak. You want to be ready to support your child as they need you.
- Have fun: if you are relaxed and having fun on competition day, your child is much more likely to enjoy themselves. Fun can be made up of many things; the thrill of the sport, time with friends, and performing well are primary fun aspects of volleyball. Making sure your kids can experience the fun elements of the sport is one of your most important roles as a parent. Keep the mood light and results in perspective, and there is a better chance your children will enjoy competing. | web | https://silverstatevolleyball.com/storage/documents/Player_Parent_Responsibilites.pdf | 0.429668 | {
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Nurse's' Nook - food allergies
A food allergy is an abnormal response to a food triggered by your body's immune system. The reaction usually happens shortly after a food is eaten. Foods that most often trigger allergic reactions include fish, shellfish, peanuts, tree nuts, eggs, milk, soy, and wheat. A food allergy can develop at any age. It is estimated that 1 out of 13 children has a food allergy. Food allergies occur more often in children who have other allergies or who have family members with allergies. An allergic reaction may be mild, such as just itchy skin, however in some cases it can cause a severe reaction called anaphylaxis with many of the following symptoms:
* Skin problems: Hives (red spots that look like mosquito bites), itchy skin rashes (eczema) and swelling.
* Breathing problems: Sneezing, wheezing, throat tightness and trouble breathing.
* Stomach symptoms: Nausea, vomiting, diarrhea, abdominal cramps and pain.
* Circulation symptoms: Pale skin, light-headedness, loss of consciousness and drop in blood pressure.
Anaphylaxis happens quickly and can be fatal. A combination of symptoms may occur. The most severe symptoms restrict breathing and blood circulation. Epinephrine is the first-line treatment for anaphylaxis. It can be given using an auto injector (EpiPen).
Educating yourself about food allergies, how to recognize symptoms of a reaction, reading ingredient labels, and when to administer epinephrine are the keys to successfully managing food allergies. After you and your health care provider have identified the foods to which you are sensitive, you must remove them from your diet. Tips for avoiding food allergens are:
* Read ingredient labels thoroughly, and at least twice. If a food does not have an ingredient label, it is safest to avoid that food.
* Read ingredient statements on non-food products, such as lotions, soaps, hair care products, and medications, to ensure these items do not contain an ingredient to which you are allergic.
* Speak to a restaurant's manager and chef about the accommodations you need before dining out. Order food that is simply prepared, and avoid desserts, as they often contain or have come into contact with food allergens.
When you have food allergies, you must be prepared to treat an accidental exposure. Wear a medical alert bracelet or necklace, and carry an auto-injector device containing epinephrine. Because fatal and near-fatal food allergy reactions can occur at school or other places outside the home, parents of a child with food allergies need to provide their child's school with a written emergency action plan. The plan should provide instructions for preventing, recognizing, and managing food allergies. It should be available in school and during activities such as sporting events and field trips.
Please be aware that anaphylaxis can also occur after an insect sting for some people.
For more information refer to: Asthma and Allergy Foundation of America/New England Chapter http://www.asthmaandallergies.org or the American Academy of Allergy, Asthma, and Immunology www.aaaai.org
Please call your school nurse with any questions you may have regarding Allergies and concerns. | web | https://www.freelake.org/application/files/3015/2909/5809/Food_Allergies.pdf | 0.432153 | {
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Sun, 20 Jan 2019 18:07:00
A Persian miniature is a small painting on paper, whether a book illustration or a separate work of art intended to be kept in an album of such works called a muraqqa. Sat, 19 Jan 2019 15:52:00 GMT Persian miniature - Wikipedia - The Persian cat (Persian: گربه ایرانی Gorbe Irâni) is a long-haired breed of cat characterized by its round face and short muzzle. It is also known as the "Persian Longhair" in the English-speaking countries. Fri, 04 Jan 2019 15:41:00 GMT Persian cat Wikipedia - Indian Painting Notes 154 Indian Culture and Heritage Secondary Course MODULE - V Painting, Performing Arts and Architecture 11 INDIAN PAINTING W hen you go to the market or to a museum you will find many paintings, wall Sun, 13 Jan 2019 13:29:00 GMT 11 INDIAN PAINTING W - National Institute of Open Schooling - Fulfillment by Amazon (FBA) is a service we offer sellers that lets them store their products in Amazon's fulfillment centers, and we directly pack, ship, and provide customer service for these products. General Finishes Persian Blue Milk Paint amazon.com - date-sheet secondary school examination,2015 page => 2 day,date and time subject name and sub-code monday,23rd march,2015
GMT persian painting pdf -
persian painting
10:30 am CBSE Class 10 Central Board of Secondary Education - sitemap indexPopularRandom | web | http://fontshop.de/persian_painting.pdf | 0.423081 | {
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What can YOU do on World Bee Day to help save the Bees?
One-third of Ireland’s 99 bee species are at risk of extinction. By making small changes to how we manage our land, we can all help to reverse these declines.
1 Check out the All-Ireland Pollinator Plan to see how you can help
See www.pollinators.ie to learn about all the different ways you can help bees.
2 Look around your garden and pick some areas you will now leave for native plants and pollinating insects
Create a ‘wildlife lawn’ or a strip in your garden where the wildflowers will feed the bees!
3 Plant bee-friendly flowers, fruits, herbs or trees
Try to include plants that will flower at different times of the year, so that you provide food sources for bees from spring right through to autumn. You will find pollinator-friendly plant lists at www.pollinators.ie
4 Make nesting sites for Solitary Bees
62 of our Solitary bees are Mining Bees, and need bare soil to nest. Protect these spots in your garden or create them by removing vegetation with a spade on south-east facing banks where possible.
5 Do an insect count
Choose a sunny time of day between May 20th and 27th.
- Watch a 50cm x 50cm quadrat (a grid) patch in your garden, park, field or forest for 10 minutes and count the number of insects that visit the flowers during that time. Hawthorn, Clover, Dandelions or Lavender would be good plants to use.
- Visit www.pollinators.ie for more detail and to download the survey form.
- Submit your results to the National Biodiversity Data Centre.
Or perhaps you could stop mowing your road verge. A roadside verge is often a refuge for our wild plants. If used by walkers, move just a one metre path along roadside.
Did you know that we have just one Honeybee but 21 bumblebee species in Ireland!
www.pollinators.ie
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GACP/GMP Training Handbook
Presented By Trevor Schoerie
How to use this handbook
The handbook is organized to focus on particular skills and revisions.
These lessons allow you to learn and practice the skills used throughout the course.
This intellectual property remains the property of PharmOut Pty Ltd. It is intended for training purposes and its format and contents are copy written by ©PharmOut 2020. For further information go to www.pharmout.net
1. What is GMP?
Write down your definition.
2. Quality Definition
* What does quality mean?
* What do you expect from a quality product?
3. CAPA
Mildew developed on the mother plants which was not noticed. The next 2 rounds of cuttings prepared for clones are contaminated with powdery mildew. The outbreak is first observed after clones have been incubated in high humidity for 1 week.
The root cause was the breakdown of the HVAC system leading to condensation of water on leaves overnight as the temperature drops and dew point reached.
What would be your Correction(s), Corrective Action(s) and Preventive Action(s)?
Correction(s)
Corrective Action(s)
Preventive Action(s)
4. Control of contamination/cross-contamination
We have different levels of control based on the requirements of our different products. Prevention of contamination is a critical component of quality compliance.
1. Think about Medicinal Cannabis Cultivation and/or Production and list the potential sources of contamination/cross-contamination.
2. What controls should be in place to avoid each potential source that you listed?
5. Supplier Risk Assessment
1. Create a list of all your potential suppliers and rate them low, medium, high risk (go with your gut feel).
3. Work in your table groups:
2. Why did you give them that rating?
Examples:
* Seeds
* Pest control
* Equipment
* Security
* Etc.
6. Warehouse labelling remediation
You are tasked with inspecting the batch of 100 products and identifying how many of the 100 cartoned products has a label error.
1. Reject incorrect batch numbers. The correct batch number is D3001T16
2. Reject incorrect Date. The correct date is 26-06-2020
3. Reject "faint" printing
The trainer will play a video and show you the label of 100 products on the screen. Count the number of errors and record them below:
# with incorrect batch no. # with incorrect date # with faded print
7. Product Recall
What potential effect did the recall have on the company?
What potential effect can a recall have on your company?
