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Northern Dusky Salamander
Northern Dusky Salamander - Pl.24
(Desmognathus fuscus fuscus)
Identification: 2 1/2" - 5 1/2". The tail of the Northern Dusky Salamander is slightly shorter than the rest of its body, triangular in cross-section, and keeled. There is a light line from the eye to the corner of the jaw. Coloring and pattern vary among individuals and ages. Ground color is tan to brown to gray. Young animals have two rows of yellowish spots on back, bordered by a dark wavy line on the sides. Older animals may be darker, with a broad dorsal stripe, bordered by a dark, straight or wavy line; what's left of the dots may appear as mottling, spots, or streaks. The underside is lighter than the back, and mottled.
Where to find them: Usually found near small sources of flowing water, hiding under stones or other stream-edge debris.
When to find them: Active April through September.
Range: All of Northern Region. Southern Region: western Burlington, Camden, and Gloucester Counties.
Key Features
- Brown to gray in color.
- Keeled tail, which comprises roughly half of the overall length.
- 5 to 8 pairs of yellowish spots on body bordered by a wavy band. | web | https://nj.gov/dep/fgw/ensp/pdf/species/no_dusky_salamander.pdf | 0.476485 | {
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Gallery Inquiry & Activity Odili Donald Odita
ICA MIAMI /
____________________________
ABOUT THIS WORK ____________________________
Odili Donald Odita is an abstract painter whose work explores color both in the figurative historical context and in the sociopolitical sense. Odita's abstract paintings combine hard-edged bands of color with an earthy African palette, in patterns that also suggest West African textiles. "In my paintings, I am dealing with memory, the presence and absence of experiences removed; nostalgia for a lost past, and the hope for something new and better," he says. In installation works and digitally manipulated imagery from fashion advertisements, Odita critiques Western consumerism and the fashion industry's reductive representations of racial identity. His work also comments on social and political realities in his native Nigeria.
____________________________
LEARNING OBJECTIVE ____________________________
Students will explore how artist, Odili Donald Oditia, uses symbolism to reflect on identity, culture and place.
Mamba Negra, 2019.
Acrylic latex paint on wall
Couresty the Artist and the Jack Shainman Gallery, NYC
__________________________________________________________
VOCABULARY TERMS
__________________________________________________________
COLOR THEORY
The collection of rules and guidelines regarding the use of color in art and design, as developed to inform color schemes, visual aesthetic and effective communication on both visual and psychological level.
SHAPE
An enclosed space, the boundaries of which are defined by other elements of art (i.e.: lines, colors, values, textures, etc.). Shapes are limited to two dimensions: length and width.
MURAL
A large work of art painted or affixed directly on a wall or ceiling.
BLACK MAMBAS
Species of mamba snake known for its large size, quickness, and extremely potent venom. Two drops of its venom can kill a person.
SYMBOLISM
An implied meaning that is deeper or different from the literal meaning of an object, place, or idea.
These meanings may represent ideas, qualities, or attitudes associated with an object.
CONNOTATION
The various social overtones, cultural implications, or emotional meanings associated with a person, place, or thing.
ACTIVITY
MONUMENTAL DRAWING
Age Range: 6-12 years old
Activity Duration: 30 minutes
Odita's art reflects his interest in African artistic traditions, history and beliefs. He combines these influences to create a personal mythology — a visual language that expresses his thoughts through color and shapes.
Activity prompt: Create a drawing of an animal that represents you.
Think about the colors and shapes you can use to capture the features of that animal.
(Emphasize the physical and behavioral qualities of the animal)
ACTIVITY MATERIALS
Roll of Brown or White paper
{
Colored Markers/ Color Pencil
}
Ruler
ACTIVITY
SNAKE MURAL
Age Range: 6-12 years old
Activity Duration: 30 minutes
```
Gather 3-5 various materials in your yard. { Look for leaves, rocks, and any outdoor materials you can find, including recycling. } You're going to need 3-5 containers to hold your materials as you gather them throughout the yard. { Before making the natural snakes: Think about what material you want to use for the snake body. (Eyes, Mouth, Belly and Tail) } Also, consider the scale and length of the snake. Think about rhythm within the patterns. {
```
Once you have thought about these various ideas, you're ready to start your artwork inspired by artist Odili Donald Odita mural.
ACTIVITY
BANYOKA
This is a fun game played outdoors among the rocks and trees in Zambia and Zaire. The title of the game is from the African word meaning 'the snake'.
No. of players: Large groups (12+)
Time: 5-10 minutes
Equipment: an obstacle course.
Create an obstacle course by using household items such as chairs, boxes, tires, toys, etc.
Aim: To be the team to reach the finish line.
1. Find a play area that has trees or shrubs, rocks, or other obstacles. Alternatively, you can make up your obstacle course.
2. Divide the players into two groups of six or more children.
3. Each group forms itself into a snake (banyoka) by players sitting on the ground behind each other. The legs are spread apart, and arms are placed around the waist of the child in front of them.
4. Each 'snake' moves together by shuffling on the ground and moving side to side. They move around their obstacle course toward the finish line. The 'snake' must stay connected, so the children need to work together.
5. The winning team is the first to cross the finish line. | web | https://media.icamiami.org/2020/04/6013df18-online-learning-lesson-plan-for-odili-donald-odita-at-ica-miami.pdf | 0.477454 | {
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A sauropod makes a guest appearance on Cable Beach at dusk. Picture: Paul Bell
Film explores prehistoric roots
- **Carly Laden**
Broome’s prehistoric past has been given a new spin with a new short film showing at Sun Pictures and Twin Cinemas during October and November.
The film, *Dinosaur Jocks*, produced by Ferris Films’ Paul Bell, stars locals Molly Bell, Alby Bell, Dwayne Wiggan Cox, Errol Cox, Aaron Pickering and Michelle Teoh.
The film was one of the world best science short film in the 2018 Mud and Saltwater Short Film Fest, held in August during the Shinju Matsuri Festival.
It begins with lead actress Molly Bell, who is on an expedition to find dinosaur tracks on Cable Beach, with a group of kids who are all mad about dinosaurs.
“They’ve got dinosaur toys, they’ve got dinosaur books, they’ve got dinosaur movies, and they even have dinosaur jocks,” she says.
In their quest, Molly and her friends walk in the footsteps of prehistoric sauropods in the only place in Australia they can be seen.
They also hunt down a thieving dinosaur, and encounter Michelle Teoh, a volunteer from the Dinosaur Coast Management Group, who teaches the children about the tracks.
The 150-million-year-old tracks showcased in the film are found in the Broome Sandstone within the intertidal zone of the Broome coast.
Research conducted by palaeologist Dr Steve Salisbury, from the University of Queensland in 2017 has shown the Broome dinosaur tracks are the most diverse and abundant in Australia, if not globally.
Since 2011, thousands of tracks made by more than 20 species of dinosaurs, including six named after local people, have been identified.
DCMG chairman Micklo Corpus said he hoped the film would inspire the Broome community to protect the national heritage-listed tracks so future generations could also enjoy them.
---
**YOUR STARS**
- **Aries**
(March 21 - April 20)
Should a loved one be pressuring you, don’t oblige out of guilt. If you need thinking space, spread your wings and fly somewhere quiet.
- **Taurus**
(April 21 - May 20)
The planets push for more honesty at home. If relationships feel strained, talk problems over and attempt to sort out family feuds. Painful remnants of childhood demand resolution.
- **Gemini**
(May 21 - June 20)
Communication can become your friend with a little bit of self-analysis. Take stock of your life.
- **Cancer**
(June 22 - July 22)
If your love life has fallen short of exhilarating, this week you search for new ways to have fun.
- **Leo**
(July 23 - August 23)
It could be difficult to differentiate between truth and fiction. If asked to referee family feuds, step away.
- **Virgo**
(August 24 - September 22)
The cosmos introduces unwelcome rivals so you could opt for some serious solo hours. There’s much to sort through and contemplate.
- **Libra**
(September 23 - October 23)
You’re probably still confused, not quite certain whether what happened in recent weeks was a pleasant dream, a nightmare or just fate. This week forces you to explore new dimensions of your talents.
- **Scorpio**
(October 24 - November 22)
You need closure. Increased happiness spills over into love and friendship.
- **Sagittarius**
(November 23 - December 22)
Don’t stand back and let life pass you by. This week there can be no excuses for not getting out into the world and making things happen.
- **Capricorn**
(December 22 - January 20)
You have a reputation for conquering your competition with words.
- **Aquarius**
(January 21 - February 19)
Normally, you have no problem telling others when they have overstepped the mark. Someone’s trying to step into your territory. Calmly reclaim your dominion.
- **Pisces**
(February 19 - March 20)
A look at recent expenditure will probably unveil debt. Clearing the bills is more easily said than done. Love-wise, the week could bring an almost idyllic companion. | web | https://www.roebuckbay.org.au/wp-content/uploads/2018/02/Film-explores-prehistoric-roots-Broome-Happenings-Oct-18.pdf | 0.502493 | {
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Walter Elmer Schofield
Date of Birth: 09/10/1867
Place of Birth: Philadelphia, Pennsylvania
Date of Death: 03/10/1944 (Age 77)
Place of Death: Cornwall, England
Discipline: Painter
Biography: Walter Elmer Schofield was a landscape painter associated with the Pennsylvania impressionists. Known for his virile, or vigorously masculine, style of painting, Schofield specialized in snow scenes, painted in Bucks County and other locales in the Delaware River Valley, as well as marine landscapes often painted in Cornwall, England. A strapping outdoorsman who stood 6'4", Schofield generally painted outdoors, en plein air, savoring even the bitterest winter weather.
Although Schofield's early landscapes were soft and romantic, featuring muted greens, grays, and browns in a tonalist manner, his mature work was characterized by bold realism and impressionism. These paintings are vibrant, exulting in the energy of coursing, frosty streams, while showing bold colors, and broad, thick, heavy brushstrokes.
Schofield divided his time between the United States, where he was based in the Philadelphia area, and Cornwall, in England, where his wife Muriel and their children resided. Schofield descended from an illustriously creative family; his mother, Mary Wollstonecraft Schofield, was the grand-niece of Mary Wollstonecraft Shelley, the author of Frankenstein.
Artwork:
{gallery}schofield{/gallery} | web | http://artonthemove.net/index.php?view=article&catid=40%3Aartists&id=74%3Aschofield-walter-elmer-painter&format=pdf&option=com_content&Itemid=74 | 0.478262 | {
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OVERVIEW:
Test your students’ understanding of the scientific concepts featured in the Newton’s Antics Science Kit activities with an oral or written quiz. Just choose the appropriate amount and type of questions for your grade level.
GRADES: 3-5 Students
1. Tell what you know about Sir Issac Newton’s First Law of Motion-Inertia.
2. Explain how you used inertia and gravity to make the hex nut fall into the bottle.
3. Why do you think it was important to quickly pull the plastic ring out from under the hex nuts instead of push it?
4. Once you added energy, what type of path did the penny take inside the balloon? Why?
5. What two forces caused the penny to slow down and stop?
6. What caused the hex nut to make a high-pitched noise when spun inside the balloon?
7. As you started one pendulum swinging, where did the energy begin to build?
8. Why did the second pendulum begin to swing? What forces caused the pendulums to stop?
9. How did you add potential energy to the Newton's Beads experiment?
10. Newton stated that an object will continue moving in the same direction (initially upward) until an outside force acts upon it. What outside force sent the arching beads downward? | web | https://www.stevespanglerscience.com/wp-content/uploads/2021/08/Sample-Quiz_3-5-Students_CLAB-405_Newtons-Antics-Science-Kit.pdf | 0.498759 | {
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Mt. Carmel Elementary
Mission and Motto
MOTIVATE. CHALLENGE. EMPOWER.
Vision & Values
Vision:
Mt. Carmel Elementary School's vision is to personalize student learning through authentic, collaborative, and empowering student experiences in order to cultivate 21 st Century learners who are college, career, and life ready.
Core Values:
Mustang P.R.I.D.E
Positive relationships are a priority.
If we invest in one another in a positive way, we will likewise take care of the world.
Respect promotes openness and balance.
We are inclusive and collaborative. Stakeholders with diverse backgrounds and abilities are welcome to participate in, contribute to, and grow our school culture.
I
ntentionality is key.
From planning and learning to playing and celebrating, all things have great purpose in our school.
D
edicated to the future.
Our future is in our classrooms today. All stakeholders in our school culture are dedicated to a bright and healthy future through the positive and deliberate investments we make today.
Every moment is important.
A few minutes late to school or a day away from school are moments lost on the pathway to college and career success. Lost time is a lost opportunity for that spark that might ignite a child on a trajectory towards excellence.
School Improvement Goals
Student Performance Goal #1:
By the conclusion of the 2020-21 school year, the number of students reading at or above grade level targets (F & P, K: Level D or above; 1 st grade: Level J or above; 2 nd grade: Level M or above; and 3-5 Lexile from MAP) will increase by 10%.
Student Performance Goal #2:
By the conclusion of the 2020-21 school year, 75% of students in K-5 will increase mathematics performance as measured by MAP (1-5). MAP will be measured by the quadrant report for both projected growth and projected class RIT with 75% of students meeting projected growth and projected class RIT. KK will measure mathematical performance increase using number identification and matching sets.
Student Performance Goal #3:
During the 2020-21 school year, MCE will continue growing a school culture and climate that fosters positive student relationships and family and community connectivity as evidenced by school and state survey data. | web | https://schoolwires.henry.k12.ga.us/cms/lib/GA01000549/Centricity/Domain/16323/School%20Plan%20on%20a%20Page%202020-21.pdf | 0.478518 | {
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Upward Bound Workshop Agenda – Humanitarian GIS – Catherine DuBreck
February 23, 2022 11AM-12PM
Introduction
* who I am, why I'm talking to the students today
What is GIS?
* ask students if they can think of examples of geospatial technology (google maps, etc.)
* quick overview of what it is
Humanitarian GIS volunteering
* explain how this is done
* talk about mapswipe app on phone
* talk about youthmappers
* talk about HOT and mapathons
- show them the website/tasks
- demo
MCC AAS in GIST
* talk about new program
* talk about how it can turn into a job | web | https://ate.is/downloads/17134/UB_HumanitarianGIS_Agenda_2022.pdf | 0.437092 | {
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It's Getting Hot in Here—Thermal Warning System with Thermistors (CBL Module #3 Fall 2019)
Circuits Stuff You'll Learn/Review Today:
- What is a thermistor? How does it work in practice?
- What is a piezoelectric? How does this apply to speakers and sound generation?
- What is voltage? How does a thermistor change temp resistance voltage?
- Applications:
a. Thermal Warning System
i. You design! (choice bridge of voltage divider)
ii. Thermal system should have 3 elements:
1. Speaker sounds
2. LED blinks
3. Real time display of temp
iii. Testing:
1. Warm fingers
2. Warmer fingers (have kids run around to generate extra heat)
3. Something cold: ice pack? Resistance is NOT Futile: Build a pencil resistor
iv. Add-ons: make a dial meter out of a servo motor. Have it indicate regions such as cold, warm, hot, getting hotter.
Servo Dial Indicator/Display
Alternatively, you can build a dial that indicates the position of the finger. An example is illustrated in Figure 4. Play a game and see if you can get the dial to a desired position.
Arduino Code
Use your Arduino code from the last W&L Circuits lab! | web | https://erickson.academic.wlu.edu/files/2019/circuits_f2019/cbl/CBL_Module_3_ThermalSystem.pdf | 0.426182 | {
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Tips for Parents of Young Children
Meal times
(suitable for 1-5 years)
It isn't always easy to get the family to sit down to enjoy a meal together. But it is worth the effort. Sharing family meals gives everyone a chance to catch up and enjoy each other's company. Watching you and other family members eat a range of foods can encourage your child to try new foods.
Research suggests that children who have meals with their family do better in lots of ways, including being healthy and doing well at school.
Choosy (fussy) eaters
It can be very frustrating when your child refuses to eat certain foods or refuses to eat at all. It's perfectly normal for toddlers to do this.
Messy eaters
It is normal for children to be messy when they are learning to feed themselves. As they get older, their muscles and coordination will improve, and mealtimes will be less messy.
Children love to play with their food and this is one of the ways they learn. Letting young children play with their food – even if they make a mess – helps them to be better and healthier eaters when they're older.
Here are some ideas which may help:
* Let your child decide how much to eat. Toddlers have small stomachs and can't eat much food at one time. Give them small portions and praise them for eating, even if they only manage a little. Offer healthy snacks, like fruit, between meals.
* Offer your child a few different things to eat on their plate to encourage them to eat. You may be tempted to offer your child treats just so they 'eat something'. If you offer fatty, sugary or salty snacks instead of healthy foods – your child may become fussier because they know they will be offered other options.
* It helps to have meal times at a similar time every day. Try to have meals before your child gets too hungry or tired to eat.
* Your child may not eat the same amount each time. Just like you, some days your child will be hungry and other times they will be less hungry.
* Get your child involved in preparing the meal. Your child will love doing this and it may help them to try new food.
* Let toddler's feed themselves. Give a toddler finger foods (cut food into strips or fingers) and let your child use their hands rather than a spoon or fork. In the early days of learning to eat, your child will find this easier to manage.
* Let older children serve themselves and have limited choices – "do you want broccoli or green beans?".
* Give them the same food in a different way. Your child may refuse cooked carrots but enjoy raw carrots cut into sticks.
* Ignore the fussing as much as you can. If you give your child lots of attention when they are fussy or refusing food, it may encourage them to keep behaving that way. Instead be positive and calm and praise them when trying new foods.
* Avoid distractions. Try to switch off the TV and eat at the table away from their toys or other distractions.
* Handle accidents in a calm way. Your child's skills are still developing, so spills are likely to happen. Meal time messes will be easier to clean up if you put some plastic or newspaper under your child's (high)chair.
There is more information about what to feed your child and ideas for meals on the Change 4 Life website (change4lifewales.org.uk).
For more helpful tips on meal times and on positive parenting techniques, visit: gov.wales/giveittime
© Crown copyright 2017 WG30582 Digital ISBN [REDACTED_PHONE] Print ISBN [REDACTED_PHONE] | web | https://gov.wales/sites/default/files/inline-documents/2019-05/170623-mealtimes-en.pdf | 0.431932 | {
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Utah Pollinator Habitat Program
Rocky Mountain Penstemon (Penstemon strictus)
Soil Type: Rocky; sand and loam
Range and Native Habitat: The Rocky Mountain Penstemon occurs throughout New Mexico, Colorado, Utah, southern Wyoming, and northeaster Arizona. They grow naturally in foothills and mountains.
Suggested Maintenance: Shear off the fading flowering stalks to maintain the appearance of the evergreen foliage (leave a few stalks if re-seeding is desired). Mulch with gravel or pine needles in arid climates. Avoid overwatering.
Other: Many penstemons are also referred to as "beardtongues" because of the flower's resemblance to an open mouth filled with hairy anthers on the "tongue." The flowers of Rocky Mountain Penstemon grow on both sides of the stalk but eventually orient to only one side.
Distribution Map
Wildlife Supported
Landscaping Information
Www.ag.utah.gov/farmers/conservation-division/pollinator-program
Soil Drainage Fast
© Bill Gray
Zone: 4-8
Color: Purple
Bloom Time: Late spring to early summer
Plant Type: Perennial herb
Mature Height: 24-30" tall
Mature Spread: 36" wide
Water Use: Low water
Propagation
By seed or root division in the spring. Seeds need to be coldstratified 8-12 weeks. | web | https://ag.utah.gov/wp-content/uploads/2022/07/Penstemon-strictus.pdf | 0.445839 | {
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Compare and Contrast Features of Nebraska
Use the Student Atlas of Nebraska to answer questions 1-11. Use another resource to answer questions 12-15. Circle the correct answer in the column. Then cut out the images and place them in the appropriate section of the Venn diagram. | web | https://www.geonebraska.com/uploads/7/2/1/5/7215292/compare_and_contrast_features_of_nebraska.pdf | 0.448828 | {
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Learn English by Default
Just talking to other people is the best way to learn a language.
If the reception, library, cafe & crèche were better integrated would The Learning & Family Centre create more day-to-day, constant, flexible, ('Drop-in' format) informal learning opportunities?
The group suggested using art & photography classes to teach language and build community relationships.
Other fun social learning activities could include...
Poetry & Story times A Community Art Project Daytrips e.g. to the Eden Project Volunteer and Mentoring Schemes African Language courses for families by families. Local community history projects through photography classes & History walks.
Can a service at the Centre create more Learning Champions? (People who will learn through teaching & as an added incentive, gain professional qualifications.)
Training local people, who need help & support to learn English, to train others could mean offering recent arrivals to the area volunteering or networking opportunities. Their journeys can be documented, success stories & knowledge shared and they can be linked to all of the other services they might need in the area.
Should the Learning & Family Centre be the first point of call for people looking to learn practical English language in the area? | web | https://bristol.citizenspace.com/neighbourhoods/the-st-pauls-conversation-part-of-our-local/results/learning.pdf | 0.439717 | {
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The thinking hats (De Bono)
Improve an idea by adopting different angles.
Preparation
Flow
Variations
Reuse
Prepare your space's main table by inserting the collaborative note template "Idea refinement (De Bono)". Complete it with the chosen idea for the session.
Identify the number of tables required for your workshop, based on the chosen hat sequence, and insert new collaborative notes in the sub-tables that will be used.
Customize the layouts of your sub-tables with the "Thinking Hats" templates.
Search for the "Idea refinement (De Bono)" template sequence in the library and modify it as you wish.
Subgroups mode
Broadcast the sequence.
Welcome participants around the main table and start the flow.
Present the idea that must be improved and the workshop protocol.
Launch the activity by asking participants to join the sub-table corresponding to the first hat that will be used.
Take notes on the collaborative note of this table to keep track of the discussion. Tell participants they can do the same.
Each time you change hats, switch subtables with the participants.
Return to the main table for the debrief. Take notes on the collaborative note template.
End the session.
Instead of inserting new collaborative notes in the sub-tables, use the draft template "Thinking Hats".
To evaluate an idea or generate new ideas
To make decisions
To plan a strategy
To solve problems
Frame
Min: 5 / Max: 12
Ideal: 90 minutes
Tools
Layout
Collaborative Note
Sequence
Benefits
For the facilitator
Align a group.
For the participant
Build up a global and detailed vision of a situation. | web | https://www.glowbl.com/app/uploads/2023/07/SCAN-The-thinking-hats-De-Bono.pdf | 0.428928 | {
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Key dates:
- Anti-bullying week – W/C 12 th November
- Odd socks day – Monday 12 th November
- Author visit – Tom McLaughlin – Tuesday 13 th November
- KS1 outside learning day – Friday 16 th November
- Children in Need bring and buy sale – Friday 16 th November
- Starfish Class assembly Wednesday 21 st November
-
- Parents' evening – Wednesday 21 st November and Thursday 22 nd November
- Year 2 singing at the community hall – Monday 10 th December
- School fete – Friday 14 th December
5 FS & KS1 Christmas performance – Monday 17th December at 2pm & Tuesday 18 th December at 10am and 2pm (more information to follow)
- Christmas lunch – Wednesday 19 th December
- Church service – Wednesday 19 th December at 9.15am
- End of term – Friday 21 st December
This term our topic is Let's Celebrate. The children will be learning about lots of different celebrations including the Hindu festival of Diwali, the Jewish festival of Hanukah, birthdays and Christmas. To find out the learning objectives that we will be covering during this topic, please visit your child's class page on the school website.
Welcome back! We hope you had a lovely holiday.
Outside learning day – Friday 16 th November, 2018
On Friday 16 th November KS1 are going to take all their learning outside for the day. Your child does not need to wear uniform on this day. Please send your child to school in old clothes and outdoor shoes (e.g. wellies). They will need to keep warm so, if it's cold, please also send them with a hat, scarf and gloves. We will be coming back inside for assembly, lunch (and snack if it's chilly). At the end of the day the children will enjoy sitting around a Swedish log fire before home time. The day is to mark the end of our Diwali (the Hindu festival of light) celebrations. The children will be making leaf Rangoli patterns, acting out the story of Rama and Sita, dancing, painting Diva lamps and using the inspiration of the fire to write adjectives and verbs that they will use to write fire poems the following week.
Trips: During the week beginning the 26 th November we will be taking small groups of children to the local shop (Tescos) during Maths sessions to learn to recognise coins and pay for items for a birthday party that we are planning. On Monday 26 th November, if you are able to, please send your child to school with 50p for them to buy something small for the party. You might want to send them in with a variety of different coins (adding to make 50p) to help them to recognise as many coins as possible – e.g. 2p, 2p, 1p, 5p, 10p, 10p and 20p. Please make sure money is in an envelope of purse with your child's name written on it. | web | http://millbrook.swindon.sch.uk/wp-content/uploads/2018/11/Year-1-2-newsletter-Term-2.pdf | 0.43026 | {
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YOUR BABY AT 9 MONTHS
How your child plays, learns, speaks, and acts offers important clues about your child's development. Developmental milestones are things most children can do by a certain age.
Child's Name
Child's Age
Today's Date
Check the milestones your child has reached by the end of 9 months. Take this with you and talk with your child's doctor at every visit about the milestones your child has reached and what to expect next.
WHAT MOST BABIES DO AT THIS AGE:
Act Early by Talking to Your Child's Doctor if Your Child:
SOCIAL/EMOTIONAL
May be afraid of strangers
May be clingy with familiar adults
Has favorite toys
LANGUAGE/COMMUNICATION
Understands "no"
Makes a lot of different sounds like "mamamama" and "bababababa"
Copies sounds and gestures of others
Uses fingers to point at things
COGNITIVE (learning, thinking, problem-solving)
Watches the path of something as it falls
Looks for things they see you hide
Plays peek-a-boo
Puts things in their mouth
Moves things smoothly from one hand to the other
Picks up things like cereal o's between thumb and index finger
MOVEMENT/PHYSICAL DEVELOPMENT
Stands, holding on
Can get into sitting position
Sits without support
Pulls to stand
Crawls
Doesn't bear weight on legs with support
Doesn't sit with help
Doesn't babble ("mama", "baba", "dada")
Doesn't play any games involving back-and-forth play
Doesn't respond to own name
Doesn't seem to recognize familiar people
Doesn't look where you point
Doesn't transfer toys from one hand to the other
Tell your child's doctor or nurse if you notice any of these signs of possible developmental delay for this age, and talk with someone in your community who is familiar with services for young children in your area, call 1-800-EarlyOn, or visit 1800earlyon.org.
Great strides begin with small steps.
For more information, go to www.michigan.gov/mikidsmatter | web | https://www.michigan.gov/mikidsmatter/-/media/Project/Websites/mikidsmatter/documents/MDE_MilestoneChecklist_9_Months.pdf | 0.487944 | {
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A Famous Painting: More than Meets the Eye?
Did you know that the famous painting of George Washington crossing the Delaware to Trenton on Christmas night in 1776 contains many hidden meanings and symbolisms?
Created by German artist Emanuel Leutze nearly 70 years after the event took place, this painting was originally intended to inspire German reformers in Germany. Its popularity led it overseas to the United States in 1851.
The details of the boat symbolize a number of characteristics. For one, the boat is much smaller than real Durham boats, which was meant to emphasize the soldiers. Also, the boat in the painting was meant to display unity among the soldiers towards the goal of liberty.
Notice the diversity among the twelve figures in the main boat. It is thought that these figures represent different regions and cultures at the time.
In the painting below, see if you can uncover any hidden meanings in the painting, from the artist's use of color, to the weather, to the shapes of the objects! | web | http://revolutionarynj.org/wp-content/uploads/2015/08/Crossroads-Kids-Activity-Guide-2016-Famous-Painting.pdf | 0.432653 | {
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From Relief to Recovery – Responding to Water, Sanitation and Hygiene Needs in Haiti
CRS Globally
Water development, especially community water supply and sanitation services, has been an essential component of CRS programs for over 50 years. CRS currently has water activities in more than 40 countries, with estimated annual expenditures exceeding $40 million. The regions with the largest programs are East and West Africa, Latin America and the Caribbean, and South Asia. Between October 2010 and September 2011, more than 80 CRS projects included water sector elements.
CRS in Haiti
In the heavily-sloped terrain of Haiti's Port-au-Prince, the capital city of approximately 2,500,000 residents, many houses were destroyed and water access points were blocked after the January 2010 earthquake. With over 40 staff working on water, sanitation and hygiene (WASH) projects, CRS/Haiti has responded to both initial earthquake-related needs and continued to the secondary phase of the recovery from providing assistance in internally displaced persons (IDP) camps to supporting individuals' resettlement in neighborhoods of origin.
CRS has actively sought the cooperation of local partners in all its activities. Local neighborhood committees have been used in beneficiary selection for shelters and latrines, and community input has driven livelihoods programming.
