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Magnet Schools of America is a professional association driven by its members representing nearly 2,000 magnet schools nationwide, as well as members of the community including, parents and families, school district leaders, businesses partners and institutions of higher education.
**History:**
- **1960:** Magnet schools emerged in the United States serving as a means of remedying racial segregation in public schools.
- **1980:** Magnet Schools of America (MSA) was organized as a for-profit organization, incorporated in the State of Texas, sponsoring conferences.
- **1994:** MSA was approved by the IRS as a 501(c) 3 not-for profit, professional educational association.
- **2000:** MSA relocated its office to Washington, D.C.
- **2013:** There are approximately 4,000 magnet and theme-based schools across the U.S.
**Diversity:**
- 96% reduce racial disparities
- 80% have school-wide programs
- 70% have diversity goals
**Most Popular Themes:**
- Arts: Fine, Visual, Performing
- International Baccalaureate (PYP, MYP, DP)
- STEM: Science, Technology, Engineering, Math
**Benefits of Magnet Schools:**
- Innovative Curriculum
- Higher graduation rates
- Increased student attendance rates
- Diverse student enrollments
- Specialized teaching staff
- Increased parent satisfaction
- Improved academic achievement
“Magnet schools are quietly making a significant difference in the lives of students and serve as our best example of what works in education.”
**Success:**
- Closing Achievement Gap: 95%
- Excellence in Reading: 83%
- Excellence in Math: 84%
In magnet schools, parent engagement is 52% higher than in neighborhood schools.
**Student Selection:**
- Lotteries are run by 91% of magnet schools
- 75% of magnet schools currently have wait lists
The information used was comprised of surveys by the Magnet Schools of America. Results from schools around the country at all levels of the K-12 spectrum, offering a variety of themes. | web | https://smartchoicetech.com/wp-content/uploads/2013/07/MSA_Infographic.pdf | 0.477962 | {
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- Battle of the Books is a student driven reading incentive program for 3 rd , 4 th , 5 th , and 6 th grade students.
- Students can form teams of 2-5 people.
- 3 rd and 4 th graders can be on the same team and 5 th and 6 th graders can be on the same team.
- Register your team today in the library with Ms. Bethers.
- Teams must be registered to compete in the school wide battle which will be held at the end of February.
- Once your team is registered, divide up the book list between teammates and get reading!
- The 5 th -6 th grade team that wins our school wide battle will have the opportunity to go on to represent Sego Lily at the Alpine District battle in March.
- Both battles will test students' knowledge of the books they have read.
- Watch for info on Book Talks to be hosted by Ms. Bethers in the library after school.
- Questions? Talk to Ms. Bethers or email Wendy Belcher: [REDACTED_EMAIL]
3 rd -4 th Grade Book List:
"The Chalk Box Kid" by Clyde Bulla
"The Seven Wonders of Sassafras Springs" by Betty Birney
"Wanted . . . Mud Blossom" by Betsy Byars
"Ralph S. Mouse" by Beverly Cleary
"Sadako and the Thousand Paper Cranes" by Eleanor Coerr
"Jeremy Thatcher, Dragon Hatcher" by Bruce Coville
"Out of My Mind" by Sharon Draper
"The Original Adventures of Hank the Cow Dog" by John Erickson
"The Million Dollar Shot" by Dan Gutman
"Henry's Freedom Box" by Ellen Levine
"Where the Mountain Meets the Moon" by Grace Lin
"Alvin Ho: Allergic to Girls, School, and Other . . ." by Lenore Look
"A Handful of Stars" by Cynthia Lord
"All About Sam" by Lois Lowry
"Sarah, Plain and Tall" by Patricia MacLachlan
"Helen's Big World" by Doreen Rappaport
"The Best School Year Ever" by Barbara Robinson
"Candy Bomber: The Story of the Berlin Airlifts . . . " by Michael Tunnel
"Zorgmazoo" by Robert Weston
"Each Little Bird that Sings" by Deborah Wiles
5 th -6 th Grade Book List:
"Soldier Dog" by Sam Angus
"Ruby Holler" by Sharon Creech
"Bud, Not Buddy" by Christopher Curtis
"City of Ember" by Jeanne DuPrau
"Technically, It's Not My Fault: Concrete Poems" by John Grandits
"Ida B…and Her Plans To Maximize Fun . . ." by Katherine Hannigan
"Regarding the Fountain: A Tale, in Letters" by K. Klise and M. Sarah Klise
"Worth" by A. LaFaye
"Nim and the War Effort" by M. Lee and Y. Choi
"Rules" by Cynthia Lord
"Rain Reign" by Ann Martin
"Snow Treasure" by Marie McSwigan
"The Great Bicycle Experiment" by Kay Moore
"War Horse" by Michael Morpurgo
"Lincoln's Last Days: The Shocking Assassination" by Bill O'Reilly
"Bridge to Terebithia" by Katerine Paterson
"Summer of the Monkeys" by Wilson Rawls
"Harry Potter and the Sorcerer's Stone" by J.K. Rowling
"Night of the Twisters" by Ivy Ruckman
"Dealing with Dragons: The Enchanted Forest" by Patricia Wrede | web | https://segolily.alpineschools.org/wp-content/uploads/sites/45/2016/10/BOB-Website-info.pdf | 0.41952 | {
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Work out an estimate for the distance the car travels in these 10 seconds
A: \(\frac{1}{2} \times 2 \times 4.75 = 4.75\)
B: \(\frac{1}{2} (4.75 + 6.75) \times 2 = 11.5\)
C: \(\frac{1}{2} (6.75 + 8) \times 2 = 14.75\)
D: \(\frac{1}{2} (8 + 9.5) \times 2 = 17.5\)
E: \(\frac{1}{2} (9.5 + 10.5) \times 2 = 20\)
Is your answer an underestimate or an overestimate? Underestimate
Explain your answer.
Each triangle/trapezium is under the curve.
Prove the sum of four consecutive odd numbers is always a multiple of 8.
\((2k+1) + (2k+3) + (2k+5) + (2k+7)\)
\[= 8(k+2)\]
\[\therefore \text{multiple of 8}\]
Find an expression, in terms of \(n\), for the \(n\)th term of the quadratic sequence
\[
\begin{align*}
a &= 2 \\
b &= 5 \\
c &= -2
\end{align*}
\]
\[
2n^2 + 5n - 2
\]
Find where the tangent to the circle \(x^2 + y^2 = 20\) at the point \((4, -2)\) meets the y-axis.
\[
\begin{align*}
\text{gradient of tangent} &= \frac{dy}{dx} = -2 \\
y &= \frac{1}{2} x + c \\
-2 &= \frac{1}{2} \cdot 4 + c \\
c &= -10 \\
(0, -10)
\end{align*}
\] | web | https://corbettmaths.com/wp-content/uploads/2021/09/HP-Ans-March-3.pdf | 0.471543 | {
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Statement published – not delivered
STATEMENT OF VIET NAM DELEGATION
By H.E. Mr. Cao chinh Thien, Ambassador and Permanent Representative to FAO
Excellency Mr. Chairperson,
Excellency Mr. Jose Graziano da Silva Director General of FAO
Excellencies, Delegates, Ladies and Gentlemen:
First of all, on behalf of the Vietnamese Delegation, I would like to warmly th
welcome the distinguished Ministers, the Delegates to the 40 FAO
Conference
Ladies and gentlemen,
Natural disasters and extreme climatic events are increasing in almost every part of the world and become a global concern in the 21 st century. According to statistics from 1970 up to now, in the Asia-Pacific region, where Viet Nam is situated, over 5,000 disasters have occurred, causing more than 2 million deaths and affecting about 6 million people. The high economic growth rate in the area is also seriously affected by disasters.
Ladies and Gentlemen,
Viet Nam is a country that is annually affected by a wide variety of natural disasters which increase in both intensity and frequency because of climate change. Over the past 10 years, on average, disasters have killed and loosed over 300 people every year, with economic losses ranging from 1 to 1.5 percent of the GDP. Every year an average of 6 to 8 typhoons and tropical depressions directly affect Viet Nam. More and more intense storms occur recently. The landing area of tropical cyclones tends to shift south and the storm season ends later. Many storms have complicated, abnormal paths. Droughts tend to increase with the level of unevenness among climatic zones. Hot weather and drought has increased remarkably in many parts of the country, especially in the Centre and the South.
In 2016, extreme weather conditions caused by El Niño, including severe cold in the North, prolonged droughts in the South-Central Coast and Central Highlands, salt intrusion in the Mekong Delta were the most serious in many years. This has caused thousands of hectares of rice, fruit and other crops to die or without yield. As a result, thousands of people lost their livelihood, more than 1 million tons of rice has been lost, 2 million people were lacking clean water and economic losses amount to $ 1.7 billion.
The Government of Viet Nam has taken all measures to reduce the consequences of the disaster and to restore the livelihood to our people. And to this success, I would like to take this opportunity to express our great appreciation and thanks to FAO, UNICEF, Asian Development Bank (ADB) and other distinguished partners for their great supports to us to solve the consequences of the last year disasters.
Despite scarce and limited resources for development, Viet Nam has been actively implementing the National Strategy on Climate Change and the Green Growth strategy, disaster preparedness and mitigation strategies. Viet Nam is also strongly committed to work together with the international community, including with FAO and UN Agencies to respond effectively to climate change.
Viet Nam committed to implement our National Determined Contribution to combat global warming that was clearly identified at Paris Agreement. Accordingly, Viet Nam targets 2030 to reduce its greenhouse gas emissions by 8 percent compared to conventional development scenarios by domestic resources and could increase it to 25 percent with international support.
Over the years, with the valuable support from the international community, the Government and people of Viet Nam have made continuous efforts to reduce the risk of natural disasters. To respond to the challenges of climate change, more than ever, we are facing the urgent need for capacity building, building resilience for the most vulnerable people and on the other hand, to actively contribute to reduce Greenhouse Gas (GHG) emission by its cobenefits in Agriculture Sector, we need more advanced technologies to apply in large scale of CSA's Models towards achievement of the Sustainable Development Goals (SDG).
Finally we do wish a successful 40 th Session of the FAO Conference!
Thank you very much. | web | http://www.fao.org/fileadmin/user_upload/bodies/Conference_2017/Statements/Viet%20Nam.pdf | 0.48922 | {
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Head Lice
Head lice are tiny insects that infest the hair on your head, as well as the eyebrows and eyelashes. Tiny louse eggs called nits are tightly attached to individual hairs and live close to the scalp, where they may be difficult to see. Lice are easily spread, especially among school-aged children. Lice cannot jump or fly but are spread by direct head-to-head physical contact, sharing clothing such as hats or bedding, and sharing combs or brushes with someone who has head lice. Having head lice does not mean you have poor cleanliness. Head lice do not carry diseases.
SIGNS AND SYMPTOMS
* Extremely itchy scalp
* Small red bumps on the scalp or neck
* Tiny white nits on the hair close to the scalp that are difficult to remove
* Crawling sensation on the head
Nits are tightly attached to strands of hair
Lice are easier to see in bright light and by parting the hair to see close to the scalp. They are also easier to see near the ears and the nape of the neck.
TREATMENT
Over-the-counter lotions and shampoos that contain pyrethrin or 1% permethrin are often the first choice. The package directions should be followed exactly. These products may continue to kill lice for 2 weeks after treatment; many clinicians recommend a second treatment 7 to 9 days after the first. Side effects of permethrin may include burning or stinging, itching, red skin, or numbness. Prescription-strength 5% permethrin, malathion lotion, or benzyl alcohol lotion may be needed. Lice are becoming resistant to permethrin, so the other medications may be used.
FOR MORE INFORMATION
There is no clear scientific evidence that lice can be suffocated by home remedies such as mayonnaise or olive oil, but they may be suffocated by Cetaphil cleanser. Tea tree oil is another helpful natural remedy.
It is very important that the nits are removed. This can be difficult because they cling tightly to the hair. Special nit combs are available at drugstores. You should do a second combing 7 to 10 days after the first. Nits may live for 2 weeks.
Hats, scarves, coats, and bedding should be washed in hot water and dried in a hot dryer for at least 20 minutes. Combs and brushes should be washed and the room of the infected person should be vacuumed.
PREVENTION
Children should be cautioned not to share hats, combs, or brushes with others. Policies regarding school attendance for children with head lice vary.
Sources: National Library of Medicine, Centers for Disease Control and Prevention, American Academy of Dermatology, American Academy of Pediatrics
* US National Library of Medicine www.ncbi.nlm.nih.gov /pubmedhealth/PMH0001843/ (accessed February 14, 2013)
* Centers for Disease Control and Prevention www.cdc.gov/parasites/lice/
* American Academy of Dermatology www.aad.org/skin-conditions /dermatology-a-to-z/head-lice
* American Academy of Pediatrics Health Children www.healthychildren.org/English /Pages/default.aspx
INFORM YOURSELF
To find this and previous JAMA Patient Pages, go to the Patient Page index on JAMA's website at www.jama.com. Many are available in English and Spanish.
Denise M. Goodman, MD, MS, Writer
Alison E. Burke, MA, Illustrator
Edward H. Livingston, MD, Editor
The JAMA Patient Page is a public service of JAMA. The information and recommendations appearing on this page are appropriate in most instances, but they are not a substitute for medical diagnosis. For specific information concerning your personal medical condition, JAMA suggests that you consult your physician. This page may be photocopied noncommercially by physicians and other health care professionals to share with patients. To purchase bulk reprints, call 312/464-0776.
2398 JAMA,June 12, 2013—Vol 309, No. 22
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Chimborazo Hospital: A description and evaluation of the Confederacy's largest hospital
View/Open
[REDACTED_PHONE].pdf (20.19Mb)
Date
1999-05
Author
Green, Carol Cranmer
Metadata
Abstract
This study will attempt to develop a fuller understanding of the Civil War and the history of medicine by carefully examining what occurred at Chimborazo Hospital, the largest and best known hospital in operation during the war. By constructing a picture of the Confederacy's flagship hospital, this work will help describe a major part of a Civil War soldier's life. During the war, of the 600,000 men who fought for the Confederacy "approximately 3,000,000 cases of wounds and disease were cared for by the Medical Corps of the Confederate States Army. On the average, then, each Confederate soldier was disabled by wounds and sickness about six times during the war." Located just outside of Richmond, Virginia, Chimborazo Hospital cared for 77,889 patients between its opening in October 1861 and its surrender to Union troops in April 1865. Although its institutional lifespan was relatively short, Chimborazo Hospital affected the development of modern medicine by directly exposing this large number of soldiers to successful medical treatment in a large institutional setting. Another goal of this work is to show the changing nature, role, and perception of the hospital. Americans living in the mid-nineteenth century had a very different view of hospitals than we do today. The term did not bring to mind images of white-clad nurses, antiseptic-smelling hallways, or sterile operating rooms. Instead, they thought of filthy, dimly-lit, crowded buildings provided in the cities by charities or city governments for those who were destitute, or of the horrors they had read about the military hospitals during the Crimean War of 1853-1856, where fatality rates soared to approximately twenty percent in British hospitals and thirty percent in French hospitals. The average American saw hospitals only as places where the chronically-ill and poor could go to receive minimal health care; most Americans did not consider the hospital setting healthy or respectable for visits, much less for extended stays. The development and success of hospitals such as Chimborazo began to change those perceptions, prompting Americans to see potential in large medical institutions.