8. Summary: GMP-Ten Golden Rules
Summarise the Ten Golden Rules of GMP in the table below:
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Children's Occupational Therapy Services
Sensory Motor Circuits - A Sensory Motor Skills Programme for Children
Information for Teachers
Information for Teachers
Participation in a short sensory motor circuit is a great way both to energise and settle children into the school day.
The aim is to focus concentration in readiness for the day's learning. The circuit also encourages the development of the child's sensory processing skills.
Many children can benefit from attending a Sensory Circuit, even for a short period of time. Record behaviours that you see in a child that suggests that they would benefit.
These include:
* Constant fidgeting in class
* Slow to start work and constantly missing cues
* Difficulty organising self
* Lethargic and dreamy
* Poor coordination and balance
* Known sensory processing difficulties
* Constantly rocking
*
Has difficulty paying attention
* Lacking confidence to join in
Once you have selected the children you want to attend the circuit, the circuit co-ordinator and the class teacher need to set a target for each child.
This can be both a physical skills target and a sensory or behaviour target. For example; to improve balance and reduce calling out in class.
The circuit should be an active, physical and fun activity that children enjoy. Ideally is should be run first thing in the morning, and after lunch if at all possible.
The Sensory Circuit provides a sequence of activities done repeatedly to provide the child with the right type of sensory input in order to calm and organise them for the day ahead ready for learning to occur.
The idea is to start with something alerting, move to an organisation stage and then finally to a calming phase. The order is important; you don't want a child to return to class wound up and hyperactive!
Alerting section
The aim of this section is to provide vestibular and proprioceptive stimulation within a controlled setting.
This prepares the brain for learning.
Activities can include such activities as:
* bouncing 10 times on a mini trampoline or space hopper
* spinning a hoop
* bunny hops / crab walks / frog
* Jumps
* therapy ball for rolling over and bouncing on,
* skipping
* walking on cans/stilts
2. Organising section
This section includes activities that require motor sensory processing, balance and timing. The child needs to organise their body, plan their approach and do more than one thing at a time in a sequential order.
Activities includes tasks such as:
* balancing on a beam
* log rolling
* climbing wall bars
* throwing bean bags into a target
* arm push ups against the wall
* blowing bubbles or blowing a paper ball to a target
* wobble boards for balance work
* T-stool for balance work (one legged stool).
* Skipping and jumping a moving rope
These are skills that may increase a child's focus, attention span and performance within the classroom.
Calming section
The calming activities are very important as they provide input to ensure that children leaves the circuit and return to their classrooms calm, centred and ready for the day ahead.
Activities include proprioceptive or deep pressure activities such as:
* placing feet or hands in weighted bean bags
* lying under weighted blankets
* having balls rolled over their backs
* hot-dogs (rolling child up tightly in a blanket).
Within the classroom setting it is often possible to transfer techniques used within the sensory circuits to continue to support a child. Frequent movement breaks can be built into the school day as necessary – ask your Occupational Therapist (OT) for more suggestions advice.
The Sensory Motor Circuits are based on the theories of sensory processing and sensory integration; please ask you OT for further information.
OT Admin The Peacock Centre Brookfields Campus Mill Road Cambridge Cb1 3DF
Tel: 01223 218065
0218 - April 2018 (V2)
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Euphrasia dyeri
COMMON NAME
creeping eyebright
FAMILY
Orobanchaceae
AUTHORITY
Euphrasia dyeri Wettst.
FLORA CATEGORY
Vascular – Native
ENDEMIC TAXON
Yes
ENDEMIC GENUS
No
ENDEMIC FAMILY
No
STRUCTURAL CLASS
Herbs - Dicotyledons other than Composites
NVS CODE
EUPDYE
CURRENT CONSERVATION STATUS
2017 | Not Threatened
PREVIOUS CONSERVATION STATUSES
2012 | Not Threatened
2009 | Not Threatened
2004 | Not Threatened
DISTRIBUTION
Endemic. South and Stewart Islands, Mountains of northwest Nelson (Mount Gouland), Otago, Southland and Stewart Island; Mount Somers, Canterbury.
HABITAT
Montane bogs up to 1500m a.s.l.
WETLAND PLANT INDICATOR STATUS RATING
OBL: Obligate Wetland
Almost always is a hydrophyte, rarely in uplands (non-wetlands).
DETAILED DESCRIPTION
Delicate succulent annual herb sometimes flowering when less than 10 mm high, occasionally much elongated with branched stems up to 100 mm long; branches usually flattened with membranous wings, usually laxly ascending, occasionally rooting at nodes but not mat-forming, glabrous or with sparse flattened jointed hairs. Leaves sessile, 4-6 (-8) x (2-) 4-6 mm, upper ½ to ⅓ digitately divided into (3-) 5-7 acute to acuminate, linear, subequal, spreading segments 1.5-3 mm long, cuneate and subsheathing at base, membranous when dry, glabrous or setose on margins and tips, occasionally glandular hairs present. Flowers, few towards the tips of the branches on flattened membranous pedicels up to 20 mm long. Calyx 4-5 (-7) mm long, divided 1/3-1/2 way; lobes lanceolate, acute, glabrous or setose on margins and tips. Corolla white, 8-15 mm long; tube slender, up to 8 mm, much longer than calyx; lobes of lower lip up to 2 mm wide, entire. Anthers yellow to golden brown, margins glabrous or nearly so, awns slender, almost equal. Capsule longer than calyx, oval, densely setose at apex; ovules 2 per locule, seeds 0.9-1.1 mm long, segment-shaped and angled with a colliculate testa.
SIMILAR TAXA
Morphologically similar to Euphrasia repens, from which it differs by being a plant of subalpine bogs, usually only slightly rooting and not mat-forming; leaves usually larger, divided up to 1/2 way into acute to acuminate subequal segments.
FLOWERING
January – March.
FLOWER COLOURS
White, Yellow
FRUITING
February – April.
LIFE CYCLE
Seeds is dispersed by wind and possibly water and ballistic projection (Thorsen et al., 2009).
ETYMOLOGY
euphrasia
: Eye-medicine dyeri : Uncertain, could be named after Robert Allen Dyer, 20th century South African botanist and taxonomist OR Sir William Turner Thiselton-Dyer, 19th century director of the Royal Botanic Gardens at Kew
TAXONOMIC NOTES
Wettstein (1896) separated his species from E. repens partly because he considered the 2 ovules in each locule to be apposite, not superposed as described by Hooker (1879) for E. repens. By 1961 the placentation had not been further investigated.
By 1961, dehisced capsules have not been seen in this species or in E. repens, but available material is meagre. In both species the oblong cotyledons are usually larger than the leaves and often persist through the whole life cycle, especially in very small plants.
ATTRIBUTION
Fact sheet prepared for NZPCN by M.D. Ward (6 November 2020). Description adapted from Allan (1961).
REFERENCES AND FURTHER READING
Allan, H. H. 1961. Flora of New Zealand. Volume 1. Wellington: Government Printer. Page 858.
Hooker, J. D. 1879. Hooker's leones Plantarum. Third Series, Volume III. — London 1877-1879.
Thorsen, M. J.; Dickinson, K. J. M.; Seddon, P. J. 2009. Seed dispersal systems in the New Zealand flora.
Perspectives in Plant Ecology, Evolution and Systematics 11: 285-309.
Webb, C.J. and Simpson, M.J. 2001. Seeds of New Zealand gymnosperms and dicotyledons. Manuka Press.
Wettstein, R. von, 1896. Monographie der Gattung Euphrasia. Leipzig.
Wilson, H.D. 1982. Field Guide: Stewart Island Plants. Christchurch, Field Guide Publications.
NZPCN FACT SHEET CITATION
Please cite as: Ward, M.D. (Year at time of access): Euphrasia dyeri Fact Sheet (content continuously updated). New Zealand Plant Conservation Network. https://www.nzpcn.org.nz/flora/species/euphrasia-dyeri/ (Date website was queried)
MORE INFORMATION
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SUMMER DRAWING CHALLENGE:
Draw a little something EVERYDAY! Rise to the CHALLENGE!
Here are some ideas:
PERSONAL OBJECTS:
* Gather or notice personal objects around you.
* Simple as your cup of coffee to your favorite pen.
* Record a memory - what does THAT mean to you?
* Draw a simple contour line drawing…
* Draw in pen on copy paper.