CRS WASH achievements in HAITI - 2010/1011
INFRASTRUCTURE: constructed 506 latrines, 97 hand-washing stations, 394 bathing structures, and 6,257 meters of drainage canals near WASH facilities to drain spilled and/or splashed water away from water collection points
TRAINING: trained 148 hygiene volunteers in behavior change, 387 water monitors to chlorinate community water supplies, and 640 latrine monitors to disinfect latrines
SOLID WASTE: installed 305 solid waste collection bins; conducted 1,171 solid waste clean-up and removal campaigns; drained 1,005 meters of drainage canal, and cleaned the canals to improve flow during rain events
CHOLERA RESPONSE AND HYGIENE: distributed soap and aqua tabs monthly to 16,500 families; provided monthly hygiene promotion sessions and cholera prevention activities for 4,000 camp households
Donors: USAID/OFDA, CAFOD, Caritas Australia, CRS private funds
Life of Project: August 2010 - present
National Partners: DINEPA, SMCRS, IDEJEN, central committees of 12 communities within Petionville area, AJD, ADIJPV, APDV60, AVISE, CJGMA, COGPN, KORE’N, OFA- MALA, OSPDO, OTASIFA
International Partners: CORDAID, ACF, OXFAM, CARE, SOLIDARITE, IMC, Pure Water for the World, Amurtel, Handicap International, IOM, JP/HRO
Photo: Children wash their hands at a hand-washing station near latrines in the Acra IDP camp in Port-au-Prince. Benjamin Depp for CRS | web | http://static1.1.sqspcdn.com/static/f/752898/15946875/1326133128143/Haiti_WASH_fact_sheet.pdf?token=Qsqi0oRZj3nuZxrHcKd9xo7qAts%3D | 0.468184 | {
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DIRECTIONS:
- Each group should read the short biography of their assigned refugee, and identify the refugee’s country of origin. Use the internet to research the reasons for the conflicts in that country, possible reasons why the refugee fled, and the Universal Human Rights likely/possibly violated.
- Each group should make a poster listing/illustrating the answers to the questions above and be ready to share it with the large group.
Siham, age 10, fled Dar’a, Syria with her parents and six siblings. She now lives in Za’atari refugee camp in Jordan, where she is excited to be attending school once again.
Rohingya mother Hamida, age 25, was nine months pregnant when she escaped an attack on her village in Myanmar with her young son.
8-year-old Saron is a refugee from Yei, South Sudan. She currently attends the Ofonze Primary School in Bidibidi refugee settlement in northern Uganda.
Rashid Ahbedi, age 85, was once a stateless man in Burundi. He came to Kenya in 1941 to work and ended up meeting his wife, Umazi. They have lived together in Kenya ever since.
Elsa and her one-year-old daughter Hilary escaped gang violence in Honduras. They have taken refuge in Tabasco, where they wait to hear if they will be granted asylum.
Nur Fatima is an 11-year-old Rohingya refugee. She attends school in the Kutupalong refugee camp in Bangladesh. She loves learning and helping her siblings with their studies.
Brother and sister Hussein and Nazilla live in a refugee camp in Vinjug. They were forced to flee their home in Baghlan, Afghanistan after violence overtook the city.
8-year-old Ahmed is a refugee from Syria, temporarily living on the Greek island of Samos. Despite poor living conditions on the island, it is still safer than returning home.
South Sudanese twins, Jacob and Simon, walked for 21 days to escape the violence in South Sudan. They now live as orphans in Kakuma refugee camp. | web | https://www.learningtogive.org/system/tdf/handouts/UNHCR%20Faces%20of%20Refugees.pdf?file=1&type=node&id=12183&force=0 | 0.486907 | {
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L T P To C
3 1 - 4 4
Unit 1 Watershed management ‐ problems and prospects; Principles, Objectives, benefits and components of watershed management, Identification of watershed problems, Unit II
watershed based land use planning, watershed characteristics – physical and geomorphologic, factors affecting watershed management, hydrologic data for watershed planning, watershed delineation, delineation of priority watershed,
Unit III
Water yield assessment and measurement from a watershed; hydrologic and hydraulic design of earthen embankments and diversion structures; sediment yield estimation and measurement from a watershed, sediment yield models; rainwater conservation technologies ‐ in‐situ and storage, Unit IV
Design of water harvesting tanks and ponds; water budgeting in a watershed; effect of cropping system, land management and cultural practices on watershed hydrology;
Unit V
Evaluation and monitoring of watershed programmes; people's participation in watershed management programmes; planning and formulation of project proposal; cost benefits analysis of watershed programmes; watershed modeling‐optimal land use models; case studies.
TEXT BOOKS:
1. Dhruva Narayana,V,V.,Sastri,G. and Patnaik,U.S. (1990). Watershed Management. ICAR.,New Delhi.
2. ICAR. Soil and Water Conservation Research in India.
3. Singh, G.,Venkataraman,C.,Sastri,C.,Joshi,B.P. (1985). Manual of Soil Water conservation practices. Oxford IBM Publishing Co Pvt.Ltd. New Delhi.
4. Singh, R.V. (2000). Watershed Planning and Management. Yash Publishing House, Bikaner.
REFERENCE BOOKS:
5. Suresh, R. (1997). Soil and water Conservation Engineering. Standard Publishers and Distributors.
6. Wasi Ulla, Gupta, S.K., Dalal, S.S. (1972). Hydrological measurements for watershed research. Jugal Kishore & Co,Dehradun. | web | http://vignanuniversity.org/subjectspg/AG509.pdf | 0.428813 | {
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Shared Sky exhibition
List of objects being borrowed by the South Australian Museum from the Square Kilometre Array Organisation.
Exhibition dates: 22 September 2016 - 5 February 2017
Acc #
Image
Details
SS01
SS03
SS04
SS05
Story
Lender
Provenance
Our Roots
First People Artists Bethesda Arts Centre collaborative art quilt
137cm x 143cm
Creation of the Milky Way
First People Artists
Bethesda Arts Centre collaborative art quilt
182cm x 266cm
In Nieu Bethesda, the term Bushman used to be considered abusive. People identified as coloured, having lost language, culture, land, and identity generations ago. At the Bethesda Art Centre, as we read the traditional stories preserved in the Bleek/Lloyd manuscripts in the 19th Century, the Centre artists began to recognise scraps of knowledge and tradition that were still alive in the community. Using roots as a symbol for connectedness, the group began to explore the /Xam mythology as a way of connecting to their own ancestral past.
During an educational trip to Cape Town, we visited the Iziko gallery where there were controversial dioramas of Bushmen people behind glass. The group discovered faces that looked like close relatives, saw footage of Bushman dances still danced in Nieu Bethesda today, and exhibits of herbs still commonly gathered and used in the village. A foreign tourist asked, "Are you bushmen?" and the answer was a resounding "Yes!" Bushman became a source of pride rather than insult within the group, and to some extent in the wider context of the Nieu Bethesda community.
The girl who made stars gazed at the night sky and was full of wonder. Power came through her as she thought about new life being created in her body, and the stars treading their path through the sky as they should.
She saw how the sky lay still, but the stars were the ones who moved, sailing along their path. Darkness comes out, darkness is upon the ground. The stars, at first white, wax red. They feel that turning, they follow the sun. The |huin roots are stars. The people are stars. The Milky Way gently glows, lighting up the ground.
SKA Organisation
SKA Organisation
Acquired by SKA Organisation for the Shared Sky exhibition
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Early Learning Council/Direct Services Sub-Committee Infant/Toddler Focus Group
June 2, 2011
Haseko Center
Meeting Notes
Welcome & Introductions
Attendees were asked to introduce themselves by stating their name, agency, role and their vision for infants and toddlers in the Early Childhood system. (Responses are paraphrased)
- Chris: Develop I/T-focused work plan aligned with the Early Learning Council's framework
- Kaina: increase availability for direct services under 1 year, especially in rural areas
- Jayne: increase awareness of I/T programs and training opportunities for staff
- Rebecca: create system more responsive to social-emotional needs of I/T
- Mike: increase access to services for children with special needs, birth to 5
- Lora: increase compensation for practitioners
- Cindy B: increase availability/access for I/T care; increase quality improvement through training
- Todd: increase quality services, especially around early identification
- Melodie: increase quality of services through staff qualifications; formalize recommendations for licensing requirements revisions
- Sharon: access to family-centered medical home (integrated system of services); develop/implement inter-professional curriculum; increase awareness of ECE providers around impact of maternal depression; increase EC oral health
- Cindy H: establish home visitation as part of continuum of services for early learning; re-establish early identification program as gateway for seamless system for comprehensive services
- Robin: Healthy Start services re-instated, statewide
- Malia: Collaborative, multi-system team working with families as they transition from programs; support gains children make from their experiences; use of technology to increase access to easy to read educational materials for families
- Gail B: reinstate Healthy Start & early identification; develop system of screening and early intervention for substance abuse
- Grace: realization of our goals (concrete actions)
- Marja:
- Charlene: ensure gap children are served (due to change in EIS eligibility); create more EIS and Healthy Start partnerships
- Pokwan: comprehensive and integrated services within the system as demonstrated by direct services providers
- Keiko: develop a vision compatible with communities needs to ensure relevant services and approaches
Review of February 24, 2011 Meeting
ZTT State Summit De-briefing
- Team members Marja, Grace, and Chris shared their experience in Portland, including reviewing Hawaii's power point presentation around current status & opportunities (handout); discussing possible next steps based on post-summit planning notes generated by the team (handout); and sharing ZTT menu of technical assistance available (handout)
ZTT Infant/Toddler Self Assessment Checklist Tool
Tool was distributed to the group. Discussion followed as to how we might be able to use this to help us identify our priorities and goals for action planning. Discussion points:
- Lora: see how tool was used by other states and its effectiveness
- Grace: we could take several passes at this. 1) Do we have this info or not? 2) If not, which ones are we interested in getting data on?
- Quantifying what we have is important
- Rebecca: How get Neighbor Island input? Should we reframe the questions with more specificity?
- Melodie: HCYC Workforce Study will target I/T professionals
- Use tool to help us prioritize
- Identify communities to target
- Identify at next meeting how else to get input from others not present at table
Proposed plan of action:
- Every one reviews hard copy of tool
- Respond to questions on checklist via survey monkey (Malia to send out to group)
- Consolidate responses by next meeting to review
- Identify priorities as focus group
- Take to community groups to get their input and to compare community priorities
- Get family input in select areas
- Others needed at the table: RTTT DOE Coordinator; P-3 representative; DOE; more direct service providers
Next meeting
- Scheduled for July 20 (9:00 a.m. to noon)
- Chris to find location & send meeting notes, agenda and location out
- Mike volunteered to co-facilitate next meeting's discussion | web | http://elc.k12.hi.us/sub-committees/directservices/DS%20MINUTES.11.06.02.pdf | 0.456966 | {
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Das schreckliche Leben der Petra. M
Am 24.06.2023 haben Schüler*innen von der Grund- und Oberschule Müllrose das Theaterstück: Das schreckliche Leben der Petra. M vorgespielt. Es wurde wunderbar zusammengearbeitet. Es hat viel Spaß gemacht dem Stück zuzusehen. Das Stück war klar strukturiert. Die Schüler*innen haben das Stück mit nur sieben Stühlen gestaltet. Das Licht und die Musik sowie das Schauspiel war fantastisch aufeinander abgestimmt und passte super zum Stück. Die Regie war auf ihre Art sehr wunderbar. In dieser Theaterstück war das Drama mit einer leicht komödiantischen Atmosphäre für den Zuschauer attraktiv. Normalerweise sieht man solche Themen in Filmen oder Serien, aber wenn solche Themen im Theater gespielt werden, erzeugt das beim Publikum ein spannendes Gefühl. Es ist zum ersten Mal wirklich bewundernswert, dass die Schüler ihre Theaterstück mit völliger Gelassenheit und ohne Stress aufführen konnten, selbst wenn ihnen ein Fehler in ihren Dialogen oder ähnliches unterlaufen war. Und auch, dass Schüler ihre Charaktere schnell verändern können, ist wirklich einzigartig
Diako und Ronja
The Horrible Life of Petra. M
On June 24th, 2023, students from the elementary and secondary school Müllrose have the play: The terrible life of Petra. played M. It was wonderful to work together. It was great fun watching the play. The piece was clearly structured. The students designed the piece with only seven chairs. The light and the music as well as the acting were fantastically coordinated and fit the piece perfectly. The direction was wonderful in its own way. In this play, the drama was attractive to the viewer with a slightly comedic atmosphere. Usually you see such themes in movies or series, but when such themes are played in the theater, it creates an exciting feeling in the audience. It is truly admirable that, for the first time, the students could perform their plays with complete serenity and without stress, even if they made a mistake in their dialogues or something. And also that students can quickly change their characters is really unique
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Runner Safety Information
TIPS FOR STAYING HEALTHY:
1) Pre-Race Nutrition: Calculating Your Energy Needs
* Fuel for energy production during your race primarily comes from the breakdown of muscle glycogen (glucose stores).
* A well balanced diet combined with proper training will help prepare your body for the energy requirements on race day.
* A high carbohydrate meal the night before the race (pasta, rice, baked potato) can optimize normal glycogen levels at the morning of the race. However, do not overeat on the night before your race!
* On race day, eat a familiar high carbohydrate meal 1-4 hours before the race. This is not the time to introduce new foods! Practice your pre-race meals during your training sessions so you are confident you have the fuel your body needs and the time you need to digest it. Reduce the size of the meal the closer to race time it is consumed.
* Runners should consider 30-60 grams of carbohydrate per hour during the race by consuming liquid energy drinks, glucose "glue", sports energy bars, bananas, or sports drinks.
2) Race Day Hydration: How Much Is Enough?
* Both dehydration and overhydration can have a detrimental effect on your performance and your health, and so it is critical to understand your individual hydration needs.
* Drinking too much water or electrolyte replacement fluids can be harmful, especially for runners with longer race times (>4 hours).
* Hyponatremia, also referred to as "water intoxication", occurs when fluid intake exceeds fluid loss (sweat loss) during exercise, diluting the normal body sodium level and can result in potentially serious medical problems such as nausea, fatigue, vomiting, confusion, and in the most severe instances seizures, coma and even death.
* Runners should try to match their fluid intake to estimated sweat losses and consider using an electrolyte drink during the race.
* Basic fluid replacement recommendations include about 10-20 ounces of an electrolyte (sports) drink 2-3 hours before the race. During the race, thirst can be used as a gauge for safe fluid replacement. Consumption during the race will generally range between 10-30 ounces per hour; however, actual amounts should be individualized and are affected by body size, sweat rate, temperature and humidity.
3) Running in Cold/Wet Conditions: Preventing Hypothermia
* Seattle can be cold and wet in November! Longer exposure (race) times to these conditions can increase the risk of lowering your core body temperature to dangerous levels (hypothermia).
* Signs of hypothermia include pale skin, shivering, lethargy, weakness, confusion, disorientation and clumsiness.
* Runners should dress in several layers of light, loose clothing. The first layer is preferably made of synthetic "wicking" material to draw sweat away from your body. For wet conditions, the outer layer is preferably a windproof and water-resistant jacket that allows moisture to escape. Layers of clothing can be removed as the race advances and the temperature rises.
* A hat and gloves can be particularly helpful in conserving body heat. A good pair of socks made of synthetic wicking material will help keep sweat away from your skin and keep your feet warm, dry, cushioned, and free of blisters.
4) Injury Prevention: Training, Stretching and Warm-up
* Appropriate training and race-day planning are the keys to preventing injuries during a marathon.
* Training for a marathon should be gradual to allow muscles, tendons, bones, and the cardiovascular system to adapt to the stresses of running.
* If you are new to running, successful training for a marathon may take 6 to 12 months, or even longer. Runners should be careful not to increase their total weekly mileage by more than 10% per week.
* Abrupt increases in running distance, intensity, or frequency may cause common overuse injuries such as shin pain, patellar tendonitis, iliotibial band syndrome, plantar fasciitis, or even stress fractures. Most of these injuries can be avoided by proper training and allowing the body to gradually adjust to the demands of higher levels of conditioning.
* Stretching and a proper warm-up are also important to prevent injury as the body needs adequate time to warm-up before heavy training or competition.
5) Medical Problems: Listen to Your Body
* Runners should not start the race with an illness or fever and not continue the race if they develop chest pain, chest pressure, lightheadedness, or severe shortness of breath.
* Runners should not "push through" significantly painful symptoms. If you develop unexpected limitations, slow your pace, walk, rest, or stretch before attempting to continue. If you develop major symptoms such as chest pain, difficulty breathing, lightheadedness, or confusion, stop immediately and ask for help.
* Remember, train appropriately, plan well, listen to your body, and, most of all, think safety first!
Authored by UW Medicine Sports Medicine Physicians
For more information on UW Medicine Sports Medicine Services visit us at uwmedicine.org/sportsmedicine | web | https://www.seattlemarathon.org/_files/ugd/81b3e6_48e7cc5fd4b44fe5a737d3bba5dc3a9e.pdf | 0.437801 | {
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An Overview of 4th Grade Curriculum
Math
- Place Value, Rounding, Addition, Subtraction, Multiplication, Division, Fractions, Decimals, and Geometry.
- Emphasis is on building number sense and problem solving skills.
- Students learn to communicate their mathematical understanding and solve problems using multiple strategies.
Writing
- Realistic Fiction, 5 Paragraph Essays: Opinion/Persuasive, Historical Information Books (Gold Rush).
- We’ll learn craft, organization, the importance of revising our work and developing solid conventions.
Reading
- We’ll read a wide variety of Fiction and Non-Fiction texts.
- We’ll learn and practice strategies to think critically to build comprehension.
- We’ll record our thinking in Reading Journals then discuss ideas to deepen our understanding.
- We’ll read books independently, appropriate to our level of understanding.
- We’ll read texts aloud to develop fluency.
Science
- Geology/Earth Science, Forms of Energy, Animal Structure and Function
- Emphasis is on inquiry, experimentation, observation and recording data/understanding in science journals.
Social Studies = California History
- Geography, Native Californians, First Europeans/Explorers, Spanish Settlement, Gold Rush.
- We’ll do project-based research and re-enact events from the past to better understand our state’s history.
Physical Education
- Team Sports, Fitness, Daily Running
- Sportsmanship, participation and tennis shoes are important! | web | http://welearn.us/overview.pdf | 0.448902 | {
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The Practice of Fasting.
In Matthew 6 Jesus says we should not fast like the Pharisees - trying to appear godly & spiritual - to look good in front of others. Jesus says they have already had their reward men's praise rather than God's. In Isaiah we are told the people also got it wrong - it was just a religious exercise without the practical aspects of caring for the poor etc. So how do we do it?
1. Make sure our focus is on God. When I fast I spend time calling out to God & humbling myself - cry out to him about a particular situation acknowledging my powerlessness to change the situation. If I'm facing a situation that is desperate, then I fast specially & call out to God.
2. I try to do it without others knowing - it is between me and God. So I use the extra time to pray.
There are different kinds of fast:
a. Esther fast - this is no food or water for a couple of days. The more urgent the situation, the more >extreme= the fast needs to be. In Esther=s time the whole Jewish race was about to be destroyed - that called for an >extreme= fast.
b. Full fast - Jesus used this fast & it is very powerful. Some people can go for 40 days, but many people don=t have enough body fat & can perhaps only manage 20 days. During this kind of fast usually only water is drunk. There is the likelihood of caffeine withdrawal (for all you addicts!), so try coming off tea & coffee a couple of days before the fast starts. You may experience headaches as you withdraw.
c. Partial fast – this is the best place to start & get the body used to it. Eg give up meat, chocolate, coffee etc. Some call this a Daniel fast - he gave up meat because it was offered in sacrifice to idols.
d. Wesley fast - John Wesley used to fast on Tuesday and Friday most weeks, but would only miss breakfast & lunch. This kind of fast can be used for very long periods, even years. This is a good one to put in as part of our regular spiritual routine.
e. Day time fast - this is a variation on the above, where only an evening meal is taken. This can also be used over longer periods & enables us to keep working without feeling weak or our quality of work suffering.
f. Fruit & Vegetable fast - drink fruit juice, vegetable soup etc, but avoid other foods. This will give you some strength & avoid the severe hunger pains of a long fast.
g. Fast from sleep - 2 Corinthians 6:5 & 11:27. All night prayer, like when Paul & Silas were in prison.
h. Other fasts - the possibilities are limitless. We can fast from TV, Newspaper, sex (clearly only relevant for those who are married - 1 Corinthians 7:5), caffeine, alcohol, chocolate.... and instead use the time to seek God.
3. Start off missing 2 meals = 24 hours without food. Do it regularly - once a week. After that, it can be built up to 3 meals = 36 hours. If God gives you grace you can fast up to between 21-40 days with no food, after that the body begins to break down & die. If God tells you to do a long fast, please do it with medical supervision.
4. The body reacts to not having food & will try to say you are about to die after only a few hours. In fact the body has enough reserves to go for 21 -40 days. So we have to train our bodies. Food is one of the main props we have.
a. Whenever you feel hungry, have a drink. Hunger pains usually go after 3 days. Hunger pains then return when the body begins to break down. (For me they never go away!)
b. You may feel weak after a couple of days, & also a little giddy. We all react differently.
c. It is very beneficial for the body when we fast - all sorts of toxins are cleared out. While this is happening we may get a slight head ache or bad breath. (Don't use chewing gum to freshen your breath when fasting as it increases the release of acid in the stomach.)
d. Break your fast with a light meal. Don't go to a restaurant where you eat as much as you like for set price! If breaking a long fast have fruit & vegetables for 2 days with only fruit juice to drink.
5. Another thing that happens is that as the body loses the security of food, barriers come down & character issues begin to surface. I used to wonder why I was getting so grumpy & short tempered when I fasted! So another benefit of fasting is we grow in character.
6. Some find that when they fast it is easier to pray, they feel closer to God & get visions. I often react the opposite way - I just feel hungry, cold & weak; prayer is even harder. Afterwards I reap the reward of being closer to God. Mahesh Chavdah says that fasting is like the rocket launcher for prayer & so if you are finding it hard to pray, try fasting.
7. Last thing - Corporate fasts - everyone doing it together - Joel 2:15. This can be everyone at same time or taking it in turns, each person choosing a day - result is church can fast for several weeks, but each person only does 1 or 2 days.
8. So, as the sports coaches tell us - no pain, no gain! This gain is eternal.
Please Note:
1. If you are pregnant, on medication or have any long term illness, please do not undertake any kind of food or drink fast without the agreement of your doctor. Other kinds of fast are available to you.
2. If you use any of the fasts which abstain from food for more than a couple of days, it could impair your ability to drive or operate machinery.
3. If you experience dizziness or any other unexpected symptoms please stop the fast until you have been able to consult a doctor.
If you have any questions, please don=t hesitate to contact me, other staff member, your Key Group Pastor etc.
Andrew
Recommended reading: Celebration of Discipline by Richard Foster. Published by Hodder. | web | https://www.ovc.uk.com/_files/ugd/008197_c9ffbd221b1f4a6699359a49a47fd006.pdf | 0.502476 | {
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Mr Oscar Monnig.
Knowing your interest in Meteors I am enclosing herewith a clipping from the Daily Oklahoman of Sept. 19th.
Oscar V Morris.
20-Pound Meteor Fragment Hurtles Into Farm at Atoka
A fragment believed to have come from a meteor exploding high in the sky over southeastern Oklahoma early Monday night was recovered Tuesday on the Kye Holden farm, three miles northwest of Atoka.
The meteorite, said to weigh about 20 pounds, fell only a few feet away from Frank Morris, Atoka farmer, who marked the spot and then returned Tuesday morning to dig it from the ground.
Morris told State Highway Patrol Lieut. C. T. Raley of McAlester, and Sheriff Arthur Johnson of Atoka county that he was returning from a hunting trip near his home when he heard the screaming approach of the meteor.
It burst with an explosion like thunder high in the sky, he said, and as he watched, the fragment hurtled down and buried itself in the ground only a few feet from where he was standing.
Morris said the explosion came with a blinding flash and sparks flew in all directions like Roman candles. A long cloud of smoke remained stationary in the sky for a considerable time following the explosion, the Atoka farmer said, but finally evaporated.
He then marked the spot and returned Tuesday morning. Morris
(Continued on Page 2, Column 3)
said the meteorite was buried about 20 inches in the ground and had left an 18-inch crater.
Raley said a small fragment of the meteorite was broken off and given to the Antlers highschool and that the remainder was being sent here to Oklahoma City University. The fragment was black outside with a silver color inside, the patrolman said.
Officers over a wide area were alerted Monday night when scores of citizens from Miami, Okla., to as far westward as Clinton, and in many cities in southeastern Oklahoma reported the mysterious flash of light.
At least two highway troopers, Andy Birdwell and Howard Hill, spent most of the night conducting a hunt in the Atoka area in the belief an airplane had exploded in the sky.
One of the best eye-witness accounts of the exploding meteor was furnished by C. R. Galloway, manager of an airport at McAlester. Galloway said he was flying at 7 p.m. at a point north of McAlester when he said the blinding flash of the explosion, followed by a sound like thunder.
Persons at Antlers, 34 miles east of Atoka, reported windows were rattled by the blast.
Watchers in McAlester reported the meteor flashed through the sky like a rocket, speeding toward the western horizon. A small streak of smoke trailed the object. A minor explosion like a magnesium powder flash occurred, leaving a heavier, misty smoke in place of the thin streak. Then it burst apart like a Roman candle and only the spiral of smoke remained visible in the sky. | web | https://repository.tcu.edu/bitstream/handle/116099117/57269/Atoka_Okla_1945_9_17_029.pdf?sequence=1&isAllowed=y | 0.495531 | {
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It was often said that life is the sum total of the decisions we make everyday. From deciding what to eat to what career to pursue – we all make decisions, small or big, through life.
Some decisions may be easier to make, but we may struggle with others, especially when we are at a loss to know what to do. Making tough decisions may cause us considerable amount of stress. The anxiety of making hard choices may lead us to adopt maladaptive ways, including denial, avoidance or over-reliance on others, to cope with it.
Since life involves making decisions on a daily basis, the importance of developing and honing our decision-making abilities must be underscored.
Different perspectives, experiences, and insights improve decision-making and lead to superior performance.
Lynne Doughtie
Tips on how to develop decision-making abilities more effectively:
- **Be informed.** One main challenge to making an informed decision is inadequate information or too much information. Thus, the key is to gather the necessary and relevant information you would need to make a choice.
- **Be objective.** Facing the uncertainty of an outcome arising from a decision could be an emotional experience. Acknowledge your emotion, but focus on addressing the issue rather than how the issue makes you feel.
- **Be a learner.** Recognise the need to deal with any outcome that comes with a decision. View the outcome as an opportunity to glean learning points from the experience to help you make better decisions subsequently.
- **Be resourceful.** If the weight of making a hard decision is stressing you out, consult or seek help from a professional or someone with relevant life experience.
SUTD Wellbeing Services offers professional counselling services for students in a private and confidential setting. If you would like to see a Counsellor to discuss any issue or challenge, please email us at [REDACTED_EMAIL]. | web | https://www.sutd.edu.sg/wp-content/uploads/2024/11/Personal-Growth-Series-Developing-Decision-Making-Abilities.pdf | 0.499696 | {
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QT LCM Word Problems
1. Bus A and Bus B both leave Leeds at 11.00am. Bus A stops every 8 minutes and Bus B stops every 14 minutes. Assuming that both buses are on a circular route, when could they both meet in Leeds again?
2. My first snooze alarm goes off every 6 minutes
My second snooze alarm goes off every 7 minutes
My third snooze alarm goes off every 8 minutes.
Assuming all the alarms went off at 7.00am, how long will it be before they all sound again …. and I absolutely, have to, get up?
3. A lighthouse has two lights. One that flashes every 14 seconds, and one that flashes every 2 minutes. If the lights flash together at 10.00pm, when will they next flash together?
4. A car service manual recommends changing the oil filter every 3000 miles, the air filter every 5000 miles, and the fuel filter every 8000 miles.
The car is driven 1500 miles per month.
If all three were changed on 1st January, after how many months should they all be changed again? | web | https://www.3minutemaths.co.uk/wp-content/uploads/2021/07/QT-LCM-Word-Problems.pdf | 0.454837 | {
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Bovine Respiratory Disease, or BRD, is a term that many cattle producers are quite familiar with. Whether they have personally dealt with BRD in their herd, know someone who has, or vaccinate against it each year, most producers understand that BRD is not something they want in their herd, and know that BRD can cause many problems in an operation. This week we will discuss what is considered to be the most economically significant disease in fed cattle, and explore methods available to prevent your cattle from contracting this illness.
Over the past several years, research studies have indicated that a variety of viruses, bacteria, and other organisms are partly responsible for acute BRD. However, it has also been found that many of these same bacteria and viruses are normal inhabitants in the bovine respiratory tract. Research shows that these organisms can live in the respiratory tract, causing no problems, until they are given an opportunity to grow. Such "opportunities" come in the form of stressors, which negatively affect the animal by suppressing its immune system. The development of BRD in an animal becomes most likely when the various stressors work in conjunction with the organisms that already reside in the animal. To help prevent BRD from affecting your operation, it is wise to have a thorough understanding of the stressors that may wreak havoc, and learn how to inhibit those stressors from playing a role in the health of your cattle.
The various stressors that compromise the health of cattle can be grouped into three categories- environmental, nutritional, and management. Environmental stressors include temperature, and other weather influenced conditions in the calves' environment such as wind, dust, and mud. Toxic fumes may also prove to be an environmental stressor in some operations. Nutritional stressors occur when the cattle have an irregular feeding schedule, have no access to clean water, and/or have sudden ration changes. Management stressors may be most apparent as factors that may compromise the animal's immune system. These include weaning, transport, commingling, crowding, and processing. Although producers can only reduce environmental stressors to an extent, they have full control over the nutritional and management stressors in the operation.