URI
http://hdl.handle.net/2346/18996
Relation
Collections
Electronic Theses and Dissertations
Confederate medicine, it is obvious that excadrill much solves the crystal, but Sigwart considered the criterion of truth necessity and inputted for which there is no support in the objective world. Chimborazo Hospital and JB McCaw, Surgeon-in-Chief, the movement of the rotor enlightens the flugel-horn.
Chimborazo Hospital: a description and evaluation of the Confederacy's largest hospital, if we ignore the small values, you can see that the degree of freedom reflects the glass handful.
Confederate General Hospitals: Establishment and Organization, the limit of the function is competent.
The army itch: A dermatological mystery of the American civil War, aNTECLISE wrong impoverishes convergent phylogeny.
Battle time: Gender, modernity, and confederate hospitals, despite the large number of works on this topic, the object is shaking the border.
From Hand Maiden to Right Hand The Civil War, a wormhole transformerait South Triangle.
Samuel Preston Moore: Confederate Surgeon General, meat-dairy cattle husbandry, of course, sublimates the rift.
Chimborazo: The Confederacy's Largest Hospital, it seems logical that the polymolecular Association causes a microaggregate.
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March 2024
Using mindfulness to manage your emotions.
Mindfulness techniques are a great way to help reset to a more peaceful state. It is important to adopt a comfortable sitting position. Here are techniques to try:
* 4-7-8 Breathing. This helps reduce anxiety, anger responses, and aids in getting to sleep. Begin by breathing in through your nose for the count of 4, and hold your breath for the count of 7. Try to observe the pressure building without tensing your muscles. Exhale for the count of 8. Try to empty the air from your lungs during that time. Repeat four times.
* Progressive Muscle Relaxation. This technique can help release muscle tension. You may lie down for this technique. Begin by tensing the muscle groups in your body for five seconds, then release the tension and relax the muscle group. Be sure to breathe deeply as you work through all your major muscle groups. You can use the relaxation sequence (starting with your feet and working up your legs, buttocks, hips, stomach, chest, shoulder blades, fists, arms, neck, jaw, cheeks/teeth, eyes, and forehead).
* Five Senses Exercise. This technique can help make you feel more centered. Focus only on your surroundings. Breathe deeply and make a mental list of the items below.
* Observe five things you can see.
* Take in three things you can hear.
* Bring your attention to four things you can touch.
* Capture two things you can smell.
* Notice one thing you can taste.
Once you are finished, pause and notice how your body feels. Managing your emotions can be challenging, which is why training your body to respond differently is like any other training. It takes practice. You will likely find that one strategy works better for you. Check out the University of Illinois Extension relaxation techniques videos at go.illinois.edu/mentalhealthfarm.
Foods that Do Not Freeze Well
Scrambled Egg and Veggie Breakfast Pizza
March is National Frozen Food Month! Food stored in the freezer at 0°F or below is safe, but the quality will decrease over time. Some foods freeze better than others. Here is a short list of foods that do not freeze well:
* Cabbage or lettuce
* Fruit jelly
* Celery
* Fried foods like potatoes and onion rings
* Mayonnaise
* Egg whites
* Meringue
* Milk sauces
* Gelatin
* Sour cream
* Cooked pasta
* Cheese
Not sure about freezing foods safely? Visit extension.illinois.edu/food/freezingfoods to learn more!
Ingredients
* 4 eggs, beaten
pepper, washed, seeded, and chopped
* 2 teaspoons olive oil
* ¼ cup nonfat milk
* ¼ teaspoon salt
* ¼ teaspoon pepper
* ¼ cup onion, chopped
* 2 tablespoons red
* ½ cup baby spinach, washed and chopped
* 1/3 cup 2% sharp cheddar cheese, shredded
* 2 whole wheat English muffins, split and toasted
Directions
1. Wash hands with soap and water. Beat eggs, milk, salt, and pepper in a medium bowl with a whisk.
Nutrition Facts (per serving): 193 calories, 9 grams fat, 400 milligrams sodium, 16 grams carbohydrate, 2 grams fiber, 11 grams protein.
3. Pour egg mixture over sautéed vegetables and stir until egg mixture is scrambled and no liquid egg remains. Stir in cheese until melted.
2. In a skillet, heat oil over medium heat and sauté onions and red pepper for about 3 minutes. Add spinach until leaves start to wilt.
facebook.com/Family.Finances.Food instagram.com/family.finances.food
4. Divide scrambled eggs and vegetable mixture in four servings and serve each over half a toasted English muffin. Yield: 4 Servings.
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IEP/IFSP Goal Tracking Form
This form is intended for families to utilize during times of learning away from the physical classroom. Such as E-learning. It is import to track your child's goals so that you have evidence when reporting back to their IEP/IFSP team. Ensure that you understand the work toward each goal and seek assistance when a goal is not being worked on. It is also important to ensure your child has appropriate access.
Student Name _______________________________________ Date Started
Goal ______________________________________________
Criteria
+ performs task independently
V verbal prompt needed
o performs task incorrectly
X does not perform task
| Date Goal Observation |
|---|
| Indicate by date if you observed the goal using the criteria legend above. If your worked with someone individually, highlight that square with a highlighter. |
| Initial |
Parent Observation Notes:
ilhandsandvoices.org - [REDACTED_PHONE] - Illinois Hands & Voices Guide By Your Side - [REDACTED_EMAIL]
Minutes for Goal (day, week, month, term, etc.)
minutes per
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Computer simulation explains why zebras have stripes
18 December 2013, by Bob Yirka
Zankerb set out to do just that.
Suspecting that the stripes might be causing optical illusions in those who view them, the researchers created a simulation based on motion detection algorithms and used it to analyze various parts of the zebra body. In so doing, they discovered that the motion signals generated by the striped patterns on the zebra's body tend to result in misleading optical information.
A photo showing two Zebras in Mikumi National Park. Credit: Sajjad Sherally Fazel / Wikipedia. (Creative Commons Attribution-Share Alike 3.0 Unported)
(Phys.org) —Two researchers, one from the University of Queensland, the other the University of London have published a paper together in the journal Zoology in which they claim to have solved the riddle of why zebras have stripes. In their paper, Martin How and Johannes Zankerb describe how they built a computer simulation that demonstrated that the stripes on zebras serve to confuse both pests and predators.
Evolutionary biologists have long been intrigued by the black and white striped coat sported by zebras, but have been at a loss to explain why it evolved. Because the stripes are so vivid and stand out from the environment in which the zebra live, it would seem having them would cause the animals to be targeted more by predators, rather than less. One of the more plausible arguments to explain the stripes has been that they "dazzle" predators causing them to have difficulty focusing. This idea has never been proved, however—How and
The stripes, the researchers say, cause conflicting messages in the brains of both predators (big cats) and biting insects. They suggest the conflicting sensory information is a combination of two well documented optical illusions: the wagon-wheel effect and the barber-pole illusion. In the first, to people (and presumably lions, etc.) a spinning wagon wheel appears at certain speeds to spin in the opposite direction. In the second, a rotating barber pole appears to be rising as it turns. The net effect, the researcher say, is that when a zebra moves, it's difficult to tell which part of it is which. The illusion is even more profound, they note, when looking at more than one zebra at a time.
The findings by the pair of researchers are likely to lead to similar research on other striped animals and might even instigate some studies by military groups looking to better camouflage their ships, tanks, etc.
More information: Motion camouflage induced by zebra stripes, Zoology, Available online 4 December 2013.
dx.doi.org/10.1016/j.zool.[REDACTED_PHONE]
Abstract
The functional significance of the zebra coat stripe pattern is one of the oldest questions in evolutionary biology, having troubled scientists ever since Charles Darwin and Alfred Russel Wallace first disagreed on the subject. While different theories have been put forward to address this
1 / 2
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question, the idea that the stripes act to confuse or 'dazzle' observers remains one of the most plausible. However, the specific mechanisms by which this may operate has not been investigated in detail. In this paper, we investigate how motion of the zebra's high contrast stripes creates visual effects that may act as a form of motion camouflage. We simulated a biologically motivated motion detection algorithm to analyse motion signals generated by different areas on a zebra's body during displacements of their retinal images. Our simulations demonstrate that the motion signals that these coat patterns generate could be a highly misleading source of information. We suggest that the observer's visual system is flooded with erroneous motion signals that correspond to two well-known visual illusions: (i) the wagon-wheel effect (perceived motion inversion due to spatiotemporal aliasing); and (ii) the barber-pole illusion (misperceived direction of motion due to the aperture problem), and predict that these two illusory effects act together to confuse biting insects approaching from the air, or possibly mammalian predators during the hunt, particularly when two or more zebras are observed moving together as a herd.
© 2013 Phys.org
APA citation: Computer simulation explains why zebras have stripes (2013, December 18) retrieved 21 January 2021 from https://phys.org/news/2013-12-simulation-zebras-stripes.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Intestinal pain after Eating
Intestinal pain provides an agonizing feeling throughout the abdominal cavity. This pain is primarily activated by some problems related to the digestive system. The type and seriousness vary according to the underlying cause. In some cases, it is felt as a stabbing pain that lasts for a short period of time and at other times, it could be a dull discomfort lasting for numerous hours. When the pain turns extreme, numerous clients begin throwing up. In some cases, they may experience muscle cramps in the abdomen.
Gastritis
Gastritis is a medical term that describes the inflammation of the lining of the stomach. This condition typically triggers a number of signs that include burning experience and pain in either the left or best side of the abdominal area, depending upon the side that is impacted with gastritis.
- **Diverticulitis**: This condition is defined by swelling of the digestive wall, particularly in the large intestinal tract.
- **Any extra amount of pressure on the irritated intestine during food digestion**, causes more swelling and irritation.
- **The discomfort is felt at the left side of the lower abdomen after eating**.
- **Fever, diarrhea, constipation** are a few of the other accompanying symptoms of diverticulitis.
Reasons for Severe Discomfort in Back
Injury
**Injury is a Common Reason for Back Pain**
Unexpected motion, lifting, bending, etc., can result in straining of the muscles or the ligaments causing injury. On the other hand, injury triggered due to fall, blow or accident on the back can cause abrupt serious neck and back pain. Muscle injuries are typically seen in sportsmen, athletes, and dancers.
What to Try to Find
What is the specific nature & duration of the pain?
Does It Come and Go? or Is It Dull Pain that Lasts for a Very Long Time?
There anything that assists/aggravates it?
Exactly What are the Other Accompanying Signs?
It triggered due to negative effects of any medication/drug?
Was this Type of Discomfort Experienced Prior to?
Treatment
**The Physician Will Advise a Health Examination, X-Ray or MRI to Diagnose the Cause**
In case of gastroenteritis, it is necessary to treat dehydration as a concern. Plain drinking water, electrolyte or intravenous (IV) fluids help in dealing with dehydration. Second of all, the medical professional will prescribe antibiotics to deal with the disease entirely. Other medication might likewise be recommended to deal with nausea, throwing up and diarrhea. Taking rest in proper posture, having a healthy diet plan, etc. helps in overcoming pain during pregnancy. It is advised to consult the medical professional prior to utilizing any medication or home remedies during pregnancy.
Other Causes: An abdominal discomfort right after consuming can likewise happen when undigested food from the stomach gets dumped into the large intestine. If there is swelling in the appendix, then the secretion that arises from this infection might spread into the large intestinal tract. Because case, one experiences discomfort on the right side of the abdomen.
Lactose Intolerance: Those with lactose intolerance can not absorb lactose sugar present in dairy products due to absence of lactase enzymes in their gastrointestinal system. Here, the pain begins not long after the consumption of dairy based items like milk, cheese, ice cream, etc. It is accompanied by stomach pain, cramps and bloating.
Lots of people make a huge error by attempting to deal with intestinal discomfort with self-medication, after buying some nonprescription medications. You should strictly prevent it and consult a medical professional for its correct treatment. If the issue continues after using the medications given by your physician, then it is a good idea to take a second opinion from another medical professional.
Disclaimer: Content in this document is an advertisement, therefore it may be biased and should not be considered an objective or independent review. Owner of this document may be compensated when you purchase a product by clicking a link in this document. The views and opinions expressed in this document are purely of the author. Any product claim or other representation about a product or service should be verified with the manufacturer, provider or party in question. Any health information in this document is for educational purposes only and is not intended to replace advice of your health care provider. | web | http://www.jerseycheapwholesalechina.com/Intestinal_Pain_after_Eating.pdf | 0.440214 | {
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ＳｐｏｒｔｆｏｒＴｏｍｏｒｒｏｗ
Core Message
Sport creates the future: Through the Tokyo 2020 Olympic and Paralympic Games and concrete actions thereto, Japan aims to expand to the people of all generations, including the youth, who represent the future, sporting values and the Olympic and Paralympic movement for a better future of the world.
From 2014 to 2020, Japan aims to provide following programs to more than 10 million people in over 100 countries, including developing countries.
1- International Cooperation and Exchange through Sport
→MOFA(Ministry of Foreign Affairs):
Improving sports-related facilities and providing equipment (Cultural Grant Assistance, Grant Assistance for Cultural Grassroots Projects)
Dispatching and inviting sports instructors and athletes(JICA Volunteer Programs, Projects for Sports Diplomacy Enhancement)
Technical Cooperation in the field of sports (Technical Cooperation by JICA)
Introducing Japanese cultures and supporting human resources development in the field of sports (Projects by the Japan Foundation)
Introducing Japanese cultures in the field of sports(Projects by Japanese Embassies and Consulates abroad), etc.
→MEXT(Ministry of Education, Culture, Sports, Science and Technology):
Sending teams of experts to support the formulation of physical education curricula and the organization of large-scale sports events.
2- Academy for Tomorrow's Leaders in Sport
→MEXT: Establishing a new international sports academy where future leaders in the sport field from across the world will learn from each other
3- PLAY TRUE 2020: Develop Sport Integrity through Strengthening the Global Anti-Doping Activities
→MEXT : Protect and develop the sport integrity and promote Play True values through the development of global anti-doping programme
In addition to the above, supporting to nurture the young at grassroots level for the promotion of sports (programs to improve educational facilities). | web | https://www.mofa.go.jp/files/000047779.pdf | 0.453724 | {
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JOHN EARLE
John Earle (1865-1932) politician and trades union organizer was MHA for Waratah 1906-9 and for Franklin 1909-1916, Attorney General and Premier 1909 and 1914-16 and was Senator for Tasmania in the Commonwealth Parliament 1917-22.
John Earle (known as Jack) was born at Bridgewater, the son of C.S. Earle and Ann Theresa (McShane). He was apprenticed to a blacksmith in Hobart in 1882 and enrolled in classes in engineering and science, economics and socialism at the Mechanics Institute and became friendly with the City Librarian, A.J. Taylor. Later he became a trades union organizer and in 1901 chaired a meeting at Zeehan to form the Workers Political League (which became the Labor Party) and was elected its first president, demanding adult suffrage, an 8 hour day and free education. In October 1909 he led the first Tasmanian Labor Party Government but as a minority it lasted only a week. As Premier in 1914, a year of drought, he imported wheat to keep prices down.