* Cut out & Journal!
PHOTO SAFARI:
* See something cool? SNAP IT!
* Take photos of flowers, bugs, friends…
* Gather photos – then DRAW!
SCAVENGER HUNT:
* Be a scraper! Look on the ground, in the trash…
* Find dead bugs, old seeds, a dented can…
* DRAW – MACRO STYLE. Up close. Details.
MEDIUM MAYHEM: PLAY around!
* Draw using a stick dipped in ink!
* Draw using a "dry" paintbrush using watercolor (barely dipped in water)
* Paint a full page of watercolor – draw on top!
HOW TO DRAW:
* Check out "How to Draw" books from the Library
* Explore PINTEREST & YOUTUBE tutorials!
* PRACTICE! PRACTICE! PRACTICE!
COMPLETE THE"DRAWING LOG" TO BE ACCOUNTABLE!
*TIP: | web | https://jkstudios.art/wp-content/uploads/2021/05/SUMMER-DRAWING-CHALLENGE.pdf | 0.421546 | {
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MARINE PROTECTED AREAS AND FREEDOM OF THE HIGH SEAS
Centre for International Law National University Singapore 6 May 2015
Penelope Nevill
Barrister
20 Essex Street Chambers London • Singapore
STRUCTURE OF THIS TALK
1. The state of the world's oceans and seas
2. MPAS and ABNJ: History and development
3. Will the proposed new treaty interfere with freedom of the high seas?
4. Contemporary treaty negotiations and the proposed treaty: the role of civil society and the private sector
I. THE STATE OF THE WORLD'S OCEANS AND SEAS: THE TRAGEDY OF THE COMMONS
"Humans… have put the oceans under risk of irreversible damage by over-fishing, climate change and ocean acidification (from absorbed carbon emissions), increasing pollution, unsustainable coastal area development, and unwanted impacts from resource extraction, resulting in loss of biodiversity, decreased abundance of species, damage to habitats and loss of ecological functions."
UN Secretary-General Ban Ki-Moon, August 2012
Some statistics:
* "state of the world's fisheries is worsening" FAO, 2012
* 90.1% fish stocks either overexploited (28.8%; cf 10% in 1974) or very close to maximum sustainable production (61.3%)
* 13% global fisheries have collapsed
* 60% world's major marine systems have been degraded or are used unsustainably
* approx 20% world's coral reefs lost
If coral reefs are gone…
"What we will be left with is an algaldominated hard ocean bottom… with lots of microbial life soaking up the sun's energy by photosynthesis, few fish but lots of jellyfish grazing on the microbes. It will be slimy and look a lot like the ecosystems of the Precambrian era, which ended more than 500 million years ago."
Dr Roger Bradbury, 'A World Without Coral Reefs', The New York Times, 13 July 2012
MPAs part of the solution
Targets of 10% MPA coverage by 2020 (CBD, WSSD) - just over 1% in 2010
…Targets for coverage may not be met (recent IUCN predictions are more encouraging)
II. MPAs: HISTORY, DEFINITIONS AND LEGAL FRAMEWORK
* No one scientific or legal definition
* IUCN 2008:
"A protected area is a clearly defined geographical space, recognised, dedicated and managed, through legal or other effective means, to achieve the long-term conservation of nature with associated ecosystem services and cultural values"
* No one treaty or legal framework
* Instead an incremental, iterative development since late 1940s through
– patchwork of treaties
– programmes of UN organs and agencies ECOSOC, UNGA, UNESCO, FAO, IMO, UNEP (after 1972)
– Stockholm Conference on Sustainable Development 1972
– treaty bodies (e.g. CBD), and
– work of the IUCN and World Parks Congress
* Mixture of "hard" and "soft law" (guidelines, recommended practices, etc.)
* Treaties containing provisions for protected areas:
– 1946 Convention on the Regulation of Whaling
– 1971 Convention on Wetlands of International Importance (Ramsar)
– 1972 World Heritage Convention
– MARPOL 73/78 - "special areas" and "particularly sensitive sea areas"
– UNEP's regional seas programme: Barcelona Convention, OSPAR, CCAMLR
* World Park Congress and IUCN resolutions to promote MPAs in the 1980s
* 1990s - Rio World Summit on Sustainable Development 1992 adopts Agenda 21, chapter 17, and Convention on Biological Diversity, Art 8(a) (nb. CBD key in this area)
* 2000s
– WSSD 2002 - Johannesburg Plan of Action -calls on states to promote conservation and management of world's oceans through MPAs
– FAO 2005 supports MPA networks
Law of the Sea proper?
* UNEP, IMO attended LOS negotiations 1973-1982
* Only one provision in UNCLOS for MPAs
– Article 211(6)(a) for IMO areas
* Articles 64-65 on straddling stocks (1995 Straddling Stocks Agreement)
* Obligations under Articles 117-119 to control nationals and cooperate to conserve fisheries on the high seas (UNEP RSAs)
* Article 194(5) - only reference to "ecosystems" emphasis on pollution and marine environment not holistic approach
Law of the Sea proper?
* 1999 UN Open-ended Informal Consultative Process on Oceans and Law of the Sea
* 1998 "Troubled Waters: A Call for Action" - 1605 marine scientists and conservation biologists
* UNGA resolutions endorse WSSD 2002 Johannesburg Plan of Action, incl MPAs
* 2004 Ad Hoc Open-ended Informal Working Group to study issues relating to the conservation and sustainable use of marine biological diversity beyond areas of national jurisdiction
* 2008 meeting of Working Group considered area based management tools on the high seas/areas beyond national jurisdiction (ABNJ)
* WSSD 2012 - "Rio+20" - commitment to create a treaty under UNCLOS
* UNGA asked Working Group to consider treaty proposal
* 3 sets of meetings between 1 April 2014 and 23 January 2015 result in WG recommendation to UNGA to negotiate a treaty under UNCLOS
III. WILL MPAs IN ABNJ RESTRICT FREEDOMS OF THE HIGH SEAS?
* Open list in UNCLOS Article 87: navigation, overflight, laying cables and pipelines, fishing, construction of artificial installations, marine scientific research
* "Rights" qualified by other provisions, e.g. Articles 117-119 and must be exercised with due regard to rights of other states
…shipping?
"Not really"
* Already have (expensive) obligations under IMO rules and framework, e.g. 2004 Ballast Water Convention and special areas and PSSAs
* Push for MPAs already underway under existing law
* States will take shipping (and other business) interests into account because of (i) economic interests and (ii) guidelines on creation of MPAs require stakeholders' interests to be taken into account
* Role in enforcement?
* Working Group recommendations clear that new treaty "should not undermine existing legal instruments and frameworks and relevant regional and sectoral bodies"
Papahānaumokuākea Marine National Monument (originally named the Northwestern Hawaiian Islands Marine National Monument)
Moreton Bay Marine
Reserve, Queensland
Australia
IV. CONTEMPORARY TREATY NEGOTIATION: THE ROLE OF CIVIL SOCIETY & THE PRIVATE SECTOR
* The Arms Trade Treaty model
* WG emphasised need to take all stakeholders view into account and invite engagement, views and expertise
* WG included Greenpeace, International Chamber of Commerce and others
* Then and now: comparison with UNCLOS negotiations in the 1970s:
"They [NGOs] brought independent experts to meet the delegations, thus enabling delegates to have an independent source of information on technical issues. They assisted representatives from developing countries in narrowing the technical gap between them and their counterparts from the developed countries."
Chairman Tommy Koh, speech on the conclusion of UNCLOS in 1982 | web | http://macbio-pacific.info/wp-content/uploads/2017/08/MPAsandFreedomofHighSeas_PenelopeNevill-6May2015.pdf | 0.477842 | {
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Abhay B. Joshi
Phone/WhatsApp: [REDACTED_PHONE] Email: [REDACTED_EMAIL]
Articles: http://works.bepress.com/abhay_joshi/ My CS Page: http://www.abhayjoshi.net/spark
Objective
I am interested in helping young adults and aspiring professionals learn computational thinking and CS concepts with a focus on how to design programs and apply CS concepts to solve problems in any discipline.
Teaching experience
Since 2008, I have taught Snap, Python, Scratch, Logo, Alice, and C programming to 1000+ middle and high school and college students.
I have been working with TEALS (https://www.tealsk12.org/) since 2017 as a remote teacher for their "Intro to CS using Snap and Python" course.