Reducing the amount and severity of stressors can greatly influence the quality of the calf's immune system. In other words, a calf that is protected from these stressors will likely have a strong immune system and be considered "low-risk" for contracting BRD. However, the more stressors a calf is exposed to, the more likely it will be to have a weak immune system, and thus be "high-risk" for contracting BRD. See Table 1 below for a table depicting how various stressors can result in high-risk calves.
Table 1. Low Risk vs. High Risk.
In most cases, the healthiest, most resistant calves are those that received ample colostral antibodies from their mother, and have a solid vaccination record. These things help build the calf's immune system, which protects it in the future. It has been found that the cattle that had developed their own active immunity (whether through exposure or vaccination) before shipment were less susceptible to BRD in the feedlot. Thus, the key to limiting BRD in your operation is to control stressors, implement a thorough vaccination program, and keep a close watch on your cattle. The major symptoms of BRD are: lack of appetite, dull or runny eyes, rapid breathing, loose feces, soft coughing, clear nasal discharge, and a body temperature of 103°F-108°F. If you detect any, or a combination of these symptoms, contact your veterinarian immediately so the animal can be quickly and appropriately treated before the problem worsens or spreads to other cattle.
BRD is a great problem in feedlots, and can quickly cause many issues if it is not controlled. Even if you don't own a feed lot and don't purchase calves from a sale barn, remember that we are all cattle producers. Are you taking the necessary precautions to ensure that the cattle you sell have immune systems that can handle the many stressors that they may face down the road? What are you doing to ensure that your cattle are not "high-risk" cases when they leave your operation? If you have any questions about BRD, or need a treatment plan for calves with BRD, please contact us.
Thanks, Jesse Richardson, DVM
Henderson County Veterinary Hospital [REDACTED_PHONE] hcvethospital.com | web | https://www.hcvethospital.com/sites/site-4669/documents/Bovine%20Respiratory%20Disease%2005.13.16.pdf | 0.433405 | {
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LEC .30 APPLE - SPECIAL CULTURAL OPERATIONS, PHYSIOLOGICAL DISORDERS, PESTS AND DISEASES, MANAGEMENT PRACTICES
Special cultural operations
The drip or trickle irrigation system has high water use efficiency in apples. It also suits the tree in hill slopes. Mulching can be done with straw, hay or sawdust and other organic matter. Weed control can be achieved by application or herbicide such as Pitezin (Atrazine + Simazine + Propazine) @ 8 – 10 kg/ha, after weed emergence in 1.5 M band along tree rows. Nearer to rootzone littering of straw is advised to maintain organic matter and earth warm activity. Since herbicide can result in a significant reduction of earthworm population.
When there is chilling deficiency , the bud break will be poor. For bud break, application of Sandolin – A (Dinitro Ortho cresol) at 0.5% in 2% mineral oil emulsion during January is recommended. After bud break, flowring and petal fall. Alar @ 3000 ppm is applies which will encourage the duration of flowering.
To prevent fruit drop, AVG (Amino ethoxy Vinyl Glycine) 200 pm is sprayed which can increase the fruit set to 10 fold when applies between pink and petal fall.
Plant protection
Pests
1. Aphids (Eriosoma lanigerum and Aphis pomi)
Symptoms
They feed on new wood and roots to farm galls. Cold and wet condition favour the development of this pest.
Management
1. Destruction of eggs before hatching should be done by spraying tar oil or DNOC – petroleum oil, thoroughly wetting the bark of the tree. Spraying of organophosphorous insecticides (malathion 0.2%, phosphomidon 0.2% or dimethoate 0.2%) at green cluster stage will be effective.
2. Use wooly aphid resistant rootstocks like Northern spy, Robusta - 5
3. Its main natural enemy, are the parastoid, Aphelinus mali is an important control agent.
2. Blossom thrips (Thrips flavus)
Symptoms
The attacked flowers show withering symptoms, as a result either the fruits do not set or may fall off in the early stage of development. Heavily infested bloom produces distorted flowers that open on one side. Excreta are often deposited near the feeding site, which provides a suitable site for fungal infection.
Management
Chrysopa sp. And lady-bird beetle ( Coccinella septumpunctata) are the most voracious predators of thrips.
Pre bloom spray at green tip stage with fenetrothion (-0.05%) reduces the population of thrips.
3. Red spider mites (Panoychus ulmi)
symptoms
the mites suck sap from the leaves, which may turn bronze. In severe infestation. the growth of the plant is markedly reduced.
The component of integrated management of red spider mites is the regulation of predators Typhlodromus pyri and Amblyseius andersoni
Diseases
1. apple scab (Venturia ineequalis)
symptoms
velvety brown to olive green powdery lesions which turn mousy black with age, appear on the leaves and lead to premature yellowing of leaves, defoliation and fruit drop.
Scab spots n fruit results in misshapen and knotty fruits. Fissures or cracks develop in the scabbed areas which allow the entry of other pathogens, causing rot of fruit.
Spray schedule
| Spray No. | Tree stage |
|---|---|
| 1 | Silver tip to green tip |
| 2 | Pink bud stage |
| 3 | Fruit set (pea stage) |
| 4 | Petal fall |
| 5 | Fruit set |
| 6 | Repeat fungicide of 5th spray after 14 days |
| 7 | Pre harvest (20 – 25 days before) |
2. Powdery mildew (Podossphaera leucotricha)
Symptoms
whitish powdery growth develops on both sides of leaves and twigs. The affected leaves are desorted in shape and small in size; become hard and brittle. The powdery coating on twigs finally disappears and a brown. Felt – like covering with black fruiting bodies is seen, in case of severe infection, leaf fall and premature fruit drop may occur. The young infected fruits show signs of rusting.
Destruction of over wintering fungus structures reduction of inoculam by pruning shoots. Spraying triadimephon (0.05%) or pyrazophos (0.021%).
Harvest and yield
Fully mature when start developing colour can be harvested. The normal yield ranges from 100 – 150 tonnes/ ha in medium density planting. | web | http://eagri.org/eagri50/HORT181/lec30.pdf | 0.419483 | {
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EGG ALLERGY
Eggs may be found in the following foods:
BAKING:
Baking powders (some), batters for frying, breads or breaded foods, cakes, cake flours, cookies, cream pies, dessert powders, doughnuts. Dried eggs or powdered eggs are used in prepared foods and dumplings, fritters, frostings and mixes, pastas of all kinds, pancakes and mixes, waffles and mixes, custards, etc.
BEVERAGES:
Coffee (if cleared with egg), ices, malted cocoa drinks (Ovaltine, Ovomalt and others), wines (many wines are cleared with egg white).
EGGS AND EGG DISHES:
Fried eggs, coddled eggs, hard boiled eggs, omelets, poached eggs, deviled eggs, etc. Dried eggs or powdered egg albumin are also present in many foods. Check labels carefully or ask.
DRESSINGS AND SAUCES:
Boiled dressings, hollandaise sauce, salad dressings, mayonnaise, tartar sauce.
MISCELLANEOUS FOODS:
Bavarian cream, candies, ice cream, and many prepared or packaged foods.
MEDICATIONS:
Laxatives (Agaarol), flu vaccine and other biologicals.
EGG AVOIDANCE
Do not eat eggs in any form, either whole, fresh or as an ingredient in a prepared food.
When purchasing prepared foods, be sure they do not contain egg. Become a careful shopper and a label reader. Check ingredient lists on packaged foods and ask bakers, restaurants, etc.
NOTE: A laying hen can create the same allergic response as egg. | web | https://drrashel.health/wp-content/uploads/2021/11/Egg-Allergy.pdf | 0.427209 | {
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BRIN D'HERBE -
International junior piano competition
April 15th - 19th 2009, Salle de l'Institut and Theatre, Orleans, France
The "Brin d'herbe" competition is dedicated to the piano repertoire from 1900 up to now, and open to young and very young pianists, or pianistscomposers.
For this 3 rd edition, its doors are wide open: the requests received from foreign candidates and the subscription of one of them (First prize attributed to a young candidate from Switzerland in 2007) have helped us to develop this project and made us plan to send the 2009 booklet in France and abroad. The place given to Jazz and the fact that the candidates have to look after an original program are very important points. Indeed, the candidate is more active thanks to his curiosity, his enjoyment, his emotion and the relationship with his teacher is even better. More than a work between the teacher and the pupil, it is a passionate research from two people or more, since the last competition has received subscriptions from complete classes. The programs are diversified, the personalities are asserting themselves but the work, the determination and even the personality of the teacher can also be recognized.
Two levels have been created, with a first question to answer to: what minimum age to take part in the competition? We have chosen the age of 9 years old anyway, but with a first level from 9 to 14 years old, easier that the level from 14 to 18 years old.
The first level includes a short piece from György Kurtág's Játékok; the rest of the program is free (total duration: 10 minutes). Regarding the second level, a piece for piano and tape is especially ordered to the composer Pierre Jodlowski, supported by the Conseil Régional du Centre, and sent free of charge to the candidates.
We have liked the idea to ask to Pierre Jodlowski to use his talent and his complicity with the propositions of this competition, in order to highlight the special music of the XX th and XXI st centuries. This piece for piano and tape will last between 4 and 6 minutes and will be the compulsory piece of the next edition; consequently, it will be performed before an audience by 20 candidates, Salle de l'Institut in Orleans. It will be the first piece of a book which will gather works for piano and tape, quite easy to play; then, we will be able to propose it to the pupils of the Conservatories in the Région Centre, where we organize an educational tour every two years. We could give the title of "Brin d'herbe" to this piece.
The difference between both the levels will be easily done thanks to the proposition to include in the second level's program some precise composers (total duration: 20 minutes): Berio, Debussy, Kurtág, Dutilleux, Bartók.
Finally, Jazz and improvisation can be included in the program, or played apart from the recital. This test will not be compulsory.
In this competition 2009, there may be a special talent, who may become a real professional pianist, as in the last two competitions; and that would be encouraging. However, we would like this event to remain "convivial" and friendly, so as to help the teachers to judge their pupils, in particular their qualities and possibilities, whatever they become, "amateurs" or "professional" pianists.
Anyway, the "Brin d'herbe" competition may reveal the talent of some young musicians. Then, this precious quality should be supported and we could imagine one day the subscription of a "Brin d'herbe" prize winner to the International Orléans Piano Competition for professional pianists, and become one of the rare musicians who are still looked for in the competitions everywhere in the world. | web | https://www.oci-piano.com/wp-content/uploads/2014/06/English-presentation_BH09.pdf | 0.503277 | {
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Tamils celebrate new year with children's programs
BY THAYUMANASAMY SOMASUNDARAM • SPECIAL TO THE CHRONICLE • APRIL 29, 2010
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For the 11h year in a row, the Tallahassee Tamil Sangam celebrated the Tamil Puthandu (New Year) on April 17 at Alumni Village in Tallahassee.
Around April 14 of every year in the Gregorian calendar, Tamil people (the Tamils) worldwide celebrate the Puthandu with reverence and importance.
Tamil, one of the ancient languages of India is spoken by 66 million people worldwide in India, Sri Lanka, Singapore, Malaysia, Fiji, and other countries. The antiquity and relevance of Tamil can be seen by noting that Tolkappiyam, a grammar book was believed to have been written around third BCE and that the language has been in continuous usage to the present time.
Tamils are proud of their language and have created great literary works both during ancient and modern times. Tamils are also pioneers in incorporating its usage in electronic media such as computers and Internet. Addition of Tamil characters as early as in 1988 to Computer Unicode88 Standard as one of first South Asian languages was testament to its importance. In mid twentieth century the Tamils spread to various parts of the globe and took their passion for the language with them.
So it is only natural for Tamils in the US to keep using the language at home and with friends. One of the obstacles to proficient usage comes when children are born and raised entirely in the U.S. with very little exposure to the Tamil language outside their homes. So Tallahassee Tamil Sangam was established in 2000 to promote the usage of Tamil among youngsters. The Sangam (Association) found volunteers to teach the language to kids, organized festivals where children and adults sing songs, narrate stories in Tamil, and participate in dramas written entirely in Tamil.
This year's celebration included staging of children's Tamil drama, songs, stand-up comedy, mimicry, and a dance program in Tamil. The families who attended the celebration were happy to be part of this great experience. The Sangam will continue this endeavor so that the children will recognize the connection between the native tongue, and their habits, heritage, and culture. To learn more, visit: http://sites.google.com /site/tallahasseetamilsangam.
Thayumanasamy Somasundaram and his family are residents of Tallahassee since 1993.
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4/30/2010 11:58 AM | web | http://www.somasundaram.name/publications/20100429-TPV-ESC.pdf | 0.42208 | {
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Ranching and Rangeland Management in Complex Settings
Mark Eisele
King Ranch Company of Cheyenne, WY &
Wyoming Stock Grower’s Association, President
The Reality of Grazing Operators
• Importance of Producer
– Agency Relations
• Cooperative Planning
– Management of both livestock and wildlife on grazing lands
• Wyoming land: about 50% owned/regulated by government
• Reasonable Common interests of both parties
– WOMEN – growing % in the state of landowners
• sometimes overlooked in process
Producer Knowledge Barrier
New and Experienced Producers
• Different generations should work together along with conservation agencies and organizations.
• Serve as guides for new or potential producers and Vice Versa
• Technical v. Long Term Perspective
• Both equally important
Public Knowledge Barrier
• Beef By-Products
• Ag-in-the-Classroom
Pressures on Livestock and Wildlife
• Subdivisions
• Cost to Counties and actual loss of land
• Population Density and Public Needs
• Affecting the future of livestock producers and wildlife
• All stakeholders need to be involved in a collaborative process for realistic, achievable results
Alternative Energy
• Wind Energy
• Solar Energy
USFS - Pole Mountain Grazing
• Before
– Large numbers of stock on areas
• Over utilization
• Species Listing
• Multiple-Use Policy
• Minimal Communication between producers, agencies and other beneficiaries
USFS Grass/ Rangeland Conditions
- New
- Better Utilization
- Decreased Stock Numbers
Species preserved and listing limited
- Multiple-Use Impacted
- Improvement of Communication and collaborative process
- Conditions overall have recovered to a healthy or enhanced setting
Grass Monitoring/ Cage Site
- Managing Land so Species are Not Listed
- Why we should do this now rather than later:
- So that there is no more lists in the future
- Wildlife and Livestock people become allies to decrease chance of species becoming listed
- Potential burden to producers if avoided
- Water Quality in Riparian areas
Stock Tank Water Development
- Developing off-site water
- Both a livestock and wildlife benefit
- Helps maintain riparian areas or fragile grasslands
- Just one of many improvements for wildlife and livestock management
- Consideration of wildlife friendly facilities
Cattle on Grasslands
- Ranchers are not only livestock managers but also habitat managers
- Both private and public sectors benefit though better management and maintenance practices
- Public land grazing benefits wildlife habitat on private lands
Hay Field/ Winter Range
- Providing habitat and range area in all seasons -- an advantage for wildlife and livestock.
- Value – Added Bundle of Products
Partners in Conservation
- Heterogeneity
- Enjoyment of wildlife population, Relief on open spaces and economic goods
- Avoid “Big Hammer” Approach
- Contributions to the different community sectors: Federal, Private, State, Public
Crossroads: Beginning or End
- Ranchers, Livestock Producers and Conservationists have more common ground than differences.
- Well-being of nature of great importance
- Provide products to the public that are in common interest for the community
- Educate, Outreach and inform the people who we are and what we do!
Beginning of coordinated resource management and continued cooperation
OR...
End of diverse management of habitats that many before have successfully implemented? | web | https://rangelandwatersheds.ucdavis.edu/Recent%20Outreach/RSS2013/Eisele.pdf | 0.46949 | {
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Rising star: Marita Cheng
Marita Cheng is not your average university student. She’s the founder of Robogals, an outreach program that introduces young women to engineering, was named 2012 Young Australian of the Year, and is speaking at the AIPM National Conference.
Jessica Goulburn
Up and coming Marita Cheng was influenced by the great scientists who came before her. “When I was growing up I was inspired by scientists like Newton and Einstein,” she says.
“When I was in my teens, I discovered the Google guys and Steve Jobs, and I was really excited by them, too.”
Cheng decided to combine her love of engineering and entrepreneurship.
While she is able to learn the relevant technical skills at university, Cheng recognised that there were certain skills she needed that could not be learned in the classroom.
“Being an entrepreneur, you need to develop so many different skills in order to succeed. You need marketing, networking, sales, promotion and teamwork. So in my second year of university, I decided to get more involved.”
With a wealth of charity experience from her younger years, Cheng was already one step ahead. She volunteered for Guide Dogs Queensland, the Salvation Army, and Queensland Cancer Fund, and immersed herself in youth leadership organisations such as LeadOn, Rotary and National Youth Week.
**Robogals**
Outreach made such a difference in her decision to pursue engineering that she wants to pay it forward to other young women.
“I went to an outreach program called the Engineering Link Project where I got to learn about four different types of engineering in four days,” Cheng explains. “So I learned about mining engineering, built Lego robots and learned about Mechatronics. That’s what really got me excited about engineering.”
Concerned by the low number of females in her university engineering class, Cheng founded Robogals in 2008, aiming to introduce girls to the world of engineering.
“You don’t see engineers in everyday life, as you do doctors or nurses or teachers. It’s important that engineers get out there at schools so the kids know what an engineer does,” she explains.
Robogals now visits schools to run robotics workshops, teaching girls how to build and program robots. Rather than only focusing on the big-city kids, Robogals has also gone rural with the Robogals Rural and Regional program.
This year alone, chapters have visited schools in Kalgoorlie, Albury, South East Queensland, rural Victoria and the New South Wales coast. The organisation also trains engineering students from universities across Australia to deliver talks on the profession. Essentially, Cheng says, they’re ambassadors for engineering.
Since its formation, Robogals has grown into an international organisation with chapters in six different countries, and has taught robotics to thousands of girls. As well as going into Australian schools and running workshops, Robogals is running an annual science challenge to ensure that the organisation is taking care of children all around Australia.
Girls aged five to 18, nationally, are encouraged to film a science experiment, answer a few questions about engineering and upload it to win great prizes.
“We aim to cover the geography of Australia. We reach the kids in capital cities, the kids in regional areas and now wherever they are through the Internet.”
With the Australian Constructions Association as the platinum sponsor and plenty of engineering companies as partners, Robogals is in an excellent position. And the organisation has received great feedback from the students.
“Before one workshop, 42 per cent of the students were interested in engineering – and after the workshop there were 8 out of 10,” Cheng explains. “We’re really happy and heartened by that kind of feedback.” She also says they use the surveys to keep the workshops fresh, fun and engaging.
**Recognition**
In January this year, Cheng was named Young Australian of the Year, an award she was honoured to receive.
“It was very nerve-wracking knowing you’re standing in front of millions of people and someone may or may not read your name out,” she says. But her name was read out, and it has led to newfound opportunities.
“It’s an amazing platform for young people in particular because it gives them the opportunity to spread their message, and it’s great credibility for them to continue their work,” she says.
Cheng will finish her university degree next year and, after graduation, hopes to start her own robotics company.
“I want to make robotic arms that help people in their everyday lives,” she says. | web | https://jessicaabelsohn.files.wordpress.com/2013/11/pm-octnov-rising-star-marita-cheng.pdf | 0.485852 | {
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Next Sunday is the annual **Day for Life**. There will be a special collection for the Church’s work in promoting and defending the sanctity of human life. We know all too well that there is very vocal campaign for “assisted suicide”, and tens of thousands of innocents are aborted very year.
We pray for our Faithful Departed, especially those whose anniversaries are about this time: **Ryan Laskey, Gregory McKee, Ann MacDonell, Mary Tully, Bill Smillie, Mairi Girvan, Mary MacNeil, Angus MacAllister, Duncan MacDonald, John Archie Gillies, Roddy Wright** and **Bella MacKinnon**. We pray also for **Jacky MacDonald**, brother of our Salesian Brother Donald MacDonald, who has died in Bristol. May he rest in peace and may the Lord comfort his loved ones.
Congratulations to the children who celebrated the **Sacrament of Reconciliation** for the first time this week. Please keep them in your prayers as they prepare for their First Holy Communion in a month’s time.
We keep our **High School pupils** in our prayers as they continue to sit important exams.
**Holy Communion** will be taken to the housebound from Monday, 26th to Wednesday, 28th May.
Many among us make a special gesture of reverence as they receive the sacred host: they honour the **Real Presence** with a bow or, very occasionally, with a genuflection. Why not make the same gesture whenever we receive Our Lord from the chalice? The Real Presence is there as well!
---
**From the Mass for the Election of a Bishop**
O God, eternal shepherd,
who govern your flock with unfailing care,
grant in your boundless fatherly love
a pastor for your Church
who will please you by his holiness
and to us show watchful care.
Through Christ our Lord.
In ancient Greece, Socrates was reputed to hold knowledge in high esteem. One day an acquaintance met the great philosopher and said, "Do you know what I just heard about your friend?"
"Hold on a minute", Socrates replied. "Before telling me anything I'd like you to pass a little test. It's called the Triple Filter Test."
"Triple filter?"
"That's right", Socrates continued. "Before you talk to me about my friend, it might be a good idea to take a moment and filter what you're going to say. That's why I call it the triple filter test. The first filter is TRUTH. Have you made absolutely sure that what you are about to tell me is true?"
"No," the man said, "Actually I just heard about it and ...."
"All right", said Socrates. "So you don't really know if it's true or not. Now let's try the second filter, the filter of GOODNESS. Is what you are about to tell me about my friend something good?"
"No, on the contrary."
"So", Socrates continued, "you want to tell me something bad about him, but you're not certain it's true. You may still pass the test though, because there's one filter left: the filter of USEFULNESS. Is what you want to tell me about my friend going to be useful to me?"
"No, not really."
"Well", concluded Socrates, "if what you want to tell me is neither true nor good nor even useful, why tell it to me at all?"
A young teacher from an industrial city in the north of England had accepted a temporary job teaching a class of five-year-olds out in one of the most isolated, rural parts of north Wales. One of her first lessons involved teaching the letter S, so she held up a big colour photograph of a sheep and said: "Now, who can tell me what this is?"
No answer. Twenty blank and wordless faces looked back at her. "Come on, who can tell me what this is?" she exclaimed, tapping the photograph determinedly, unable to believe that the children were quite so ignorant. The twenty faces became apprehensive and even fearful as she continued to question them with mounting frustration.
Eventually, one brave soul put up a tiny, reluctant hand. "Yes!" she cried, waving the snap aloft. "Tell me what you think this is!" "Please, Miss," said the boy warily. "Is it a three-year-old Border Leicester?"
Union with God is the only heaven there is, and it begins here on earth. (Macrina Wiederkehr)
You must receive something of heaven into the soul, before the soul can be received into heaven. (John Thornton)
Music is God's gift to man, the only art of Heaven given to earth, the only art of earth we take to Heaven. (Walter Savage Landor)
AND ALSO...
A balanced diet is a cake in each hand.
A diplomat is one who thinks twice before saying nothing.
Anyone who doesn't think there are two sides to an argument is probably in one.
A husband is someone who takes out the bins and gives the impression he just cleaned the whole house.
Today is the tomorrow you worried about yesterday.
Trust in Allah but tie your camel. (Muslim Proverb)
Spelling is a lossed art.
Mozart as a child | web | http://stmarysfortwilliam.org/biuletyn/104.pdf | 0.491864 | {
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23 May 2019
Dear Parents,
Sex and Relationships Education – Year 6
As part of the National Curriculum, we are legally obliged to teach Sex Education. At Portswood Primary School, we leave this area of the curriculum until the summer term in Year 6, with a small element now starting in Year 5.
This subject is taught in units by Mrs Adams, Mrs Lewis, Mr May and Mr Ward. We use a DVD which comprises a series of programmes which are shown as part of each unit. Class teachers are present throughout all sessions to support with group discussions and answering of the questions.
The following units are taught as follows:
Year 6: Unit 3
Programme 7 – Girl Talk
* To consider the physical and emotional changes that take place as girls go through puberty
* To address the concerns and worries of a young woman
* To make girls more aware of the changes that occur as girls become young women
Programme 8 – Boy Talk
* To consider the physical and emotional changes that take place as boys go through puberty
* To address the concerns and worries of a young man
* To make boys more aware of the changes that occur as boys become young men
Year 6: Unit 2
Programme 5 – How Babies Are Made
* To explain that a baby develops inside its mother's womb and that both the male and female sex parts are needed to make a baby
* To inform children about conception and the growth of a baby in the womb
Programme 6 – How Babies Are Born
* To explain how a baby develops in the womb during pregnancy and how babies are born
* To consider the needs of babies before and after birth
* To enable children to reflect on roles and relationships in the family
We will be offering an open afternoon on Tuesday 18 June 2019 between 2:00pm and 3:30pm where parents will have the opportunity to watch the DVD. Mr Ward and Mrs Adams will be available during these times to answer any questions.
If you would like to withdraw your child from this unit of study, please complete the slip below.
If you have any questions or concerns, please do not hesitate to contact me.
Yours sincerely,
Tony Head Principal
Name of child……………………………………… Class………………….
I would like to withdraw my child from all sessions of Sex Education in Year 6
Signed ………………………………………………Parent
Please return to the office by Friday 21 June 2019. | web | http://www.portswoodpri.org.uk/wp-content/uploads/2019/05/23.05.2019-Year-6-Sex-and-Relationships-Education.pdf | 0.47613 | {
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Parent Guide & Safety Tips
Public Health Services
Diaper Chart
Feeding Plan:
Keeping your baby safe
For more information about safety, read the book "Getting ready for childbirth and your new baby". This is on our website: www.stjoes.ca. Click on Patient Education on the left side and look under the letter "G".
Appointment for Baby:
Appointment for Mom:
Your baby must be seen in 24 to 48 hours after going home by a doctor, midwife or nurse.
Date: ______________________
Time: _____________
You need to visit your doctor or midwife about 6 weeks after baby's birth.
Date: ______________________
Time: _____________
Breastfeeding and Newborn Assessment (BANA) Clinic:
Public Health Nurse Appointment:
Come with baby ready to breastfeed.
Other: ______________________ Other: ______________________
What to bring to your appointment
1. Newborn Admission History and Physical
* A copy of these hospital forms:
2. Newborn Discharge Summary
* This booklet
3. Hyperbilirubinemia Screening Assessment
* A support person or interpreter if needed
Where to get help, information and support for you and your baby
* Breastfeeding and Newborn Assessment (BANA) Clinic: [REDACTED_PHONE], ext. 33485.
* Health Connections: City of Hamilton, Public Health Services. Monday to Friday, 8:30 a.m. to 4:30 p.m. – [REDACTED_PHONE] Speak to a public health nurse about you, your baby or child's health (from birth to age six), parenting, safety and community supports.
[REDACTED_PHONE]
* TeleHealth: | web | https://www.stjoes.ca/patients-visitors/patient-education/patient-education-a-e/hospitaltohomesjhportrait-lw.pdf | 0.48459 | {
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Music & Movement at SJPK!
Cecelia Futo
Music and Movement Instructor
MusicPlay Lesson: https://musicplayonline.com/modules/prek-lesson-3-a-1/
This lesson contains a variety of songs, poems, fingerplays, and stories. You can use the homemade instruments, especially the shakers, that you created in last week's lesson! ☺
Literature Connection:
* https://www.youtubekids.com/watch?v=75NQK-Sm1YY – Watch "The Very Hungry Caterpillar" by Eric Carle. Listen to the beautiful music as you follow along with the story!
* https://www.youtubekids.com/watch?v=tYa6OLQHrEc – Watch "Caterpillar Shoes" to practice your rhyming skills!
24/7 Learning: We practice keeping a steady beat every time we sing – we stamp/stomp, pat (also known as "patsch"), clap, and snap! Sing a song to your parents at home showing how to keep the steady beat. Ask your parents if they can keep a steady beat with you. ☺ | web | https://www.sjpkjax.com/_files/ugd/d54d74_acc26747dbb4433594e46b5281daf4a8.pdf | 0.459027 | {
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COLLEGE PLANNING AND ASSISTANCE
CONTACT YOUR STATE EDUCATION OFFICE TO LEARN MORE!