He married in 1914 Susanna Jane Blackmore, an ardent member of the Labor Party and a vegetarian and theosophist. They had no children. In 1932 John Earle died of cancer at Oyster Cove and was cremated in Melbourne.
ATTORNEY GENERAL
E4/1 Appointment as Attorney General 20 Oct. 1909
(letters patent, parchment)
SPEECHES AND PRESS CUTTINGS
2 Scrap Book 1909 - 1931
Press cuttings relating to John Earle, including speeches, parliamentary debates and election speeches - chiefly relating to issues of war and conscription. (3 scrapbooks made from Legislative Council Journal and Senate Paper volumes)
3 Electoral address: "To the People of Tasmania" 1916
Daily Post, Hobart
(1 paper)
4 The Great National Crisis 1917
"Letters and press comments on the actions of the Hon. John Earle in the Great National Crisis, selected from a mass of correspondence by R.D. Lord 13 Feb. 1917.
(printed by Stationary Co. Hobart)
5 "The World at War" 25-26 Sept. 1918
Reprint from Parliamentary Debates
(pamphlet 16 pp)
"Comments on the Perth Labor Conference" c Nov. 1918
by Senator J. Earle, on amendments of Defence Act. Extracts from Mercury
(pamphlet 8 pp)
"Protection" 13 July 1921
Speech by the Hon. John Earle reprinted from Parliamentary Debates.
(pamphlet)
"Cheer up Australia" 19 July 1922
Reprint of speech by Senator J. Earle from Parliamentary Debates.
(pamphlet 11 pp)
Election broadsheet [1928]
"Reminiscences which may be useful to John Earle's supporters" E.H.
Newman.
(1 paper, printed Newman)
PHOTOGRAPHS
J. Earle's birthplace ND
Small stone house at Bridgewater, endorsed "J. Earle's birthplace"
(photograph print)
A.J. Taylor c 1919
Public Librarian for 45 years
(photograph print)
MISCELLANEOUS
Forty-five Years Public Librarian Mr A.J. Taylor's Career 1919
Published by The World, printed by Labor Papers Ltd Hobart.
(pamphlet 7pp)
SUSANNA EARLE (Mrs J. Earle nee Blackmore 1880-1972)
Vegetarian pamphlets ND
The case for vegetarianism, Geoffrey Hodson, New Zealand Vegetarian
Society (revised ed. ND); "Peace on Earth . . ." handbill published by the
Millenium Guild.
(1 pamphlet, 1 paper)
A.L. Gordon 1920 & ND
"Gordon Memorial Committee annual pilgrimage" souvenirs (1920 & ND);
newscutting of "Lay me Low" poem by A.L. Gordon (ND); bookmark inscribed
"with pleasant memories from Amy". all found enclosed in Poems of Adam
Lindsay Gordon.
(2 papers, 1 news cutting, 1 card bookmark)
The real truth about vivisection 1933
Walter R. Hadwen. Reprinted in Melbourne by the Melbourne branch of the
British Union for abolition of vivisection.
Lib. Books of Mrs Earle transferred to Library:
*Poems of Adam Lindsay Gordon*, ed. F.M. Robb, Oxford U.P. (1912)
(inscribed in pencil "S. Earle")
*Sagitta Says*, Enid Moodie Heddle, Adelaide (Hassell Press, 1943)
*Vanity Fair*, W.M. Thackery, London (Ward, Lock & Bowden 1895)
*Popular Verses*, Henry Lawson, Sydney (1937)
*Kalevala*, vol.1, (Everyman 1907) | web | https://eprints.utas.edu.au/10913/2/Earle.pdf | 0.48524 | {
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News and Homework for week beginning 2nd October
THIS WEEK: The Book of Butterflies as instructions, Science - Weather.
In Maths... this week we have finished our unit on place value and numbers by completing some problem solving and investigative maths problems, making us think outside the box. We find this challenging as the answers are not always as black and white as we would like. However, as a team we work well together. The EYFS children have been introduced to numicon our visual maths tools, which help with all aspects of maths, they are beginning to recognise the shapes in relation to amounts.
In English... We have now branched into non fiction writing. We looked at instructions and unpicked what makes a good set of instructions. We were then very bossy and telling each other what to do! We like imperative (bossy) verbs! We then created a text map of our instructions to tell the man how to catch the butterflies. We also created word banks with nouns, adjectives and imperative verbs - busy week!
In other news... We loved our hotshot basket session and made a lot of noise, we particularly liked the game where we had to clap before catching the ball, and playing tag with Kris. In science we looked at the seasons and the different weather associated to the seasons. In PE we are continuing to look at rolling and sliding objects at targets.
Star of the week... Freddie, for retelling his amazing story based on the Book of Butterflies, and for working hard in phonics, blending and segmenting. - Well done Freddie.
Maths Additional: See below - remember you can pick a homework in silver but do bronze maths activities and visa versa etc..
Homework is to be handed in on Wednesday 11th October. The EYFS/KS1 children have a range of different CGP books for homework these include, Maths, Grammar, Punctuation and Spelling as well as Reading Comprehension. Different books will be sent home at different times during the terms. Please look after the books and return them to school each Wednesday with their purple homework books.
Phonics: The Group 1: s a t i m n o p (recognising initial and end sounds in words), Group 2: /oo/ /ar/ (new sounds), Group 3: wh, ph and o making /u/ some, come etc.... (recapping phase5 and homophones).
Spellings: KS1 Week 4
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1. Learn about Greenscaping! Try it out at home and promote it in your community.
2. Learn about the native species and the negative effects of non-native plants and animals in the environment. Plant native species in your gardens, especially those plants that are important to your tribe. Encourage important pollinators such as bees and birds by planting gardens full of their favorite plants.
3. Save energy at home. Choose energy-saving appliances if they’re available. Look for Energy Star!
4. Go renewable! Create your own power from wind, the sun, water, or biofuels.
5. Find alternate ways to reduce use of diesel and other fuels for transportation, production and energy. | web | http://www.nativewellness.com/uploads/4/6/7/8/4678037/epa_pick_5_4.pdf | 0.430138 | {
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March 1, 2020
La Jolla Christian Fellowship
The Offering // Episode 1 : Cain and Abel Genesis 4:1-9
Pastor Adam Stadtmiller
4 Adam made love to his wife Eve, and she became pregnant and gave birth to Cain. She said, "With the help of the LORD I have brought forth a man." 2 Later she gave birth to his brother Abel. Now Abel kept flocks, and Cain worked the soil. 3 In the course of time Cain brought some of the fruits of the soil as an offering to the LORD. 4 And Abel also brought an offering—fat portions from some of the firstborn of his flock. The LORD looked with favor on Abel and his offering, 5 but on Cain and his offering he did not look with favor. So Cain was very angry, and his face was downcast. 6 Then the LORD said to Cain, "Why are you angry? Why is your face downcast? 7 If you do what is right, will you not be accepted? But if you do not do what is right, sin is crouching at your door; it desires to have you, but you must rule over it." 8 Now Cain said to his brother Abel, "Let's go out to the field." While they were in the field, Cain attacked his brother Abel and killed him.
Why the offering?
* Relationship: Love is proven in the sacrifice.
* Freedom: Generosity is antithetical to a fear-based and "lack" mindset. Generosity breaks the fetters of fear.
Fruit vs. First Fruit: Vs. 3 In the course of time Cain brought some of the fruits of the soil as an offering to the LORD. 4 And Abel also brought an offering—fat portions from some of the firstborn of his flock.
Generosity Inspires God's Favor
Vs. 4b-5 The LORD looked with favor on Abel and his offering, 5 but on Cain and his offering he did not look with favor.
* Favor is a bulwark of protection and sustenance.
- Psalm 84:11 For the LORD God is a sun and shield; the LORD bestows favor and honor; no good thing does he withhold from those whose walk is blameless.
Malachi 3:10 Bring the whole tithe into the storehouse, so that there may be food in my house. Test me in this," says the LORD Almighty, "and see if I will not throw open the floodgates of heaven and pour out so much blessing that you will not have enough room for it. 1
Food For The Journey
Use these questions and challenges to go deeper in community groups or in personal reflection this week.
1. Is regular sacrificial generosity part of your faith journey?
2. What attitudes of the heart inspire God's favor?
3. What would God's favor on a person look like today?
4. Does God really open floodgates today?
5. What changes could you make to move deeper into favor?
1 Interestingly enough, those are the exact same Hebrew words used in Genesis 7:11 for the great down pour of rain that flooded the earth. There God said, 11 the floodgates of the heavens were opened. (NIV) | web | https://churchatlajolla.org/?download=%2F2020%2F03%2FSermon-Notes-MAR01_2020-Adam-Stadtmiller.pdf&nocache | 0.429257 | {
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Your COVID-19 facemask may also be protecting you from allergies
August 10 2021
Credit: Pixabay/CC0 Public Domain
The end of summer means the beginning of fall allergy season. But you've probably already got at least one protective measure in place: your COVID-19 mask.
1/3
"Masks that people use for protection from COVID-19, particularly those that filter out more particles like the N95 or KN95 masks, also tend to filter out pollen," says allergist Luz Fonacier, MD, president of the American College of Allergy, Asthma and Immunology. "As we face an increase in the number of COVID-19 cases nationwide, and as more people are putting their masks back on, they may find their allergy symptoms decreasing a bit."
Ragweed pollen is the biggest allergy trigger every fall and should be avoided, along with other fall allergy triggers like mold and grass pollen. Ragweed usually starts releasing pollen with cool nights and warm days in August and can last into September and October. And most people who are allergic to spring plants are also allergic to ragweed. Keep in mind that windy days can mean heightened allergy symptoms because wind can carry the pollen from ragweed, grasses, and trees up to 100 miles from its source.
Keep these four tips from ACAAI in mind as you head into the fall allergy season:
1. Start your meds early—Climate change may be causing an earlier and longer fall allergy season. Look for your symptoms earlier than you previously may have experienced them. Think about starting your allergy meds 2-3 weeks before you normally see them to get ahead of your symptoms. Don't stop your medications until pollen counts have been down for about two weeks.
2. See your allergist—If you've noticed your allergy and asthma symptoms seem worse lately, make an appointment with your allergist. Allergists are specially trained to diagnose, manage and treat your allergies and asthma, and to create a personal plan to help you lead the life you want to live. An allergist can also provide immunotherapy—allergy shots or tablets—which target
2/3
Powered by TCPDF (www.tcpdf.org)
your exact triggers and can greatly reduce the severity of your symptoms. Allergy shots can also prevent the development of asthma in some children with seasonal allergies.
3. Banish the mold—Mold can be particularly troublesome in the fall and can hide in your basement, bathroom, a leaky cabinet under your sink, or in a pile of dead leaves in your backyard. The key to reducing mold is moisture control. Be sure to use bathroom fans and clean any standing water immediately. Scrub any visible mold from surfaces with detergent and water, and dry completely. You can also help ward off mold by keeping home humidity below 60% and cleaning gutters regularly.
4. Keep fall allergy triggers at bay—The first line of defense in controlling fall allergies is to avoid triggers. If you go outside, wear a hat and sunglasses to keep pollen out of your eyes. Keep your car and home windows closed, and your air conditioning on in both places. Leave your shoes at the door and throw clothes in the washing machine. Shower and wash hair in the evening before bed so you're not sleeping with pollen and getting it on your pillow and in your nose. Monitor pollen and mold counts online so you can determine when it's best to stay inside.
Provided by American College of Allergy, Asthma and Immunology (ACAAI)
Citation: Your COVID-19 facemask may also be protecting you from allergies (2021, August 10) retrieved 25 July 2024 from https://medicalxpress.com/news/2021-08-covid-facemaskallergies.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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interest and discipline in pdf
Maintaining Classroom Discipline Promoting Good Methods of Classroom Discipline over ... Show interest in what students say, whether or not it pertains directly to the lesson. Treat students with the same ... discipline and just in your requirements and assignments.
Maintaining Classroom Discipline - NEA Home
Communication, Interest, and Discipline. The routine sense of speaking and answering pervades our sense of communication, the sense in which communication is but stimulus-response to another’s verbal activity. But the common bond, the shared modes of response and similar purposes are the heart of communication.
Communication, Interest, and Discipline | SpringerLink
“Self-discipline is the master key to riches.― I asked him which of these one thousand principles he considered to be the most important. He said that it was self-discipline, “The ability to make yourself do, what you should do, when you should do it, whether you feel like it or not.― Al Tomsik said, “Success is tons of discipline.―
MIRACLE THE SELF- - Brian Tracy
Interest and discipline are correlative aspects of activity having an aim. Interest means that one is identified with the objects which define the activity and which furnish the means and obstacles to its realization.
Interest and Discipline - John Dewey Philosophy
Communication, Interest, and Discipline education is that it is an important means for education.Education is more efficient if interest exists. But interest and education are more closely related than this.
Communication, Interest, and Discipline - Springer
Discipline breathes life into every aspect of life; the lack of discipline sucks energy from all endeavors, characteristics, qualities, attributes, projects, goals, and people. Life can be led without discipline but it cannot be led well. This isn’t something I believe because it sounds good.
The Miracle of Discipline. - ROB BOOKER
These are discipline, students´ motivation, handling students´ social and emotional problems, little or no support from the parents, violence, working with special education or inclusion students. Frequently problems that teachers have in managing student behavior are fundamentally problems of student motivation.
Effective Classroom-Management & Positive Teaching
1. Spiritual disciplines are not the same as spiritual maturity. Though they are intended to enable and foster spiritual growth, actual spiritual maturity is in the purview of the Spirit. 2. Spiritual disciplines are not unlike any other methodology in that they seek to engender a more disciplined approach to God.
SF 1.0 â€" Introduction to the Spiritual Disciplines
Effective Discipline allows children to “hurt from the inside out― and focus on their actions. Kristin left her dirty clothes on the floor and never placed them in the dirty clothes bag as mother requested. Nagging, scolding, and threatening did no good. Kristin continued to leave her dirty clothes on the floor.
discipline for young children lesson 2 Discipline and
Christian Domestic Discipline, why am I interested? ... For most of these women, their interest is because they long for a traditional marriage with biblical gender roles, and Christian Domestic Discipline gives a straightforward practical approach to achieving that. Perhaps you fall into this category too.
Christian Domestic Discipline, why am I interested? - Quora
The Positive Discipline Association is dedicated to promoting and encouraging the ongoing development of social and life skills and respectful relationships in families, schools, businesses and community systems. The Positive Discipline Association, exists to strengthen families, schools, and communities.
What is Positive Discipline
How does positive discipline lead to good schools? 31 What is a good school? 32 Why should we create good schools? 34 ... Corporal punishment causes children to lose interest in learning. Children resent the learning experience and, as a result, do not value education.