I have conducted teacher training workshops for school teachers, NGO volunteers, and privately owned training companies.
I have mentored, coached, and trained numerous employees during my software industry experience (see below).
Related activity
Founded an informal forum of software professionals called SPARK Institute and Publications where the focus is designing teaching material and conducting classes. Through this forum, I have created introductory course material for Computational Thinking with Scratch, Snap, and Python.
Authored and published several books on programming. They are available in print and digital format on Amazon: (for details see http://abhayjoshi.net/spark/csseries.pdf)
* Scratch expert set: Set of 4 books on Scratch
* Snap adventures: Set of 4 books on Snap
* Logo Programming 1 & 2
Contributed two handouts to the ScratchEd community:
* Learning through Programming
* Scratch – a perfect choice for middle school students
Software industry experience
On the advisory board of the following companies (2009 – to date):
* InPods, Inc. – a company specializing in creating cloud-based tools for online learning management.
* AFOUR Technologies – a company specializing in software development and reliability engineering services.
Co-founder and CEO of Disha Technologies – a company co-located in Bellevue USA and Pune India, which specialized in independent software testing and test tool development for ISVs, which was later acquired in 2004 by Aztecsoft, a product engineering services company (1997-2008).
Programmer at Motorola, Microsoft, and Palindrome: requirements analysis, software development, and testing. (1994-1996)
Unix kernel/application development: enhancement of TCP/IP network protocols, and security product development at Interactive Systems (Santa Monica, CA) and Addamax Corporation (Champaign, IL) (1989-1993)
Academic record
Several online courses in CS / Programming (2013 – to date)
Master of Science in Computer Engineering (Dec 1988) Syracuse University, Syracuse, NY 13244
Bachelor of Engineering in Instrumentation (Jun 1984)
College of Engineering, University of Poona, Pune, India
Miscellaneous
Languages: Python, Snap, Scratch, C, Java, C++, AppInventor, R
Member of CSTA and ACM SIG-CSE.
Other interests include music (playing violin and keyboard), writing (fiction and non-fiction), philosophy, and personal coaching.
Last updated: 25 October 2020 | web | http://abhayjoshi.net/teacher.pdf | 0.43322 | {
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Pond Plants – Friend or Foe?
Why are those unsightly weeds in my pond? Where do they come from? And how do I get rid of them? First off, be aware that nature may be conspiring against you. Ponds are simply shallow holes filled with water. Nature conspires to fill them with sediment, debris, and an annual accumulation of biomass. The accumulation of biomass is often relative to the amount of nitrogen and phosphorus nutrients entering the pond. Our ponds are actively aging, right before our eyes. Though it generally takes 50-100 years for this transition to occur, your pond will eventually evolve into a marsh, then a swamp or a bog, and finally into terra firma. Beginning from day one, animals and plants arrive at your pond, overstay their welcome, and resist all our efforts of eviction. Now that we have an understanding of this devious plot, perhaps there is a strategy for success.
Your Pond's Purpose
Before taking any steps to manage pond plants, it is important to first identify your objectives for the pond. What benefits do you wish to obtain from your pond? Is the pond simply for fishing? Is it a prominent landscape feature with visual aesthetics in mind? Is the purpose one of wildlife habitat and refuge?
ID Your Weeds by Where They Grow
Pond weeds and adjacent vegetation are often grouped by how and where they grow, and knowing these groups is the first step toward plant identification! One group is called floating weeds. These plants float on the surface of the pond and often do not possess a root system. Examples include algae, pond lilies, duckweed, and watermeal. The second grouping is known as emergent weeds. These plants are often rooted in shallow water or saturated soils, but grow and develop above the pond surface. Examples include cattails, rushes, and pickerelweed. The final group is the submerged plants. These are rooted in the pond bottom. They spend nearly their whole life cycle under water, but late in the season you may observe a flower stalk or seed head emerging above the water surface. Examples of this group are the pondweeds, milfoils, coontails, and naiads.
Benefits of Vegetation
So is pond vegetation desirable? And if so, how much? Naturalists agree some vegetation is necessary for fish communities as it provides oxygen, food, and aquatic habitat. Generally 15-20 percent of the pond volume should be vegetated, with a water clarity depth to 24-30 inches. The varied plant species each appear to have a specific role within the ecosystem. Planktonic algae (the green algae family) are the foundation of the food chain and a determinant of fish populations. Bluegreen and filamentous algae do not contribute ecologically and may be considered detrimental. The emergent group provides habitat, nesting opportunities, and seed heads as a food source, but may also create a physical barrier impeding access to the pond. The submerged plant group benefits the fish population, providing refuge and aquatic diversity within the pond.
Battle of the Species
Regrettably, our pond vegetation may not limit itself to twenty percent of the pond volume. How do we remove or eliminate the undesired vegetation? One way is with hard work and sweat equity. The vegetation can be physically removed by hand or machine. A plant can also be starved to death by repeatedly cutting, removing, or shading the foliage (any action which reduces plant photosynthesis). Lowering water levels and exposing cattail roots to freezing temperatures may also prove lethal.
Following a biological theme, the white amur grass carp will selectively consume several plant species. But be forewarned; these fish may be as fickle as young children eating their vegetables. The loss of submerged plants may also affect fish habitat, reproduction, and population dynamics.
Water dyes reduce light penetration into the water and thereby limit plant photosynthesis. Apply the dyes early in spring before plants start to grow, and re-apply throughout the growing season as necessary. The dyes are more effective on submerged rather than floating vegetation. The treated water is suitable for irrigation, livestock, fishing, and swimming.
In Need of Professional Help?
One obvious option for managing pond vegetation is chemical herbicides. The purchase and application of some products are restricted by law to licensed individuals, but some products are available to the general public. Please read the label thoroughly and follow the instructions! The label provides important use limitations like exclusions or waiting periods before human or animal use. One advantage of hiring a licensed applicator is eliminating the purchase and storage of excess chemicals. Knowing what, when, how, and why to apply a chemical are critical factors to ensure a safe and successful herbicide treatment.
Before diving in to any management strategy, determine whether your pond plant is a friend or foe. If you need assistance, contact the Geauga Soil and Water Conservation District. Don't let your pond vegetation bog you down for another year. Instead, make it a priority to find answers to the questions you've been "pondering"! | web | http://geaugaswcd.com/yahoo_site_admin/assets/docs/Pond_Plants_Friend_or_Foe_Article_for_WEBSITE.221135513.pdf | 0.501705 | {
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Aftermarket Car Seat Accessories
Are aftermarket car seat accessories safe?
Research says no.
What is an aftermarket accessory?
These include any products that are designed to be used with a car seat or vehicle but did not come with them and are not provided by the car seat or vehicle manufacturer. These include:
- Mirrors or toys that attach to a car or car seat
- Seat belt adjusters or extenders
- Headrests or footrests
- Infant support inserts or pillows
- Shoulder pads or harness strap covers
- Weather protector covers
- Seat protector covers (non-approved)
- Window coverings
What makes aftermarket car seat accessories unsafe?
- They have not been tested for safety in a crash or with a car seat.
- They are not regulated.
- Soft materials can create slack in the harness (e.g., harness covers, extra padding), making the harness less effective in a crash.
- They can detach in a crash and injure the baby (e.g., become a flying object).
Are any car seat accessories safe to use?
Although aftermarket car seat accessories can seem like a great idea, especially if your child does not like traveling in their car seat, it is best to avoid any car seat accessories that were not included as part of your seat’s original packaging. There is not enough information to know how these products might affect your child’s seat in the event of a crash.
For more information:
Contact your car seat manufacturer to learn more about safety issues associated with any aftermarket accessories that you want to use. You can also visit Transport Canada’s webpage on aftermarket products for children’s car seats at https://tc.canada.ca/en/road-transportation/defects-recalls-vehicles-tires-child-car-seats/third-party-aftermarket-products-children-s-restraint-systems. | web | https://skprevention.ca/wp-content/uploads/2022/09/4-128_Aftermarket-Car-Accessories.pdf?x35835 | 0.426669 | {
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Remembering spellings
To follow are some tips for remembering spellings. Develop a strategy for learning spellings rather than attempting to learn each new word as it comes up. Some people have one strategy that works best for them; others like to try more than one.
Look, say, cover, write, check
- Look at the word you want to learn; highlight any parts that seem difficult; look at its shape.