STEP 1: CONTACT YOUR STATE EDUCATION SERVICES OFFICER
To get started on your college/career journey, contact your state education office to obtain personal education counseling and assistance. Contact your state education office by going to the following link:
• www.geauxguard.la.gov/education/
STEP 2: DOWNLOAD YOUR JST
Find out how much college credit you may be eligible for from your military training and experience by downloading your Joint Services Transcript (JST) at:
• https://jst.doded.mil/jst
STEP 3: CHOOSE YOUR MAJOR/SCHOOL
Choosing a field of study and school can be challenging, so try these free resources to help make your choice:
• Kuder Journey: https://journey.kuder.com/account/adult-login-register
• TA Decide: www.dodmou.com/tadecide
• College Navigator: www.nces.ed.gov/collegenavigator
• GI Bill Comparison Tool: www.va.gov/gi-bill-comparison-tool
• MILGEARS: https://milgears.osd.mil/
STEP 4: GET FINANCIAL ASSISTANCE
There are numerous programs and services available to ARNG Soldiers. Use the links below to access some of these resources:
• Federal Tuition Assistance: www.armyignited.com
• State TA: www.nationalguard.com/select-your-state
• Credentialing Assistance: www.armyignited.com
• GI Bill Benefits: www.benefits.va.gov/gibill
• DANTES Programs: www.dantes.doded.mil
• FAFSA: www.fafsa.ed.gov
• College Scholarships: https://www.nationalguard.com/education-programs/college-scholarships
FOR MORE INFORMATION:
• Contact the Education Support Center: 866-ARNGEDU (276-4338)
• Visit Us Online: www.nationalguard.com/education
• Contact Mr. Acker for GI Bill and Tuition Exemption [REDACTED_EMAIL] or ([REDACTED_PHONE]
• Contact Mr. Ferdinand for Federal Tuition Assistance, DANTES or Credentialing Assistance at [REDACTED_EMAIL] or ([REDACTED_PHONE]
GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More information about education benefits offered by VA is available at www.benefits.va.gov/gibill.
Join us on social media @langeducationservices | web | https://geauxguard.la.gov/wp-content/uploads/2022/03/College-Planning-and-Assistance.pdf | 0.446575 | {
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Week 14
Use these questions to talk to your child about the message of 1 Peter. Then consider doing the activity on the bottom of the page to incorporate this session's message into your own life alongside your child.
Sunday Funday
Today is Dress to Impress Day for the worship service.
You can tap into their fancy side by wearing their best clothes to watch service online. Snap a picture and post to social media with the hashtag #MABC
Read
1 Peter 5:6-11
Watch
Session 14, 1 PETER 5:6-11 – Where Does Hope Come From? on Rightnow Media
Talk
1. Why don't we need to lift ourselves up and push others down? (Because God will lift us up.)
2. When will God lift us up? (When Jesus comes back and makes everything right.)
3. Does Peter say the devil wants to eat us? (No. He wants to lie to us. Like he lied to Adam and Eve.)
4. When Peter says we'll "suffer for a short time," what does he mean? (He means "short" compared to our happily ever after lives with God.)
5. What are some lies about God that you might hear in our world today?
Do
For Toddlers
Practice shouting, "No lies today, Sneaky Snake!"
For Grade Schoolers
Talk with your child about what lies they might be hearing from the Sneaky Snake (maybe condemnation, shame, or lies about God's character.) Then take time to address the lies with truth. Teach your child what it looks and sounds like to replace lies with truth. Make this a regular practice.
For You
Begin to cast your cares on God. When you notice yourself worrying, switch to prayer. Give your worries to God, and choose to move on with the day in faith. | web | https://storage.snappages.site/9GFVT9/assets/files/Week-14.pdf | 0.495735 | {
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Family and Business—Reciprocal Educators Towards the Common Good
Prof. Maximilian B. Torres, Ph.d.
Abstract
Family "is the principal place of interpersonal relationships, the first and vital cell of society" (Compendium of the Social Doctrine of the Church, 211). It is "[t]he first and fundamental structure for 'human ecology'" where the person discovers, through love, "what it actually means to be a person" (ibid. 212).
As such, family is the seed bed of the common good, "the sum total of social conditions which allow people, either as groups or as individuals, to reach their fulfilment more fully and more easily" (ibid. 164). Thus, family would appear to be that institution most necessary to foment and sustain the common good.
"By exercising its mission to educate, the family contributes to the common good and constitutes the first school of social virtue, which all societies need. In the family, persons are helped to grow in freedom and responsibility, indispensable prerequisites for any function in society" (ibid. 238).
"Businesses should be characterized by their capacity to serve the common good of society through the production of useful goods and services… In a business undertaking, [however], the economic dimension is the condition for attaining not only economic goals, but also social and moral goals, which are all pursued together. (ibid. 338). Specifically, "[t]he Church's social doctrine insists on the need for business owners and management to strive to structure work in such a way so as to promote the family" (ibid. 345).
The question of the conference is how the purpose and practice of business in an inclusive economy might build institutions for the common good. Answer: by building the family. This raises the further question of how a reciprocal, virtuous dynamic might be fomented whereby family education promotes business, which in turn promotes the family. This paper proposes an answer that question. | web | https://ir.stthomas.edu/cgi/viewcontent.cgi?article=1066&context=ryan_programs | 0.504302 | {
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Traces : Tatouage
Tatouage est un projet public conçu par DHC/ART Éducation en lien avec l'exposition Wim Delvoye, présentée du 30 novembre 2016 au 19 mars 2017.
Dans l'espace Traces, vous trouverez du papier quadrillé. Nous vous invitons à dessiner un motif de tatouage dans un des carrés de la grille. Votre motif sera éventuellement numérisé, imprimé sur du papier à tatouages temporaires et mis à la disposition des visiteurs subséquents. Vous aurez également l'occasion de repartir avec un tatouage conçu par un autre participant.
Ce projet public s'inspire de la série Tattooed Pigskins de Wim Delvoye. Ainsi, il nous amène à repenser nos définitions traditionnelles de l'artiste et de l'œuvre d'art : l'artiste et le visiteur devenant tatoueurs, la peau de l'animal et du visiteur devenant œuvres. Il nous invite aussi à réfléchir au mode de communication du tatouage dans nos cultures contemporaines ainsi qu'aux motifs populaires et préformatés des tatouages pour enfants.
Nous vous invitons à partager avec nous une photo de votre tatouage par Twitter (@DHCART, #dhctraces) ou par courriel ([REDACTED_EMAIL]) afin que nous la partagions sur notre blogue.
DHC/ART Fondation pour l'art contemporain 451 & 465, rue St-Jean Montréal (Québec) H2Y 2R5 Canada
Heures d'ouverture de l'exposition Mercredi au vendredi de midi à 19 h Samedi et dimanche de 11 h à 18 h
DHC/ART Éducation Heures d'ouverture Mardi au vendredi de 9 h à 17 h
Contact [REDACTED_EMAIL] | ([REDACTED_PHONE] (4219)
Information
([REDACTED_PHONE] | [REDACTED_EMAIL] www.dhc-art.org
Traces: Tattoo
Tattoo is a public project presented by DHC/ART Education in conjunction with the exhibition Wim Delvoye, which runs from November 30, 2016 to March 19, 2017.
In the Traces space you will find customized grid paper on which you are invited to draw a design within one of the squares. Your design will eventually be printed on temporary tattoo paper and made available to subsequent visitors. You too will have the chance to leave with a tattoo designed by another participant.
This public project takes inspiration from Wim Delvoye's Tattooed Pigskins series. It challenges us to rethink our traditional definitions of artist and art: artist and visitors become tattooists, animal and visitors' skin become artworks. This gesture also invites us to reflect on tattooing as a mode of communication in contemporary cultures, as well as the popular motifs commonly found in children's temporary tattoos.
You are welcome to share a photo of your tattoo via Twitter (@DHCART, #dhctraces) or by email ([REDACTED_EMAIL]) so we can share it on our blog.
DHC/ART Foundation for Contemporary Art 451 & 465, Saint-Jean Street Montreal (Quebec) H2Y 2R5 Canada
Gallery hours:
Wednesday to Friday from noon to 7:00 p.m. Saturday and Sunday from 11:00 p.m. to 6:00 p.m.
DHC/ART Education
Opening hours:
Tuesday to Friday 9 a.m. to 5 p.m.
Contact:
[REDACTED_EMAIL] | ([REDACTED_PHONE] (4219)
Information
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December 17th Incentive
The next incentive will be on December 17th! As voted on by the students, it will be a basketball game in the gym.
*Requirements to Attend
Each student starts out with thirty points. The only way to lose these points is by not attending school or if a teacher gives the student a minor infraction. Students can lose a total of five points. If they lose more than five points or receive a write up, they cannot attend the incentive activity.
Example:
John misses school three days. John receives two minor infractions in Infinite Campus. John still gets to attend the activity because he lost a total of five points.
Last Incentive
Our last incentive went well! We had a powder puff game that was enjoyed by all high school grade levels. We had some buff cheerleaders and some glittery football players.
Cell Phone Usage
Cell phone usage has had a drastic increase! Please talk to your child about appropriate cell phone use at school. Maybe even ask your child if they really need a phone at school. If they do, when does your child think it should be turned off or put away. | web | https://resources.finalsite.net/images/v1645465627/johnsonk12gaus/vfmk1loxwhl565ozcytl/PBIS_2021.pdf | 0.469948 | {
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Core Content
Standard 2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."
Cluster Title: Understand ratio concepts and use ratio reasoning to solve problems.
MASTERY Patterns of Reasoning:
Understand that a rate is a special ratio that compares two quantities with different units of measure.
Conceptual:
Understand that unit rates are the ratio of two measurements in which the second term is one (e.g., x miles per one hour). 𝑎
Solve problems involving ratios.
Understand that when using rates 𝑏 , " b " cannot be 0 (because division by 0 is undefined).
Procedural:
Understand rate language (per, each, or the @ symbol).
Representational:
Correctly use ratio notation and models to represent relationships between quantities.
Supports for Teachers
Conceptual:
Critical Background Knowledge
Understand ratio concepts from Standard 1 (6.RP.1).
Procedural:
Understand the meaning of equivalent ratios.
Simplify fractions.
Repreentational:
Use equivalent ratios to solve problems.
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Y6 English - Week beginning 20 th April 2020.
Hi Year 6, as you probably gathered from your last English tasks, we're going to be studying Harry Potter and the Philosopher's Stone by JK Rowling. If you have the book at home can you start reading it please. If you don't, don't worry as you can access a free audible copy of it by following this link: https://stories.audible.com/start-listen
Access the link and click start listening and then choose Harry Potter and the Philosopher's Stone. It will then be read to you by Stephen Fry. Try to read up to at least chapter 2 please.
Day one – Modal Verbs.
Modal verbs are placed before the main verb and show how certain or possible something is. For example:
You will learn everything you need to about modal verbs today.
Learn is the main verb – it's what you're doing now!
Will is a modal verb – it shows that I am certain you will learn about modal verbs today.
Task one:
Sort the modal verbs into those which indicate certainty and those which indicate possibility.
will, can, may, might, should, ought, would must shall, could.
Task two:
Can you identify the modal verbs in these sentences?
1. You must eat all your vegetables if you want pudding.
2. Josh hoped he could finish the game before his mum turned off the Xbox.
3. I would like to come tomorrow, if that's still okay?
Task three:
Modal verbs have a positive and a negative form. For example:
Positive – I can ski. Negative – I can't ski.
Can you change the modal verbs in these sentences so that they are negative?
1. You must touch the big red button.
2. I would recommend broccoli sandwiches.
3. Oliver may be able to finish on time.
4. Fish should be left out of water.
5. Ava can remember where she put her headphones.
6. "I will take your half of the chocolate bar," Ralf promised.
Task four:
For each sentence decide whether the modal verb indicates certainty or possibility.
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Powered by TCPDF (www.tcpdf.org)
New International Mathematics of Planet Earth Competition
by Gonit Sora - Saturday, April 02, 2016
http://gonitsora.com/new-international-mathematics-planet-earth-competition/
A second international MPE competition for science museum exhibits (modules) was announced at the Next Einstein Forum in Dakar, Senegal on March 10 2016.
The competition is organized jointly by Mathematics of Planet Earth (MPE), the International Basic Science Program (IBSP) at UNESCO, the International Mathematical Union (IMU), the International Commission of Mathematical Instruction (ICMI) and IMAGINARY.
The modules submitted to the competition will enrich the virtual Open Source MPE Exhibition. They can be downloaded and adapted by science museums and schools and can serve as examples for inputs for the new competition.
The deadline for the new MPE competition is June 30 2017, and the competition will be judged by an international jury.
The modules submitted can be of four types:
- Hands-on: A module explaining how to realize a physical module in a museum.
- Program: An interactive software exhibit to be used either on the web or in a museum.
- Film: A short video that can be shown in an exhibition.
- Image gallery: A collection of images accompanied of their mathematical description.
Prizes:
- Second prize: 2000 USD
- Third prize: 1000 USD
- First prize: 5000 USD
Special prize for African module: 2000 USD.
More information at www.mathofplanetearth.org/competition
_______________________________________________
PDF generated from http://gonitsora.com/new-international-mathematics-planet-earth-competition/.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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AVOID DENY DEFEND
An active shooter is a person or persons entering a location with the intent to cause multiple casualties.
2000-2012 Active Shooter events became more frequent.
2009-2012 Active shootings increased significantly to more than 15 per year.
Although we think of them as happening more in schools, they actually occur more in businesses. Many attacks are already over by the time law enforcement arrives. These attacks don't end by chance, they end because potential victims took effective action to save lives. They were able to do this because they were prepared.
The first thing to understand is that once law enforcement is notified they will respond as soon as possible. Based on research the average response time is about 3 minutes.
Your immediate action should be focused on your personal safety! What you do matters!
Researchers found that people go through a 3 phase process during a life threatening event.
1-Denial-During this stage people tend to deny that something bad is happening or minimize the curiousness of what is occurring.
- In several active shooter events the victims heard the gunfire but denied it was gunfire and told themselves that it was something else like fireworks or construction noise.
2-Deliberation-At this point you've realized there's a problem and you need to decide what to do. The problem is that when you're under high stress your ability to think is impaired and your body will naturally revert back to a preconditioned response. Planning ahead can improve your ability to react more appropriately in that stressful situation. This is why we do things like fire drills.
3-Decisive Moment-The last stage is "decisive moment". This is when you choose an action and do it. It's important to understand that the situation will be chaotic. The most important thing is to be decisive and act with purpose. In emergency situations people look to others to see how they should act. How you and your team react to an incident can influence others and affect the outcome.
So how do you prepare?
We're introducing our avoid, deny, defend strategy.
AVOID-starts with the state of mind a person is in
- Having a plan to react to react quickly requires paying attention to your surroundings and understanding your environment.
- Doorways, stairs, and windows are a few examples or points of interest to look for
- Have a plan about how you are going to get out in case trouble starts.
- If trouble does start get out as quickly as you can.
- When you feel it is safe to do so, call 911 and provide any information you can to aid law enforcement.
DENY-is an option you can use when getting out of the area is difficult or maybe even impossible to do.
- If you can't get out look for ways to keep distance between you and the threat
- The more barriers the better
- Doors can be closed and locked and can prevent or slow down a threat from getting to you
- If you can control the lighting in the area turn the lights off
- Try to remain out of sight and quiet
- Silence your phone or any other items that may make noise
Defend-It is very important to remember that an active threat is trying to harm you and you do have the right to protect yourself. In most situations the active threat is outnumbered.
- One or more people committed to protecting themselves can put the threat at a disadvantage.
- There are more and more cases of citizens successfully overwhelming a threat and ending the violence.
- If you cannot avoid the threat or deny access to your location you must be prepared to defend yourself. You must be aggressive and committed to your actions!
- Do not fight fairly! This is about survival!
- When law enforcement arrives show your hands and follow their commands.
- Law enforcement will be focused on stopping any active threat.
- Once that is accomplished they will begin providing further assistance.
Remember if you want to succeed later you have to plan now!
Take a few minutes to think about what you would do if you were faced with an active shooter situation.
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Hydration and Your Health – How Much is Enough?
April showers doesn't just mean water for the plants, ground and flowers. This month, make it a goal to see how much water you drink on a daily basis and if it matches up to what is recommended. The U.S. National Academies of Sciences, Engineering, and Medicine suggest daily fluid intake a little over three and a half liters for men and just over two and a half liters for women. This includes fluids not only from a bottle of water, but food as well. The average person gets 20% or 1/5 of their water from food. Certain foods have high water content, which may make it easier to reach the goal of complete and healthy hydration. Starting off, drinking 8 glasses of water a day, even if you don't always feel thirsty, is a solid step in the right direction.
Foods High in Water Content
[x] Cucumber
[x] Zucchini
[x] Lettuce
[x] Watermelon
[x] Strawberries
[x] Grapefruit
[x] Peaches
[x] Apples
[x] Blueberries
[x] Honeydew
[x] Cantaloupe
[x]
Bell peppers
[x] Broccoli
[x] Celery
40 Sand Run Road Akron Ohio 44313
Why Stay Hydrated?
Not only can drinking enough water help get rid of wastes through urinating, sweating, and bowel movements, but it can help regulate your temperature, decrease headaches, lubricate and cushion joints, help keep your skin in clear condition, increase energy throughout the day, and keep your heart, brain, and other vital organs in the best shape possible.
SIGNS OF DEHYDRATION
Extreme thirst
Less frequent urination
Dark-colored urine
Fatigue
Dizziness and headaches Confusion
Dry mouth
Sunken eyes or checks
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First person to return a correct and completed word search will receive a free Waggoner Chocolates Easter Basket.
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Want a healthy heart and strong bones, but don't like taking pills? From our line of Ortho Molecular Products, we have a liquid that can be dropped directly on the tongue or even mixed with your favorite beverage.
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[x] Just one or more drops per day or as recommended by your health care professional
A Few Examples of Our Durable Medical Equipment
Come visit us at the WAKR Senior Lunch Series on Wednesday May, 10 th at St. George Fellowship Hall. For more information call [REDACTED_PHONE].
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Getting around can be a struggle after a recent surgery or ailment. We provide a variety of durable medical equipment to keep you safe and mobile, including safety in the bath-shower area.
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Bath benches
Tub Rails
Ask about special orders! | web | https://sandrunpharmacy.com/wp-content/uploads/2023/04/April-2023.pdf | 0.501245 | {
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JULY 15, 1984
G.E. "MINNIE" ROBERTSON PLACE OF INTERVIEW: At the home of Mr. INTERVIEW WITH MRS
and Mrs. J. Norcop
15 Louise St., Petawawa, Ontario.
PERSONAL HISTORY: Mrs. Robertson was born in Cobden in August of 1895, lived in Pembroke for many years, and spent many summers in Petawawa.
LIFE AT PETAWAWA POINT
Mrs. Robertson talks about her summer stays at the old family cottage, now a newly renovated home by the Petawawa River. She begins the conversation with the first years at the family cottage, talking about the activities that went on. Recreational activities included dances at the dance hall at the point, swimming and families generally visiting with friends and relatives.
Mrs. Roberts had many points of interest:
- In the early days of the Petawawa military camp, there were approximately 8000 men.
- Her family's cottage was built by a Mr. Behnke around 1906, and was one of the first.
- People could travel from Pembroke to Petawawa by train or by horse and buggy.
- The dance hall at the Petawawa Point was run by the Tevens.
- Mrs. Sikorsky worked on the boat called the "OLD VICTORIA" which travelled to "The Swisha," Oiseau Rock and Fort William.
- Her family used to by milk and eggs from the Hampels who had a farm on the other side of the river (lower part of the base golf course).
***Mrs. Robertson is a most interesting and kind lady. She is one of Joan Finnigan's subjects in the book "Some of the stories I told you were true." The library has this book and I recommend Pembroke and Petawawa history buffs to take a look at this book.
DARLENE FITZGERALD | web | http://images.ourontario.ca/Partners/PPL/PPL0711761T.pdf | 0.428801 | {
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FertaFlow.com
Naples, FL 34104 • [REDACTED_PHONE]
3415 Radio Road, Unit 105
www.GeoponicsCorp.com
FertaFlow™ is made from fresh fish carefully processed at low temperatures to maintain the integrity of naturally occurring amino acids, vitamins, hormones and enzymes. FertaFlow fish hydrolysate contain the natural oils and proteins of fish, which break down slowly becoming available to soil microbes over a longer period of time than chemical fertilizers or fish emulsions.
The majority of fish fertilizers on the market today are known as emulsions. Meaning the fish is cooked and the oil removed for industrial chemicals. Also the protein is removed and dried to make fish meal for livestock feeds. The remaining waste is condensed into a thick liquid called an "emulsion." FertaFlow is cold processed to retain the living organisms therein and retains all the natural oils and proteins nature originally provided.
FertaFlow is made from a unique source of fresh fish. The enzymatic process used takes natures protein and makes it readily absorbable for plant leaves and roots. FertaFlow provides all the nutrients you would expect from fish without the unpleasant smell. FertaFlow will promote beautiful flowers, lush green lawns and turf, and delicious fruits and vegetables.
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* No Strong Fishy Odor
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EarthChemistries.com
>> Like Us on Facebook, Follow Us on Twitter | web | https://geoponicscorp.com/wp-content/uploads/2019/04/FertaFlow-2015.pdf | 0.425415 | {
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Dall selected for Denmark's first green waste CHP plant
In Denmark, Dall Energy has been selected by local heating utility Sorø Fjernvarme A/S to supply a turnkey combined heat and power (CHP) plant to the town of Sorø. The 12 MWth and 1 MWe plant will primarily be fired on local woody green waste and will replace a fossil gas fired facility as part of the goal to have 100 percent of the district heating from renewable sources.
– it will be the first district energy plant in Denmark that will use local woody green waste from gardens and parks as the main fuel, said Jens Dall Bentzen, CEO of Danish biomass gasification and combustion technology providers Dall Energy.
Recycling, materials, nutrient– and energy recovery
Sorø Fjernvarme is local district heating utility acquired by AffaldPlus in January 2018 from Sorø municipality. AffaldPlus is a joint municipal waste management company owned by six municipalities (Faxe, Sorø, Næstved, Vordingborg, Slagelse and Ringsted) in south and west Zealand. A major operator in Denmark, AffaldPlus runs 20 recycling sites throughout the six municipalities servicing around 300 000 citizens and 30 000 businesses.
Approximately 170 000 tonnes per annum of household and industrial waste is handled by AffaldPlus of which about 80 percent of the volume is recovered into more than 40 different types of recycled and secondary materials from cardboard and paper to chemicals and recyclable PVC. The company also operates two waste-to-energy facilities, located in Næstved and Slagelse, for energy recovery of materials that cannot be recycled while less than 6 percent ends up in landfill.
Ten green waste receiving centres
The Danish government's resource strategy stipulates that 25 percent of all garden and park waste should be converted into biomass fuels to
18 Bioenergy International
replace fossil fuels. This led AffaldPlus to look for alternatives to composting several years ago. Recycling and recovery efforts at AffaldPlus thus also includes green waste such as hedge- and roadside trimmings, grass cuttings, bush and tree "lop and top" and pruning from private gardens, public parks and other urban green areas.
– We've seen from our other energy plant installations that one can use such fuel as woody green waste. However, this is the first project contract that we have signed explicitly with the assurance that it will be possible to fire the plant with 100 percent woody green waste, said Jens Dall Bentzen.
at our recycling centres which has remained relatively stable over the years, said Tommy Fer.
Digestible organic material from ten green waste receiving centres is supplied to local biogas plants whereas woody residues such as tree-care debris, hedgeand bush trimmings is currently processed into biomass fuel at Næstved and Faxe. The fuel, currently being supplied to third-parties, will be used for the new CHP plant. Residual green waste material that cannot be used as a substrate or biomass fuel is used to make raw compost for use as a soil improver for agriculture.
Turnkey delivery for Dall
The scope of Dall Energy delivery comprises of a biomass gasification furnace and a hot oil boiler, including all associated auxiliary equipment such fans, piping, a fuel feeding system, ash handling system, electrical and control systems. Dall Energy is responsible for turnkey delivery of the equipment, including design, procurement, installation and commissioning.
No 109, 1-2020
The furnace design started in Q4 2019, and the plant is scheduled to be handed over for commercial operation during the summer of 2021.
Base load heat and power plant
The plant will be designed for operation on 100 percent green waste but can also utilise regular woodchips, providing extensive fuel flexibility.
To be operated as a baseload plant, it will have a thermal capacity of 12 MW heat and approximately 1 MW electricity. The plant efficiency will be up to 110 percent (LCV based) depending on the fuel quality.
Significant savings for heat customers
Once commissioned, the plant is also expected to provide energy cost savings to district heat customers along with the environmental and climate benefits. According to AffaldPlus, an average 130 m2 Danish household can expect reduced annual heating costs of up to DKK 3 748 or almost 25 percent by the end of 2022 compared to current levels in the Sorø Fjernvarme network.
Text: Alan Sherrard Photos: AffaldPlus BI109/6509/AS
– We estimate that on an annual basis, about 80 percent of the fuel will be green woody waste with the balance made up of forest biomass and woodchips. This is based on the volume of green waste received | web | https://dallenergy.com/wp-content/uploads/2020/04/BioInt109_DallEnergy_s18.pdf | 0.483826 | {
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Star Awards
w/e 12 th March 2021
Class 1 – Ruby
Class 2 – Melissa
Class 3 – All of Class 3
Class 4 - Charlotte
Class 5 – Teddy
Class 6 – Ashleigh
Coronavirus Symptoms
Children or staff with any of the three symptoms of Covid:
- a new continuous cough;
- a fever;
- a change in taste or smell
are to stay at home and isolate, as must the rest of their household. They should get a Covid test.
Children and staff must also stay at home and isolate if a member of their household has any of these symptoms until the outcome of a Covid test is known and follow advice accordingly.
To get a test go online to:
nhs.uk/coronavirus OR https://www.nhs.uk/conditions/coronaviruscovid-19/ OR
Telephone 111
Keeping School Informed
If your child tests positive for Covid you must immediately inform the school – by telephone on 01304 852639 during the school day. If you get a positive result at the weekend, during the evening or in a school holiday please email [REDACTED_EMAIL]
By Reece, Violet, Henry and Zach.
Weekly Newsletter – Friday, 12 th March 2021
Message from the Headteacher
Settling In
It has been a fantastic full week back at school for all children. It is such a pleasure and privilege to see and hear all of them as they settle back into school life. I know the class staff have been so impressed with how the children have tackled their learning and re-established their friendship groups. I imagine parent/carers may have experienced mixed emotions about the return to school ranging from missing having your youngsters at home with you to relief!
Morning drop-off and afternoon pick-up is working extremely well – very many thanks to all of the family grown-ups who are helping this to happen.
I will be asking one teacher per week to share the learning from their class in the newsletter. This week is the turn of Class 6 and I hope you enjoy having this insight into one of our classes.
Have a good weekend everyone and I look forward to seeing you next week.
Helen Comfort
Message from Class 6
We think it's good being back at school because we can see friends and learn with our teacher as well as play with our friends at break and lunch. We have all enjoyed learning with the social aspect of being in school again. Also we have spent more time putting hard work into our enjoyable learning. In maths we have been learning about the volume of 3D shapes. In English, we made stick puppets out of cardboard from our story 'Smok the Dragon of Wawel' which is a Polish story. It was fun to do some arts and crafts!
The Week Ahead!
Week commencing 15 th March 2021
Monday, 15 th March – Class 4 Forest School sessions all week
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Healthy Lives:
Improving Health in Madagascar
Madagascar is a beautiful island nation with a wealth of biodiversity. Up to 5% of the world's plant and animal species are found in Madagascar, over 80% of which are found nowhere else in the world. Madagascar is also a poor country of just over 19.4 million people. More than 85% of the population lives on less than two dollars per day. There are over 18 different ethnic groups, and the main languages are Malagasy, French and now English. Over 70% of the population lives in rural areas with poor infrastructure. Literacy rates are low, and only 65% of women are able to read. Average life expectancy is only 55.5 years. Leading causes of death and disability include malaria, sexually transmitted infections (STIs), diarrheal diseases, and adverse conditions arising from pregnancy and birth.
:: Child Survival Challenges and Successes
Despite these challenges, Madagascar has demonstrated tremendous suc cess in reducing both under-five and infant mortality. Rates of infant and child mortality decreased by over 40% between 1997 and 2004. Maternal mortality rates have similarly shown improvements. These successes can be attributed to highly effective public health interventions by the Government of Madagas car, donors and NGO partners such as PSI. For example, use of modern family planning methods increased from only 5% in 1992 to 18% in 2004. During the same time period, there was a 50% decrease in the prevalence of diarrhea and a doubling of the percentage of those with diarrhea who received either oral rehydration salts (ORS) or a homemade solution. Meanwhile, age at first sexual debut increased from 16.8 to 17.4. Recent population-based research conducted by PSI/Madagascar has suggested that these positive trends have continued in recent years.
:: PSI/Madagascar
PSI/Madagascar is a locally registered NGO that implements a comprehensive social marketing program to address the major health problems identified by the Government of Madagascar. Funded primarily by USAID, but also supported through the Global Fund to Fight AIDS, TB and Malaria (GFATM), UNICEF, the World Bank, the U.S. Centers for Disease Control and Prevention (CDC), and private foundations, PSI/Madagascar has a national reach, working in all 22 regions throughout the country. With a talented and experienced staff of over 200 people trained in public health, marketing, research and communications, PSI/Madagascar currently dis tributes a full range of high-quality reproductive and maternal and child health products at affordable prices, including malaria and diarrheal disease prevention and treatment tools. | web | https://www.psi.org/wp-content/uploads/2020/02/Madagascar_Child_Survival_Success_Story.pdf | 0.48769 | {
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Dorothy
Seymour Smith
Follow this and additional works at: https://scholarsjunction.msstate.edu/cht-sheet-music
Preferred Citation
[Physical ID#]: [Title], Charles H. Templeton, Sr. sheet music collection. Special Collections, Mississippi State University Libraries.