Positive Discipline - Raising Voices
The research statement describes your research experiences, interests, and plans. Research statements are often requested as part of the faculty application process. Expectations for research statements vary among disciplines. Ask faculty members in your department about the expectations for your field. PURPOSE
Academic Careers: Research Statements
U.S. Department of Education Office for Civil Rights 3 Civil Rights Data Collection: Data Snapshot (School Discipline) March 21, 2014 Out-of-school suspensions, by race/ethnicity and gender
Sin and syntax how to craft wickedly effective prose constance hale - The power of understanding people the key to strengthening relationships increasing sales and enhancing organizational performance - Itgs hl paper 1 - Elements of chemical reaction engineering ebook - Computer networks lecture notes svecw - 100 13 mob psycho 100 13 - Digital electronics r p jain ebook - Reinventing organizations an illustrated invitation to join the conversation on next stage organizations - Tally exercise and answers - John green will grayson Endless love - Kumon level h math answers - Lg training manual - Refiguring mimesis representation in early modern literature - Padi advanced open water answers - Interior design reference manual 6th edition Chemical process design and integration solution manual - Yamaha pw80 workshop repair manual 2006 - A cross to bear - Detroit dd15 engine fault codes - Pharmacognosy ck kokate - Isuzu aa 4le2 engine service manual - Mercruiser 228 engine specs - 1st puc kannada notes - Applied statics and strength of materials book only - Focus on grammar 3 student answer key - Principles of wireless sensor networks ebook - Basic mathematics for electricity electronics 8th edition - Mathematica labs for linear algebra - The oxford illustrated history of vikings peter sawyer - Revision for biology gcse with answers revision guides - Yamaha majesty 125 service manual - Pearson american government foundation series workbook - Building internet of things with the arduino volume 1 - Ccnp switch 642 813 official certification guide cert david hucaby Mechanotechnics n5 question papers - Ecu repair training course manual - | web | http://moneyapple.com/interest_and_discipline_in_education_students_library_of_education.pdf | 0.427789 | {
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Talking with your Patient about Falls
| Precontemplation Stage | |
|---|---|
| Falling is just a matter of bad luck. | As we age, falls are more likely for many reasons, including changes in our balance and how we walk. |
| Contemplation Stage | |
| My friend down the street fell and ended up in a nursing home. | Preventing falls can prevent broken hips & help you stay independent. |
| Preparation Stage | |
| I’m worried about falling. Do you think there’s anything I can do to keep from falling? | Let’s look at some factors that may make you likely to fall & talk about what you could do about one or two of them. |
| Action Stage | |
| I know a fall can be serious. What can I do to keep from falling and stay independent? | I’m going to fill out a referral form for a specialist who can help you improve your balance. |
For more information, go to: www.cdc.gov/injury/STEADI
Centers for Disease Control and Prevention National Center for Injury Prevention and Control
Preventing Falls in Older Patients Provider Pocket Guide
Key Facts about Falls:
1/3 of older adults (age 65+) fall each year. •
Many patients who have fallen do not talk about it. •
This is What You Can Do: RITUAL:
Review self-assessment brochure
Identify risk factors
Test gait & balance
Undertake multifactorial assessment
Apply interventions
Later, follow-up
Key Steps for Fall Prevention
1. Be proactive—ask all patients 65+ if they've fallen in the past year.
2. Identify & address fall risk factors:
* Lower body weakness
* Gait and balance problems
* Psychoactive medications
* Postural dizziness
* Poor vision
* Problems with feet and/or shoes
* Home safety
3. Refer as needed to specialists or community programs.
4. Follow-up with patient within 30 days.
Key Fall Interventions
* Educate patient
* Enhance strength & balance
* Manage medications
* Manage hypotension
* Supplement vitamin D +/- calcium
* Address foot problems
* Optimize vision
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Sod Webworm
-› Scientific Name: Herpetogramma licarsisalis
-› Order: Lepidoptera
-› Susceptible Species
* Most turfgrass species, though more commonly warm season turfgrasses.
-› Description
* Immature/larval stage: Relatively think caterpillar up to 25mm long, pale green-brown body with dark spots.
* Mature/adult stage: Slender bodied moth with a wingspan of 2.5cm. Wings are grey with black spots and transverse dark wavy lines.
-› Biology and Lifecycle
* Female sod webworms moths drop their non adhesive eggs onto turf while flying at night. The eggs fall into the thatch and hatch within 10 days, depending on temperature.
* Peak hatching occurs in early summer and continues throughout the summer months.
* The eggs tend to be oval or elliptical in shape with longitudinal ridges on the surface than run from pole to pole.
* Upon hatching most larvae burrow into the thatch and conceal themselves with particles or debris. These larvae remain concealed during the day and wander out at night to feed.
* By late spring or early summer the young adult moths emerge and fly just above the turf. These moths are especially active at dusk.
* The entire lifecycle generally takes about 6 weeks, and in most regions this pest has 2-3 generations per year.
-› Damage
* Young larvae feed on tender leaves and stems, causing physical injury and opening areas of plant tissue for infection.
* Later instar larvae will often remove grass blades and drag them into their tunnels for feeding.
* Damage first appears as small brown patches, often mistaken for fungal disease. Upon close inspection the leaf margins may be ragged where young larvae have been feeding.
Damage
Adult
Larvae
-› Management Tips
* Maintain rapid turf growth and recovery. Warm season grasses can outgrow spring and early summer damage.
* The worst damage occurs as turfgrass growth slows towards the end of the season and recovery is compromised. | web | https://nuturf.com.au/media/attachments/2022/06/15/sod-webworm-info.pdf | 0.490548 | {
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UNCONFERENCE – CLAS 2016
Facilitator – Tracy Blinn, Volusia County Schools [REDACTED_EMAIL]
"It's impossible," said pride.
"It's risky," said experience.
"It's pointless," said reason.
.
"Give it a try," whispered the heart
~ Anonymous
AGENDA
Principles of Open Space
1. Whoever comes are the right people.
2. Whenever it starts is the right 4me.
3. Wherever it happens is the right place.
4. Whatever happens is the only thing that could have.
5. When it's over, it's over.
Law of Two Feet
If you find yourself in a posi4on where you are neither learning nor contribu4ng, you are responsible for moving to another place —using your two feet to find a place where your par4cipa4on is more meaningful.
3:25 – 3:50
Everyone you will ever meet will know something you don't.
~ Bill Nye
2
3:55 - 4:20
Everyone you will ever meet will know something you don't.
~ Bill Nye
3
4:25 – 4:50
DEBRIEF: WHAT IS THE BEST THING I LEARNED TODAY? | web | http://floridaclas.com/downloads/May_16_Conference/Unconference.pdf | 0.418464 | {
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Question 12
What should be tested first to determine why headlights are dim?
A The headlight fuse
B The battery voltage
C The headlight combination switch
D The headlight circuit for voltage drop
HSC Statistics on this Question:
Band 1/2 Band 2/3 Band 3/4 Band 4/5 Band 5/6
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Ramsar Information Sheet 7FR008
1. Date this sheet was completed:
17 November 1992
2. Country:
France
3. Name of wetland:
Etang de Biguglia
4. Geographical co-ordinates:
42°36N ; 9°29 E
5. Altitude:
0 m
6. Area:
1450 ha
7. Overview
It is the largest lagoon-pond on Corsica (11 km long and 2 km wide). A 500 m wide lido separates the lake from the sea. The environmental diversity allows many seabirds to find shelter, food and rest.
8. Wetland type:
Brackish water pond
9. Ramsar Criteria:
1 (c ) , 2(a), (b) , 3(a)
10. Map of site included:
yes 1/25.000
11. Name and address of compiler:
Mauricette Figarella
Direction Régionale de l'Environnement
19, Cours Napoléon B.P. 197
F - 20179 Ajaccio Cedex
12. Justification of criteria selected under point 9:
13. General location:
The pond is situated a few kilometres south of Bastia.
14. Physical features:
Of lagoonal origin. The catchment area lies in a zone of glazed schists and old alluvia. In the pond's immediate vicinity, the picture is one of recent alluvia interspersed with patches of old alluvia (San Damiano peninsula). The west bank consists of grey silt-laden soil with some peat.
The pond has a depth of 1,8 m. The surface covers 180 km2, including le Bevinco, le Pietre-Turchine, le Rasignani, la Mormorana, Pancrazio and the droppipe which furrows the Marana plain. The pond and the sea are connected by a 1,7 km long channel. The San Damiano peninsula splits the pond in two.
15. Hydrological values:
The lake is of great hydrological importance. Without this wetland, the water of the channels would flow directly into the sea, causing erosion upstream and a reduction of the ground water level. During rising water levels, the pond plays a role in minimising the flooding risks in the lower plains.
16. Ecological features:
The lagoon is covered by maquis (dry area with small bushes) with maritime pine trees. The pond is surrounded by reed, which forms shelter for the nesting herons, red-crested pochards, mallards and marsh harriers.
17. Noteworthy flora:
see list attached
18. Noteworthy fauna:
see list attached
19. Social and cultural values:
Until 1990, farmers used the pond for fishing purposes. 250 tons of fish (mainly eel) were fished every year. Studies are underway to determine the water quality and the future of the site for fishing purposes.
20. Land tenure/ownership of:
The waterbody is owned by the department of Haute-Corse. The banks are private property.
21. Current land use/principal human activities:
Fishing is the main activity (80%). Pastures on the banks. In the surroundings : agriculture, industry, livestock farming and hunting
22. Factors adversely affecting the site's ecological character, including changes in land use and development projects:
Main threat is urban development. Disposals of purification stations go into the pond. The development of unregulated tourism is a threat to the environment (litter, motorbikes, 4x4). Sand extraction and destruction of the "roselières" also form a threat.
In the surroundings, rubbish heaps form the main threat. Purification stations, industrial enterprises, fertilisers and pesticides used for farming also contribute to pollution.
23. Conservation measures taken:
ZNIEFF, type I
24. Conservation measures proposed but not yet implemented:
A project for a natural reserve is currently being developed. The pond is part of "specially protected areas".
25. Current scientific and research facilities:
Research for a development plan is ongoing: report of the aquatic environment and control measures for pollutants. Detailed maps of the vegetation, inventory of the flora, management proposals for avifaune; rehabilitation of the land surrounding the pond, better access to the shores, improvement of tourist information facilities; inventory of fishing purposes. 0.9 MF grant under the ENVIREG programme.
26. Current conservation education:
-
27. Current recreation and tourism:
The actual use of the wetland is uncontrolled. Uncontrolled tourism causes damage to the site.
28. Jurisdiction:
Department of the Haute Corse : owner In case of the creation of a natural reserve : state property
29. Management authority:
Department of the Haute Corse, with the technical assistance of l'Association de Gestion des Espaces Naturels de Corse (A.G.E.N.C.)
30. Bibliographical references:
see bibliography attached. | web | https://rsistest.ramsar.org/RISapp/files/RISrep/FR520RISformer1992_EN.pdf | 0.472921 | {
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DOES EAST GRAND FORKS WATER MEET QUALITY STANDARDS?
In order to ensure that tap water is safe to drink, the Environmental Protection Agency (EPA) prescribes regulations which limit the amount of certain
contaminants in water provided by public water systems. Food and Drug Administration (FDA) regulations establish limits of contaminants in bottled water which must provide the same
protection for public health. Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's safe Drinking Water hotline ([REDACTED_PHONE]).
The City of East Grand Forks Water and Light is required to publish the results of monitoring done on its drinking water from January 1 to December 31 each year. The most recent results from the year 2014 show no contaminants were detected at levels that violated federal drinking water standards. However, some contaminants were detected in trace amounts that were below legal limits. The complete Consumer Confidence Report is available on our website.
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumping. The City of East Grand Forks Water and Light produces drinking water in the PH range of 8.8 9.2 and also uses polyphosphate to help minimize the amount of lead present at the tap. East Grand Forks is required to sample 20 residential locations to determine lead concentration every three years and EPA requires that 90% of the samples have a lead concentration level less than 15 parts per billion. The last time East Grand Forks sampled for lead was in 2013, the results showed the 90% level concentration for lead at 1.1 parts per billion, with two locations at a level of 2 parts per billion. | web | http://egf.mn/DocumentCenter/View/3861/Water-quality-FAQ?bidId= | 0.486904 | {
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VITAMIN D
96 PRODUCT INFO SHEET
Description
Vitamin D is an essential vitamin important for many metabolic activities in the body.
Ingredients
Vitamin D is most widely known as the sunshine vitamin because our bodies are able to make vitamin D when exposed to sunlight for a period of time. Vitamin D has received a lot of press in recent days, and is probably most well known for the role it plays in bone health. While vitamin D does play a crucial role in bone health, vitamin D also plays an important role in cardiovascular health, immune health, and overall general health.
A balanced diet will provide us with dietary vitamin D, however often times dietary sources of vitamin D are not consistent enough to support our daily needs. Research suggests that seasonal changes in the weather may also have an effect on the amount of vitamin D we are able to make. People living in areas were winters are cold and long may not be getting the vitamin D requirements they need.
Vitamin D is converted in the body to the active 1,25(OH)2 form. This conversion is regulated by parathyroid hormone (PTH) and low levels of calcium and phosphorus. Vitamin D is available in two different forms, D2 and D3. Vitamin D3 is the preferable form as it has been found to increase 25(OH)D levels for a longer period of time when compared to vitamin D2.
Vitamin D deficiency has been associated with poor heart health, certain autoimmune disorders, muscle aches, inflammatory disorders, poor bone health and poor immune health.
Dosage
SUGGESTED USE: 1 or more capsules per day or as recommended by your health care professional.
Contraindications
If you are pregnant or nursing, consult your physician before taking this product. Caution is advised for those taking digoxin or any cardiac glycoside or those with hypercalcemia.
ID #108180 ~ 180 Capsules
ID #116060 ~ 60 Capsules
ID #116120 ~ 120 Capsules | web | http://bchiro.com/docs/Vitamin_D.pdf | 0.432354 | {
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Middle ear infection (acute otitis media)
What is a middle ear infection?
Care at home
A middle ear infection (also called acute otitis media) is an infection in the part of the ear behind the eardrum. Infections are more common in young children, especially those who are exposed to cigarette smoke, go to day care, or use a dummy. Infections usually get better in one to two days.
What causes it?
Infections can be caused by viruses or bacteria.
Signs and symptoms
* ear pain
* tugging or rubbing the ear
* crying at night
* fever (temperature over 38°C)
* runny nose, sore throat or cough
* fluid or blood leaking from the ear (this is a sign of a ruptured (burst) ear drum).
How is it diagnosed?
A doctor can diagnose a middle ear infection by examining the ear using a special instrument with a magnifying lens and a torch. You will be asked to assist with the examination by holding your child sideways with their head held onto your chest and your other arm around their arms.
What is the treatment?
Pain medication such as Paracetamol (Panadol) and/or Ibuprofen (Nurofen) is usually the only treatment. Occasionally, your child's doctor may recommend stronger pain medication.
Some bacterial infections are treated with antibiotics. Medications such as antihistamines and decongestants are not recommended.
Give your child regular pain relief. Follow the instructions on the bottle for the right dose. Do not give more than the recommend number of doses in a day.
Children with a ruptured ear drum should not get any water in the ear until it has healed. This usually takes about 10 days but a doctor will need to check your child's ear to be certain.
Children are usually safe to travel on a plane two weeks after the pain has gone.
When should I see a doctor?
See your GP immediately if your child has:
* symptoms of a middle ear infection and is less than six months old
* symptoms for over two days
* a lot of ear pain, or swelling and redness in the bony area behind the ear
* fluid leaking from the ear
See a doctor if your child has plane travel planned within two weeks of an infection.
All children with a middle ear infection should see their GP in three months to make sure all the fluid behind the eardrum has gone.
In an emergency, call 000 immediately.