- Cover the word.
- Say the word to yourself, sounding out all the letters.
- Write down the word without looking at the original.
- Check to see if you have spelled the word right; if it's wrong, try again.
- Repeat the above as many times as necessary in the next few days.
Word structure
Learn common prefixes (eg dis-, un-, re-, pre-) and suffixes (eg -able, -ful, -ness) and use them to break down words into parts to make them easier to learn:
reported
Syllables
Break words up into syllables so that you're dealing with the sounds of chunks of words:
num-ber con-tact med-i-cal
Words within words
Sometimes you'll find words within words - it can help with the tricky parts of the spelling if you isolate these. For example:
present elephant teacher
Mnemonics
Mnemonics are learning devices that aid memory. They are useful in helping to remember difficult spellings. For example:
necessary - one collar (c) and two socks (s)
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Performing the Nation : Swahili Music and Cultural Politics in Tanzania
Kelly Askew
Since its founding in 1964, the United Republic of Tanzania has used music, dance, and other cultural productions as ways of imagining and legitimizing the new nation. Focusing on the politics surrounding Swahili musical performance, Kelly Askew demonstrates the crucial role of popular culture in Tanzanias colonial and postcolonial history. As Askew shows, the genres of ngoma ﴾traditional dance﴿, dansi ﴾urban jazz﴿, and taarab ﴾sung Swahili poetry﴿ have played prominent parts in official articulations of Tanzanian National Culture over the years. Drawing on over a decade of research, including extensive experience as a taarab and dansi performer, Askew explores the intimate relations among musical practice, political ideology, and economic change. She reveals the processes and agents involved in the creation of Tanzanias national culture, from government elites to local musicians, poets, wedding participants, and traffic police. Throughout, Askew focuses on performance itself ‐ musical and otherwise ‐ as key to understanding both state formation and interpersonal power dynamics.
Perduto per sempre. Hellboy presenta Witchfinder
Perfect New Forest
Percussion Pop‐Up
The Perfect Fool
Perfect Paleo Diet Cookbook Box Set : Paleo Diet Recipes: Breakfast, Lunch, Dinner and Smoothie Recipes
Peribanez y El Comendador de Ocana
Perfect Wedding Planner
Percorsi verso la sostenibilita: principi, strumenti ed esperienze | web | http://ivejustbegun.com/Performing_the_Nation___Swahili_Music_and_Cultural_Politics_in_Tanzaniakus.pdf | 0.47968 | {
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Bolton Hall Museum
Home of Little Landers Historical Society
Presents
Is my house historic?
Currently, the City of Los Angeles has over 1100 sites designated as Historic Cultural Monuments—many of them are residential homes. How did those sites become Historic Cultural Monuments? Did something important happen there? Did someone important or famous live there? What makes a structure or location historic? Do you think you live in a home that could be considered for Historic Cultural Monument status? These questions and more will be answered during this fun and interesting program. You'll also learn how to do the research and what you can find on-line about your home.
Our speaker, published author, historian and preservation activist Charles J. Fisher has successfully steered well over 100 sites through this process to achieve monument status, and is an undisputed expert in his field. Charles will demystify the process while illuminating the various benefits derived by such designations.
Saturday May 12th, 2018 1:00 PM
Bolton Hall Museum
10110 Commerce Avenue in Tujunga Corner of Commerce and Valmont
Everyone is Welcome Free Admission
Parking available uphill at the Elks Lodge Light refreshments after the program
Suggested donation: $3 per person
Our Mission: To preserve and maintain Bolton Hall Museum and the historical record of Rancho Tujunga.
Little Landers Historical Society (LLHS) is a nonprofit, all volunteer organization founded in 1959 to save Bolton Hall from destruction. Bolton Hall is Los Angeles City Historic Cultural Monument #2. Contact us at ([REDACTED_PHONE] or [REDACTED_EMAIL]. | web | http://www.littlelandershistoricalsociety.org/May.pdf | 0.424904 | {
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Wow! What a long way the Cambridge Community Orchestra has come since its inception a year ago. At the inaugural concert last weekend, they wowed the audience of about 100 people with their accomplished playing.
This orchestra has matured so much this past year—under the guidance of conductor Ann Green—it was a pleasure to listen to them.
More than a dozen years ago, when Janko Paris (always an advocate for the arts) and I sat on an arts-related committee, he suggested we needed a community orchestra in Cambridge. I thought that was out to lunch. Where and how could we accomplish that, I wondered? Now, more than a decade later, it has come true. We have an orchestra of which to be proud.
The concert held in the Toyota Room on Sunday was quite an occasion.
The first part of the concert brought us Bach’s Brandenburg Concerto and Handel’s Arrival of the Queen of Sheba, played by the Harmonia Ensemble of Kristi Coleman-Dorland, Julia MacFarlane and Ann Green. Their enthusiasm, professionalism and love for their music are clearly apparent and rubbed off on the audience.
As an audience, we have to learn more concert etiquette. Some of us, me included, clapped vigorously at the wrong time. We clapped in between movements but were informed very diplomatically by the director before we could repeat the faux pas.
During the intermission, the refreshments donated by Sarah Alvarado and family were delicious and much appreciated.
The second half of the concert showed the strength of the full orchestra (more than 30 strong) as they played Symphony No. 1 in C Major by Beethoven.
The last piece was Finlandia by Sibelius. A rousing melodic piece in which the new timpani, purchased by funds raised last year from the Mayor’s Celebration of the Arts, was given a wonderful work out by Ron Scott.
If you (as many of you did) missed this event, you will have the opportunity next Friday evening at the Mayor’s Celebration of the Arts.
The event will be held at the School of Architecture on June 17, from 7:30 to 10:30 p.m. The evening will once more bring together all disciplines of the arts; those who produce, those who admire others’ work and those who like to mingle with them.
For $20 a ticket—available from all branches of the library, the Cambridge Centre for the Arts and the Chamber of Commerce—the evening offers epicurean delights from more than 20 local restaurateurs, the works of four visual artists, dramatic excerpts from their current productions of three theatre companies, more than 16 performances of music from all genres, a humourist poet, and work by the students of the School of Architecture. | web | http://www.cambridgeorchestra.ca/wp-content/uploads/2013/11/press_CambridgeTimes20050520.pdf | 0.494409 | {
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Flood!
Heavy downpours have caused flash floods at Glastonbury Festival over the years. 2005 and 2007 were very wet. Look at the images from these festivals to:
1.Write a 'catchy caption' to go with each picture to summarise what it shows (as if it's part of a newspaper article).
2.Imagine you are the man sitting in his tent as the water flows through. Write a few sentences to describe what you are thinking / feeling at that moment.
(Images from Wikimedia Commons, licensed for reuse under the Creative Commons Licence) | web | https://www.rgs.org/CMSPages/GetFile.aspx?nodeguid=8e9af3a4-ff71-4f2b-a5bb-59612abb32bd&lang=en-GB | 0.437937 | {
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Mexican Strategy on Landslide Risk Mitigation (MILADERA)
L. Domínguez
Under Director of Soil Dynamics and Gravitational Processes
E-mail: [REDACTED_EMAIL]
May 10-14th, 2010
Mean referenced events on the Civil Protection in Mexico
1. Eruption of the Chichonal Volcano in Chiapas State 1982
2. Michoacan earthquake of Magnitud 8.1 and 7.6 1985
3. Puebla Landslides due to rain storms on the Gulf of Mexico 1999
The Landslide phenomenon plays a very important role on the loss of lives, material damages and millions of dollars in reconstruction.
Mexico not yet have an official statistical over landslide impacts, nevertheless, recent documents show that in the last 70 years have lost more than 3 thousands of lives and millions of dollars.
Teziutlán 1999, 110 lives
Tijuana 2003, destruction of 77 houses
Eloxochitlan 2007, 32 lives
Necaxa 2006, 4 lives
Juan de Grijalva 2007, 19 lives
1999: The Landslides in Teziutlan, Puebla
National Strategy on Landslide Risk Mitigation
This Strategy was created due to the great impact of the Teziutlan landslides occurring in 1999. In 2001 was formally integrated and began its activities immediately.
Geotechnical instrumentation project on a hill slope area in Teziutlán Puebla
Due to the high landslide hazard in Teziutlán, Puebla, the CENAPRED began an instrumentation project in order to know the changes on mechanical properties which produces instability, especially under the water effect by rain storms.