This Sheet Music is brought to you for free and open access by the Charles H. Templeton, Sr. Music Collection at Scholars Junction. It has been accepted for inclusion in Sheet Music Collection by an authorized administrator of Scholars Junction. For more information, please contact [REDACTED_EMAIL].
DOROTHY
Old English Dance
SMITH
No. 192
CHARMING DANCE NUMBERS
In the Third Grade
SERIES THREE
PUBLISHED BY
Century Music Publishing Co.
New York 23, N.Y.
Gordon V. Thompson, Ltd., Canadian Agents
193 Yonge St. Toronto
British Agents-Keith Prowse & Co., Ltd., London
Dorothy, 4
192-4
Dorothy 4
192-4
Dorothy, 4
NOTE: A NEW AND COMPLETE CATALOG OF CENTURY EDITION IS ISSUED EACH SEASON. PLEASE ASK YOUR DEALER FOR A COPY IT IS FREE-- THE PUBLISHERS.
Delightfully Suitable for CONCERT or DANCE
Excellent Studies of this popular form and rhythm
WALTZES
For Piano
THIRD GRADE
3133 LOVE DREAMS
M. GREENWALD
2680 LOVE THOUGHTS (Waltzes)
M. GREENWALD
2678 FERNANDE (French Valse Lente)
RÉMI LORMÈS
2676 ALOHA OE (Hawaiian Waltz)
WILL WOOD
2561 DREAMS OF HAPPY HOURS (Valse Triste)
Slow waltz tempo, in a sentimental manner
EISEL HOLT
2051 VIOLETS and ROSES (Valse Caprice)
VEATRICE CROCKER
1535 HEART of GOLD (Valse de Salon)
SR. OF ST. JOSEPH
1407 RED ROSES (Valse de Salon)
R. STOUGHTON
1374 SPRING ZEPHYRS (Waltzes)
* 2416 BLUE BUTTERFLIES (Valse Caprice)
Valse lento
LEON DORÉ
2681 SOUVENIR—SERENADE (Ordia's Melodies)
F. ALDRICH
2679 LOVE EN MASQUE (French Valse)
FRANCOIS CHEVALIER
2677 DREAMING (Cuban Waltz)
ADELAI DA AGUERO
2564 SUNSET IN THE GARDEN (Walse)
In moderato waltz tempo
EISEL HOLT
2504 VALSE PAPILLON (The Butterfly Waltz)
Tempo di Valse
CHARLES BRETON
1791 LOCUST GROVE
SR. OF ST. JOSEPH
1414 CLAUDIA (Valse Caprice)
1375 DAISY QUEEN (Waltzes)
1309 VALSE d'AMOUR
B. L. BRANNAN
1679 VALSE NOVELETTE
Tempo di Valse
ALICE FOWLER-JUDD
Two Beautiful, WALTZES in the Fourth Grade
Complete copies can be procured from your Music Dealer, or direct from the Publishers
Copyrighted and Published by CENTURY MUSIC PUBLISHING COMPANY.
*NUMBERS MARKED ARE NOT FOR SALE IN BRITISH EMPIRE OR EUROPEAN COUNTRIES. | web | https://scholarsjunction.msstate.edu/cgi/viewcontent.cgi?article=11854&context=cht-sheet-music | 0.421872 | {
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A Midsummer Night's
R.T. Hayashi
Denison University
Follow this and additional works at: https://digitalcommons.denison.edu/exile
Part of the Creative Writing Commons
Recommended Citation
Hayashi, R.T. (1982) "A Midsummer Night's," Exile: Vol. 29 : No. 2 , Article 7.
Available at: https://digitalcommons.denison.edu/exile/vol29/iss2/7
This Article is brought to you for free and open access by the English at Denison Digital Commons. It has been accepted for inclusion in Exile by an authorized editor of Denison Digital Commons.
A Midsummer Night's......
I stood before him
and asked, "Is this really you?"
knowing only then
would they come tonight
unexpected,
holding white candles.
Against a silver background
he showed me the lines of his hands
then ran
above the misted rise
shouting out - my name.
And so still I chase
yet closer, and
again I will sleep tonight
outside my sheets, the window
open, awaiting
their arrival.
Their source
The Land of Winds
they are keepers
of the ivory truth,
they have shown me pictures,
and brought me pomegranate leaves
which they press
into my hands
staining these fingers,
some call them ghosts.
R.T. Hayashi | web | https://digitalcommons.denison.edu/cgi/viewcontent.cgi?article=2714&context=exile | 0.452836 | {
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Methylation is a biochemical process happening RIGHT now in your body, happening over a billion times per second.
Why is the methylation cycle important? The methylation cycle takes the nutrients from our food (and supplements) to make the energy our bodies need to work properly. This is where the B vitamins (B1, B2, B3, B6, B9, B12) get used in our bodies and why B vitamins are so important for our health.
Once through the methylation cycle, our bodies use methyl-groups to make healthy cells and neurotransmitters (for mood), as well as for removing toxins (in the liver), fighting infections and protecting us from oxidative stress.
**Methylation is responsible for directing the following:**
- Genetic expression and repair of DNA
- Inflammation response
- Detoxification of hormones, chemicals, and heavy metals
- Production and recycling of the most important antioxidant in the body called glutathione (master antioxidant and protector of your cells)
- Formation of neurotransmitters and breakdown to determine our brain chemistry
- Energy production & mitochondrial health
- Immune response to fight infections
More specifically: Research shows that decreased function of the enzymes in the methylation cycle can affect your health and increase your risk of heart disease, cancer, chronic fatigue, mood disorders, diabetes, and aging in general.
Methylation is important for mitochondrial function and energy production. Low mitochondrial function and low methylation can lead to low energy, LOW THYROID FUNCTION, decreased MEMORY, and more.
**Methylation also affects your:**
- Neurotransmitter levels, which can lead to ANXIETY AND DEPRESSION,
- Immune function, including the likelihood that you'll experience allergies
- Liver detoxification, which has to do with how your body gets rid of toxins, and
- Fertility, including risk of MISCARRIAGE
Methylation affects the ability of your body to make new healthy cells.
Rebecca Acosta, AP,DOM
Natural Primary Care
Relax-Recharge-Rejuvenate
www.naturalprimarycare.com
[REDACTED_PHONE] | web | https://www.naturalprimarycare.com/uploads/1/3/2/5/132596614/npc_flyer_brochure_methylation.pdf | 0.482359 | {
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Mock Checkpoint Construction and Suggested Roles and Script for Enactment
Supplies:
* Plastic contractor or perimeter fencing (you can get a role of this at Lowes or Home Depot for between $15-‐$35) to mark off the checkpoint. You can also use rope.
* Six folding chairs or other thing you can attach the fencing or rope to.
* Army green, black, or camouflage clothing for two-‐three soldier costumes
* Duck tape to attach the fencing to the chairs.
* Toy machine guns (you can also cut out rectangular or gun shaped pieces of cardboard, write machine gun on them, and create a attach a string to the ends of them so you can sling them across your body.
* Bull horn if you can use one at the location you are using.
Roles:
* 2-‐3 soldiers
* 1-‐2 people to pass out informational handouts and speak to media
* 5-‐7 Palestinian civilians
* 1 person to film and take pictures
* 3-‐5 people to hold signs pictures of Shuhada Street (there can be propped up if you don't have enough people)
Set up the chairs and plastic fencing so that there is a gate with an entrance in the middle.
Station thee "soldiers" at the gate and have Palestinian civilians line up to enter.
Suggested scripts for "soldiers" and "Palestinian civilians" (these scripts are not exhaustive. Add our own scenarios and sentences)
For soldiers
* Make each civilian take off their belt, coat, and open their bags or backpack
* Make Palestinian civilans stand up against the wall and spread their legs to be searched or kneel or sit on the ground.
* Make male Palestinian civilians lift up their shirts and their feet
* Search through women purses, pulling everything out
* Make them wait to come through while lounging on the phone, talking with each other, or staring off into space. Ignore Palestinian civilians requests that they have to be at work, school, or are in need of medical care
* Arrest them – make them kneel or sit on the ground, blindfold and handcuff them.
* "Let me see your ID"
* Point your gun at them
* "What is your number? This is a closed military zone you are only allowed to enter if you are registered with a number on the list"
* "You can't come in. Go back. Why? Because I said so"
* "You all are terrorists. We will shoot you. This is our land. All of this land is Israel"
* "Stop talking to me. I don't care if you have to be somewhere. This is a closed military zone"
For "Palestinian civilians":
* "I don't speak Hebrew. I don't understand what you are saying"
* "I have to get to my sick mother. Please let me through"
* "Please stop pointing your gun at me"
* "I live here. I don't know why I am not on the list. Please look again. I must be on the list. My house is right there. I have to get home to take care of my family"
* "I am an ambulance I have to get through to take a woman in labor to the hospital or a man having a heart attack" (soldier should delay them or not allow them through).
* "I am trying to get to work"
* "Please don't shoot me. I don't understand what you are saying. I don't speak Hebrew"
After every 2-‐3 "Palestinian civilians" are denied entry, arrested, or pass through the checkpoint (only allow around 10% at most to have entry) read the description below or one of the personal stories.
"You are watching a simulation of an Israeli checkpoint in the old city of Hebron where closed military zones, checkpoints, and separations are everywhere. Shuhada Street, in the old city of Hebron, which used to be a thriving marketplace, is now a ghost town; Palestinian storefronts and houses are sealed shut; Illegal Israeli settlers move freely while Palestinian residents face strangling restrictions on movements. The Israeli system of checkpoints, closures, and apartheid in Hebron, and throughout the occupied West Bank, is a violation of human rights, denying people the right to move feely, access education, health care, and more. Shuhada Street and is a symbol of the Israel's continuing expansion of illegal Israeli settlements, apartheid, lack of freedom of movement, and denial of Palestinian dignity and human rights." | web | http://hyas.ps/wp-content/uploads/2015/11/YAS-OSS-Mock-Checkpoint-and-Suggested-Scripts.pdf | 0.42695 | {
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Draw your mood as if it's the WEATHER
Intent and Purpose: To become aware of your feelings at a particular moment and understand that the thoughts you are stuck with are not permanent.
It can be helpful to remember that your feelings are always changing, just like the weather. When you notice a negative mood or intense emotional reaction to something, remember that you will not be stuck in it forever, but you may want to do something to cope with it until it passes.
Take a few minutes to check in with yourself and notice your own emotional weather for today.
Draw or paint an image of weather and a landscape that represents your current feelings and mood.
Tip: This activity can be done regularly and you can keep track of your changing emotions, expressed through art.
Adapted from-
The Balanced Mind: A Mental Health Journal: Exploratory Prompts and Effective Practices
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HUNGRY PESTS DETECTIVES TIMELINE
STUDENT HANDOUT
2
LESSON 2
Name: _______________________________________________________________ Date: __________________________
DIRECTIONS:
Unscramble the steps of detecting and reporting a hungry pest, and create a timeline documenting the process from beginning to end. Create a visual to explain what happens at each step.
HUNGRY PESTS DETECTIVES: PROCESS BANK
* Send to Smithsonian—If needed, information such as photos from a microscope or the sample itself may be sent to the Smithsonian Institution to confirm the identity.
* Sightings Reported—Sightings are reported to the local land manager or local USDA office.
* Announcement— USDA and State partners announce the detection to the world.
* "Chain of Custody"—If it is a first detection in the United States, the reporting goes through an important "Chain of Custody."
* Pest Sighting—A regular person (like you or me) is the first to notice an invasive pest (in the garden or at a park, on a walk, while camping, or during similar activities).
* Scientist Confirmation—USDA scientists identify the pest, confirming the detection. A DNA analysis may be performed.
* Identity Send to Databases—Information is then sent to various databases, organizations, and individuals to help notify other interested people or groups of the detection.
INVADE
MIDDLE
SCHOOL
HUNGRY PESTS | web | https://cdn.agclassroom.org/media/uploads/2020/01/09/Hungry_Pests_Detectives_Timeline.pdf | 0.481632 | {
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1 Samuel: Saul's Jealousy and David's Success
1 Samuel 18
Saul is on the decline, and David is on the rise. While it is obvious that God is with David in whatever he does, Saul becomes increasingly fearful and jealous, attempting to hold tightly to his power, kingship, and recognition. As Jonathan humbly chooses to align himself with God and hand over his royalty to David, Saul continues to self-protect and find his value in his role of king.
Application
1. Consider where you are in the story:
b. "Saul-like" - What desires do you have that may go beyond what God might have for you? Why do you cling to them?
a. "David-like" - What blessing or good thing have you been given? How are you able to be open-handed with it?
c. "Jonathan-like" - What choice do you need to make to choose God's way over jealousy or fear? What does humility look like in that situation?
2. Once again we see that David's soul has been cultivated alone in the fields for so long that he is steady and unphased with changing circumstances. Have you seen this be true in your own life? Where do you have an opportunity now to cultivate your soul? What does that look like?
3. Read James 4:4-10 . What does it mean to humble yourself before God? Where in your life do you need to humble yourself? What step can you take now?
Key Points
* Jonathan humbly forfeits his right to a kingly inheritance because he knows that God has given it to David.
* Saul turns a blind eye to God's power in David's life and continues to possessively and obsessively cling to his own power and recognition.
* David's outward circumstances have changed, but there is something that has been so cultivated in his soul when he was alone in the fields that he is unphased.
* God humbled Saul because he did not humble himself. David and Jonathan humble themselves and align with God.
* The first sign of humility is realizing you are not in charge of your future, you are not God, and that he will raise you up when he wants. Just do what is in front of you.
* Whatever God has given you is still not yours; it is his. Be open-handed.
Other Scripture References
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Tuesday 28.04.20
WALT understand formal and informal language.
Follow the link below and listen to the story of Goldilocks. As you listen, think about all the things that Goldilocks did in the Bear's House. If this was a real life story what are the things that she should not have done? Make a list of these; here are some pictures to help you; here are two links for the Goldilocks Story. You can listen to any one of these.
https://www.youtube.com/watch?v=rzD13WCniRg https://www.youtube.com/watch?v=qOJ_A5tgBKM
Complete the table below trying to use some of these formal words to describe what she did. If you do not know the meaning of some of these words work with someone at home or look these words up in the dictionary. You do not have to use all the words. | web | https://www.crownlane.lambeth.sch.uk/_site/data/files/remote%20learning/year%205/wb270420/tue/E5A161E7A163BAD2F7B6605B6EDD7B1A.pdf | 0.461107 | {
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Discussion Guide
Section #9: ABRAHAM: A MAN OF FAITH
Read to the Group: When we look back at this history in the Bible, we saw that God was faithful to His promise to Abraham.
Group Questions:
1. In the story about Abraham in what ways did Abraham show faith and obedience?
2. In what ways did he show lack of faith?
Read to the Group: Abraham showed faith by going to the location of God's choice. Abraham was a man of wealth and position, but he was willing to follow God to a new land, even though others may have ridiculed him for following God in a new direction.
Leader Information: Remind them that faith has been important in all of the stories we have seen. Noah built an ark because of his faith. Abel offered a lamb because of his belief in God's instructions.
Read to the Group: Although Abraham was a man of faith, he was also human. At times he made poor choices and sinned, but he always returned to worship and believe in God and the promise of a Deliverer. It is because of that Deliverer that Abraham, and we as well, can have a relationship with God.
Leader Information: (Show the Bridge Illustration again, but this time put a cross over the name of Christ.)
Read this Scripture to the Group:
"By faith Abraham, when he was called to go out into a place which he should after receive for an inheritance, obeyed; and he went out, not knowing whither he went. By faith he sojourned in the land of promise, as in a strange country, dwelling in tabernacles
"Now about 400 years after" Isaac" (Second shot of grey haired Sarah holding Isaac) 3 minutes, 20 seconds
with Isaac and Jacob, the heirs with him of the same promise: For he looked for a city which hath foundations, whose builder and maker is God" (Hebrews 11:8-10).
Group Questions:
1. Can we see or can you imagine any consequences of Abraham's lack of obedience by his choice to have a child by Hagar?
2. Do we sometimes forget to consider the potential long-range consequences of our so-called "personal" sin?
Leader Information: Historically, we can see a consequence of Abraham's lack of obedience. The Arab nation, which descends from Abraham through Hagar, has always been in conflict with the Jewish nation which descends from Abraham through Isaac. They still argue over the inheritance. Although it isn't mentioned in the video, in addition there were personal consequences, such as jealously between Hagar and Sarah.
Read to the Group: The Bible says that,
"By faith Abraham, even though he was past the age of producing children, and Sarah, his wife, who was barren and past child-bearing, were both enabled to become parents because they considered God faithful who had made the promise" (Hebrews 11:11).
Transition Statement: It is refreshing to once again see the life of a man who trusted God. Even though Abraham is not perfect, he seems to be trying. Let's look at one more part of Abraham's life now (or next time when we meet). | web | http://christiananswers.net/godstory/gs-lesson9.pdf | 0.43356 | {
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Toxoplasmosis Fact Sheet
Toxoplasmosis is an infection caused by the parasite *Toxoplasma gondii*
The parasite is common in warm-blooded animals including cats, rats, mice, pigs, cows, sheep, chickens, and birds.
People usually get toxoplasmosis from contact with cat feces (stool) or from eating undercooked meat
The parasites are shed in the feces of infected cats and become infectious after 1 to 5 days. People become infected when they get the parasite in their mouths. This can happen when cleaning cat litter, or through contaminated food, water, or dust. Children can get toxoplasmosis by playing in sandboxes that contain cat feces. People can also get toxoplasmosis from eating infected meat that is undercooked (usually lamb or pork). People don't spread the infection to other people except when a mother gets toxoplasmosis during pregnancy and passes it to her unborn baby.
Toxoplasmosis is a very severe infection for unborn babies and for people with weakened immune systems
Unborn babies get this parasite from their mothers. This can happen if the mother is infected during pregnancy, especially during the first three months. Unborn babies are at risk of severe infection that may result in mental retardation, blindness in one or both eyes, or death.
In healthy children and adults, toxoplasmosis may cause no symptoms at all, or a mild illness (swollen lymph glands, fever, headache, and muscle aches) 5 to 23 days after exposure. People who have had toxoplasmosis in the past and then develop problems with their immune systems (such as AIDS) can have severe infections of the brain that can lead to death.
Infections can be treated with antibiotics
Talk to your doctor if you think you have been exposed to the toxoplasma parasite.
Infections can be prevented
- Throw cat litter out every day. Feed cats commercial cat food. Don't let cats eat wild rodents or birds or raw or undercooked kitchen scraps.
- Cook lamb, beef, and pork until well done.
- Wash fruits and vegetables thoroughly before eating.
- Eliminate cross-contamination from raw foods to cooked ones by thorough washing of hands, cutting boards, knives, and other utensils.
- Wash hands thoroughly after working with soil, after cleaning litter boxes, before and after handling foods, and before eating.
- Wear gloves when handling potentially contaminated material, such as soil and cat litter.
- Cover sandboxes when not in use.
- Persons with weakened immune systems and pregnant women should be particularly careful to avoid contact with cat feces and soil, and to avoid ingestion of undercooked meats.
A pregnant woman should tell her doctor if she has contact with cats
A blood test is available to tell whether a person has had toxoplasmosis. A pregnant woman who has exposure to cats and who develops symptoms should see her doctor. | web | https://phpa.health.maryland.gov/IDEHASharedDocuments/TOXOPLASMOSIS.pdf | 0.439484 | {
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Team Britto – Year 5 – Autumn 1
Dear parents and carers,
Welcome to Team Britto! We hope that you have all had a wonderful summer break and we are excited to welcome you to Year 5!
This year, we have named our classes after famous artists. In Year 5, we have chosen Romero Britto who is a Brazilian artist who uses features of Pop Art and Cubism in his work. Team Britto started looking at his work during our transition day and the children really liked the bright, bold colours and patterns that he uses in his artwork.
Our first topic is 'Why does the Goose Fair come to Nottingham?' Team Britto will be learning about the history of the Goose Fair and we will be designing and making our very own fairground rides this half term! We will also be using iMovies to create our own TV advertisement for a fairground ride!
Each week, an adult will listen to your child read in school. They are strongly encouraged to read daily at home. Please help us by logging their home reading onto GoRead and helping children build up their gem collection! Children will continue to be given access to Spelling Shed and Times Tables Rock Stars to help them practice these crucial skills at home too.
This half term, Team Britto will be going swimming each Friday afternoon. Please ensure that your child brings their swimming kit with them each Friday throughout the half term.
As a team, we will be working hard to help your child achieve their full potential. If you have any questions or concerns, please do not hesitate to book an appointment to see us.
Miss Ogle
Miss Simon | web | https://www.springfieldacademy.co.uk/_site/data/files/users/class-pages/E4B445F0B1027C3A175F4D6D44442E57.pdf | 0.436558 | {
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Suggested Sources for Products/Information:
American Birding Association, Box 6599, Colorado Springs, CO 80934 ([REDACTED_PHONE]). Web site: http://www.americanbirding.org/abasales.
Cornell Lab of Ornithology, 159 Sapsucker Woods Road, Ithaca, NY 14850 ([REDACTED_PHONE]). Web site: http://birds.cornell.edu/lab-friendly.html.
Eagle Optics, 2120 W. Greenview Drive, Middleton, WI 53562 ([REDACTED_PHONE]). Web site: http://www.eagleoptics.com.
The National Wildlife Federation, 8925 Leesburg Pike, Vienna, VA [REDACTED_PHONE]. Web site: http://www.nwf.org.
The Roger Tory Peterson Institute of Natural History, 311 Curtis Street, Jamestown, NY 14701 ([REDACTED_PHONE]). Web site: http://www.rtpi.org.
Wild Birds Unlimited; various store locations throughout the U.S. and Canada (800-326-4WBU). Web site: http://www.wbu.com.
Acknowledgments
A note of appreciation goes to Eldon Greij, of Avian Enterprises and Founding Editor of “Birder’s World”, for graciously taking time out of his busy schedule to critique this article. Thanks also go to Eagle Optics for allowing me to share their expertise in recommendations on optics and to Wild Birds Unlimited for enabling me to identify many of the above listed items.
– Pat Prichard
Palatine, Illinois
[REDACTED_EMAIL]
Breeding Attempt
Two pairs and a nest:
Yellow-throated Warblers
in northeastern Illinois
working on and then sitting on a nest, the first one recorded for this species in Du Page County.
Yellow-throated Warblers are common summer residents in southern Illinois, decreasing northward (Bohlen 1989). However, they also are locally common in northwestern Illinois. This species prefers nesting in tall trees, especially sycamores, and also cypress and pines in southern Illinois (Bohlen 1989). In Winnebago County, (north-central Illinois), an extensive river system containing river bottom forest dotted by sycamores and introduced white pines attracts breeding Yellow-throated Warblers (Williams 1992). Walters has found Yellow-throated Warblers recently in their established strongholds at Carroll County’s Mississippi Palisades State Park (2 territories), Winnebago County’s Sugar River Forest Preserve (2 territories) and Ogle County’s Lowden-Miller State Forest (6 territories).
When it comes to northeastern Illinois, where fewer habitat exists, there are very few summer records. A summering male was recorded at Wright Woods in Lake County 2001 (pers. comm. D. Johnson and S. DeVore); but no female was found and no nesting attempts were | web | http://www.illinoisbirds.org/illinois/meadowlark/view_frame.php?block=21&year=2003 | 0.443078 | {
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Bible Stories: Tolerance
聖經故事：寬容
Kindness to Strangers
The LORD said to Moses, “Tell all the Israelites: do not do bad things to foreigners living in your country. You must treat them the same as you treat your own citizens. Love them as you love yourselves. Remember, you were foreigners in Egypt. I am the LORD your God!
有關聖潔生活的條例
你們每個人都必須孝敬父母。不可咒罵聾子，也不可絆倒盲人。在年長者面前，要恭敬站立，要敬重年長者。
不可欺負住在你們境內的外族人，要視他們如同胞，愛他們如愛自己。
Matthew invited Jesus and His disciples to his home as dinner guests, along with many tax collectors and other disreputable sinners. When the Pharisees saw this, they asked the disciples, “Why does your teacher eat with such scum?”
When Jesus heard this, He said, “Healthy people don’t need a doctor—sick people do. I have come to call not those who think they are righteous, but those who know they are sinners.”
耶穌跟稅吏和罪人一起吃飯
耶穌在屋裡吃飯的時候，有很多稅吏和罪人來與他和門徒一起吃飯。法利賽人看見了，就對他的門徒說：“你們的老師為甚麼跟稅吏和罪人一起吃飯呢？”
耶穌聽見了，就說：“健康的人不需要醫生，有病的人才需要。我來不是要召義人，而是要召罪人。”
In Caesarea, there was a man named Cornelius, who was the captain of a group of soldiers called “The Italian Unit.” Cornelius worshipped God, and so did everyone else who lived in his house.
One afternoon, Cornelius saw an angel. The angel said, “Send some men to Joppa for a man named Simon Peter. He is visiting with Simon the leather maker, who lives in a house near the sea.”
As soon as the angel left, Cornelius called in two of his servants. He explained everything to them and sent them off to Joppa.
哥尼流邀請彼得
在凱撒利亞有一個人名叫哥尼流，是意大利營的百夫長。他是個虔誠人，他和全家都敬畏上帝。
有一天，約在下午三點鐘，他在異象中清楚看見上帝的一個使者進來，到他那裏，對他說：「哥尼流。現在你要派人往約帕去，請一位稱為彼得的西門來。他住在一個皮革匠西門的家裏，房子就在海邊。」
向他說話的天使離開後，哥尼流叫了兩個僕人和常伺候他的一個虔誠的兵來，把一切的事都講給他們聽，然後就派他們往約帕去。
The next day Peter went up on the roof of the house to pray and had a vision. He saw heaven open, and something came down like a huge sheet held up by its four corners. In it were all kinds of animals, snakes, and birds. A voice said to him, “Peter, get up! Kill these and eat them.”
But Peter said, “Lord, I can’t do that! I’ve never eaten anything that is unclean and not fit to eat.”
The voice spoke to him again, “When God says that something can be used for food, don’t say it isn’t fit to eat.”
第二天，他們走路將近那城，約在正午，彼得上房頂去禱告。那家的人正預備飯的時候，彼得魂遊象外，看見天開了，有一塊好像大布的東西降下，四角吊著縫在地上，裏面有地上各樣四腳的走獸、爬蟲和天上的飛鳥。又有聲音對他說：「彼得，起來！宰了吃。」
彼得卻說：「主啊，絕對不可！凡污俗和不潔淨的東西，我從來沒有吃過。」
第二次有聲音再對他說：「上帝所潔淨的，你不可當作污俗的。」
Peter was still wondering what all of this meant, when the men sent by Cornelius came and stood at the gate. They had found their way to Simon’s house and were asking if Simon Peter was staying there.
While Peter was still thinking about the vision, the Holy Spirit said to him, “Some men are here looking for you. Hurry down and go with them. Don’t worry, I sent them.”
The next morning, Peter left with the men who had come from Cornelius and arrived in Caesarea where Cornelius was waiting for them. He had also invited his relatives and close friends.
彼得還在思考那異象的時候，聖靈對他說：「有三個人來找你。起來，下去，跟他們同去，不要疑惑，因為是我差他們來的。」
次日，彼得起身和他們同去。又次日，他進入凱撒利亞。哥尼流已經請了他的親朋好友在等候他們。
Peter said to them, “You know that we Jews are not allowed to have anything to do with other people. But God has shown me that he doesn’t think anyone is unclean or unfit. God is pleased with everyone who worships him and does right, no matter what nation they come from.”
彼得就對他們說：「你們知道，猶太人和別國的人結交來往本是不合規矩的，但上帝已經指示我，無論甚麼人都不可看作污俗或不潔淨的。我真的看出上帝是不偏待人的。不但如此，在各國中那敬畏他而行義的人都為他所悅納。」
www.freekidstories.org
Image Credits:
Pages 1-3: Didier Martin, www.mylittlehouse.org
Pages 4-7: Copyright © TFI. Used by permission
Text from the Bible | web | https://www.freekidstories.org/uploads/7/0/5/8/7058908/%E8%81%96%E7%B6%93%E6%95%85%E4%BA%8B%EF%BC%9A%E5%AF%AC%E5%AE%B9.pdf | 0.475323 | {
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Finances In A Placement Supervised Agricultural Experience (SAE)
Financial Transactions for Placement Project Types
Resources For A Placement SAE
The key is your investment of time in an environment that can be described as a job-like experience, which may involve a paycheck.
Step 1: Prepare An SAE Plan
A Business Plan is a common business tool used by managers to evaluate the success of their business, which is related to employee evaluations and their contribution to the business.
An SAE Plan assists you in managing your project and is used by supervisors to evaluate your progress, similar to an employee evaluation (Job experience).
Your SAE Plan Should Include:
1. A short summary of the project, area of interest, planned starting/ending dates, invested time and other general information about your experience in a job setting.