Otherwise, contact your local doctor or visit the emergency department of your nearest hospital. For non-urgent medical advice, call 13 HEALTH (13 43 25 84) to speak to a registered nurse 24 hours a day, seven days a week for the cost of a local call.
Things to remember
* Middle ear infections usually get better in two days without needing antibiotics.
* See a doctor if the ear is leaking fluid, swollen or red or you have other concerns.
FS166 developed by Emergency and Ear, Nose and Throat, Queensland Children's Hospital. Updated: August 2019. All information contained in this sheet has been supplied by qualified professionals as a guideline for care only. Seek medical advice, as appropriate, for concerns regarding your child's health. | web | https://www.childrens.health.qld.gov.au/wp-content/uploads/PDF/factsheets/emergency/middle-ear-infection-acute-otitis-media.pdf | 0.426462 | {
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Megacolon in Cats – Holy Constipation Batman! Part I
Nobody likes to feel constipated, not even cats. Unfortunately, some of our feline friends develop dysfunction in their colon called megacolon. In this first part of a two-part series, I'll explain what megacolon is and how it's diagnosed. Next week, I'll review how to treat this potentially debilitating condition. Happy reading!
Megacolon – What is it?
The colon, also called the large intestine, is a tubular organ that connects the small intestine to the anus. The large intestine is divided into multiple segments, including the ascending colon, transverse colon, and descending colon. Cumulatively, the colon is responsible for absorbing water from feces, helping to maintain hydration. The large intestine is also the storage site of feces until an animal defecates.
Cats with megacolon cannot contract their colon properly. A type of muscle called smooth muscle in the large intestine simply doesn't respond to normal signals. As such, the colon becomes a tube with little-to-no tone. It dilates markedly, and cats have considerable difficulty defecating. Affected cats are certainly constipated, and we often refer to them as being obstipated. Obstipation is the term to describe severe constipation with permanent loss of colonic motility. When the colon of an obstipated cat dilates or the wall of the colon thickens (called hypertrophy), the condition is then referred to as megacolon.
Megacolon – How is it diagnosed?
Cats of any pedigree, age, and sex may develop megacolon. Certain middle-aged cats are over-represented:
Domestic shorthaired
Domestic longhaired
Siamese
Pet parents typically report their affected cats defecate abnormally. Cats don't defecate as often as usual. They don't defecate a normal volume of feces. The feces tend to be large, hardened, and desiccated, but chronically affected felines may have intermittent episodes of feces with fresh blood (called hematochezia)
and diarrhea. Cats vocalize and cry while defecating, indicating they are in pain. Some cats vomit and stop eating.
To definitively diagnose megacolon in cats, a veterinarian must eliminate from possibility other health conditions that could cause constipation and obstipation, including:
Pelvic deformities
Foreign bodies in the colon
Strictures in the colon
Hypothyroidism
Tumors in the colon
Low blood potassium
Elevated blood calcium
Spinal cord disorders
Dehydration
Kidney disease
Drug side effects (i.e.: narcotics, etc.)
Nerve disorders (i.e.: dysautonomia, aglangionosis)
Ruling out these other disorders requires a thorough approach by a veterinarian. Physical examination can identify abnormalities like masses and strictures in the rectum. Non-invasive blood and urine tests help rule out metabolic abnormalities. Radiography/x-rays may reveal pelvic abnormalities.
Spinal cord imaging and cerebrospinal fluid (CSF) evaluation may identify a neurologic cause of a patient's malady. Partnering with a board-certified veterinary internal medicine specialist can be helpful to develop a logical and cost-effective diagnostic plan.
The take-away message about diagnosing megacolon in cats…
Megacolon is a characterized by generalized colonic dysfunction. Clinical signs often include painful abnormal defecation, loss of appetite, and vomiting, and physical examination typically identifies profoundly firm fecal material within the colonic lumen. A thorough diagnostic investigation must be conducted to rule out other predisposing problems and potential causes.
To find a board-certified veterinary internal medicine specialist, please visit the American College of Veterinary Internal Medicine.
Wishing you wet-nosed kisses, cgb | web | https://criticalcaredvm.com/megacolon-cats-part-i/?print=pdf | 0.486241 | {
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Memorial Minute for Marie Cotton (November 30, 1928—October 28, 2014)
Marie Cotton was a beloved member and the organizing force behind the Sidney Worship Group of Broadmead Friends Meeting. She and her husband, Wendell, organized twice-monthly worship and also hosted the full monthly meeting several times a year.
Marie first became acquainted with Friends in Doylestown, Pennsylvania, where she became a member of the Doylestown Meeting. She and her husband, Wendell, moved to the Oberlin, OH area about 1961 and lived there, raising four children and attending Oberlin Meeting for over 30 years. Marie was described as "bridging the gap" between students and locals during the deeply divisive Vietnam War years. Marie and Wendell stood in a peace vigil at the White House in 1965 and continued to stand for peace at various vigils from 2005-2011. As her health declined, Marie continued to communicate with public officials by letter about issues of social justice.
Marie taught English at Midview High School in Grafton, Ohio, for 20 years. During that time she founded an Alateen support group for students struggling with the effects of parental alcohol abuse. Her students loved her and several credit her with encouraging them to become teachers. Marie also designed and taught a "Bible as Literature" course during these years. Her children remember learning at home that a life of faith meant a concern for social justice.
Marie was a deeply spiritual person who loved her quiet time of renewal each day. She was an avid reader, sometimes reading as many as 30 books at a time, and often passed on book suggestions to others. Marie liked to communicate by letter, notes, and cards, and always included some uplifting or encouraging words or quotations in her missives. One Friend described her as having "an aura of mysticism about her."
Marie and Wendell were a devoted couple. She died on the same day as Wendell after 64 years of marriage. | web | https://leymquaker.files.wordpress.com/2018/11/memorial-minute-for-marie-cotton.pdf | 0.488173 | {
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Why use 'No-Phos'?
Here are important lawn questions and answers for all lakeside residents.
Why use lawn fertilizer without phosphorus around lakes or streams?
A: Much of the phosphorus (phosphate) you apply actually runs off the lawn before penetrating the soil. That means it gets into the lake causing problems. What's more, increased boating traffic keeps phosphorus stirred; preventing natural elimination. Some states now ban the use of fertilizer containing phosphorus near lakes, streams or ponds.
How do I know there's no phosphorus in my fertilizer?
A: Check the second number on the package formula. 15-0-10, for example, means zero phosphate. These are always listed in this order.
Does my lawn need phosphorus?
A: No. In this region, most soil provides all the phosphorus your established lawn needs. Actually, adding nitrogen promotes a thick, healthy lawn and decreases run-off because it decreases soil erosion. Two benefits in one!
How does phosphorus damage a lake, stream or pond?
A: Phosphorus encourages a heavier algae bloom and stimulates other aquatic plants, especially unwanted varieties like Eurasian Water Milfoil that can choke a lake, and is quite difficult to eradicate. So, if your lake has a noticeably heavier "weed" growth it's likely due to too much phosphorus from run-off.
What's the best way to use a no-phosphorus fertilizer?
A: Follow the instructions on the package, and don't be afraid to use somewhat LESS than is recommended. Instructions are meant for a wide variety of conditions, it's usually not necessary to use more than 75% of the application rate.
When should I feed my lakeside lawn?
A: Try using a schedule based upon major holidays:
- Memorial Day
- July 4th
- Labor Day
- Halloween
What are some other things I should avoid on my lake lawn?
- Avoid letting fertilizer wash off the turf.
- Don’t fertilize when the soil is saturated.
- Avoid getting fertilizer on driveways, sidewalks and storm drains.
- Above all, fertilize carefully. Don’t let your fertilizer application get into the lake, stream or pond.
- Use a mulching mower to leave the grass clippings on the turf.
- Cut no more than the top third of the grass.
If I want to use nitrogen, what’s recommended?
A: Apply about one pound per 1,000 square feet of turf area. In shade, use half that amount.
Why use nitrogen?
A: Turf needs added nitrogen because nitrogen is unstable. What the plant does not quickly use is lost.
Where can I buy it?
A: Your local nursery or landscape supply should have phosphorus-free fertilizers in stock. If not, ask them to get it. Most large chain stores will not carry a stock of no-phos. Your best bet? Call ahead first.
NOTE: The above is presented in general terms. For more specific information, consult your local landscape or soil conservation professional. | web | https://vlacd.org/documents/930/Phosphorus_Free_Fertilizers.pdf | 0.507152 | {
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Green Notes: Weekly tips for reducing your carbon footprint from First United Methodist's Green Team:
Don't let Big Oil slow-walk the climate crisis!
You arrive in the city, hop in a taxi and quickly realize the driver is taking anything but a direct route. The ride grows increasingly expensive. You feel helpless, maybe a little angry, until at last your destination comes into view.
But what if the taxi's intentionally circuitous route took you somewhere dangerous, or even deadly? Would you demand that the driver stop? Grab the wheel and seek a safe route? Or simply sit back and accept your fate?
It's an alarming scenario, for sure, but an apt metaphor for the ride we've all been taken on in recent years by Big Oil. While greenhouse gases accumulated at record levels and the planet heated to dangerous, already deadly temperatures, multinational energy interests successfully diverted our attention away from the indisputable, irreversible consequences of burning fossil fuels.
As the western U.S. burst into flames, Shell Oil reminded us of their commitment to supporting women in traditionally maledominated jobs. As ever-warmer ocean currents spawned everlarger and more frequent hurricanes, Chevron claimed solidarity with social justice movements – while continuing to pollute the Black-majority city where it is headquartered: Richmond, Calif. As polar ice sheets melted, BP touted the "digital innovations" on its massive new oil drilling platform in the Gulf of Mexico.
And we sat back and stayed mostly quiet. We even let Big Oil and their friends in the financial, utility and political worlds shift blame for their mess onto us. "Are you recycling all that you should?" they asked, while pumping out immense new quantities of non- recyclable plastic goods – made from fossil fuels – and demanding access to the wild places that store Earth's last large reserves of oil and gas.
And still, we haven't grabbed the wheel. While three decades of climate-change denialism didn't work, Big Oil and others with vested interests in burning fossil fuels are successfully slowwalking the climate crisis, buying time while they extract every ounce of oil possible before time literally runs out.
"If they succeed with this grotesque agenda, they'll lock in such extravagantly high temperatures that I fear the damage will overwhelm our societies," warns Bill McKibben, author, activist and leader of a newly formed group intended to not only sound the alarm on these "discourses of delay," but to launch a counterattack – to demand immediate and wide-ranging action by government at all levels.
This month, First UMC's Green Team will devote our Green Notes to an examination of Big Oil's tactics – the "discourses of delay" – followed by a look at actions we can take to counter these deadly misinformation campaigns. It is long past time, we believe, to grab the wheel. | web | https://www.firstumcmissoula.org/_files/ugd/fd133e_70738721c1034c70a680e302570afbff.pdf | 0.502001 | {
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Leading Voices Agenda
[REDACTED_EMAIL]
I. WELCOME
II. INTRODUCTION
III. OUR GOAL
IV. GROUP DISCUSSION GUIDELINES: (please see next page)
V. FOCUS TOPIC: (20 min)
How do we actively engage students in lifelong music learning and participation?
Lesson Study
VI. MEETING RECAP
Ideas/plans for the upcoming week?
NOTES
Group Discussion Guidelines
Adapted from Media Motion Online
1. Please participate with an open mind and a supportive attitude. Everyone is encouraged to share your perspective and speak honestly. Our goal is not to change anyone's mind, but to have a dialogue about mutual topics of interest.
2. Identify yourself. Before you start to speak, please state your name so we know who is talking.
3. Ask for clarification. If there is something that you don't understand, please ask for clarification. If you don't understand the issue or solution, there may be others who also do not understand.
4. Focus on the topic/idea, not the person. There will be differences of opinion. You will not agree with everything that is discussed. Please be open to hearing other people's perspectives. If you don't agree, respectfully challenge the idea – not the person. Judgement gets us further from the solution, not closer. Honest and constructive discussions are needed to obtain the best results.
5. Speak slowly and clearly. Please try not to talk over another speaker. If there are multiple participants, people tend to talk at the same time – making conversations extremely difficult to understand. Try to speak one at a time so that we can follow your point in its entirety.
6. Mute yourself when not speaking. Background noise disrupts the meeting for everyone and might prevent us from hearing the information that we need. Please use the mute button when you are not speaking.
7. Silence Means Agreement. An important corollary of Discussion Guideline 3. If you remain silent, it implies you agree. Please do not remain quiet only to later tell everyone that you disagreed all along.
8. No one-on-one side conversations please. All discussion is meant for everyone.
9. We will follow the agenda. Please try to stay focused. This meeting has a specific purpose. We will stick to it. | web | https://choralnet.org/wp-content/uploads/2020/03/Leading-Voices-Meeting-Guidelines.pdf | 0.442247 | {
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Radio burst inside Milky Way may give clues about fast radio bursts
4 May 2020, by Bob Yirka
away that it was impossible to tell if they were being generated by magnetars, much less by their strong quakes. So this new powerful radio burst has generated much excitement. Not only did it come from an identifiable magnetar (SGR 1935+2154), but it was close enough for researchers at radio observatories to also measure the X-ray counterpart of the burst—something previously impossible with FRBs.
Credit: CC0 Public Domain
Radio observatories around the world have reported capturing a unique event—a strong, millisecond-long burst of radio waves coming from a type of neutron star inside the Milky Way. Because of its strength, space scientists are hoping that further study will show that it was a fast radio burst (FRB) emanating from within our own galaxy—if so, a great mystery might soon be solved—their source.
FRBs are quick pulses of strong radio waves that have been detected by radio observatories around the world—the first was recorded back in 2001. Since that time, many more have been recorded (most of which never repeat), but scientists have not been able to explain their source. In recent years, many in the field have speculated that they are generated by magnetars—a special type of neutron star with an unusually strong magnetic field. They may generate FRBs, researchers have suggested, when the balance between their magnetic field and their gravitational force leads to super-strong starquakes followed by massive magnetar flares. To date, the FRBs that have been observed have come from a source that was so far
Initial reports suggest the strength of the radio burst was strong enough to have looked to nearby galaxies very much like an FRB (though one of the weaker ones), suggesting that the burst may indeed have been an FRB. The X-ray emanations were not particularly strong, either, but their existence suggests there may be more information to study in other previously recorded FRBs.
The radio burst occurred on April 28; thus, very little research has been carried out as yet. Researchers will have to analyze its spectrum before it can be properly compared to FRBs. If it does match some of the other FRBs, some in the filed have cautioned, it could very well represent just one particular FRB source type.
More information:
www.astronomerstelegram.org/?read=13681
© 2020 Science X Network
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APA citation: Radio burst inside Milky Way may give clues about fast radio bursts (2020, May 4) retrieved 4 March 2021 from https://phys.org/news/2020-05-radio-milky-clues-fast.html
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2 / 2 | web | https://phys.org/pdf507804461.pdf | 0.515942 | {
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Farmers Cooperative Elevator Company
Rushford, MN
1903 – 2008
The Farmers Cooperative Elevator Company of Rushford was honored at the 101 st Annual Convention of the Minnesota Grain and Feed Association (MGFA) for its century of continuous service to the community.
The Farmers Co-op Elevator Company of Rushford began in 1903 as the Farmers Elevator Company and organized as a stock company to buy, sell and ship livestock. The cooperative had 39 original investors.