Calibration of the sensors
Instrument installation and communication system
El CENAPRED dispone de los instrumentos que permitan sacar la señal de la caseta de registro y transmitirla por radio, incluyendo cables, interfaces y radiomodems.
Requerimientos en oficinas del C-4: Uso de la torre para instalar una antena, espacio en oficina para instalar un radiomodem, asignar una IP Fija y abrir 4 puertos.
Eso es todo amigos...
"That's all folks!" | web | https://ncdr.nat.gov.tw/Message/FileMultiDownLoad/8260 | 0.42554 | {
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Top Tips for Adult Assistants
****** WARNING !!!! ******
- your child professors may want to carry out their experiments immediately after watching the film!!! So be prepared!
(if you are missing some of the ingredient feel free to improvise or just do without.)
The ingredients for a successful experiment are...
- Playing along – enter into the spirit of the game!
- Protective goggles/sunglass/glasses
- Rubber gloves/disposable gloves/woollen gloves
- A location that can handle spillages (kitchen/outdoors)
- Foodstuffs that you can spare from your kitchen like rice, beans, pasta, dried herbs (small things that can go into the mixture)
- A selection of outdoor ingredients such as grass, leaves, daisies. If you can’t get outdoors you could use little bits of paper, old fabric, glitter (anything you can find!)
- Food colouring/child friendly paint to create coloured liquid
- A jug for the coloured liquid
- A bowl for mixing
- A mixing implement aka spoon for mixing
- A bubble component (shampoo/bubble bath/washing-up liquid)
- A bottle for bottling the formula
- A funnel or a steady hand or acceptance that the majority of the formula will be on the floor.
- Get younger children involved too – they may not understand but mixing and pouring and dressing up will be great fun.
Sharing with family or friends...
We wanted to share this idea as a fun thing to do with people that you can’t spend time with at the moment. People who are sure to be missing interacting with your child. We hope this could give Facetimes/Skypes/Zooms a child friendly, fun focus.
Try a video call where the person at the other end has a box or bag or anything really! See what can teleport between your home and theirs. It could be similar objects or totally different objects.
********Remember : Science is cool!******** | web | https://www.frozencharlotte.com/_files/ugd/f05454_d5e8f295d4944735a5dc11e21b72fcfa.pdf | 0.494533 | {
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FORWARD
Over the past 30 years, London-based portrait painter, Ralph Heimans, has developed an extraordinary body of work portraying a wide range of culturally significant figures from around the world and extending the genre of contemporary portraiture. He has painted prominent Royals, including HM Queen Elizabeth II and HRH The Duke of Edinburgh as well as other leading individuals on the world stage – world-class musicians, actors, writers, and politicians.
His luminous work is built on a foundation of traditional techniques, and through a mastery of complex composition, his subjects are woven into their surroundings to create a multi-layered narrative environment. To underpin the concept for each portrait Heimans wilfully manipulates apparent realities. He transforms elements to better tell the story of the subject's life. The spaces become 'landscapes of the soul', in which different times and places can merge: just as they do in our minds. In other words, Ralph Heimans lends artistic form to both body and mind, bringing us closer to the person being portrayed. It is not Realism or Surrealism: it is more a kind of "Spiritual Realism".
The people in his portraits seem caught in the moment, where they become one with themselves – their role and their character – and that moment expands, becoming charged with great significance. They seem to be tranquil and contemplative. They are often looking away. In other instances they reciprocate our gaze, as if they have the floor, describing a crucial moment in the story of who they are.
In 2006 Ralph Heimans created a portrait of HRH Crown Princess Mary for the Museum of National History at Frederiksborg. The Crown Princess was born and raised in Australia, so an Australian-born artist was chosen for the task. Set in the Garden Room of Fredensborg Palace, the portrait was widely praised for pushing the boundaries of Royal portraiture. To celebrate the 50 th birthday of Crown Prince Frederik in 2018, the Museum decided to commission Ralph Heimans to create an artistic companion piece of the same dimensions as the previous portrait – a work, set in the same location, that would reflect both the time of its creation and the time that has passed since the portrait of the Crown Princess was created. The pair will no doubt become works of enduring significance in the collection of the Museum.
The presentation of the new work was also a welcome opportunity to organise a comprehensive retrospective exhibition of Ralph Heimans' portraits, providing visitors with a rare opportunity to appreciate the range and depth of one of today's leading portrait artists. This book is being published to mark this occasion. The first part of the book is an introduction to Heimans' works at Frederiksborg: the two portraits of the Crown Prince couple. The book then features a number of interviews and essays, more specifically about Ralph Heimans as an artist, his methodology, technique and oeuvre. The third part of the book is the catalogue of the exhibition at Frederiksborg.
The Museum would like to thank the authors who have contributed to this book. We also owe a debt of gratitude to the many people and organisations, both public and private, and from as many as four continents, who have loaned works for the exhibition. Without the kindness they have shown and their willingness to allow unique works to be shipped thousands of kilometres, this exhibition would not have been possible. We must also express our heartfelt thanks to the artist, Ralph Heimans, who has played a crucial role in the preparations for this exhibition, and who has created the stunning new portrait. Finally, we extend a huge and warm thank you to HRH Crown Prince Frederik who gave his consent for the commissioning of the portrait and made this new work possible.
Mette Skougaard
Director of The Museum of National History at Frederiksborg | web | https://www.ralphheimans.com/usr/library/documents/main/forward-frederiksborg-castle-exhibition.pdf | 0.488703 | {
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C 學生成就最大，因爲：一）他們有社會實際經驗；二）他們及早認定生命之目標，不浪費時間在無關緊要的課 題上；三）他們建立良好關係，知道良好關係才是事業成功的主要因素；四）他們懂得生活，處世態度成熟，勇 於負責，樂觀進取，並影響周圍的人，成爲最佳的自然領導者；五）他們化繁爲簡，面對複雜的問題，找尋簡單 的答案；六）他們追尋自己的夢想，不跟著別人屁股走；七）他們努力奮鬥，克服挫折，因爲他們在課堂裏面早 就習慣了；八）他們不斷學習；對他們來説，離開學校才是真正學習的開始。（原文：寶文唐生所著"C 學生成 就最大的七項理由"。）
C students will become the most successful people because 1) they have practical experience outside of school; 2) they set their goals in life earlier on and do not waste time on subjects that do that contribute to their goals; 3) they build network knowing that communicating with powerful people is the most important skill in building up one's career; 4) they enjoy life, are mature, responsible, positive, pleasant to be with, and are accepted as natural leaders; 5) they attack complicated problems with simple solutions; 6) they follow their dreams; 7) they are used to struggling; therefore, nothing is too difficult for them; and 8) they never stop learning; for them, learning begins when one leaves school. (Original writing: '7 Reasons Why "C" Students Will Be The Most Successful People in the World' by Paula Thompson.) | web | http://texanalovestories.mathisacommonlanguage.com/mm_view_pdf.php?id=8825da9579e14a266d1e709a4fde5f930f07b4a2588d21c83c6d03.92512028 | 0.426257 | {
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Earl Tanner Britton Biography
Earl T. Britton "Britt", - Class of 1922 - b. July 15, 1903 d. October 24, 1973 From the EHS Yearbook, The Maroon: "Earl", General Course, "Hurdles to athletics, hurdles to ladies, He made good with them both" Football '18, '19, '20, Captain '21; Basketball '18, '19, '20, '21; Track '18, '19, '20, '21;Junior Class Play.
From the Elgin Sports Hall of Fame: Many consider Earl Tanner Britton (6 ft 3 in tall and weighed 212 lb), who earned 12 letters in major sports at Elgin High School from 1919-22, to have been the most versatile athlete in Elgin's history. He was the fullback on the Elgin High School football teams which compiled a four year aggregate record of 23-7-3. In 1921 he scored seven touchdowns in a single game and finished the season with 157 points, an EHS record that stands today. Earl was a sprinter, high jumper and relay anchor on the school's track teams, and was center on the basketball team and its leading scorer for two seasons (1920-21 and 1921-22).