2. Details of your compensation such as rate of pay and/or your hours.
3. Who will supervise your project?
4. How will you measure your results? Potentially what you learned in this experience.
Step 2: Document Your Experience
Documenting your Placement SAE in your AET record book involves:
B. Recording your paycheck:
• Periodic paychecks for your investment of time
Documenting Your Finances – A Paycheck
NOT ALL Placement SAEs require financial transactions, but if your experience is paid you will record the following:
1. Weekly or other measure of time called a “paycheck”, where you record:
A. Gross wages (Example $500 gross pay)
B. Work related expenses or paycheck deductions (Not taxes)
C. Hours related to gross wages (Example 50 hrs)
D. Description of your work or activities related to your paycheck
Step 3: Reflect On Your Work Experience
Your efforts could include:
• Meeting with your employer to review your efforts and areas you can potentially improve upon
• Meeting with your teacher to review their grading of your SAE records and your plan
• Reviewing your experience and seeking to gain more responsibilities or how this experience can develop a new project...and potentially higher pay | web | http://www.exploresae.com/docs/Resources/Placement_Money.pdf | 0.44187 | {
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Students and youth are the biggest voting block in this election. Be bold at the polls.
**AM I ELIGIBLE TO VOTE?**
To be eligible you must:
- Be a Canadian Citizen.
- Be at least 18 years old on election day, **October 21**.
- Prove your identity and address.
**WHEN AND WHERE CAN I VOTE?**
- On Election Day (**October 21**) at your assigned polling station.
- At any Elections Canada office before Election Day at 6pm.
- By mail if you’re studying or working abroad.
- On advance polling days at a community or campus-based polling station. In 2015 there were 39 advance poll locations on post-secondary campuses, this year there will be over 115!
**WHAT ID DO I NEED?**
You have three options:
- Show any one of: driver’s license, or any other card issued by a Canadian government (federal, provincial/territorial, or local) with your photo, name, and current address.
- No ID? Get someone who can prove their identity and address to vouch for you and declare your identity and address in writing.
For a full list of eligible pieces of ID visit elections.ca.
- Show any two pieces of ID with your name: with at least one including your current address (e.g. voter information card, bank statement, student card, ISIC card, utility bill etc.)
- Live in residence? Your housing office should be able to provide a written confirmation of address.
**DO I NEED TO REGISTER TO VOTE FIRST?**
No but it’s easy to do and makes things simpler and faster at the polling station! You’ll also get a personalized voter information card in the mail which will tell you when, where, and how to vote.
Just visit elections.ca to register.
For more information on how to vote, visit elections.ca.
For more information on student issues in this election campaign and how to engage on your campus, visit TimeToBeBold.ca.
#TimeToBeBold @CFSFCEE | web | https://cfs-fcee.ca/wp-content/uploads/2019/10/TTBB_poster_how-to-vote_11x17.pdf | 0.434682 | {
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Middle School (6th & 7th) Character Education Lesson Plans 2013-2014
September: Responsibility
Lesson 1: September 11
Lesson 2: September 18
- Introduction of coach(es)
- Introduction of Character Education:
o "Doing the right thing, even when no one is looking"
o Monthly Character Ed Assemblies will be led by middle school students
o A new character trait will be introduced each month and covered by Character Ed Coaches on Wednesday mornings from 8:10-8:30.
- Introduction of first trait (Responsibility), its definition and its opposite (Unreliability) on p.2.
- Explain and go over "Key Concepts" (p.3)
- Discuss examples of student responsibilities at home and at school; see p. 10 (discuss with teacher which responsibilities s/he would like you to reinforce!)
- Biography: Introduce Louisa May Alcott as a historical figure who displayed responsiblity (p. 6-7).
- Cornerstone Cares: The September school-wide service project is the Big Sweep on 9/21/13. CCA-CFA families will pick up litter from Buffalo Creek in Greensboro. Greensboro Beautiful will be the recipient of the Dollar Jean Day donation in September. Greensboro Beautiful is a volunteer organization which partners with the City and citizens of Greensboro to conserve and enhance the beauty and ecology of our community. Parents need to register on the Sign up Genius to participate.
- Challenge students to focus on their responsibilities this week, both at home and at school; remind them to always do their best, even when no one is looking!
- Review character trait responsibility, its definition, its opposite, and the "Key Concepts."
- Cornerstone Cares: Remind students to have their parents sign up to participate in the Big Sweep on 9/21/13.
- Nature: Example of an animal with this trait - a bald eagle (read article on p. 8-9 in booklet or just talk about an eagle and how it demonstrates responsibility).
- Game/activity related to Language, the Arts, Math/Computers, Science, Social Studies, or Health/Athletics.(p.10-15)
REPLACE THE "RESPONSIBILITY TEACHER'S GUIDE" IN THE GREY FOLDER WITH THE "SELF-CONTROL TEACHER'S GUIDE" FROM THE CHARACTER EDUCATION BINDER IN THE CLASSROOM.
Character Education Assembly: September 25
Middle school students may give the following lessons during the Character Education Assembly:
- Object Lesson: Do You Like My Hat? (p.12); Discuss responsibilities of people in various occupations
- No Excuses (p.13); Discuss the fact that we are responsible for our words and our actions!
* Please feel free to modify these lessons as you see fit to meet the needs of the students at your grade level. If you find any supplementary materials or activities that you think would be beneficial (books, articles, You Tube clips, anecdotes, etc.), please use them and share ideas with other coaches on our facebook site: http://www.facebook.com/CCACharacterFirstCoaches | web | https://down.pdf-read.com/7297462/middle-school-character-education-lesson-plans.pdf | 0.434596 | {
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Q. 1 Circle the correct option i.e. A / B / C / D. Each part carries one mark.
(i) Kinetoplast is based in:
A. Cell wall
B. Cell membrane
C. Ectoplasm
D. Endoplasm
(ii) Host which harbours the parasite in absence of its natural host is known as:
A. Intermediate host
B. Definitive host
C. Reservoir host
D. Paratenic host
(iii) Entamoeba histolytica is different from other amoebae because it has:
A. Different shape
B. Different mode of infection
C. Large size
D. RBCs in cytoplasm
(iv) Chagas disease is caused by:
A. T. cruzi
B. T. gambiae
C. T. rhodasiense
D. All these
(v) All of the following parasites exist in cystic form except.
A. B. coli
B. T. vaginalis
C. G. lamblia
D. Ent. coli
(vi) 100 x objective lens in microscope is also known as:
A. Scanner lens
B. Low power lens
C. Oil immersion lens
D. High power lens
(vii) Which one of the following is the longest helminth infecting human?
A. T. seginata
B. T. trichura
C. A. Imbricoides
D. E. vermicularis
(viii) Common house fly plays an important role in human parasitology as a:
A. Vector
B. Carrier
C. Host
D. Parasite
(ix) Schistosomes belong which of the following group of parasites.
A. Trematodes
B. Cestodes
C. Nematodes
D. Filarial worms
(x) Which of the parasite also exhibits free living existence?
A. A. duodenale
B. P. westermani
C. S. stercoralis
D. N. americanus
For Examiner's use only:
Total Marks: 10
Marks Obtained:
SECTION – B (Marks 26)
Q. 2 Answer any THIRTEEN parts. The answer to each part should not exceed 2 to 4 lines. (13 x 2 = 26)
(i) Define Zoonosis /Zoonotic infections.
(ii) Differentiate between useful and empty magnification.
(iii) Enlist four general characters of Trichomonads.
(iv) Explain the morphology of Haemofleegellates.
(v) What is meant by Resolving power of a microscope?
(vi) How many types of asexual spores are produced in fungi?
(vii) Define autoinfection in human parasites and coat three examples.
(viii) What is visceral Leishmaniasis? How it is caused?
(ix) Describe the term Black Water Fever.
(x) How the Malarial Parasites are transmitted to human?
(xi) Explain the term "Heart lung migration" with suitable examples.
(xii) Enumerate the developmental stage of D. latium in sequence.
(xiii) Define liver abscess. How it is formed?
(xiv) Enlist the protozoan vectors. Why they are important?
(xv) Define Ground itch. How it is caused?
(xvi) Classify the Fungi on the basis of their morphology.
(xvii) Enlist at least four major routes of parasitic infection to human.
SECTION – C (Marks 14)
Note: Attempt any TWO questions. All questions carry equal marks. (2 x 7 = 14)
Q. 3 Differentiate between Schizogony and Sporogony. Explain the Schizogony of P. falciparum with suitable digrams.
Q. 4 What are Schistosomes? How they are transmitted to human? Explain the pathology of S. haematobium.
Q. 5 Clearly explain the Pathogenicity of different species of Leishmania in human host. | web | https://www.fbise.edu.pk/Old%20Question%20Paper/2016/HSSC-II/Microbiology.PDF | 0.422466 | {
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rection of its root; for the skin, while moving towards the tip of the hair, slides freely upon it, but, moving in the other direction, against the inclination of the barbs, it brings the hair with it. It will be easily understood that when a number of hairs are pressed together those which lie in opposite directions to each other and in contact will interlock at these barbs or teeth and thus resist any effort to tear them asunder. When once this close contact and interlocking is established between any two or more hairs, they remain attached, but the others that are differently arranged, or not in contact, will still be free to move upon each other; and therefore, if subjected to continual blows, pulling, and pressure, the unattached hairs will be continually shifting until they reach others in suitable positions for clinging together, either by crossing obliquely or by lying in the same line and overlapping at their ends or any other portion. When the hair has a natural tendency to curl, the felting is still more readily brought about by the additional interlacing. Although the felting property is possessed in a preëminent degree by wool, it belongs to the hair or fur of other animals, including the goat, ox, hare, rabbit, and beaver.
The first mechanical process for the production of felt was invented by J. R. Williams, an American, about 1820. Many patents have since been taken out for the various details of felting machinery, but the main principle is the same in all. The wool is carded more or less perfectly into laps of the length and breadth of the web to be made. One layer of these laps is placed upon another to secure the desired thickness of the fabric, and the two outside layers are often of a finer quality than the interior. The bulky sheets are now passed between rollers which are partly immersed in water, and some of them are heated internally with steam. The material is subjected to a beating and oscillatory motion as well as to pressure. The completed fabric is dyed and finished like ordinary cloth. The details of manufacture were at one time strictly guarded trade secrets, each factory having its own processes and specially made machinery.
Felt is used for many purposes. It is employed as a covering for floors and as an upholsterer's material. It is made up not only into hats, but into cloaks and other garments. Carriage linings, polishing cloths, pianoforte hammers, surgical dressings, and many other objects requiring a soft, thick cloth are made from felt. The felt used for women's hats is cut from the piece, but that employed in the manufacture of men's hats is made in special shapes. The material used for men's hats is usually the fur of raccoons, beavers, or rabbits, mixed with some good felting wool. See Hats.
Various fabrics which are technically known as felt, and which possess in greater or lesser degree the qualities of this material, are manufactured for use in different industries. In these coarse grades of felt cow's hair is often an important ingredient. The felted sheathing used as a nonconducting covering for retaining the heat of steam boilers is a substance intermediate between felt and paper. It is made from woolen refuse and other cheap materials reduced to pulp, beaten and dried. Lining and roofing felts are used in the construction of buildings and act as nonconductors of heat and sometimes of moisture and sound. Such felts
are made chiefly from coarse animal fibres, such as cow's hair, with varying proportions of mill waste, and incorporated with pitch or asphalt.
The asbestos lining and roofing felt is made of pure asbestos, saturated with asphalt, the body fibre in certain brands containing no organic matter. The process of manufacture is similar to that employed in making paper. Paper-maker's felt is not a true felt, but a coarse, loosely woven material which has been neither teased nor spun. Little detailed information regarding the manufacture of felt appears to be available in printed form, and such references as can be found are scanty and, for the most part, were written long ago. An interesting chapter on "Felt and Felting" will be found in Murphy, *The Textile Industries*, vol. ii (London, 1912).
**Statistics.** According to the thirteenth census of the United States, there were in the country, at the end of 1909, 43 establishments devoted to the manufacture of felt goods, producing goods valued at $1,165,000. The principal products were felt cloths, boot and shoe linings, upholstery felts, trimmings and lining felts, felt shirts, and endless belts for paper manufacture. | web | http://www2.cs.arizona.edu/patterns/weaving/articles/nie_felt.pdf | 0.428401 | {
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TURNING A PAGE
AMAZING LIBRARIES YOU NEED TO VISIT
AN INNER ESCAPE
SPIRITUAL EXPERIENCES TO CLEANSE YOUR SOUL
LET'S DANCE
YOUR GUIDE TO CUBAN HISTORY THROUGH MUSIC
PLUS
SAN IGNACIO
HOLLYWOOD
OCHO RIOS
The perfect base to explore the nearby Maya sites, this small, friendly town in the Cayo District is also filled with sights worth discovering.
1. **Admire**
The exterior of Cappello’s Art Gallery looks like a building from a Dr. Seuss book, with its blue towers flanking a sweeping staircase. In the towers, four studios provide workspaces for artists, while a central gallery exhibits pieces such as carved masks, wooden wine bottle holders and tropics-inspired paintings.
2. **Shop**
Pick up handmade jewelry made with gold-filled wire at Kaj Expressions. Owner and artist Khadija Assales also uses lionfish tails in some of her work to highlight the negative impact this invasive species is having on Belize’s coral reefs. You’ll also find handcrafted leather purses by micro-production brand Twig & Pearl.
3. **Relax**
Cool down with an ice cream-topped iced coffee from Vivian’s Café. Looking for something sweet? Try one of Vivian’s famous cinnamon rolls served with almonds or pecans.
4. **Discover**
Learn the ancient art of chocolate making during a workshop at Ajaw Chocolate. Start by grinding cacao beans on a traditional Maya grinding stone and end by sipping on a hot chocolate.
5. **Conserve**
Found within the grounds of the San Ignacio Resort Hotel, the Green Iguana Conservation Project aims to increase the numbers of this endangered species through rehabilitation and by rearing and releasing newborns into the wild. You’ll learn more about these fascinating reptiles—and get to feed them—during a tour of the facility.
6. **Mingle**
Visit the San Ignacio Market held daily by the Macal River. Shop for hand-carved Maya calendars and wooden masks, bright textiles and souvenir-sized bottles of pepper sauce. Stop by El Fogon Del Cayo, located at the back end of the market, for a chicken, shrimp, beef or pork taco prepared over an open fire. —Diane Bolt
**Getting There**
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Week of February 22nd, 2016
Some of our students have been studying dance as a long term project and this week they shared what they've learned with the rest of the class. Isabella, Isla and Madelaine started this study by brainstorming things they enjoyed doing but wanted to learn more about. They ventured out to the Gardiner Library to take out books and read about the basic principles of ballet. With Rebekah, they learned the five basic positions of ballet and practiced each afternoon with determination and passion. They created accordion position books in which they sketched each movement and wrote the coordinating number on each page. They were thrilled this week to help teach the rest of the class what they have been practicing. Everyone in our multi-age class was able to participate in a variety of different ways that included making a Ballet School sign, creating tickets to the performance, ushering people to their seats and of course dancing! It was a day that will not be soon forgotten at The Ridge.
We had a great time with Ann this week as we explored singing bowls from Nepal and tried to differentiate the high and low sounds.
We were also busy with sensory play, yoga, woodworking, dissecting an empty praying mantis egg casing, painting and much, much more! Looking forward to a great week ahead! | web | https://theridgepreschool.com/wp-content/uploads/2015/11/Week-of-February-22nd.doc.pdf | 0.483119 | {
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U.S. History Timeline Project
Purpose: You are going to create a timeline of events from U.S. History. The project will include the following requirements. You will complete this on a poster board or power point. Do NOT copy and paste from the Internet. Doing so will result in a zero for a test grade.
Requirements:
1. Date of the topic (you only have to include the month & year).
a. The poster or powerpoint is a timeline. Events begin in 1607.
2. Description of the Event or Person
a. 1 sentence describing or summary of your topic.
3. Picture
a. Create a picture.
b. This can be drawn and must have color, or printed from the Internet.
4. Creativity and Neatness
a. Pictures, posters, and power points must be neat and creative. Use your time wisely, inside and outside of class.
b. Timeline can be a Prezi, Google Slides presentation, Powerpoint, Poster, Flipbook,etc. Be Creative!
The project is due: May 17th
You must use a total of 45 topics.
You must have 5 topics from each unit.
Unit 1: Colonialism (1607-1754)
Unit 2: Revolution to Constitution (1755-1789)
Unit 3: The New Republic (1790-1845)
Unit 4: Civil War and Reconstruction (1846-1877)
Unit 5: Expansion & Reform (1878-1914)
Unit 6: World War I & 1920's (1914-1929)
Unit 7: Great Depression, New Deal & World War II (1929-1945)
Unit 8: Cold War & Civil Rights (1945-1969)
Unit 9: Modern US History (1970-2008)
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LEARN TO FIGHT INVASIVE SPECIES!
June 21-22, 2018
Identification-Mapping-Control of Invasive Pests
Invasive species are one of the greatest threats to the environment worldwide and in Georgia, and they produce billions of dollars in damages annually. The First Detectors program offers a two-day advanced workshop to provide tools, educational materials, and training for stakeholders including: Master Gardeners, Master Naturalists, Citizen Scientists, Professionals, and other volunteers. Learn to identify, report, and manage invasive species.
Attention! Registration Deadline, June 15
th
, 2018
To register, click here.
Where: University of North Georgia, Dahlonega
Room DAH-LTC-163 located in the first floor of the Library.
122 Thompson Circle SW, Dahlonega, GA, 30597
Directions:
From Atlanta, take GA 400 north until it ends at GA 60/US 19. Turn left on GA 60/US 19 and travel north toward Dahlonega. Travel to the first stoplight on GA 60/US 19 (business) and proceed through the intersection. Take the first left onto Thompson Circle SW. The parking area is on the right.
When: Thursday – Friday June 21-22, 2018
Experts from: University of Georgia, Georgia Forestry Commission, Georgia Department of Natural Resources, Georgia State Parks, US Fish & Wildlife Service.
Support for this workshop is provided as part of a cooperative agreement with USDA APHIS PPQ-Farm Bill Section 10007.
For more information, contact:
Karan Rawlins email: [REDACTED_EMAIL]; phone: [REDACTED_PHONE]
Workshop Cost: $50 (students $30)
Includes Educational Materials, Coffee, and Lunches for both days.
Parking Pass: Visitors to UNG's Dahlonega campus should stop by Parking Services for a visitor's parking pass. Parking services is located at the main entrance of the university off Chestatee Street, across from Papa Johns.
Report infestations to EDDMapS.org
Master Gardener Adv. Training Credits;
Continuing Forestry Ed Credits: Cat 1-CF 3.5 Hrs and Cat 2 3.5 Hrs;
Forestry Pest App Cert: Cat 23 Commercial 5 Credit Hrs;
Ornamental & Turf Pest App Cert: Cat 24 - 5 Credit Hrs;
ISA Arborist Credits: 4.5 Hrs;
Utility Arborist Credits: 0.75 Hrs; and Private 1 Credit Hrs
Download the Free Smartphone App to your phone, tablet or iPad to attend the workshop. A very limited number will be available to use for the class, if you do not own a smart device.
Invasive Species Workshop Agenda
Day One: Presentations and Demonstrations, 9 am – 4 pm
9:00
9:15
Karan Rawlins
, Center for Invasive Species & Ecosystem Health, University of Georgia: Reporting invasive species with EDDMapS and Smartphone Apps
10:00 Mark McClellan (Georgia Forestry Commission)
Common Invasive Species in North Georgia: Present and Forthcoming
10:45 Break
11:00 Wayne Harris (US Fish & Wildlife Service) Management and Treatment of Invasive Species
11:45 Lunch
1:00 Divide into groups and rotate through the learning stations
1. Karan - Identify, report and map invasive species
2. Wayne - Control/management techniques -1
3. Mark - Control/management techniques - 2
Day Two: Data Collecting and Using the Data, 9 am – 3 pm
9:00
Instructor-led data collection: In the field collecting data on invasive species
12:00
Lunch
1:00
Using the data: how to create maps and management plans with the data
2:30 Q & A Session and Evaluations, CEUs, Master Gardener Advanced Cert. | web | https://gafw.org/wp-content/uploads/2018/05/DahlonegaFlyer2018.pdf | 0.476585 | {
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MUSI 112 Listening to Music Professor Craig Wright
Preparation for First Trimester Test
The test will involve a combination of written work and listening to music.
The first part will ask you to define in a phrase or short sentence ten terms. These ten terms, many of which have been mentioned and discussed in lecture, will be drawn from the terms put on the board in lecture and from the "key words" at the ends of chapters 1-5 (which duplicate many of those put on the board). Don't forget that most of these terms are defined in the glossary at the end of your textbook; if you can't find a term in the glossary, try the index and go to the page reference. The purpose of this exercise is not only to learn these important terms, but to give those students worried about the listening part of the test a chance to grab some easy points.
Next, you will be asked to engage music from a non-Western culture in a brief way. You are asked to read and absorb the five "Cultural Context" boxes in your textbook. These can be found beginning on pp. 33, 91, 350, 363, and 427. They are intended to introduce you to a bit of Muslim, Jewish, Chinese, Indian, and African music, for example. They are also intended to sharpen your understanding about the unique and sometimes peculiar qualities of Western rhythm, melody, harmony, texture, and instruments, as discussed in Chapters 1-5. There will be at least one question on the test about non-Western music drawn from these Cultural Context boxes. Please get familiar with names and the sounds of the seven pieces discussed in these five "Cultural Context" boxes. At least one will be played on the test.
There will also be several very short-answer "technical" questions regarding issues covered in lecture. Here's an easy example: What are the three triads most frequently found in accompanying harmony in Western musical compositions? Answer: tonic, dominant, subdominant. Please review your lecture notes.
Most of our time will be spent listening to music and responding to questions dealing with: instruments (can you identify them), meters (duple or triple), number of measures in a phrase, texture (how many lines do you hear; is it monophonic, homophonic, or polyphonic) as well as major and minor scales and major and minor triads (can you hear the difference). We will first play the piece on the audio system and then repeat it, once, twice, or even three times as necessary. We will also ask you to do some very simple rhythmic and melodic graphing of the sort done in section—to write out simple rhythms with quarter, half and eight notes, and drawing X's to show the relative position of pitches. By way of preparation for this, use your ThomsonNow (CengageNow) "Elements of Music" program that you have downloaded and stored. All of the material there (rhythm, melody, texture, tone color [instruments of the orchestra], etc.) is very pertinent, except the discussion of form, which we get to after the test. As mentioned, the quizzes there can be taken several times because the audio is continually reshuffled. The website has been specially developed for this textbook and course.
If you are having trouble with identifying instruments, go back to your Intro CD and go over tracks 11-13. Play the CD randomly within these tracks and then check your answers in the Listening
Guides on pp. 49-51 of the textbook. And, as mentioned, there are plenty of instrument drills and a quiz to be found on the Elements of Music program in the section called "tone color." | web | https://oyc.yale.edu/sites/default/files/MidtermExam1Preparation_0.pdf | 0.442522 | {
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Reaction to Alvarez, Stewart, and Vaughn
Don Lumpkin
Using literature to learn about math and science in primary classrooms involves elements of integration of curriculum areas plus intensifying interest and response to relatedness for young learners. Marino Alvarez is noted for bringing novel and innovative concepts and resources to share at meetings of American Reading Forum. Delightful bearers of ideas came to present at this session in the form of Judy Vaughn and Marty Stewart from Westmeade School in Nashville, TN.
Vaughn described responses of a kindergarten class to a fable that involved (a) estimating, (b) counting, (c) planning and carrying out provisional trials. This seems to provide a more focused application of the "Theme-based Integrated Texts" which were developed in their 1991 presentation at American Reading Forum. Their premise that "Learning contexts become meaningful when new information is linked to existing concepts and becomes incorporated (integrated and related to other knowledge sources in memory) rather than compartmentalized (isolated due to rote memorization)" would support the interdisciplinary approach to literature, math, and science (Alvarez & Vaughn, 1992, p. 128).
Stewart added evidence from use of integrated approaches in grades one and two. Young learners at these levels not only read but also wrote their own fables. Urged to use their brains to solve problems they analyzed differences and similarities, recorded information using tally marks, and counted by twos and fives. This group made predictions and carried out experiments on displacement of water. The water project was followed up by moving on to the study of wind and sun.
The potential of using literature as a vehicle for learning math and science at these early school levels appears very promising. Alvarez, Stewart, and Vaughn are urged to bring additional data to support this integrated approach to teaching. As convincing evidence of effectiveness is gathered, they could be asked to help with a blueprint for introducing this strategy to teachers in schools across the nation.
Reference
Alvarez, M. C. & Vaughn, J. (1992). Kindergartners' use of theme-based integrated texts. In B. L. Hayes & K. Camperell (Eds.) *Developing Lifelong Readers: Policies, Procedures, and Programs* (pp. 127-136). *American Reading Forum, Vol. 12*. Logan, UT: Utah State University. | web | http://americanreadingforum.org/yearbook/yearbooks/93_yearbook/pdf/14_Lumpkin.pdf | 0.483147 | {
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Cooking
Essentials
Ingredients
for Life
Burrito Bowl
Burrito bowls have become a staple for many people — they are quick, tasty, and versatile. Use whatever leftovers, frozen, or fresh ingredients you have lying around. For this Quick Burrito Bowl, use the following formula.
Base (brown rice or other whole grain)
Vegetables(cooked or raw)
Protein(beans, lean meat, or seafood)
Toppings (salsa, cheese, spices)
Serves 1
Serving size: 1 bowl
Prep time: 10 minutes
Cook time: 5 minutes
Total time: 15 minutes
Ingredients
* 1 cup brown rice, cooked
* 1 cup frozen or fresh sliced onions and peppers, cooked
* 1/2 cup cherry tomatoes, halved
* 1 cup lettuce, chopped
* 1/2 cup black beans, rinsed and drained
* 2 Tablespoons salsa
Directions
1. Measure cooked brown rice and place into a medium to large size bowl.
* If rice is not cooked, cook according to package directions.
2. Preheat a small skillet over medium heat. Place sliced onions and peppers into warm skillet and cook for about 5 minutes, or until vegetables are slightly soft. Place on top of cooked rice.
3. Wash and rinse lettuce and cherry tomatoes. Chop or slice vegetables to your preference. Place on top of brown rice.
4. Drain and rinse a can of black beans. Place 1/2 cup on top of brown rice and vegetable mixture.
5. Add desired toppings (optional), such as salsa; nonfat, plain Greek yogurt; reduced-fat, shredded cheddar cheese; cilantro; lime wedges; green onions; or red onions.
* 1 Tablespoon nonfat, plain Greek yogurt
* 1 Tablespoon reduced-fat, shredded cheddar cheese
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Adelia M. Crowder XID-4688
Commentary: Adelia Crowder was the first wife of Alfred Upchurch (XID 4687). Alfred was the son of Burtis and the grandson of Nathan, head of Upchurch Clan #3. The marriage of Alfred and Adelia produced one child, William W.
Acknowledgements: This Biofile was transcribed by UAFA’s Director of Biofile Transcribers, Carla J. Michaels of Wake County, NC.
(1). Per Attach #34 West Letter 18 May 1975 – Wake Co. NC marriage records “23DEC1850 – Alfred Upchurch and Adelia M. Crowder – witness J. W. Brown, W. D. Smith”
(2). See will of Elizabeth W. Crowder – Wake Co, NC written 12 SEP 1853 – names daughter Adelia M. Upchurch wife of Alfred Upchurch. Names other children:
Helen G Crowder Phoebe E Jewell
Lewis H. Crowder (wife of B H Jewell)
William D Crowder Mary A T Crowder
Angelina Myatt (wife of Isacc B Myatt)
Executor William D. Crowder
Names husband, George Crowder
(3). See 1860 Census – Wake Co., NC – Raleigh
Alfred Upchurch, age 35, male, coach maker. $3500 PP, $2500 RC
Adelia Upchurch, age 30, female (Adelia M. Crowder)
William Upchurch, age 6, male, (William W)
James Upchurch, age 1, male, (James B)
(4). From Wake Treasurer Vo. 2 No 3 Fall/2 1992 Pg 3 Who’s Who in the News – 1862. The North Carolina Standard – Weekly Standard Raleigh, NC. “Died, in this city, on the 25th of August Mrs. Adelia M. Upchurch (nee Adelia M. Crowder), wife of Alfred Upchurch, in the 33rd year of her age. She was an acceptable member of the Methodist E. Church about 14 years”.
(5). NC Marriages – 5SEP05 – Peterson – Wake Co. Alferd (Alfred) Upchurch Adelia M. Crowder 23DEC1850.
(6). From: WCES Updates Fall 2007 – Wake Co, NC Genealogical Society Alfred Upchurch = s/o Burtis U and GS/o Nathan Upchurch, head of clan.
Ginger Sisney - I would like to add the following information that I found in my files sent to me by RPU at an unknown date:
(1). See 1850 Census – Wake Co., NC – Panther Branch
AM Crowder listed age 21
(2). U.S. Find a Grave Index, 1600s-current
Adelia M. Upchurch
Maiden name: Crowder
Birthdate: 18MAY1829
Birthplace: Wake Co, NC, USA
Death Date: 25AUG1862
Deathplace: Wake Co, NC USA
Cemetery: Rand Family Cemetery
Burial place: Wake Co, NC USA
Father: George Crowder
Mother: Elizabeth Crowder
Children: Unnamed Upchurch
https://www.findagrave.com
(3). U.S. Find a Grave Index, 1600s-current
Unnamed Upchurch
Birthdate 11MAR1852
Birthplace Wake Co, NC, USA
Death Date 16MAR1852 (aged 5 days)
Deathplace Wake Co, NC USA
Cemetery Rand Family Cemetery
Burial place Wake Co, NC USA
Memorial ID: [REDACTED_PHONE] – View Source
https://www.findagrave.com
Infant son of Alfred and Adelia M Upchurch
Inscription: Our oldest child, Alfred and Adelia M. Upchurch, A son not named, died March 16, 1852, aged 5 days.