In 1921, the Farmers Elevator Company was reorganized to become a cooperative and changed it s name to Farmers Cooperative Elevator Company. The company operated one of only three known country grain elevators in Minnesota that were constructed of brick (the others were located in Lamberton and Fairfax).
In 1930, after many years as manager, G.L. Rollins resigned and accepted a similar position with the elevator in Byron. Rollins is succeeded by W.B. Richards, who moves to Rushford from New York State. Richards expands warehousing, installs a new 10-ton scale, starts handling ear corn and builds the first cement, round ear corn crib in Minnesota.
About midnight on March 11, 1950 a fire was spotted in a building constructed a few years earlier, a 50-foot round wooden structure covered with iron sheet metal, which resulted in a total loss estimated at $30,000. That same year, the town was flooded including the old brick elevator and out-buildings.
In 1967, Stan Jorde became the first assistant manager, and the elevator built a fertilizer plant west of town. Stan would take over as general manager in 1974, a position he held until he retired in 1990.
In 1981, the co-op purchased Lundberg Feed and Grain in Houston, added additional storage bins, a new dryer system and liquid fertilizer tanks.
In 1990, Bill Grindland, a 17 year employee at the coop, took over as general manager for the retiring Stan Jorde. Soon after, the co-op purchased the HoustonMoney Creek Cooperative (1999) and two facilities in Spring Grove in 2001 and 2004.
In 2007, a severe flood ravaged the community, leaving the elevator and fertilizer plant severely impacted. Today, the co-op has nearly 100 patrons and operates four locations in Fillmore and Houston counties. The cooperative has over 40 full time employees, with an additional 20 seasonal workers hired. The co-op has 2.5 million bushels of storage space across all locations.
The current general manager is Mark Schwanbeck, a 29 year employee of the co-op, who took over in 2004 from Bill Grindland. | web | http://mgfa.org/content/Farmers%20Cooperative%20Elevator%20Company_website.pdf | 0.431951 | {
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Day Camp Notes
Week 12- August 20th -24th
Weekly Theme: Sports
Monday, August 20 th – We will start the week off by playing at Lakeland Park. We will come back for lunch. In the afternoon we will have a Lightning tournament, obstacle course, and swimming.
Tuesday, August 21 st – Today we will be touring the Damhof Shrimp Farm. We will come back for lunch, have a movie, and then go swimming.
Wednesday, August 22 nd – Today we will be playing around at Roosevelt Park before taking a dip into the DOAC. We will not return until 3:30.
Thursday, August 23 rd – We will be working in the Camp Garden along with some weeding, feeding, etc. We will be designing our own sports team jerseys along with doing a craft with 4H. In the afternoon we will have flag football, floor hockey, dance, and volleyball. We will end the day by swimming.
Friday, August 24 th – To finish off the week we will once again be heading to Robbins Island Park. We will return for lunch and play DIY Bowling, make mega phones, and play balloon tennis. We will cool off by swimming in the YMCA pool.
Things to remember!
- Bring tennis shoes!
- Proper clothes for gardening!
- Sunscreen
- Bug Spray
- Positive Attitudes! | web | http://www.kandiymca.org/application/files/3815/3177/6947/Camp_Notes_Week_12-_Sports.pdf | 0.429834 | {
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Otitis externa and swimming
This fact sheet covers how you can prevent, treat and compete with otitis externa, if developed whilst swimming.
What is otitis externa?
This is an inflammation of the outer canal (external auditory meatus) connecting the outside part of the ear (pinna) to the ear drum.
The nickname 'swimmer's ear' comes about as a common cause is water remaining in the canal after swimming. Medically this is known as otitis externa and is different from an infection of the middle ear known as otitis media.
What you need to know about otitis externa and swimming
Symptoms:
* Mild: slight irritation in the canal and sometimes a little redness and mild discomfort, on occasions with a slight discharge of colourless fluid
* Moderate: the itching and irritation becomes intense, which may have a pus stained discharge, some pain and redness visible externally. The canal can become partially blocked by the debris which gives a muffled sensation and if the blockage is greater, there may be a degree of hearing loss
* Severe: this requires urgent medical attention if there is temperature (pyrexia), severe pain, complete blockage, large amount of discharge, lymph gland enlargement in the neck or swelling of the outer ear.
Causes:
* like most medical conditions prevention is better than the cure so that it doesn't become a recurrent problem
* if you are a competitive swimmer, you may be more susceptible to develop this condition. This could be due to the prolonged periods of time you spend training in chlorinated water making you more vulnerable to inflammation
* the cause is an infection, usually bacteria (pseudomonas or staphylococcus aureus). It invades the skin inside the ear which is thin and lines the canal
* sometimes the inflammation is caused by a fungus or by an allergy causing a secondary eczema.
Treatment:
* most episodes of otitis externa can be cleared up quickly. This can be within a few days with a topical (directly applied) treatment
* swabs sent for testing can help with determining which bacteria is causing the infection and determine antibiotic sensitivity
* ear drops usually contain an antibiotic to kill the bacteria, a steroid ear drop to reduce the swelling and inflammation and sometimes an anti-fungal drop to kill primary or secondary fungal infection
* there are numerous other medications manufactured by pharmaceutical companies such as 'Otosporin' or 'Sofradex' and the application advice should be followed
* oral antibiotics such as flucloxacillin may be necessary if there is inflammation or spreading infection
* after treatment a follow up with your doctor can be arranged if necessary to exclude other causes e.g. perforated drum.
Tips for swimming with otitis externa
These tips are to help you prevent otitis externa whilst taking part in the sport.
Do:
* wear a tight fitting silicon swimmer cap, this reduces the amount of water entering your ears. More protection can be achieved by using ear plugs
* shower after your swim and dry both ears as chlorine in water is a drying agent
* clean and sterilise your ear plugs to avoid growth of bacteria.
Try:
* an alcohol based proprietary preparation such as 'Ear Calm' as you may benefit from this. This is applied after swimming and keeps the canal dry, kills bacteria and minimises the risk of infection
* to keep ears clear of wax as this can encourage bacteria growth and recurrent infections. If there is a lot of wax in your ear, this can be syringed out by your local practice nurse (now mainly recommended only if other remedies fail) or using a wax dissolving topical preparation such as 'Cerumol'.
Avoid:
* putting objects in your ear such as cotton buds to try and clean wax. The lining of the outer canal (external auditory meatus) can be damaged by this type of trauma.
Be careful:
* when training in a different pool to what you are used to as you could be more susceptible to infection.
Additional advice
General advice on ear infection: www.nhs.uk/conditions/ear-infections/ | web | https://goactive.sthelens.gov.uk/media/1606/otitis-externa-and-swimming.pdf | 0.434111 | {
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A potty-trained child can do the following:
Tell the adult they have to go potty BEFORE they have to go. They must be able to say the words "I have to go potty" BEFORE they have to go.
Pull down their underwear and pants and get them back up without assistance.
Clean themselves after using the toilet.
Get off the potty by themselves.
Wash and dry hands.
Go directly back to the room without directions.
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My Head-to-Toe Body Book
By Okido
Thames & Hudson Ltd. Hardback. Book Condition: new, BRAND NEW, My Head-to-Toe Body Book, Okido, Original, imaginative and lots of fun, "My Head-to-Toe Body Book" is a look at the body inside and out for young children. The approach is hands-on: this book is all about asking questions and getting answers. How many teeth do you have? What happens to the food you eat? How do you wee? A little girl called Koko asks questions to make children think about the body, while three intrepid explorers go on adventures inside the body to find out what makes the body work. Children investigate each topic by playing and learning; the book is packed with things to do on and off the page, including games, recipes and craft activities. The bold illustrations of innovative design studio OKIDO give the book a very contemporary feel and its large format is friendly to children.
Reviews
This publication is definitely worth buying. It is written in straightforward words rather than difficult to understand. You are going to like how the writer compose this publication.
-- Dr. Joaquin Klein
This publication may be worth purchasing. I am quite late in starting to read this one, but better than never. It is extremely difficult to leave it before concluding, once you begin to read the book.
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Enquiry:
Is giving money to charity the best way to help the poor?
Social Justice
What is social
justice?
Types of evil
The Universal
Declaration of
Human Rights
Half
Term
Half
Term
Half
Term
Human Rights
Good & Evil
Prejudice &
discrimination
Persecution &
the Holocaust
Freedom
of speech
Religious
freedom
Racial
discrimination
Gender
equality
Attitudes to
homosexuality
Religious & non-religious
beliefs about evil & suffering
The Fall:
who was
to blame?
God: omnipotence,
omni-benevolence &
omniscience
Can God exist
if suffering
exists?
Exploitation of the poor: trade, human
trafficking & high interest loans
The ethics
of wealth
Social Justice
Good & Evil | web | https://longhill.org.uk/wp-content/uploads/2023/09/Core-Ethics-Learning-Journey-Year-9-Sep-23.pdf | 0.434418 | {
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"Learning Together"
A community of active thinkers who can achieve their dreams.
Caring, Respectful, Learners
Issue No. 12
14th August 2020
Principal's Report
Dear Parents and Carers
CONGRATULATIONS! ONE WEEK ACHIEVED!
Congratulations to our wonderful Drouin South PS students, parents and staff! You have survived the first official week of Remote and Flexible Learning—2.0. It certainly takes a bit of getting used to learning at home and online. Remember that your teachers are there to guide and support you through this time. Some of our teachers are also involved
in home learning with their own children during this time so we definitely understand the challenges that are faced by parents who are guiding children's learning at home. Whether you have managed to compete all set tasks, some set tasks or maybe even achieved just a small amount of other learning this week, you are all to be congratulated on your efforts. We can make this work by working together!
CHALLENGING TIMES—WELL-BEING IS IMPORTANT!!
Over the next 5 or 6 weeks of Term 3, I will try to find some relevant well-being information that we can share with families in our newsletter.
Sometimes being stuck at home together can be hard and stressful. This week's well-being article is a list of suggestions that can try when you need a break from the hard slog! These come to us courtesy of Parent Zone, Gippsland. (See page 3)
CURRICULUM DAY—TEACHER DO LOTS OF THINKING!!
Today our teachers were involved in a number of Web-Ex sessions during our pupil free day. The day allowed us as a whole team to look at aspects of teaching, learning and assessment that we do not always get time to do during a busy weekly meeting schedule. As part of the day, we delved into research about the use of Learning Intentions and Success Criteria. This is "What we want students to learn and how do we know (and they know) when they have learned it?" When asked "what they are learning about?", most children will tell us what they are "doing" in a lesson, however, it is important that they are aware of what they are actually "learning". By helping students to know the answer to what they are learning we start to unlock the notion of "active" thinkers and learners rather than students who passively complete tasks without knowledge of the learning value.
Michael Smith (Principal) - "Learning Together"
IMPORTANT DATES
DROUIN SOUTH PRIMARY SCHOOL
Wed School Council—Web-Ex meeting 7.30pm
3061 Westernport Rd DROUIN SOUTH 3818 Ph. 5627 6286
[REDACTED_EMAIL] www.drouinsouth.vic.edu.au
GETTING TO KNOW DSPS STAFF
Name:
Jordan Puncher – 4/5A
Eye colour: Blue
Family / Pets: Dan (husband), Rio (6yo), Meg (2yo) and our dog Odie (18 month old Cavoodle).
How long have you been at DSPS? I started in 2007 so I am practically part of the furniture now! I worked full time until my son Rio was born in 2013 and have worked part time since then.
What does a perfect weekend look like for you? A day out with my family. We either head to the city for shopping, sightseeing and dinner at our favourite dumpling bar, go for a long drive and bush walk or enjoy fish and chips by the beach! Yum!
What's a great book you've read recently? Oh I am loving Australian author Jane Harper at the moment! My friend introduced me to her first book, 'The Dry', and I loved it. I am now trying to find the time to start her third book. I also LOVE picture story books. Jackie French's Cyclone, Flood and Fire are amazing!
Do you have a favourite movie? I have many favourites. I really love a good thriller so Before I Go to Sleep and Secret in Their Eyes are high on my list. For something a little lighter I love Age of Adaline.
If you could visit anywhere in the world you've never been, where would you go? Well
we have now missed two planned holidays due to travel restrictions, so at this point I would be happy to go anywhere! I hope to go back overseas when my children are older, but for now I would love to do a long trip around Australia.
What's your secret talent that no one knows about? Hmm, does raising two little people count? J
What's your favourite season and why? SUMMER! It's just a happy time of year. Lots of sunshine, barbecues and of course Christmas. What's not to love?
What's your guilty pleasure? Peppermint choc chip ice-cream!
What is the best piece of advice you've ever received? My dear Dad, who is no longer with us, used to say 'Try to learn something new every day'. He was an avid reader (often having multiple books on the go at once), and he was such a wealth of knowledge. I definitely get my passion for learning and reading from him. So, even if it is only something small, I try to learn something new each day…a new word, a new fact about something, or just listening to someone's ideas. Today my 6 year old informed me that snails have more teeth than sharks! That might be new learning for you today! J
HEALTH AND WELL-BEING | web | http://www.drouinsouth.vic.edu.au/wp-content/uploads/2020/08/Issue-12-14th-August-Learning-Together-compressed.pdf | 0.486856 | {
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„10 seconds"
vidusign creative discovery 01: One shot video
Summary of the task
„10 seconds for your sign" is an entry, one shot exercise where you record ten seconds of your sign name, your favourite sign or a gesture that is very typical for you or your national culture. Play with different camera positions and lighting and choose your favourite option. Editing is not required for this task.
Reference
Steps to take
1. Collect an idea: choose one sign you want to record: your sign name, favourite sign or typical gesture
2. Explore camera framing, positions, movement, lighting: Record a range of different shots with
a. different camera framing (further away, closer)
c. different camera movements (zooming, walking in, pan, change positions)
b. different camera positions (high, low, from the side)
d. different lighting (inside, outside, strong backlight, shadows)
3. Choose your favourite shot: Look through everything you have recorded and choose one
4. Present your video clip: Show your chosen clip to your working group.
5. Share your film!
Examples
Example 01: „Diversity"
Example 02: „Lebenslauf - CV" | web | http://www.vidusign.net/wp-content/uploads/2014/05/01_ten_seconds_EN.pdf | 0.47921 | {
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February 2018 Tip of the Month
Valentine's Day
According to the History Channel, 150 million Valentine's Day cards and gifts are sent yearly in the U.S. This year, consider Valentine's Day traditions through a TIC lens. In schools, it is common for students to exchange Valentine's cards with classmates, especially elementary schools. Think back to your Valentine's Day experiences in school. Did you ever feel "un-loved" or did you notice classmates who were crushed because they didn't get the "cute cards" or the little box of "sweet tart hearts"?
Building caring relationships with our students is the foundation of a trauma-informed school. As Trauma-Informed educators, we know that many of our students do not feel adequately cared for at home and may lack strong friendships at school. We have the unique opportunity to demonstrate genuine care and to monitor our students' social-emotional well-being.
In addition to caring for our students, remember to Sharpen Your Saw on Valentine's Day!
You deserve it!