During the summers "Britt" could be found swinging a bat on baseball diamonds around the city. His football ability led him to the University of Illinois and in 1923, 24 and 25 he was blocking back for the immortal Harold "Red" Grange. He also excelled at kicking field goals; in 1923 he preserved an undefeated season for the Illini by booting one 55 yards. His coach, Bob Zuppke, called Britton "one of the greatest punters and place kickers of all time." He left Illinois at the close of its football season in 1925, his senior year, to play professional football with the Chicago Bears. He played pro ball for the Brooklyn Lions 1926, Frankford Yellowjackets 1927, Dayton Triangles 1928, and the Chicago Cardinals in 1929.
Earl was the son of Benjamin Harold Britton and Edna May Tanner. He was a first cousin to music educator Allen Perdue Britton (also an EHS Notable Alumni - Class of 1932). | web | https://www.u-46.org/cms/lib/IL01804616/Centricity/Domain/3280/Britton%20Earl%201922%20Bio.pdf | 0.485153 | {
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Environmental Degradation and Pollution Prayer
The advances of science and technology of the past 200 years have brought great progress to many people, but a cost. Western industrial economies now have environmental protection legislation with heavy penalties for polluters, but accumulated contaminants remain and toxic spills still occur. Many third-world economies still produce cheap goods with harmful byproducts that damage the health of people who live nearby and who have no choice but to breathe the air, drink or fish in the water or grow food in the soil. Pollution also affects entire ecosystems and contributes both to loss of habitat and to direct deaths of animals and plants. For more information about pollution issues in Australia, see http://www.csiro.au/science/Pollution.html.
Forgive us, Lord God our Creator. In haste and hunger for progress we have laid waste the good earth you have made. We have mined landscapes, spoiled coastlines and polluted air and water. We have brought health and wealth to some and suffering and deprivation to others, exploiting the earth and threatening its creatures. Make us hungry now for generosity and balance. Make us brave enough to choose more wisely for the future of the earth, through Jesus Christ our Lord. Amen.
© The Anglican Church of Australia This text may be reproduced for use in worship in the Anglican Church of Australia | web | https://acen.anglicancommunion.org/media/61498/Environmental-degradation-and-pollution-prayer.pdf | 0.426714 | {
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Samuel chooses a king.
1 Samuel 8:1—10:24
©1997 by Gospel Light. • Permission to photocopy granted. • Bible Story Coloring Pages • 81
Samuel chooses a king.
1 Samuel 8:1—10:24
Samuel grew up to be the leader of Israel. He was called a judge. Now Samuel was getting old. Some people talked to Samuel. They said, "Give us a king like all the other countries around us. We want to be like them."
Samuel was upset because he knew God was the real King of Israel! So he prayed to God. God said, "Samuel, warn them. Tell them that a king will make them his servants and will take their land and animals."
Samuel told the people all the things God had said. The people didn't care! They said, "We want a king anyway!"
About that time, a young man named Saul was out looking for his father's lost donkeys. As Saul walked into town, Samuel saw Saul. God said, "Samuel, here's the man I want to be king."
Samuel said to Saul, "I'd like you to come and eat with me. And don't worry, your donkeys have been found." The next morning, Samuel took a small bottle of olive oil and poured it on Saul's head saying, "The Lord has chosen you to be the leader of His people." And from that time, God helped Saul become ready to be king.
82 • Bible Story Coloring Pages • ©1997 by Gospel Light. • Permission to photocopy granted. | web | https://shanghaifellowship.org/wp-content/uploads/2021/04/devos-21-Samuel-Chooses-a-King.pdf | 0.418278 | {
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Contact Letter Date: 23rd October
Year: Reception
Topic: Knowing me, knowing you
This week we have been telling lots of stories. Acting them out and asking the characters questions. We have been playing games and trying to recognize the first letter of our names. In maths we have been ordering and using sentences to say what we have done.
Next week's focus: Stories
After half term we will think about colour mixing in different ways. We will also be thinking about our senses starting with our sight. In Maths we will look at the numbers 1-5. Counting carefully, finding out what 1 more and 1 less would be and trying to make numbers in different ways
Important Dates / Reminders = Information = Requires Action
* We have had a case of headlice in reception, please ensure hair is tied back and any bows or headbands are fitting with the school uniform.
* After the holidays the children will start changing for PE. So please could we have all named PE kits in school.
* Please continue to encourage your child to dress themselves/ do coats and zips up etc
* If you are helping your child at home with writing, please can we ask that you only teach them lower case letters, apart from the first letter of their name. This is very hard to undo when we begin teaching them how to correctly form letters. I
* Next term we will be making a timeline so please could you send in a picture of your child as a baby.
* If you are out and about during the holiday we would be grateful for some sticks. ( Over 30 cm…)
Over the holidays please check to see if all your child's uniform is named. We have quite a few jumpers and cardigans with no names. | web | https://st-james.kent.sch.uk/media/dj0fv0h2/eyfs-contact-note-23rd-oct.pdf | 0.463512 | {
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Trapped on the D.C. Train!
Series
Capital Mysteries
Author:
Ron Roy
ISBN13:
[REDACTED_PHONE]
ISBN10:
[REDACTED_PHONE]
Genre:
Mystery
Published:
May 24th 2011 by Random House Books for Young Readers
Pages:
96
Goodreads Rating:
4.30
Language
English
Trapped on the D.C. Train!.pdf
Trapped on the D.C. Train!.epub
It's a red, white, and blue mystery from popular A to Z Mysteries author Ron Roy! Trapped on the D.C. Train! In the thirteenth book of the Capital Mysteries—an early chapter book mystery series featuring fun facts and famous sites from Washington, D.C.— KC and Marshall have tickets for the express train out of Union Station. It even has a VIP car at the back for the vice president, the kids, and the secret service agents to travel in. But when KC and Marshall sneak away from the secret service agents to go exploring, someone tampers with the train! And that someone is searching - car by car - for KC and Marshall. There's nowhere to run! Each book highlights one of the famous museums, buildings, or monuments from the Washington area and includes a map and a two-page fun fact spread with photographs. Parents, teachers, and librarians agree that these highly collectible chapter books are perfect for emerging readers and any kid who love mysteries! | web | https://opensinai.com/191-trapped-on-the-dc-train.pdf | 0.475788 | {
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History
What trips are there in the Sixth Form?
The main visit is the two yearly trip to Russia which most sixth form historians have gone on in past years.
Will missing out the Cold War Paper at GCSE matter?
No A level does not assume knowledge, as long as you have the requisite skills you should be fine.
Do you need to have done History GCSE to study History A Level?
It is certainly an advantage, however in previous years we have had pupils who have not studied History. We would expect them to have gained a grade 7 in a humanity subject to demonstrate skills of essay writing.
What were the results like in previous years?
Over the past few years the percentage of A*-B has ranged between 60-70 %. We changes specification last year so it is difficult to make direct comparisons with expectations for this year. | web | https://tunbridgeschool.s3.amazonaws.com/uploads/document/History-FAQs.pdf?t=1619127317?ts=1619127317 | 0.433515 | {
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Erase and Rewind – Learning by Replaying Examples
Lile Hattori 1 , Alberto Bacchelli 1 , Michele Lanza 1 , Mircea Lungu 2 1 REVEAL @ University of Lugano – 2SCG @ University of Berne
Abstract
Learning is much built on observing, retaining, and replicating behavior witnessed in a model. On this basis, instructors often teach informatics by providing programming examples to be observed and analyzed by learners. However, professors usually show an example once and provide only its final version. This hinders the students' need of repeated observation and replication. To overcome this limitation, we propose Replay, an Eclipse plug-in that records every code edit of a programming session, making it available as an interactive "tape". Professors can design the steps of an example, and "play" them as live sessions in class, without the burden of coding while explaining; students have their hands in the complete code history, can observe it repeatedly, and interact with it at any moment.
1. Learning by Replaying the Examples
Professors who often write code examples in class to complement explanations are a clear evidence of the importance of observing and understanding the creation process behind the examples. Due to resource constraints, this process, however, is usually shown once and professors only release material in its final static form. Learners, thus, cannot observe the creation process again and might find difficult to retain it.
We devised our Learning by Replaying method through Replay [1], a toolkit made of two Eclipse plug-ins: (1) Replay Recorder – records a snapshot of the source code every time a file is built, generating an executable code tape of the programming session; (2) Replay Player – once a tape is loaded, the Player lists every step, and the learner can (1) play and watch the code evolving, (2) pause the replay, and (3) step through the items of the list.