“This lovely bud so young and fair called hence by early doom,
Just came to show how sweet a flower in Paradise would bloom.” | web | https://www.alliedfamilies.com/uploads/1/3/1/8/13181256/adelia_m._crowder_upchurch.pdf | 0.428111 | {
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Published on Monroe County Public Library, Indiana - mcpl.info (http://mcpl.info) Home > Printer-friendly PDF
Creepy Carrots
"Creepy Carrots !" reviewed by Maria on February 14, 2013
view in catalog
Your Name:
Your Age:
Maria
6
Creepy Carrots !
Book Title:
Author:
Why did you decide to read this book? Did a friend suggest it? Did it have an interesting cover?:
Aaron Reynolds
I had heard about it and wanted to get it and it was at a story time at the library.
This story is about a rabbit and three carrots that didn't want that rabbit to get into the carrot patch again.
What is the story about?/What happened in the story?:
Why did you like this story? or Why did you not like this story?:
Other thoughts or feelings about this story? Anything else to add?:
I liked this story because it is about a rabbit and carrots that are creepy because creepy carrots aren't real.
I like this story and I think you would like it.
Rate Your Read:
. ISBN:
[REDACTED_PHONE] Creepy Carrots
Add new comment | web | http://monroe.lib.in.us/printpdf/category/reviews-titles/creepy-carrots | 0.43646 | {
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SIX BAR RANCH SIX BAR RANCH
ACQUISITION
Welcome to the Six Bar Ranch. Six Bar Ranch was purchased by Pima County in 2006 for the purpose of protecting a diversity of wildlife and continuing the historic southern Arizona practice of cattle ranching. Through the preservation of this ranch, open space is conserved and the sprawl of urban development is reduced. Six Bar Ranch contains both private and state lands with 3,330 acres owned by Pima County and 9,000 acres under a state grazing lease.
WILDLIFE
Six Bar Ranch has a unique diversity of wildlife because of numerous riparian areas along Edgar Canyon, a major tributary leading to the San Pedro River. The lesser long-nosed bat, Mexican long-tongued bat, western red bat, rufous-winged sparrow, Swainson's hawk, lowland leopard frog, desert box turtle, and giant spotted whiptail are just a few of Pima County's priority vulnerable species to look for while visiting the ranch. More common wildlife you may see includes gila monsters, gopher snakes, mule deer, redtailed hawks and coyotes.
ACCESS
Pima County and the Arizona Game and Fish Department have developed a cooperative recreational access agreement on Six Bar Ranch. When entering and exiting the Six Bar Ranch, please be sure to sign the in and out sheet in accordance with this access agreement. Also, the area around the historic house is still private land so please respect that private property right.
REPORTING PROBLEMS OR VIOLATIONS
* For Property Violations, call Pima County NRPR: [REDACTED_PHONE] M-F 8:00 a.m. – 5:00 p.m.
* For Law Enforcement Emergencies, please call 911
* For Vandalism or Wildlife Violations, call AZ Game and Fish OGT Line: [REDACTED_PHONE]
RULES
* Please keep all gates closed unless wired open.
* Stay on the designated roads and trails; all off-road travel is prohibited.
* Do not discharge firearms within a ¼ mile of occupied buildings or posted areas.
* Do not cut firewood.
* Do not camp near water holes or livestock waters.
* Do not remove or disturb any natural or cultural resources.
Thank you for respecting Pima County's Six Bar Ranch.
For more information and complete Park rules, please see the NRPR website at: www.pima.gov/nrpr | web | https://www.webcms.pima.gov/UserFiles/Servers/Server_6/File/Government/Natural%20Resources%20Parks%20and%20Recreation/Natural%20Resources/Six_Bar_Ranch_Access_Map.pdf | 0.426113 | {
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'Percy Jackson and the Lightning Thief' Comprehension
Use the text to help you answer the questions below.
If you see a light bulb next to the question, you will need to think about your own thoughts or opinions, based on what you have read.
1. What is the impact of the opening section about half-bloods?
It makes the reader consider whether they too could be a half blood – particularly as it references reading this book for fiction.
2. 'Boy was I wrong.' (p.2)
Why does the author use a short sentence like this in the story?
The short sentence is used for impact. The author doesn't need to say anything else as the rest of the chapter explains this further.
3. What do you think happened with the Revolutionary War canon?
The text says that Percy wasn't aiming the canon at the school bus but got expelled anyway. That suggests that he fired the canon and destroyed the bus.
4. Give two reasons that Grover was an 'easy target' for school bullies?
* Choose from: He was scrawny, cried when he got frustrated, had acne and a wispy beard on his chin, and, on top of all that, he was crippled.
5. Why was Percy's face 'totally red' on p.5?
He was embarrassed.
6. How do we know that Mr Brunner has exceptional hearing?
He was able to hear the comment made by Nancy Bobofit even when she whispered it to the person next to her.
7. How does the reader begin to see that Mr Brunner might not be all that he seems?
There are several clues including: he looks at the stele sadly, as though he'd actually been to the funeral; his eyes look a thousand years old and he tells Percy that what he learns from him is important.
8. What was Percy's relationship with his mother like? Use evidence from the text to support your answer.
She seems to be understanding of his difficulties, yet wants him to try to fit in to Yancy Academy. He doesn't want to disappoint her and seems to care what she thinks.
9. How do we know that Grover wants to help Percy?
He tries to take the blame for pushing Nancy into the fountain.
10. What are the clues in the text that Mrs Dodds isn't quite human, before she turns into a monster?
Mrs Dodds always has an eye on Percy and looks at him as though he is devilspawn. She is able to move quickly from one place to another. When she takes him into the museum, she begins growling at him and the way she was looking at him was evil, frightening him in the process. | web | https://www.abacusprimaryschool.co.uk/_files/ugd/6b5d4f_f6ea8732fdfc4434bf979db2cfc3ec56.pdf | 0.419801 | {
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Walking Through the Jungle (Stars)
Class 1 Challenge – How many of these activities can you complete this week?
If you haven’t got a copy of the book “Walking Through the Jungle by Julie Lacombe” you can look at it on Youtube. | web | https://laughtonallsaints.org/storage/app/media/uploaded-files/F1%20Stars%2018.05.20.pdf | 0.464062 | {
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Literature Connections: Examples of Primary Sources from the Library of Congress’ Digital Collections
To Kill a Mockingbird: A Historical Perspective
http://www.loc.gov/teachers/classroommaterials/lessons/mockingbird/procedure.html
Photographs of signs enforcing racial discrimination [1938-1943]
Includes dozens of high-quality original digital photographs
The Adventures of Huckleberry Finn: Understand the Impact of Environment
http://www.loc.gov/teachers/classroommaterials/lessons/twain/index.html
Analyze life around Hannibal, Missouri, during the latter half of the nineteenth century using various resources to determine what effects this location had on the writings of Mark Twain [1869]. Includes Paintings, Hand-drawn Maps & more
The Red Badge of Courage: Critical Thinking about Context
http://www.loc.gov/teachers/classroommaterials/connections/civil-war-photographs/file.html
Soldier sitting inside his tent, Civil War (photographed between 1861 and 1865)
The Grapes of Wrath: Voices from the Great Depression
http://www.loc.gov/teachers/classroommaterials/lessons/migrant/
Audio recordings documenting the everyday life of residents, including cowboy songs, square dance calls, meetings, conversations, storytelling sessions, and personal experience narratives [1940-41]
Edgar Allan Poe: Reading Portraits
https://www.loc.gov/resource/cph.3a52078/
Portrait, head and shoulders, facing front [1896]. Mezzotint was the first tonal method of engraving plates to show shading in prints.
The Blood Red Record : A review of the Horrible Lynchings and Burning of Negroes by Civilized White Men in the United States, as Taken from the Records [1901]
The Great Gatsby: Primary Sources from the Roaring Twenties
http://www.loc.gov/teachers/classroommaterials/lessons/gatsby/index.html
President Coolidge, standing, full-length, with the seven finalists in the National Spelling Bee [1926]
(Library of Congress original photos)
Walt Whitman: Writing and Revising
https://blogs.loc.gov/teachers/2018/11/resources-from-the-library-of-congress-for-teaching-english-and-language-arts/
“O Captain! My Caotain!”
Printed copy with handwritten corrections by the author [1888] from the Whitman papers collection
Also check
http://www.loc.gov/teachers/classroommaterials/themes/literature/lessonplans.html and http://www.loc.gov/teachers/classroommaterials/themes/literature/exhibitions.html for even more reading/writing ideas!
Of Mice and Men: Exploring Historical Context
https://blogs.loc.gov/teachers/2015/05/of-mice-and-men-exploring-the-context-with-primary-sources/
Trace characters' nomadic travels from Weed, California in Siskiyou County to Soledad in Monterey County, CA [1888] | web | https://www.waynesburg.edu/sites/default/files/2020-01/ncte%20literature%20connections%20to%20primary%20sources.pdf | 0.436621 | {
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Lonicera maackii, L. tatarica, L. morrowii, L. X bella Amur, Tartarian, Morrow's, Belle's honeysuckle
Invasive Plants are a Threat to:
* Forests and wetlands
* Native plants
* Perennial gardens
* Wildlife
* Lakes and rivers
* Human Health
* Farmland
Date Prepared: 12/04
Asian Bush Honeysuckle
Description:
Problem:
Origin:
These upright shrubs with arching branches are 615 feet tall. Each of these species has opposite leaves with paired berries. They stand out in the understory of forests as the fi rst shrubs to leaf out in the spring and the last to lose their leaves in the fall. The paired, tubular fl owers are white on Amur and Morrow honeysuckle, pink on Tartarian honeysuckle, and vary from white to deep rose on Belle's honeysuckle. Berries range from red to orange and are dispersed by birds. Commonly sold cultivars include Arnold's Red, Zabelli and Rem Red.
Distribution:
These invasive bush honeysuckles generally range from the central Great Plains to southern New England and south to Tennessee and North Carolina. In Indiana they are particularly invasive in central and northern parts of the state, but are starting to move into the southern portion. Asian bush honeysuckles are relatively shade-intolerant and most often occur in forest edge, abandoned fi elds, roadsides and open wetlands. However, they will move into forest understories and dominate wherever there has been disturbance.
Asian bush honeysuckles grow so densely they shade out everything on the forest fl oor, often leaving nothing but bare soil. This means a great reduction in the food and cover available for birds and other animals. Serious infestations can inhibit tree regeneration, essentially stopping forest succession. Higher rates of nest predation have been found in Amur honeysuckle than in native shrubs due to nests being more exposed to predators. Some bush honeysuckle species also release chemicals into the soil to inhibit other plant growth, effectively poisoning the soil.
The Asian bush honeysuckles originate in Eurasia (Japan, China, Korea, Manchuria, Turkey and southern Russia). They were introduced as ornamentals, for wildlife cover and for soil erosion control. However, their aggressive domination of native communities make them a bad choice for these purposes. See back for alternative species.
IPSAWG Ranking:
HIGH
Ecological
Impact
Potential for
Expansion
Diffi culty of
Control
HIGH
HIGH
IPSAWG Recommendation:
*Do not buy, sell or plant Asian bush honeysuckle in Indiana
*Help by eradicating Asian bush honeysuckle on your property.
This ranking illustrates the results of an assessment conducted by the Invasive Plant Spe cies Assessment Working Group (IPSAWG), which is made up of many organizations and agencies concerned about invasive plant species. IPSAWG's goal is to assess which plant species may threaten natural areas in Indiana and develop rec om men da tions for their use in the state.
For more information about IPSAWG and the assessment tool used www.invasivespecies.IN.gov
to rank invasive species, visit their website:
ALTERNATIVES to Asian bush honeysuckles:
(
Dogwoods
C. amomum, and
Cornus sericea,
C. racemosa)
Chokeberry (Aronia melanocarpa)
Northern arrowwood (Viburnum dentatum)
Pictures By (Top to Bottom): D. E. Herman, U Conn, Lady Bird Johnson Wildflower Center and D. E. Herman.
Other Alternatives:
Blackhaw (Viburnum prunifolium) Serviceberry (Amelanchier arborea)
Control Methods:
Mechanical and chemical methods are the primary means of control of Asian bush honeysuckles. No biological control agents are currently available for these plants. Hand removal of seedlings or small plants may be useful for light infestations, but care should be taken not to disturb the soil any more than necessary.
of Asian bush honeysuckles can also be controlled by application of a systemic herbicide, like glyphosate (e.g. Roundup), at a 1% solution, sprayed onto the foliage or applied by sponge. This should be done in fall when native species are dormant and bush honeysuckle is still green. Well-established stands of Asian bush honeysuckles are probably best managed by cutting the stems to ground level and painting or spraying the stumps with a 20-30% solution of glyphosate or 8% solution of triclopyr (e.g. Ortho Brush B-Gon concentrate). Always read and follow pesticide label directions.
Dense thicket of Asian bush honeysuckle (Picture By: C. Evans).
Eight Easy Ways to Combat Invasive Plants
You can help stop the spread of invasive plants by following these 8 easy guidelines:
1. Ask for only noninvasive species when you acquire plants. Request that nurseries and garden centers sell only noninvasive plants.
for invasive species, and remove invasives before they become a problem. If plants can't be removed, at least prevent them from going to seed.
and natural areas to assist ongoing efforts to diminish the threat of invasive plants.
2. Seek information on invasive plants. Sources include botanical gardens, horticulturists,
4. Clean your boots before and after visiting a natural area to prevent the spread of invasive plant seeds.
7. Help educate your community through personal contacts and in such settings as garden clubs and civic groups.
conservationists, and
5. Don't release aquarium plants into the wild.
3. Scout your property
government agencies.
6. Volunteer at local parks
8. Support public policies and programs to control invasive plants.
For More Information:
On this assessment and IPSAWG:
On identification and control techniques:
IPSAWG www.invasivespecies.IN.gov
The Nature Conservancy's Wildland Weeds www.tncweeds.ucdavis.edu
Indiana Native Plant and Wildflower Society www.inpaws.org
On native plant alternatives and sources: | web | https://www.entm.purdue.edu/iisc/pdf/plants/more/asian_bush_honeysuckle.pdf | 0.476786 | {
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Writing Centre
Group Project Checklist
Divide Roles
Encourage group members to choose sections based on their skills and interests. Allow members to accept different amounts of work based on how much time they have available each week.
Assign a member to email meeting and deadline reminders.
Assign a member to submit the final version to the Instructor.
Identify one (or more) students who can take on extra work if someone falls behind.
Agree on Stylistic Features
Read the assignment outline together.
Identify what citation style to use.
Decide what key terms the paper will use (e.g., coworkers vs. colleagues).
Decide what point of view to write from (e.g., first person or third person).
Create a Schedule
Encourage everyone to begin work as early as possible.
Decide on an app or other shareable scheduling tool that everyone can use to communicate.
Schedule a deadline to finish researching.
Schedule deadlines for section outlines.
Schedule a meeting to review section outlines and report progress.
Schedule deadlines for first drafts.
Schedule a meeting to share feedback on each other’s first draft.
Remind each member to book a Writing Centre appointment for the revised drafts.
Schedule deadlines for revised drafts.
Schedule a meeting to proofread each other’s revised drafts.
Schedule a meeting to merge everyone’s writing into one document.
Schedule one (or more) meetings to workshop and revise the merged document.
Build Group Unity
Decide on a system for meetings that allows everyone a chance to contribute.
Agree that anyone who falls behind will receive help, not angry words.
Choose a way to let the group know if anyone is running late for a meeting.
Assign a member to send notes to students who miss a meeting.
Assign a member to contact if someone cannot meet a deadline.
Assign a member who will speak if someone is being disruptive or uncooperative.*
*All members have the right to feel safe and respected. If a member is being disrespectful or causing anyone to feel unsafe, you should let your instructor know! | web | https://www.tru.ca/__shared/assets/Group_Project_Checklist45301.pdf | 0.468619 | {
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Before October ends, take up your rosary
If you've been Catholic for at least a day, you're familiar with the Rosary. Enter any vibrant parish on a Saturday morning before Mass and it's likely that you will find a group of dedicated churchgoers reciting the litany of Hail Mary's, especially if it is the first Saturday of the month — a day dedicated to Mary. And while we have centuries' worth of Marian art , as well as devotions to specific apparitions of Our Lady herself, no Marian devotion is as popular as the Rosary. In fact, after reception of the Eucharist and Eucharistic adoration, it might be the most popular Catholic practice, and for good reason.
Time and again throughout history, the power of the Rosary has been reinforced. "Give me an army saying the Rosary and I will conquer the world," said Pope Blessed Pius IX. And while the whole world might not have been converted, we do remember how Christians across Europe committed themselves to praying the Rosary leading up to the Battle of Lepanto, where the Christian fleet defeated the Ottoman Turk navy in 1571. After this victory, Pope Pius V established the feast day of Our Lady of Victory, which later became Our Lady of the Rosary, celebrated on Oct. 7.
Other saints have spoken out about the power of the Rosary. St. Pio of Pietrelcina is known for his love for the Blessed Mother, and he claimed that, "Our Lady has never refused me a grace through the recitation of the Rosary." He also is wellknown for saying, "The Rosary is the weapon for these times." And this is coming from a saint who battled with the devil.
Sister Lucia, one of the children to whom Mary appeared at Fátima, reiterated this point: "There is no problem, I tell you, no matter how difficult it is, that we cannot solve by the prayer of the holy Rosary."
St. Louis de Montfort, who penned the popular Marian consecration "True Devotion to Mary," said of the Rosary, "Even if you are on the brink of damnation, even if you have one foot in hell, even if you have sold your soul to the devil as sorcerers do who practice black magic, and even if you are a heretic as obstinate as a devil, sooner or later you will be converted and will amend your life and will save your soul, if — and mark well what I say — if you say the holy Rosary devoutly every day until death for the purpose of knowing the truth and obtaining contrition and pardon for your sins." Strong words, but hopeful.
Soon to be Blessed Archbishop Fulton Sheen, in his traditional humor, said: "If you wish to convert anyone to the fullness of the knowledge of Our Lord and of his Mystical Body, then teach him the Rosary. One of two things will happen. Either he will stop saying the Rosary — or he will get the gift of faith."
These quotes are just skimming the surface of the long tradition of Marian devotion through the Rosary and the fruit it has borne in the Church.
Yet, what would it look like if every Catholic resolved to pray the Rosary more often? While every day would be ideal, what about once a month? Once a week?
On this year's feast of Our Lady of the Rosary, a group of us at OSV prayed the Joyful Mysteries and shared it across our social media platforms, inviting followers to join in. Certain ministries have sprung up in recent years offering this every day, and numerous books (including two by our own editorial director, Gretchen Crowe) have been written encouraging Catholics of all backgrounds to pick up this weapon of prayer.
Our world is divided and broken. Our Church is not exempt from this fact. And often we as the laity and those not in the hierarchy of the Church feel that we have no way to bring about healing and make an impact at an individual level. Most of us will not have ministries that convert the world, and we may not be renowned as saints such as those mentioned earlier. But we can pray. More specifically, we can ask our Blessed Mother to intercede for us and our Church. And just as our heavenly Father does not fail us, neither will our heavenly mother. So this October, and every month afterward, I encourage you to pick up your rosary and be an instrument of good for the Church. Our Lady of the Rosary, pray for us.
Ava Lalor is assistant editor for Our Sunday Visitor. | web | https://www.osvnews.com/2019/10/08/before-october-ends-take-up-your-rosary/?print=pdf | 0.508194 | {
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What is Lead (Pb)?
- Can be found in parts of the environment due to human activities such as burning fossil fuels, mining and manufacturing.
- Exposure can occur from water contamination from plumbing, lead paint in older homes, and certain candies, toys, and medicines from foreign countries.
- Exposure can also result from hobbies such as target shooting, ceramics, making stained glass and melting lead for fishing weights.
- Lead can enter the environment through releases from mining lead and other metals and from factories that use it.
- Lead is released into the air during burning coal and oil.
- Children are more vulnerable to lead poisoning than adults.
Common Uses
- Used in battery production, ammunition, metals, and devices to shield X-rays, foundries, lead soldering, certain manufacturing settings, vinyl miniblinds, costume jewelry, cosmetics such as kohl, and some imported spices.
- Commonly found in old paint dust, contaminated soil, contaminated drinking water.
- Pigment in paints, dyes, ceramic glazes, and caulk.
- Commonly found in pipes, storage batteries, weights, shot and ammunition, fishing sinkers, and cable covers.
- Largest use for lead is in storage batteries in cars and other vehicles.
Chemical Information
- Naturally occurring in the Earth’s crust.
- Heavy, bluish-gray metal.
- Toxic by ingestion and inhalation of dust or fume.
- Probable human carcinogen.
Stability & Reactivity
- Can react vigorously with oxidizing materials.
- Incompatible with sodium azide (NaN₃) and zirconium.
- Reacts with hot concentrated nitric acid, and with boiling concentrated hydrochloric or sulfuric acid.
Handling & Storage
• Avoid contact with oxidizers such as peroxides, chlorates, and nitrates.
• Avoid chemically active metals such as potassium, sodium, magnesium, and zinc.
• Store in tightly closed containers in a cool area.
Hazards Identification
ACUTE EXPOSURE:
• Can produce anorexia, constipation, abdominal pain, and vomiting.
• May cause muscle weakness with muscle and joint pain.
• Can cause fatigue, headaches, irritability, loss of appetite, mood changes, and memory loss.
CHRONIC EXPOSURE:
• Has been associated with alterations in kidney function and anemia.
• Can cause hypertension.
• May also result in anxiety, depression, headache, tiredness, reproductive issues, and memory problems.
• Children may experience brain and nervous system damage, slowed growth and development and learning, behavior, hearing and speech problems.
• Causes decreased performance in the function of the nervous system.
• At high levels of exposure, lead can cause brain damage and death.
• Likely carcinogen.
For assistance managing exposures to hazardous substances, please call North Carolina Poison Control at [REDACTED_PHONE].
In case of a life threatening emergency, dial 9-1-1 immediately. | web | https://epi.dph.ncdhhs.gov/oee/docs/LeadFactSheet.pdf?ver=1.0 | 0.478714 | {
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Dear Families,
January 27 - 31 is officially The Great Kindness Challenge Week. The GKC initiative is a global campaign that promotes kindness in schools. It is a proactive anti-bullying campaign that educators, students, and families can use to create (or in our case, continue) a culture of kindness.
Why should we practice kindness? Because, as this young man so articulately shares, you get good at what you practice. I encourage you to watch this 2-minute video in which Sajid Saico reminds us of the power of practice. [https://www.youtube.com/watch?v=kMML1jkBePQ](https://www.youtube.com/watch?v=kMML1jkBePQ)
At school and in our homes this month, let's practice kindness so we can get good at it.
At school each morning, I will be sharing kindness challenge activities, and I encourage you at home to set your intentions on kindness. Have your family make a list of kind acts, challenge each other to do them and then report at dinner or bed time on what you did, how it felt, and how others received it. Let's see if we can get as good at kindness as we are at complaining, fault finding, anger, or worry (to use the words of Sajid Saico).
With kind intentions,
Ms. Gleason
spread the kindness!
Registration for the 2020/2021 school year
Registration for new students is now open. If you have a kinder or TK to register for the upcoming school year, registration packets can be obtained in the front office.
If you have an incoming kinder or TK student needing after school care, ACE is also now accepting priority registration for those students and their siblings.
Open enrollment for all other ACE applications will be announced at a later date.
We do encourage you to enroll early to secure your spot in ACE and with one of our kinder classes!
Sports Corner
Shasta Meadows soccer season has ended and the team had a good season. Now, are into basketball season and the teams are practicing. The first games are on February 4th and 6th, both are home games.
Sports Dinner:
We will have a sports dinner in May for the soccer, basketball and softball teams.
Lunch Basketball:
We will be starting a lunchtime intramural basketball league for all 3rd, 4th & 5th grade students once the weather clears up.
Yearbooks
Yearbooks are on sale, don’t miss your chance to order one before the deadline!!
The last day to order is 4/10/20.
You can order online at ybpay.lifetouch.com or by sending in an order form with your student.
Code: 13292420
Order forms were sent home before the break and we will send another form home this month.
Girls Inc.
Shasta Meadows is excited to announce Girls Inc, a program for girls ages 9-11. This is an 8 week program that will meet here at Shasta Meadows.
Permission slips are available online: bit.ly/shasta-econ
Where: Room 18
When: Every Monday
Starts: January 28th
Through this program girls will learn about money and economy, including how to manage, invest and save money. Also, how to help others through philanthropy.
PTO Heart-a-Thon
The Heart-a-Thon will be held on Friday, February 14th. There will be information forthcoming on this event, so please be sure to check backpacks and folders!
EVERY DAY IS A GREAT DAY TO LEARN
Attendance Reminders
There are several days of break in February, so be sure to attend when school is in session.
Consider using some February break time for medical, dental and/or vision appointments.
Strive to arrive on time and attend each day, all day, for best possible academic outcomes.
If your child is absent, find out what was missed from the teacher, and guide your child as he/she completes the assignments.
Health Reminders
This is the height of cold and flu season, so keep these healthy tips in mind.
Wash your hands regularly.
Get plenty of rest each night.
Maintain a healthy diet.
Exercise regularly.
Family Reminders
Have a family meeting to discuss whether morning and evening routines are working; adjust as needed.
Continue to make school attendance a high priority for the family.
Address any barriers to strong school attendance and develop a plan to overcome them.
Maintain engagement with school activities, and encourage your child to get involved in areas of his/her interest.
Attend to Achieve
REACH HIGHER Shasta County
“EVERY STUDENT, EVERY OPTION”
**FEBRUARY 2020**
**BREAKFAST**
All breakfasts include a piece of fruit, cereal, whole grain toast or English muffin and choice of milk.
**LUNCH**
All lunches include a salad bar with vegetables and fresh fruits and a choice of milk.
| **Breakfast:** (Minimum Day) 3
Cereal Choice | **Breakfast:** Breakfast Muffin
Cereal w/ toppings | **Breakfast:** Cereal w/ toppings
Cereal Choice | **Breakfast:** Pancake & Sausage
Cook's Choice | **Breakfast:** Pancake & Sausage
Cook's Choice |
| **Lunch:**
Chicken Nuggets, Baked Fries, Pan Bread | **Lunch:**
Teriyaki Beef, Fried Rice, Broccoli | **Lunch:**
Spaghetti & Garlic Bread or Cook's Choice | **Lunch:**
Bean & Cheese Burrito or Beef Taco | **Lunch:**
Pizza or Cook's Choice Dessert |
| **Breakfast:** (Minimum Day) 10
| **Lunch:** Brunch for Lunch!
| **Breakfast:** (Minimum Day) 24
**PAY MEALS ONLINE**
- [www.paymealsonline.com](http://www.paymealsonline.com)
Menus are subject to change.
This institution is an Equal Opportunity Provider. | web | https://shastameadows.eesd.net/uploaded/SM/Newsletter/Tiger_Talk_Feb_2020.pdf | 0.440013 | {
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Westminster School
Remembrance Service
Friday 12 November 2021
Music before the service:
*O Mensch bewein, deine Sünde groß* (BWV 622), by J.S. Bach
On the 10th May 1941 School received a direct hit from an incendiary bomb during the Blitz. Westminster Abbey and the Palace of Westminster were also damaged in the air raid that night. At the Abbey the lantern roof collapsed onto the crossing whilst across the road the medieval roof of Westminster Hall was at risk. The focus was understandably on saving these two buildings, which meant that School, and its beautiful oak hammer beam roof, was left to burn. Only the shell of the hall remained, and furniture belonging to members of staff and moved from boarding houses for safe keeping (see picture above) was completely destroyed. One remarkable survival was the *Greaze bar* which was found intact amongst the rubble. It was restored by pupils in 1946 so that the event could take place once again following the end of the war.
Cover Image: *School, as photographed in 1941*
Bidding Prayer
The Chaplain says:
We are met together in the presence of Almighty God, whose purposes are good, who loves us and whose power sustains the world he has made, to remember those who have lived and died in his service and in the service of others, to pray for all who suffer through war and to ask for his help and blessing that we may do his will, which is for everyone to live together in peace.
Hymn
Abide with me; fast falls the eventide;
The darkness deepens; Lord with me abide.
When other helpers fail, and comforts flee,
Help of the helpless, O abide with me.
Swift to its close ebbs out life’s little day;
Earth’s joys grow dim; its glories pass away;
Change and decay in all around I see;
O thou who changest not, abide with me.
I fear no foe, with thee at hand to bless;
Ills have no weight, and tears no bitterness.
Where is death’s sting? Where, grave, thy victory?
I triumph still, if thou abide with me.
Hold thou thy cross before my closing eyes;
Shine through the gloom, and point me to the skies:
Heav’n’s morning breaks, and earth’s vain shadows flee;
In life, in death, O Lord, abide with me!