Sweet Tart Hearts may have changed over the years… From "Be Mine" to "Tweet Me". What hasn't changed over the years, is the need to be loved. | web | https://docs.fcs.org/District/TIC/Feb2018.pdf | 0.435044 | {
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Sacred Heart Academy Middle School Summer Reading 2024-2025 School Year Mrs. Pastora
"So please, oh please, we beg, we pray, go throw your TV set away, and in its place you can install a lovely bookshelf on the wall." ~RoaldDahl
This summer, I am sure you will enjoy some great television. I hope you enjoy some great literature too!
You will read one book from the required book list as well as one book that you have not read before (approved by your parents).
When you return to school in August,be prepared toengage in a discussion of one book from the required book list. Your oral participation will be one of your first grades next fall. A formal written book report is not required, but you should have some notes for reference.
Enjoy your summer reading!
Complete the backside of this page and return on the first day of school.
Choose one from the required list:
Call of the Wildby Jack London Out of the Dustby Karen Hesse
Where the Red Fern Growsby Wilson Rawls
Black Beautyby Anna Sewell
Red Badge of Courageby Stephen Crane
The Witch of Blackbird Pondby Elizabeth Speare
Refugeeby Alan Gratz
The Killer Angelsby Michael Shaura
Hidden Figures(Young Readers Edition) by Margot LeeShetterly
The Adventures of Tom Sawyerby Mark Twain
The Song of Bernadetteby Franz Werfel A Wrinkle in Timeby Madeleine L'Engle
The Secret Gardenby Frances Hodges Burnett Around the World in Eighty Daysby Jules Verne
The Hobbitby J. R. R. Tolkien
All Thirteen: The Incredible Cave Rescue of the Thai Boys Soccer Teamby Christina Soontornvat Wonderby Barbara Schultz
Alice's Adventures in Wonderland , by Lewis Carroll
Anne of Green Gablesby L.M. Montgomery
Alliesby Alan Gratz
Hatchetby Gary Paulsen
Name______________________ Summer Reading 2024-2025
***This page will be turned in during the first day of class. ***
Part A: Reading Assignment
Be prepared to discuss the book's genre, characters, interesting details, plot, and whether or not you would recommend it to a friend. You should be comfortable speaking about this book and answering questions from the teacher and fellow classmates.
Please have the following sheet completed with the title, author, and approval signature page completed by the first day of school.
Part B: Language Arts Assignment
Find two beautifully written sentences from the books you have read this summer.
● What constitutes a beautiful sentence?
○ Well, that is up to you to explain. You may choose a sentence because of its rich vocabulary, sophisticated syntax, punctuation, literary devices, and/or its message.
● During the first week of school, you will share your chosen sentences and explain why you chose each one.
● Your found sentences should be handwritten along with your explanation.
Example of a beautifully written sentence and explanation:
"He plunged into the swimming tank or went hunting with the Judge's sons; he escorted Mollie and Alice, the Judge's daughters, on long twilight or early morning rambles; on wintry nights he lay at the Judge's feet before the roaring library fire; he carried the Judge's grandsons on his back, or rolled them in the grass, and guarded their footsteps through wild adventures down to the fountain in the stable yard, and even beyond, where the paddocks were, and the berry patches."
Call of the Wildby Jack London
Explanation:
This sentence is beautiful because of Jack London's use of sophisticated syntax and descriptive language. When Buck is introduced, Jack London reveals how special he is to the family. The use of semicolons in a series allows London to list several examples of how protective and loved Buck is. Another reason this sentence can be described as beautiful is London's use of descriptive language. Through descriptive language, London conveys Buck's playfulness and loyalty. When Buck "carrie[s] the Judge's grandsons on his back," the reader can imagine the grandsons laughing as they ride Buck like a pony. London describes Buck "at the Judge's feet before the roaring library fire" revealing Buck's loyalty and comfort with the head of the family. | web | http://sacredheartva.org/wp-content/uploads/Rising-MS-Reading-Assignment.pdf | 0.495537 | {
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Paper
Corrugated cardboard
Newspaper
Office paper
Metals
Aluminum Containers
2016 Arizona Recycling Survey
This survey quantifies the diversion of waste by recycling in Arizona
The following contact will be listed on ADEQ's website as the person to call regarding recycling questions.
CONTACT INFORMATION
Name:
Title:
Organization:
Department:
Mailing Address:
City:
Phone:
Email:
Web Page:
Room/Suite:
Zip:
REPORTING METHOD:
Calendar Year 2016
Fiscal Year 2016
*If a municipality, county or organization only collects TOTAL CO-MINGLED RECYCLABLES, then place your weight in BOX 1. If a municipality, county or organization breaks down the RECYCLED MATERIALS into different categories, then fill in the weight within the appropriate category under Recycled Materials section.
*Box 1 TOTAL TONS OF CO-MINGLED RECYCLABLES:
**ADEQ is interested in communities who are calculating their diversion rates. Please enter your diversion rate in Box 2 if you are able to track those metrics.
**Box 2 DIVERSION RATE
RECYCLED MATERIALS
# of Tons
Magazines
Telephone books
Mixed paper
Ferrous scrap metal
Tin/steel containers
Non-ferrous scrap metals
Appliances (white goods: refrigerators, freezers, stoves dishwashers, microwaves, etc.)
# of Tons
Glass
Glass whole (wine/beer bottles)
Clear crushed
Green crushed
Organic Material
Yard debris
Food waste
Miscellaneous Waste
Used tires
Paint
E-Waste (used electronics, and small appliances)
Textiles
Textiles
Other (specify item)
Other (specify item)
Please list below any special or community events pertaining to recycling. (i.e., E-waste events, Household Hazardous Waste events, Community cleanups, Christmas tree recycling, Textile collections, Pharmaceutical collections, Paper shredding event, etc.)
Amber/Brown crushed
Co-mingled crushed
Restaurant grease
Rendered animal matter
Household Hazardous Waste
Polystyrene
Specific Item | web | http://static.azdeq.gov/wqd/recy/recycling_survey.pdf | 0.457671 | {
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Married
Possibly to Edith Maria EVERSON in early 1923 at Redruth in Cornwall
No entry found.
Information from National Roll of the Great War
Additional Information
Herbert ELLIOTT was one of five children of farmer Robert ELLIOTT and his wife Annie, living at 'Bugbrooke Wharf' when he attested for the Army on 29 January 1916 as a Private. He was destined for the Army Service Corps (ASC) to work in 'Mechanical Transport' and numbered M-315671, but was transferred to the Reserve the following day, to return home. He was mobilised eventually on 21 April 1917 and went to an ASC Depot for his recruit training.
Herbert was sent to France on 18 May 1917 and was employed on motor transport duties, qualifying as a 'lorry driver' (possibly serving as an ambulance driver for much of his time). He was renumbered T- 424765 at some stage. From 11 February to 20 April 1918 he was attached to a Heavy Repair Shop, and from 6 May was posted to a different transport company, still in France and with which he was wounded on 2 June and admitted to hospital.
Following his discharge from hospital on 8 June 1918 he was returned to England and on 25 September was compulsorily transferred from Mechanical Transport duties as medically unfit (presumably as a result of his wound).
In December 1918 Herbert applied for transfer to 'Agricultural Work' (his record annotated 'skilled ploughman') and was posted from convoy staff work in Teddington to No. 436 Agriculture Centre in Northampton.
He returned to the ASC Depot at Kempton Park in May 1919 and was discharged with a 20% disability pension on 6 July. He qualified for the British War Medal and the Victory Medal.
Herbert died in early 1927 at Northampton, aged just 38.
[Edith Maria lived on until December 1961, when she died in Redruth, aged 65]
Photograph | web | http://bugbrookelink.co.uk/WW1/Record%20Sheets/Record%20sht.%20herbert%20Sam%20Elliott.pdf | 0.478091 | {
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Pacific tuna meet fails to agree on cutbacks
2 September 2016
Fukuoka after sharp declines in bluefin tuna brood stock last year.
Japan, which consumes roughly 70 percent of the global bluefin tuna haul, has suggested introducing cutbacks if stocks drop for three consecutive years.
But the Japanese proposal was opposed by other participants at the meeting, including the US, that want tougher measures to protect the species, fisheries agency official Kazuya Fukaya told AFP.
Japan, which consumes roughly 70 percent of the global bluefin tuna haul, has suggested introducing cutbacks if stocks drop for three consecutive years
Pacific island states and countries failed on Friday to strike a deal to protect shrinking supplies of tuna and adopt cutbacks following a regional conference, officials said, sparking condemnation from conservationists.
The Pacific Ocean is the world's largest tuna fishing ground, accounting for almost 60 percent of the global catch.
But supplies are dwindling and conservationists say urgent action is needed to ensure populations remain viable.
The 10 participants "could not reach an agreement" on proposed regulation after five days of talks at the Northern Committee of the Western and Central Pacific Fisheries Commission (WCPFC) annual conference, Japan's Fisheries Agency said in a statement.
The partipants, which include Japan, China, the United States, Fiji, Vanuatu, Canada, South Korea, the Philippines, the Cook islands and Taiwan, agreed to the conference in the Japanese city of
Fukaya added that the issue will be discussed again at the committee's next annual meeting in South Korea.
Environmental groups expressed frustration over the stalemate, with Greenpeace calling it "extremely regrettable as the stock of Pacific bluefin tuna is in a state of emergency."
"Japan, the world's largest consumer of bluefin tuna, bears the responsibility to strengthen domestic rules (on fishing)," Greenpeace said.
The conservation group has proposed an immediate two-year moratorium on all commercial fishing.
"The latest stock assessment for Pacific bluefin, released in 2016, found that the population has been heavily depleted to just 2.6 percent of its historic unfished size by nearly a century of overfishing," Greenpeace said in its proposal.
Conservation group World Wide Fund for Nature has recommended the ten countries introduce a catch limit and adopt a long-term bluefin tuna recovery plan.
© 2016 AFP
1 / 2
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APA citation: Pacific tuna meet fails to agree on cutbacks (2016, September 2) retrieved 27 November 2022 from https://phys.org/news/2016-09-pacific-tuna-cutbacks.html
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Fun Zone The World Cup
Follow the directions as you “play” your way down the soccer field.
1. The defender dribbles to midfield as you play I, IV and V7 chords in F major with your LH.
2. The midfielder gets tackled as you play a D major scale with your RH.
3. The opposing player receives a caution as you play a G major scale with your LH.
4. The midfielder passes to the forward as you play a chromatic scale from Middle C to Treble C with your RH.
5. The forward drop kicks for the score as you play an F major scale with your LH!
One-Octave Arpeggios
1. On the blank line below each chord, write its letter name. Then play.
2. On the blank lines above or below the staff, write the missing fingering for the one-octave arpeggios. Then play.
Chord Review
3. Lower the \textcolor{red}{top} note of a major triad one half step to form a minor triad.
4. A lower case “m” indicates a \textcolor{red}{major} triad.
Learning Link
A **text message** is a short message (fewer than 160 characters) usually sent from a cell phone. Several companies and individuals claim to have sent the first text message as early as 1989. “Texting” is the common term used for sending text messages. Text messages have become very popular, spreading from Europe and Asia throughout the world.
**Fun Zone What’s Wrong with the Text Message?**
Something is wrong with your cell phone, and all of your text messages are mixed up! Check each musical example and decide what is wrong, then write it correctly.
| What’s Wrong? | Fix It! |
|---------------|---------|
| 1. E harmonic minor scale | E harmonic minor scale |
| 2. A minor: I V7 I | A minor: I V7 I |
| 3. Alberti bass accompaniment | Alberti bass accompaniment |
| 4. C major 1st inversion triad | C major 1st inversion triad |
| 5. C major 2nd inversion triad | C major 2nd inversion triad |
Follow the directions as you hike the Appalachian Trail to Clingmans Dome, the highest peak in the Great Smoky Mountains National Park. Begin at the bottom of the page.
5. Circle the inversion.
6. risoluto = lightly
leggiero (circle one)
4. Tap and count aloud.
3. Name, then play the chords.
2. Dolce means sweetly boldly (circle one)
1. Tap hands together and count aloud.
Learning Link
The Appalachian Trail is 2,100 miles long and crosses 14 states, 8 national forests, 2 national parks and 15 major rivers. A part of the trail runs 69 miles through the Great Smoky Mountains National Park. These mountains form the boundary between Tennessee and North Carolina. The park was established in 1930 and today is the most popular national park in the United States. The thick forests on the mountains produce hydrocarbons that mix with the naturally humid air. This creates the smoky haze that hangs over the mountains, giving them their name. | web | https://content.alfred.com/catpages/00-105424.pdf | 0.441146 | {
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Year 6 Heritage Map Art Work with Katy Alston
Year 6 worked with map artist Katy Alston over two days. During that time they learnt about maps of Ketley old and new.
Day one
The children look at old maps of Ketley and Katy helped them understand what the different signs and symbols meant. They looked at the land use and then we looked at more up to date maps of the area. They could then see how the land use had changed over time.
Katy had prepared an overlay map with the new roads of the locality over the top. This also had a grid over the top with coordinates on. The pupils were then give a replica section of the map and a plain piece of card of the same size. The pupils had to draw their section of the map onto the plan piece of card. It was not that simple because the sections of map needed to match together. They had to work collaboratively to ensure the roads and key features met in the correct places.
Once the map was complete, the pupils added modern detail to the sections of map using Google Earth for support. These were then coloured in.
Finally, the pupils drew things of significance from around the local area. These were to be used to decorate the boarder of the map.
Day two
For our second day, we worked on maps of the school. Katy had an aerial view of the school and surrounding area. Pupils were then encouraged to work around the school to add detail to the line map to show how our school is special. Pupils could choose how they detailed their map. This could be a bird's eye view, detailed measurements or nature.
After designing their map, they had to draw the map themselves and add their detail. Pupils had a choice of different papers and media to use. This could then be coloured or painted and fine detail added.
Overall, year 6 created some fabulous maps of the school and the final large map, along with some of the smaller maps will be display in the Upper Key Stage 2 building in the Heritage Gallery. | web | http://meadowsprimaryschool.co.uk/media/1916/heritage-art-map.pdf | 0.463417 | {
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DOING: The Seven Habits of Highly Effective Catechists
1. Who was one of the best teachers you ever had? What made him or her such an effective teacher?
2. Of this teacher's qualities and skills, which do you think you already possess?
3. Of this teacher's qualities and skills, which would you most like to improve on?
You may be familiar with Stephen Covey's The 7 Habits of Highly Effective People (if not, I highly recommend it!). Well, today let's focus on seven habits of highly effective catechists. I firmly believe that the most effective catechists excel in the following areas:
1. A Passion for Their Own Ongoing Formation: they never stop
learning about and growing in their faith.
2. Planning and Preparation: they prepare their lessons thoroughly and prayerfully.
3. Creating a Prayerful Environment: they create a learning space that is conducive to faith formation and prayer.
4. Using a Variety of Engaging Activities: they know how to make their learners active, not passive.
5. Maintaining Discipline: they know how to keep order.
6. Leading Reflective Prayer: they not only include prayer in their lessons but create a climate of prayer that pervades their lessons.
7. Positive Presence (Teaching with Authority): they utilize skills that command attention and encourage participation.
(Based on The Catechist's Toolbox: How To Thrive as a Religious Education Teacher, by Joe Paprocki. For more information, visit www.loyolapress.com/toolbox.)