We argue that Learning by Replaying helps the learning process in various aspects: Learners have access to the creation process of source code, where each step is a cue to reminding the professor's explanation, and they can dynamically interact with the code and the whole context at any stage of the development session.
References
[1] L. Hattori, M. Lungu, and M. Lanza. Replaying past changes on multi-developer projects. In Proceedings of IWPSE 2010 (11th Intl. Workshop on Principles of Soft. Evolution), pages 13–22, 2010. | web | https://www.inf.usi.ch/lanza/Downloads/Hatt2011b.pdf | 0.508573 | {
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"To assure our people permanent access to their outdoor heritage"
www.vccd.org
Give Vermilion County Conservation District a "like" on Facebook to stay updated on programs, events, and news.
Hidden Valley Trail Guide and Map
Welcome to Hidden Valley Trail! This moderate-hiking trail loops back to the all-accessible Wheeler Trail. Hidden Valley Trail is approximately 1-mile in length.
There are two starting points for this trail. One can be found at the bottom of the hill off the gravel road (1) before the marsh habitat. The second starting point (2) can be found along the Wheeler Trail. Both starting points are marked with an orange sign.
After hiking approximately 0.5 miles, there are two different paths that will loop you back to the Wheeler Trail (3). One follows through the forest and is called the "Woodland Path." The second, "Prairie Path" follows along the prairie and parallels the main park road. These paths are also marked with an orange sign.
The beginning of Hidden Valley Trail is adjacent to the Kennekuk Marshes. These marshes are excellent places to find birds, turtles, frogs, and other aquatic animals. The marshes are not part of Hidden Valley Trail but an excellent spot to view wildlife.
Numerous wild grape vines can be found along the first section of Hidden Valley Trail. The wild grape vine has no solid, upright trunk but will use tree trunks and branches to grow towards the sun. The vine will have many sections hanging free from trees. These vines will produce an edible grape in late summer but they tend to be smaller, tartier, and with more seeds than domesticated grapes we find at the grocery store. Though we may not find the wild grapes tasty, birds and other wildlife enjoy the fruits when they're fresh and after they've dried on the vines in winter.
Hidden Valley Trail will next begin to follow a stream. This portion of the trail is an excellent area to look for spring wildflowers from March to May. Spring beauties, mayapples, prairie trillium, Illinois' state flower the purple violet, sweet cicely and wild geranium (pictured) will bloom before the tree leaves pop out and block the sunlight from the forest floor.
If you are hiking the trail in late summer and early fall, you may find a large green round object on the forest floor. These are the seeds of an Osage Orange tree, or Hedge Apple Tree. Despite the name, it is
only distantly related to oranges and apples, but is instead a member of the mulberry family. Due to a sticky white sap and woody pulp, the fruit is typically not eaten by humans and rarely by foraging animals.
If you take the Woodland Path back to the beginning, can you find any holes in the trunks of the trees? A tree hollow or tree hole is a semi-enclosed cavity which has naturally
formed in the trunk or branch of a tree. They are found mainly in older trees, that can be dead or still alive. Squirrels, raccoons, owls, birds, and even snakes will use these cavities to find protection from predators or from the weather.
If you take the Prairie Path, notice how many of the prairie grasses can grow taller than we are! Some common prairie plants that are growing along the path are Indian grass (below, left) and Illinois' state prairie grass, Big Blue Stem (below, right). Prairie plants can have roots that extend down into the soil over seven-feet deep! Deep roots allow them to find water in the soil during our hot, dry weather in the summer. | web | https://vccd.org/wp-content/uploads/2020/04/Hidden-Valley-Trail-Guide.pdf | 0.435972 | {
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Term 5 2023 Topic title: Storms & Shipwrecks
Key Concept Question: Why have people migrated throughout history?
Core Text
*The Tempest*, by William Shakespeare, is about betrayal, love and forgiveness. It is set on an island somewhere near Italy where Prospero, the one-time Duke of Milan, and his beautiful daughter, Miranda, live with a sprite called Ariel and a strange wildman called Caliban. Prospero is a powerful magician who creates a storm, or tempest, that results in a shipwreck and sets the scene for the play. In the events that follow, we see a plot to murder the King of Naples, a drunken scheme to kill Prospero and a romance between Miranda and the King’s son, Ferdinand. In the end everyone is forgiven and they all set sail for home.
**English**
**Core reading text:**
The Tempest by William Shakespeare
Floodland by Marcus Sedgwick
**Reading:**
We will be using texts to complete comprehension style questions: inferring meaning from the text, understanding word meanings, identifying the author’s intent, retrieving information and deciding between fact and opinion.
**Writing:**
We will discuss the texts and use them as a basis for writing. We will write storm poetry, a survivor’s recount, a newspaper report, a chronological report, a debate and a storm story.
**EGPS/Spelling:**
- Use pronouns and possessive pronouns
- Add subordinate clauses
- Use words that can be nouns and verbs
- Use commas for parenthesis
**Science – Animals including Humans (Biology)**
**Big Idea:** Genetic information is passed down from one generation of organisms to another
**Key enquiry questions:**
- What are the stages of human development?
- How do babies grow and develop?
- What are the main changes that occur during puberty?
- What changes take place during old age?
- What is gestation?
- What is the life expectancy of different species?
**History/Geography**
**Key enquiry questions:**
- What was The Titanic?
- Why was The Titanic crossing the Atlantic?
- What happened to The Titanic and its passengers and crew?
- Who do you think was to blame for the disaster?
- What is migration?
- What is the difference between emigration and immigration?
- What was the Empire Windrush?
- Why is the Empire Windrush still significant today?
**Maths**
This term, in Maths, we will be focussing on perimeter, area, volume, statistics and the properties of shapes. We will cover:
- Area of triangles and parallelograms
- Volume of cuboids
- Reading and interpreting line graphs, tables, timetables and pie charts
- Finding the mean of a set of data
- Drawing, measuring and calculating angles
- Reading, plotting, translating and reflecting co-ordinates in all 4 quadrants
**Curriculum Subjects**
**Art** – drawing: storms in the style of JMW Turner and The Wave.
**DT** – Food: Come Dine with Me - design a menu for The Titanic
**PSHE** – Safety, The Changing Body
**French** – ‘What’s on the news?’ - speak in sentences, using familiar vocabulary, phrases and basic language structures
**Music** – sing in unison and canon, use simple notation, improvise with varied instruments leading to composition
**RE**
**Key enquiry question:**
What does it mean to be Jewish in Britain?
**Computing**
Creating Media: History of Computers
**PE – Cricket and Rounders**
- Develop throwing, catching, batting and bowling skills.
- Develop tactics and game play skills
- Evaluate and improve skills
**Outdoor learning**
Land/sea art | web | https://www.brabourne.kent.sch.uk/wp-content/uploads/2023/04/Topic-Overview-STorms-and-Shipwrecks.pdf | 0.478405 | {
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Amazing! This Horse Rocks the Cradle Every Time Baby Cries [Watch]
By Amanda Froelich | True Activist
We'll be this is the most heartwarming video you've seen all year…
If you're feeling down about the state of the planet, just look to nature. More often than not, animals are observed being far more compassionate to others than humans are. An example of this is Harambe, a gorilla that was recently shot and killed after a 3-year-old toddler fell into his zoo exhibit. New footage reveals that he pulled up the child's pants and was holding the kid's hand moments before being killed.
Another excellent example can viewed in the video above. Posted by Equidia – La Chaîne du Cheval, a Canadian organization that cares for and trains horses, the mare can be seen rocking a baby's cradle every time the infant cries.
Every time the baby gets fussy, the mare reaches over and gives the chair a rocking. Her patience and focus is heartwarming, and we'll bet you agree.
Credit: Equidia – La Chaîne du Cheval
One has to wonder, when animals continuously exhibit signs of intelligence and compassion, why they are still so exploited by the human race. From zoos to the meat market, there's a disconnect that is begging to be acknowledged.
Thankfully, good humans do exist, too, like these conservationists who helped rescue a stranded killer whale.
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This article (Amazing! Horse Rocks Cradle Every Time Baby Cries [Watch]) is free and open source. You have permission to republish this article under a Creative Commons license with attribution to the author and TrueActivist.com
Read more great articles at True Activist. | web | https://consciouslifenews.com/amazing-horse-rocks-cradle-every-time-baby-cries-watch-2/11121324/?print=pdf | 0.433485 | {
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