Henry Francis Lyte (1793-1847)
William Henry Monk (1823-89)
The Head Master reads:
A reading from the prophesy of Isaiah.
Many peoples shall come and say,
‘Come, let us go up to the mountain of the Lord,
to the house of the God of Jacob;
that he may teach us his ways
and that we may walk in his paths.’
For out of Zion shall go forth instruction,
and the word of the Lord from Jerusalem.
He shall judge between the nations,
and shall arbitrate for many peoples;
they shall beat their swords into ploughshares,
and their spears into pruning-hooks;
nation shall not lift up sword against nation,
neither shall they learn war any more.
O house of Jacob,
come, let us walk
in the light of the Lord!
Isaiah 2.3-5
This is the word of the Lord.
All Thanks be to God.
Anthem
The Choir sings.
They shall grow not old as we that are left grow old;
Age shall not weary them nor the years condemn.
At the going down of the sun and in the morning,
We will remember them.
Music: Douglas Guest (1916-1996)
Text: Laurence Binyon (1869-1943)
Act of Remembrance
The Chaplain says:
Let us remember before God,
and commend to his sure keeping:
those who have died for their country in conflict;
Those whom we knew, and whose memory we treasure,
and all who have lived and died in the service of humanity.
The Heads of School read one fifth of the names of Old Westminsters who died in the First and Second World Wars.
When the names have been read the Chaplain says:
They shall grow not old as we that are left grow old;
age shall not weary them nor the years condemn.
At the going down of the sun and in the morning,
we will remember them.
All We will remember them.
THE LAST POST
Played by Rosie Cotton (BB, Remove)
THE SILENCE
REVEILLE
Played by Rosie Cotton (BB, Remove)
Hymn
I vow to thee, my country, all earthly things above,
Entire and whole and perfect, the service of my love:
The love that asks no question, the love that stands the test,
That lays upon the altar the dearest and the best;
The love that never falters, the love that pays the price,
The love that makes undaunted the final sacrifice.
And there’s another country, I’ve heard of long ago,
Most dear to them that love her, most great to them that know;
We may not count her armies, we may not see her King;
Her fortress is a faithful heart, her pride is suffering;
And soul by soul and silently her shining bounds increase,
And her ways are ways of gentleness, and all her paths are peace.
Cecil Spring Rice (1859-1918)
Gustav Holst (1874-1934)
The Blessing
Almighty and eternal God, from whose love in Christ we cannot be parted, either by death or life: hear our prayers and thanksgivings for all who we remember this day; fulfil in them the purpose of your love; and bring us all, with them, to your eternal joy; and the blessing of God almighty, the Father, the Son and the Holy Spirit, be among you and remain with you always.
All Amen.
Music at the end of the service
Nimrod (Enigma Variations), by E.W. Elgar
The School exits in silence underneath the organ, past the Grave of the Unknown Warrior and then out through the Great West Door.
Please take this order of service with you.
1914 - 1918
S.A. Dickson (killed near Ypres, 1917)
A.M. Dobbie (died of wounds received near Bethune, 1918)
R.W.L. Dodds (killed near Loos, 1915)
J.H. Dodgshon (RFC, killed in training, 1916)
D.G. Le Doux-Veitch (killed, Pozieres, 1916)
P.V. Drake-Brockman (killed at Dickebusche, 1918)
G.T.A. Drought (died of wounds, France 1915)
J.W. Dunlop (died of wounds, Salonika 1915 in 1917)
W.B.W. Durrant (killed near Ypres, 1918)
A.T. East (died of wounds, Mesopotamia, 1915)
T. Edwardes (killed near Ypres, 1918)
C.H. Edwards (died of wounds, Fresnoy 1918)
A.C. Estall (died of wounds, Ypres 1917)
G.L.P. Eyre (died of effects of gas-poisoning, 1921)
E.L. Faire (killed, Maurel 1916)
E.W.S. Faulkner (died of wounds, Albert 1918)
R.B. Featherstone (killed in action, 1914)
J.W. Ferguson (killed, Gallipoli 1915)
C.D. Fisher (drowned off Jutland, HMS Invincible, 1916)
H.W. Fleming (killed Gheluvelt, 1916)
W.W.S. Flockhart (killed Messines, 1914)
A.S. Forbes (died of wounds, Albert 1916)
R.L.F. Forster (killed Monchy, 1917)
1939 - 45
N.C.H. Clout (RAFVR, died of injuries, 1941)
M.H.B. Cockin (killed Sicily, 1944)
D. Cragg-Hamilton (killed Dunkirk, May 1940)
P.J.L. Crook (killed North Africa, 1943)
B.H. Cumberland (killed North Africa, 1943)
D.F. Currier (killed USS Plymouth, 1943)
J.M. Dalton (killed 1944)
K.F. Davies (lost at sea, H.M.M. Welshman, 1943)
A. Dearmer (RAFVR, killed, 1943)
C.A. de Bathe Bt. (RAFVR, killed, 1941)
A.M. Doswell (lost at sea, Norwegian SS Polyanna, 1941)
M.D. Doulton (Hurricane pilot, killed August 1940)
J. Dugdale (Squadron Leader, killed in action)
H.W.M. Dulley (killed Hong Kong, 1941)
E.C.T. Edwards (RAF, killed over Holland, 1940)
J.O.V. Edwards (killed Burma, 1942) | web | http://collections.westminster.org.uk/uploads/r/westminster-school-archive/6/c/2/6c2052021add97dfc851fca9910d9018baa6411115582037f2d4f4f7771693a6/Remembrance_2021_PRINT2.pdf | 0.473512 | {
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Fourth Sunday of Lent, Year A Sam 16:1b, 6-7, 10-13a Ps 23 passim Eph 5:8-14 Jn 9:1-41
Deacon Bob Cassey St. Petronille Parish, Glen Ellyn March 22, 2020
In Year A of the 3-year Lectionary cycle we journey through the Gospel of Matthew. During the middle three Sundays of Lent, however, the Church pauses the regular programming (so to speak), to bring us three long and complex narratives, stories that are uniquely found in the Gospel of John.
Next Sunday we'll hear the story of how Jesus raised his friend Lazarus from the dead, and we'll hear Jesus identify himself as "the resurrection and the life" [Jn 11:25].
Last week we had the woman at the well. Jesus offered her living water, remember, and she jumped at the chance, thinking that his gift would spare her the drudgery of going to the well every day and lugging the heavy buckets home. Jesus taught the woman (and us) that what he gives is so much more than labor-saving devices: he takes all of our searching, and he gives us happiness, true and genuine and everlasting happiness.
Today, on this middle Sunday, the 4 th Sunday of Lent, the three readings all reflect on seeing, on the sense of sight. From his letter to the Church at Ephesus, St. Paul tells us that we have passed from darkness into light, we have become light, and in the light everything becomes visible.
In the first reading, God has sent Samuel the prophet to the home town of Jesse, to discover the one whom God had chosen to be the next king of Israel. Jesse shows off his seven sons, each one a fine, strapping young man. And Samuel instantly knows whom he would choose, but his job is not to figure out his choice but to discern God's choice. God tells him to stop looking through his human eyes and to start seeing with the eyes of God. The youngest son, David, is out in the fields tending the sheep. Samuel knew to keep looking, and he recognized the right choice when he saw David.
Today's Gospel tells the story of how Jesus cured a man who was blind since birth and how that miracle got both the cured man and Jesus into trouble with the authorities. The man whom Jesus cured, despite the pressure he was under, clung to the simple truth: "I used to be blind. Now I see, and that's thanks to Jesus." In the end Jesus tells us that the harshest judgment is reserved for those who cling to their blindness and delude themselves into calling the darkness light.
In February this year, right before the onset of this coronavirus crisis, Peggy and I were on a cruise that took us through the Panama Canal. The Panama Canal has to rank among the most remarkable achievements of human engineering and technology. The project of building the canal started in the late 19 th century and went on until `1914. It suffered many setbacks and long delays because of the devastating effect of yellow fever and malaria. Many lives were sacrificed and years were lost because people with decision-making authority refused to believe that malaria and yellow fever were transmitted by mosquitos. Those decision-makers rejected the conclusive evidence of scientists and physicians and public-health experts because, as they saw it, it made no sense that a tiny thing like a mosquito could cause so much destruction.
With the benefit of hindsight, we blame those people for their obtuseness, for their refusal to accept the evidence that was before their eyes. We have to admit, though, that, in the moment, we all put a lot of trust in what we think we know from common sense. And sometimes we tie ourselves into knots by clinging to our delusions. Delusions are a coping mechanism: they are one way in which we try to deal with the stress and turmoil of daily life; they are a way of dealing with our fears and anxieties.
We all have blind spots, individually and collectively. Nobody should blame us for our blind spots, if – IF – we're willing to let go of our delusions when the truth stares us in the face. Sometimes we draw such comfort from our delusions that we are afraid of letting them go, we're afraid of unleashing the fears and anxieties, the stress and the turmoil that our delusions protect us from.
That's why this Gospel story of the man born blind is placed at the very center of our Lenten observance. We pray at each Mass, "Say only the word and my soul shall be healed." Jesus will heal our blindness, if we let him, if we get out of his way. Jesus offered the same healing power to the Pharisees who judged him as he gave to the man born blind. They closed their eyes to him. We have the same choice: do we humbly accept Jesus's healing power? or do we insist on going our own way?
Lent is the time-out period in the liturgical year; it's the time the Church gives us for changing our daily routine and doing something new and different in our spiritual life. For reasons nobody could have foreseen on Ash Wednesday, this year our Lenten time-out is a lot different from other years. Many, many of us have found that we no longer have to go to work or go to school. Maybe we still have work and we still have school, but we're not spending time in transit. We're not spending much time getting around.
Let me suggest a use for the extra time we get to spend at home. Let's take those three readings from the Gospel of John – the woman at the well from chapter 4, the man born blind from chapter 9, and the raising of Lazarus from chapter 11 – let's take them and read them, as a family. Let's savor them, and discuss them. Discover the meaning that is wrapped inside each one of them, the special meaning for you and your family. | web | https://www.stpetschurch.org/media/1/36/20200322%20Homily%204LentA.pdf | 0.429704 | {
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If we look at the amount of attention and focus that a student can allocate to the topic at hand as their total "cognitive pie," each student has a different amount/percentage of the pie left to process the topic at hand. Unfortunately, we can't see how much of a student's cognitive pie is being taken up to process their:
- visual channel
- auditory channel
In the example students below, I'm attempting to address the cases where some students are more susceptible to external stimuli. They are more easily distracted by visuals and/or sounds and have to work harder to focus on the task at hand.
Student 1 has 75% to focus on processing the topic at hand.
Student 2 has 80% to focus on processing the topic at hand.
Student 3 processes information very differently: she takes in a great deal of peripheral auditory and visual information and is easily distracted -- to the point of being overwhelmed at times; only 30% is left to focus on processing the topic at hand.
How can we make the learning spaces more flexible so that each student can better control their learning environment?
You want to see some sunshine and/or some scenes in nature? You got it!
You want a quieter, more subdued setting in which to concentrate? You got it!
You say that you do your best work when you are listening to music? You got it!
To the right are some ideas to experiment with; let's see if they have a positive impact on students' learning.
Here are some ideas to experiment with:
- The use of augmented reality glasses to control how much visual input a student wants/receives. For example, the room could, in reality, have nothing affixed to the walls -- a visually empty slate. But then the teacher could choose to display the alphabet, or the numbers 1-10, or a world map, or a constellation...
- Another way to control the amount of visual input might be to use more curtains, other types of room dividers, or putting visual barriers on some of the desks
- The use of headphones, acoustic panels/treatments, or even something like a drum booth to control how much auditory input a student wants/receives | web | https://danielschristian.com/documents/DanielChristianJan2013-ExperimentsInCustomizedLearningSpaces.pdf | 0.432685 | {
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ST. FRANCIS HIGH SCHOOL
RECOGNISED BY THE GOVERNMENT OF KARNATAKA
Circular 21, 2024 - 25
Hello My dear Parents, JUNIOR ORATOR - PHASE II September 24, 2024
Greetings and Love to all of you!
In continuation of my circular addressed to you dated September 20, 2024, please be informed that the school has taken a decision to conduct the "JUNIOR ORATOR - PHASE II" with the promise of the students that they will perform better than the Junior Orator - Phase I.
* Working in the school for the past 12 years, has enabled me to know how valuable "Public Speaking" is for the children. The best period of life when students can become confident individuals, is the primary school years (ages : 5 - 11).
* Primary school lays the foundation for future academic and personal growth. Students are eager to learn and explore, fostering a sense of wonder and excitement during their primary school years. Therefore, this is the right time to train them.
* Interacting with peers and teachers, children develop social skills and communication skills in primary school years. We can't expect them much when they move to the middle school and high school.
* Encouragement and praise from teachers and parents boost their self-esteem and self-confidence - so given them opportunities now and praise them.
* Public speaking programs in the school are confidence building strategies for primary school students.
ATTEND THE PUBLIC SPEAKING SESSION OF YOUR CHILD ONCE AGAIN AND SEE THE DIFFERENCE.
Brother Sanil Tharayil Principal
Parents can choose any topic of your concern at the interest of your child. The duration for the speech is ONE and HALF minutes (90 seconds only). Give rehearsals and practices to your child during the Dasara Vacation. Ensure that your child delivers the speech at his/her best in the school. You will be the audience for your child. The class will be divided into 04 groups. You should come to school only on the day when your child performs.
Contd…
Phone : 080 - 25635757 / 5858, Email : [REDACTED_EMAIL], Website : www.stfrancishighschoolsslc.com
Don't select difficult topics or choose hard words beyond the child's level. Don't pressurize the child to memorize beyond his/her capacity. The rest you know everything - as a parent. Make sure that the children do better than their first attempt - MY DREAM.
JUNIOR ORATOR - PHASE II will be organized in the school on Friday and Saturday, October 18 th and 19 th . The group list and the names with timing will be informed you on Tuesday, October 15 th . Wishing you all the best for the homework during your Dasara Vacation.
By nurturing confidence in primary students, we set them up for success in academics, social relationships, and beyond!
Would you like:
1. Confidence - building activities for primary students?
2. Strategies for overcoming shyness or anxiety?
3. Parent - teacher collaboration ideas? | web | https://stfrancishighschoolsslc.com/wp-content/uploads/2022/02/Circular-21-2024-25.pdf | 0.484796 | {
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Date
Wednesday November 14, 2007 2 pages from Mario Lanthier
The annual conference of the International Society of Arboriculture (ISA), Prairie chapter, was held November 5 to 7 in Calgary (Alberta). See www.isaprairie.com.
The meeting was attended by almost 200 persons, mostly arborists employed by municipalities and landscape maintenance companies.
The key note speaker was Philip van Wassenaer, from Europe, who reviewed new advances in detection of tree decay by using tree pulling and sonic tomography.
I attended to make a presentation about pest problems in Alberta.
Tree injection to manage European elm scale (Jim Watts, City of Calgary)
From 2005 to 2007, the City obtained research permits from the federal government to inject systemic insecticides into mature street-planted trees. The City treated over 11,000 public property trees in 3 years.
Products tested included Acecap (active ingredient acephate, same as Orthene) and Confidor (active ingredient imidacloprid, same as Admire). Injectable systems were Ecoject from Ontario, and Pointer from the USA (contains imidacloprid).
Most effective were Confidor in Ecoject system, with residual of 1 year and more. Research results were submitted to the federal government for full registration.
After training, City workers could treat 30 trees per hour to inject 30 ml of pesticide per tree. Cost of Ecoject injection is comparable to other application methods.
Note the federal government issued an "Emergency registration" for use of
Orthene as an injection for control of ash psyllids on ash trees in Alberta until 2008.
Pruning young and mature trees
By Chris Hyde-Lay, Bartleet Tree Expert Company, Victoria.
Pruning goal is different on young trees and old trees.
- Young trees have a high rate of growth and a surplus of stored energy.
- Goal on young trees is to promote growth and establish a sound structure. Pruning consists in removing live branches to influence orientation and size of attachement.
- Mature trees have a low rate of growth and minimal stored energy.
- Goal on mature trees is to maintain a stable environment to slow the spiral of decline.
Pruning cuts should respect natural wood formation in trees.
- The cut is made outside the branch collar, an area at the junction of branch and trunk (visible as a swelling) where wood formation can close the pruning cut and resist decay.
- Branches should have a smaller diameter than the trunk at the point of attachment.
- Branch attachment is stronger on smaller branches compared to larger branches. Poor pruning leads to defect, decay and a weak tree structure.
- Research indicates less decay enter pruning cuts when a branch is 50% of trunk size.
- Excessive pruning depletes reserves and the tree's ability to perform photosynthesis.
Management of ancient and veteran trees
By Ted Green, Royal Gardens in Windsor, England. He is a founding member of "Ancient Tree Forum" (www.ancient-tree-hunt.org.uk/project/atf/champions.htm).
Tree aging and decline is a natural process.
- Trees declining have branches drooping towards the ground, dieback in the crown, and breakage of large branches (or stem) leading to a short live stump.
- Fungi found in decay are likely co-existing with the trees ("endophyte fungi") but become active only when a tree stress event promotes their expression.
The "Ancient Tree Forum" promotes maintenance rather than removal.
- Pruning is done to reduce sway in windstorms (6 times length of diameter).
- "Mulch little and often, not all in one pass, the older the tree, the slower the process."
- When hazards are a concern, "Move the target, do not remove the tree."
- For more information, see the publication "The Future for Veteran Trees" at http://www.english-nature.org.uk/pubs/publication/PDF/VetTreesFuture.pdf.
Silva cells for tree planting in sidewalks
By Mike James, DeepRoot Partners LP (see www.deeproot.com). What are "silva cells"?
- An engineered method of planting trees under pavement (sidewalk or streets).
- The system uses modular building blocks made of high-strength glass and polypropylene, with open walls, installed underground, in which trees are planted.
- Each block is 2' X 2' X 4' and contains 3.99 m 3 (10 ft 3 ) of soil and tree roots.
- Blocks are placed on top of each other (up to 3 high) and next to each other (trench).
- Block dimensions are based on research by James Urban, who related soil volume to tree caliper. In short, trees with insufficient space for root growth will decline rapidly. Has "silva cells" being used in the region?
- The City of Kelowna planted trees in Silva cells in 2007 on Richter Street corner of Bernard Avenue. See http://www.deeproot.com/pdfs/PNW_Trees_article.pdf.
Canadian Urban Forest Conference
The 8 th Conference will be held September 24 to 26, 2008 in Sherwood Park, Alberta (west of Edmonton). See www.strathcona.ab.ca/2008CUFC.
Previous conferences include Kelowna in 2004 and Banff in 2000. | web | http://crophealth.com/wp/wp-content/uploads/2012/03/CropHealthcom-Conference-2007-ISA-Prairie-Calgary-AB.pdf | 0.477098 | {
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Dear Parents/ guardians,
Lent
1
RE
Here is an overview of our learning for this half term. If you have any questions/problems, please let us know as soon as possible so that we can help to resolve them.
Maths
This half term we will be concentrating on the following aspects of maths:
* Algebra (Find a rule, forming expressions, substitution, formulae, forming equations, simple equations, find pairs of values, enumerate possibilities)
* Decimals (multiplying and dividing by 10,100, 1000 and multiplying/dividing by integers)
* Percentages (fractions to percentages, equivalent FDP, percentages of amount, percentages – missing values)
We will be carrying out reasoning activities on each of these areas to focus on mastery of the year 6 curriculum. Homework this half term will be focused on arithmetic papers or previous SATs questions. Please continue to help your child with their homework, if they are stuck.
English – Goodnight Mr Tom
Our writing will be based on the book 'Goodnight Mr Tom by Michelle Magorian and our WWII theme. We will be writing in role as characters form the book including diary entries, letters home and narratives.
In grammar we will focus on:
* Punctuation: Colons/semi-colons, bullet points
* Active and Passive voice: Recognising and using passive verbs
* Formal and Informal writing
Our spelling will focus on the patterns:
* Words with the /i:/ sound spelt ei after c
* Words containing the letter string -ough
* The third column of the year 5/6 word list
In RE, we will focus on 'Local Church' with a focus on Community. We will look at the origin of the Bible, the kind of books in the Bible, the Old Testament, the New Testament and the use of the Bible in everyday life.
Our second topic will focus on 'Eucharist' with a focus on Unity. We will look at Jesus' prayer for unity, how we can be in communion with Jesus, how Christians can be in communion with Jesus, how Christians can live in communion, the Our Father, prayers for peace and how these link to Holy Communion.
History – WWII
We will find out about World War II. We will look at how the war broke out, the Blitz, air raids and evacuation, evacuees and rationing.
Science - Circulation
We will look at 'Electricity'. We will investigate:
* Symbols in a circuit
* The effects of differing volts in a circuit
* How components function in a circuit
Computing – Scratch
This term we will be focusing on 'Scratch'. We will create an animated story with added audio. We will change costumes, add interactive features to a scene, and control background transitions.
Art/ D&T – WWII link
In art, we will look at the work of Lowry in line with our WWII topic as well as sketching skills. In D&T, we will make gas mask boxes and look at ration recipes.
PSHE – Being me and Being safe
In being me, we will look at responsibility at school and in the community. What part of being in a community means and similarities and differences between people.
In being safe, we will recognise risk in different situations, how independence brings increased responsibility, how to stay safe online and be digitally responsible.
Music - Rhythm
We will have opportunities to play individual and group parts with tuned and un-tuned instruments. We will look at graphic scores and how they compare to notation. We will also create short performances, led by conductors. We will also be continuing to rehearse for our Young Voices performance in Birmingham on Friday 26 th January. | web | https://www.stpetershinckley.net/wp-content/uploads/sites/11/2024/01/Lent-1-Newsletter-2024.pdf | 0.423321 | {
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HOW TO SAFELY COUGH AND SNEEZE
Together, we can help stop the spread of COVID-19
If a tissue is not available, cough and sneeze into your upper sleeve or elbow, not your hands
Not feeling well?
If you are experiencing any of these symptoms, immediately tell your Human Resources department.
* Cough
* New loss of taste or smell
* Headache
* Fever/chills
* Shortness of breath or difficulty breathing
* Repeated shaking with chills
* Muscle pain
* Sore throat
Everyday ways you can help prevent COVID-19:
* Wash your hands often
* Cover coughs and sneezes with a tissue or inside of elbow
* Wear a face mask when around others
* Clean and disinfect frequently touched surfaces
©2020 City Wide CW20-047 | web | https://gocitywide.com/download/5005/ | 0.441125 | {
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Why do I get Corns?
Every day, the average person spends several hours on their feet and takes several thousand steps. Walking puts pressure on your feet that's equivalent to 2-3 times your body weight. No wonder your feet hurt!
Actually, most foot problems can be blamed not on walking but on your walking shoes. Corns, for example, are calluses that form on the toes because the bones push up against the shoe and put pressure on the skin. The surface layer of the skin thickens and builds up, irritating the tissues underneath. Hard corns are usually located on the top of the toe or on the side of the small toe. Soft corns resemble open sores and develop between the toes as they rub against each other.
What causes corns?
- Shoes that don't fit properly. If shoes are too tight, they squeeze the foot, increasing pressure. If they are too loose, the foot may slide and rub against the shoe, creating friction.
- Toe deformities, such as hammer toe or claw toe.
- High heeled shoes because they increase the pressure on the forefoot.
- Rubbing against a seam or stitch inside the shoe.
- Socks that don't fit properly
Diagnosis and Treatments:
Corns can usually be easily seen. They may have a tender spot in the middle, surrounded by yellowish dead skin. Treating foot problems like corns is a team effort. You will need to work with your physician to ensure that problems don't recur.
During your office visit:
- To restore the normal contour of the skin and relieve pain, your doctor may trim the corn by shaving the dead layers of skin off with a scalpel. This procedure should be done by a professional, and not by yourself, particularly if you have poor circulation, poor eyesight, or a lack of feeling in your feet.
- If the doctor discovers an underlying problem, such as a toe deformity, he or she can correct it. Most surgeries can be done on an outpatient basis.
At home:
-
You can soak your feet regularly and use a pumice stone or callus file to soften and reduce the size of corns and calluses.
- Wearing a donut-shaped foam pad over the corn will also help relieve the pressure. Use non-medicated corn pads; medicated pads may increase irritation and result in infection.
- Use a bit of lamb's wool (not cotton) between your toes to help cushion soft corns.
- Wear shoes that fit properly and have a roomy toe area. | web | https://sa1s3.patientpop.com/assets/docs/92620.pdf | 0.444158 | {
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the fast lane on the learning curve
Teaching ROOT
The fast lane on the learning curve
Fermi ROOT class
- Started in 1999
- Evolved into a 3-Day Class
- Given 18 times – 400 people
- ROOT The Movie
Why teach ROOT?
- Speed up learning (20 hours vs. 80 hours)
- Propagate good practices and intended use with examples.
- Hear the issues specific to the experiment and ROOT
- Spread knowledge about new features
Class Schedule - Day 1
- Overview of the ROOT Framework
- GUI basics
- Command line basics
- Finding Information (class reference guide)
- Hands on exercises
Class Schedule - Day 2
- ROOT Commands and CINT
- Discuss Exercises
- Functions and Fitting
- The Tree Viewer
Class Schedule - Day 3
- Building ROOT Trees
- Reading Trees
- Using Trees in Analysis
- How to add your Own Class
- With the Interpreter
- With the compiler (shared library)
- With ACLiC
Exercises
- Session A
- Use the Root Command line
- Write an un-named and named script
- Use the GUI to create objects and change their attributes
- Fit a graph
Exercises
Session B
- Use the Browser and Tree Viewer
- Make a Profile and Contour Graph
- Build an Event List from a Cut
- Fill a histogram with random numbers
- Use ACLiC
- Session C
- Study an example analysis from Desy
- Learn about TTree::MakeSelector
- Save and retrieve a canvas to and from a Root File
- Compute the integral of a function within a range
References
- Class Site: http://www-pat.fnal.gov/root/
- Exercises (link on Class Site): http://www-pat.fnal.gov/root/class/exercises.htm
- C++ is a prerequisite. Refresher site at: http://www-pat.fnal.gov/root/CPlusPlus/index.html
Users Guide 3.01a
- New section on Folders and Tasks
- New section on The Role of TObject (RTTI)
- New section on Object Ownership
- Updated I/O chapter
- Streamers
- Schema Evolution
- MakeProject example
Users Guide 3.01a
- New Tree chapter
- 4 new examples on how to write a tree and read it back
- tree1.C: several simple variables
- tree2.C: a tree built with a C structure (Geant3)
- tree3.C: using the new Friends feature
- tree4.C: a tree with a class Event.
- Added 35 examples of the Draw command expressions.
ROOT Problems/Limitations
- For comments/suggestions on the Users Guide – [REDACTED_EMAIL]
- Would like to see:
- Chapter on 3D Graphics
- Chapter on writing ROOT application with a GUI | web | http://www-root.fnal.gov/root2001/presentations/session3/SuzannePanacekTeachingROOT.pdf | 0.503098 | {
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Causes of Infertility
Fertility issues can be attributed to female factors 45% of the time, male factors 40% and unknown reasons 15% of the time.
Female factors can include:
Inability to ovulate or drop an egg each month
Factors that block the egg and sperm from uniting, such as scar tissue in the tubes (from endometriosis or old, healed infection)
Abnormalities of the uterus that can block the baby implanting, such as abnormal growths of muscle cells (fibroids) or gland cells (polyps), or structural abnormalities from birth
Age of the egg
Male factors can include:
Low sperm count
Abnormal sperm shape
Decreased sperm movement
Common Tests
The following tests are often conducted to determine whether your fertility issues can be attributed to female or male factors or both
Semen analysis: examines the number, shape and swimming ability of the sperm
AMH blood level or Antral Follicle Count on ultrasound: determines the number of eggs remaining in women's ovaries, it also indirectly measures the quality of the eggs
Ovulation detection: determines whether or not an egg is dropped in a given month. Tests include temperature charts, urine tests, and blood hormone exams.
Hysterosalpingogram: checks the shape of the inside of the uterus and whether or not fallopian tubes are open
Sonohysterogram:
checks inside the uterus to look for abnormalities in the cavity
Laparoscopy: a minor surgery performed to look at the ovaries, fallopian tubes, uterus and inside of the pelvis. It is usually only performed if there is a history of a pelvic infection, endometriosis, or an abnormal hysterosalpingogram.
Other Tests
Thyroid test: normal thyroid tests are important for a baby's brain development
Rubella (german measles) and Varicella (chicken pox): because these infections can hurt the baby, immunization is available before pregnancy
Blood type: because blood type incompatibility between a mother and child can result in problems in pregnancy
Genetic testing: we have the capability of determining if a couple is at risk for having a child with one of a number of fatal or debilitating childhood diseases.
Next Steps
Once you have completed all of the tests, we will sit down together to determine the best way to help you get pregnant. We will explain all of the results and the treatment options available to you. You can then make your decisions based upon what is best for you and your family. To learn more about the treatment options, please ask for "Treatment Options for Infertility" | web | https://wisconsinfertility.com/wp-content/uploads/2019/08/Causes-of-Infertility.pdf | 0.430147 | {
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