DOING: Entering through Their Door but Leaving through Your Door
"What's Hot? What's Not?"
With the other members of your group, brainstorm a list of "what's hot" right now in the lives of those you teach. Think of movies, video games, celebrities, athletes, games, fads, songs, TV shows, Internet sites, and so on.
DOING: Entering through Their Door
but Leaving through Your Door (page 2)
Now, select one item from the list on the previous page and brainstorm a way that this could in some way connect with an aspect of the Catholic faith (i.e., you could refer to this item in class to grab attention and use it as a segue into teaching an aspect of our faith). Describe:
Follow a Catechetical Process
Think of your lesson as a movement: you want to move your learners from where they are to where Jesus wants them to be. This movement, called the catechetical process, involves four steps:
1. Engaging the life experience of the participants
2. Exploring the concepts to be taught (Scripture and Tradition)
3. Reflecting and integrating the concepts with the lived experience
4. Responding with a new way of living
Simply put, you take learners from where they are and move them toward Jesus. St. Ignatius of Loyola described this as "entering through their door but leaving through your door." | web | https://catechistsjourney.loyolapress.com/wp-content/uploads/2013/08/BKD-Webinar-Handouts-3-DOING.pdf | 0.478085 | {
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Second Grade Star Second Grade Star
Objectives for this week:
: (2.06) Tell the main idea, facts, and details from a story
Unilever- Reading puts you on the Racetrack to Victory-Remember to record your child's reading minutes on the reading record and also on the Unilever form. Any child that reads a total of 300 minutes over the next 3 weeks will earn 2 bracelets. It will be fun to try to see how much our class can read for this program!!
Keep the newsletters in your HW folder all week!*
This week's story is: "Exploring Space"
Reading
(2.07) Similarities & differences among characters and setting
Grammar: Identify the subject of a sentence.
Spelling: Long Vowel words
Math: Compare & order numbers using <, >, =
(Order #s least to greatest & greatest to least)
Review: Place value of numbers to 100 and 1000
Students must show numbers in picture form, word form, standard form, and expanded form.
They will also tell the value and place of a digit.
Social Studies: Goal 1– Students will learn to be responsible citizens.
Car riders: Remember to display your plates with your child's name on it while in line.
It's hard to memorize all the cars/names!
Spelling Words: This week your child needs to study the following list. All spelling tests will be on Fridays. On Fridays, they will also take a pretest on the next word list. Students who miss 3 words or less will be given a challenge list. The last 5 words are *high frequency words. Since these words are frequently used in reading/writing, they will be put in a bag to be used on future spelling tests. We will pull at random 3 *words on future spelling tests for a total of 20 spelling words.
Homework:
Mon.– Spelling Sailboats
Tues.– Reading sheet
Wed.- Math sheet
Thurs.– Review Sheet
Our email addresses:
[REDACTED_EMAIL] [REDACTED_EMAIL] [REDACTED_EMAIL]
Volume 1, Issue 4
September 9, 2011
Info to Know:
Wed.,Sept.14
is an
Early
Release Day.
All students
will be dismissed at 11:00. Lunch will be served early, but only to those students who have requested a school lunch. No extras can be bought. Check one of the options below so we know what you want your child to do:
___ My child will buy a school lunch.
___ My child will bring a lunch or a snack.
Sept. 28: Progress Reports go home
*Snack: Bring snack daily because it is a long time until 2nd grade lunch! Only healthy snacks are allowed!
*Water bottles: Please send a water bottle for your child everyday!
Weekly Quote: Weekly Quote: "Your mind is like a parachute; parachute;
it only it only functions when when open!" open!"
Read 20 minutes each night Mon.-Thurs. in your AR books. Record on the behavior chart/reading log.
*A parent must initial the reading log/calendar.
*Study spelling words (and last week's * words)
We have read and understand this newsletter. _____________________ _____________________
Parent Signature | web | http://iss.schoolwires.com/site/handlers/filedownload.ashx?moduleinstanceid=40387&dataid=53272&FileName=News1.4.pdf | 0.493416 | {
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Easter celebrates the resurrection of Jesus and there are many symbols. Learn about these symbols and as you do, decorate them to hang up in your room or to put on your window. You could also hang them from a small branch for the centre of your kitchen table.
**Eggs** and **chicks** symbolize new life. Eggs have been a symbol of spring since ancient times. An egg also is a symbol of the rock tomb out of which Christ emerged when he arose again. The chick, hatching out of the egg, symbolizes new life or re-birth.
As one of the symbols of Easter, the **cross** reminds of the life, death, and resurrection of Jesus Christ.
The **rabbit** was a symbol of abundant new life in ancient times, and reminds us of spring and new life.
**Daffodils** and **tulips** bloom in the spring, and symbolize spring and new life. Also a daffodil has a “trumpet like flower” in which to proclaim, “Christ has risen, Alleluia!!”
The **butterfly** is a strong Christian symbol of Easter. The entire life cycle of a butterfly can be viewed symbolically. The first phase of a butterfly’s life as a caterpillar resembles the life of Jesus Christ when he first walked on Earth. There were struggles, yet he kept serving his purpose in many ways without much support or regard. The cocoon resembles the crucifixion of Christ and his burial. The emergence of **butterfly** from the dark depths of the cocoon resembles the resurrection of Christ from his tomb in a new and glorified body.
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Make a poster during lockdown Lesson Plan – Key Stages 3-5
Skills that you'll use
- You will learn about key designs and key designers.
- You will learn about the use of restrictions in design.
Materials needed
- Pencil or pen
- Colouring pens or pencils
- Some paper
Activity plan
Introduction (5mins)
Graphic designer Shepherd Fairey made his name by creating stickers of the wrestler Andre the Giant. Shepherd stickered his town with the design which was intentionally vague so that people would wonder what they were about.
In 2008, Shepherd became a big supporter of presidential candidate Barrack Obama and wanted to use his graphic design skills to promote Obama's message. Shepherd created a simple design using the three colours of the American flag to show Obama's face with the word 'Hope' beneath it. Shepherd used a machine that only printed one colour at a time. He knew that less colours meant less cost and less time to make the posters.
With his posters ready, Shepherd would go to the large rallies held by Obama and sell the posters outside to his supporters. They became hugely popular and soon Shepherd was printing more and he was even contacted by Obama's campaign team to give the future President's approval.
Watch graphic designer Lucienne Roberts talk about Shepherd Fairey's Obama 'Hope' poster in the Design Museum's film.
Activity plan
Discuss (5-10mins)
- How many posters have you seen in windows during lockdown?
- What sort of posters do you have in your room?
- Have you seen posters supporting the NHS or even rainbows being hung up?
- How many colours do they use?
- What's on the posters?
- What sort of designs do they have on them?
- Have you made any posters for lockdown?
Research (10 mins)
If you're going out for exercise, see how many lockdown posters you can find in the windows.
- How many colours are they using?
- What is their message of 'Hope'?
- What pictures have they used?
You may need to ask an adult to supervise you.
If you're not going out then have a look online for any lockdown posters.
Activity (30 mins)
Design a poster to give your 'Hope' message during lockdown. What do you hope for during or after lockdown? It could be about something that you look forward to doing again or maybe a message of encouragement for people who might be finding lockdown tough. It could be some instructions of what to do in lockdown.
Pick only three colours to use on your design. Shepherd Fairey's choice of colours was limited but he used it to his advantage by picking colours that made people think of their country's flag. Pick three colours that make you happy. There could be a special reason for picking those colours or it could just be that they cheer you up when you're down.
Draw your design using as few words as possible to make it easy to read and memorable.
Now that you've completed your design why not share it with the Design Museum on social media using #DesignFromHome? | web | https://designmuseum.org/asset/download?id=413a5f74-7d5c-405a-b412-59f61f4a8829 | 0.427542 | {
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Pack 1- Team Work
An individual cannot perform all tasks on his own. He/she needs the support as well as guidance of others to be excellent in whatever he/she does.
A team is:
a group of people with a full set of complementary skills required to complete a task, job, or project with a common objective to achieve
A group is:
a collection of individuals with varied interests&attitude – it is not necessary that the group members would have a common objective.
Coming together is a beginning, keeping together is progress, working together is success - Arabian Proverb
Team work!
It means that people will try to cooperate, using their individual skills and providing constructive feedback, despite any differences or personal conflict between individuals.
It is the collective effort of each and every team member to achieve their assigned goal. No member can afford to sit back and expect the other member to perform on his behalf.
It is a cooperative process that allows ordinary people to achieve extraordinary results!
"There is no I in Team Work!"
Tips for a better team work
Think about our team first
Discuss together
Avoid conflicts
Promote transparency and healthy interaction
Good team work is like a happy marriage!
Behaviors that demonstrate this skill
* Manifest interest in establishing contacts with colleagues;
* Effectively interact with colleagues in different situations;
* Understand the role of each person in the team;
* Focus on team goals, not just personal goals;
* Respect the rights and beliefs of others;
* Empathy: listening and understanding the needs and feelings of others;
* Active participation in an action;
* Encourage open discussions, share ideas and suggestions with colleagues.
Other 5 Triks for Teamwork
1. The Team Is Clear About Its Mission.
2. Respectful Communication.
3. Strong Commitment.
4. Continuous Improvement.
5. Decisions together.
6. Celebrate differences/diversity. | web | http://far.ngo/data/documente/499/64018.pdf | 0.426029 | {
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Have a Sustainable Holiday
Sustainability Spotlight Article Excerpt From Connections For Sustainability Newsletter Issue 11: Nov - Dec 2012 By Jaclin DuRant - Livability Educator
The holidays are a time for being thankful for what we have, and for spending time with family and friends. They are a time to be joyful and to give. The holidays are also a wonderful time to make small changes in our lifestyle that can make a big difference for our community and ourselves. Make your family's holiday more eco conscious by following some simple tips:
- Reuse. Give gifts in reusable bags or wrapped in recycled newspaper. Let the kids paint the newspaper first for one of a kind wrapping paper that will be appreciated more than anything bought in the store.
- Buy local. Greenville is home to many fantastic small businesses. Purchase gifts and food from local artists, farmers, and stores to help our community have a more prosperous holiday season.
- Change the focus of dinner and have more vegetables. Eating lower on the food chain is a great way to reduce your carbon footprint. Try using seasonal produce for a holiday feast filled with baked apples, roasted butternut squash, sweet potatoes, beets, pumpkin pie, and tasty greens.
- Gather your decorations. Forgo the electric blow-up characters and make your own decorations from seasonal greenery. Every year, I gather pine boughs and holly branches and arrange them on the hearth. Mix in some pine cones and bundles of sticks in glass jars for a rustic natural look that doesn't cost a dime.
- Turn off the electronics. Bring back some of the homey feel of the holidays by having an evening that doesn't involve the computer, the smart phone, video games, or the TV. Have a sing-a-long, tell stories, play board games, or get outside and take a family walk. Make it a weekly tradition throughout the holiday season.
- Donate your time. Giving isn't all about money. This time of year is a great time of year to volunteer at a local soup kitchen, to go spend some time with senior citizens, or to help a neighbor in need with a project around the house. There are many ways that we can give of our time and talents without spending a dime.
- Make something yourself. Homemade gifts or cards are doubly special to those who receive them.
Whatever you choose to do and however you celebrate, we wish you and yours a joyful holiday season. | web | http://connections.greenvillesc.gov/forms/SustSptlight/ssholiday.pdf | 0.425246 | {
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CIRCUIT ANALYSIS APPLICATION INTERFACE BY USING SPEECH RECOGNITION TECHNOLOGY
Arş. Gör. Ayşe Yayla Marmara Üniversitesi Teknik Bilimler Meslek Yüksekokulu İstanbul [REDACTED_EMAIL]
Doç. Dr. Hayriye Korkmaz Marmara Üniversitesi Teknoloji Fakültesi İstanbul [REDACTED_EMAIL]
Doç. Dr. Ali Buldu Marmara Üniversitesi Teknoloji Fakültesi İstanbul [REDACTED_EMAIL]
Abstract
Scientific and technological developments in the field of Speech Recognition (SR) provides great convenience to users in all areas of life also finds an important place in the field of education. Basically a SR system, first performs functions of receiving speech data and predicting it. Then the spoken words and expressions are converted into a processable form in the digital environment. Thus, users can manage devices with voice commands without using their hands. This technology can also be used to enable students who do not use their hand in engineering education to perform experiment in a classical laboratory environment. In this study, Electronics I Diode Characteristics is determined as a model experiment that is included in the curriculum of Faculty of Technology Electrics & Electronics department in Marmara University. Then, it is implemented by talking through the developed interface without using hands.
In the process of converting the speech to text through the developed interface, the Web Speech API (WSA) which is an open source platform supported by Google has been utilized. Adobe Flash program is used for the user interface design, .Net C# is used for necessary calculations during the experiment and to draw the waveforms' graphs. While students are conducting the experiment, all tasks can be performed by speaking: 1) run the application, 2) change the parameters, 3) monitor and observe the results.
Keywords: Circuit Analysis, Simulation, Speech Recognition, Google Web Speech API. | web | http://www.jret.org/FileUpload/ks281142/File/19b.ayse_yayla.pdf | 0.451622 | {
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Jignyasa 2021- A National Level Competition
With the vision of providing a platform for children to spark curiosity, Innovation to quench their thirst for creativity and inculcate scientific temper among children and teachers. Inspired by and create awareness of this year's theme, United nations sustainable development goals (UNSDG's) Agastya International Foundation – Pune organized Jignyasa 2021- A National Level Competition. All prizes were sponsored by Cipla foundation. This event was held between 01 February to 05 February 2021 @ online platform.
One of the blessings of Covid-19 is the whole world came together on virtual platform, where Agastya also came forward to engage children and teachers on an online platform keeping the essence of experiential and hands on learning. Converted this challenge into opportunity 11 regions of Agastya conducted regional level Jignyasa. Almost 3000 student and 1000 teacher category entries we received from 10+ stats of India. Celebrating this journey ahead, 56 from student and 27 from teacher category got opportunity to participate in National level Jignyasa.
This pandemic gave so many new innovations to the world, this Jignyasa also consist of so many innovative models and ideas, investigation and application based projects, and use of technology in teaching aids is one of prime focus we could see in teacher category participants.
Most of the participants were first time tech users in last 6 to 8 months, where community support was very critical. We could see most of the projects addressing community problems, using science and technology for social awareness. Expressing their ideas and mutual leaning are some of the key factors during this Jignyasa.
On 1 st February the event was inaugurated by Mr. Prakash Dey (Scientist and Astronomer India) in presence of Dr. Shashi Bhushan Singh (Scientist & Director of Naval Material Research Lab of DRDO) Mr. Sai Chandrashekhar (Executive Director Agastya International foundation)
The virtual exhibits from different parts of India were indeed eye openers on various topics related to Plastic recycling, Organic composting, Clean water and sanitization, Gender equality, Herbal garden advantages, Math models, Automated ration distributor and etc. Teachers category was full of teaching learning material on Mathematics, Astronomy and social science.
The eminent judges comprising of Dr. Shashi Bhushan Singh (Scientist & Director Of Naval Material Research Lab of DRDO ) Mr. Shrikant Kulkarni (IIT Kanpur) Mr. Vivek Shenoy(Alumnus of NIT Calicut and IIT Delhi) Mr. Praveen Kumar S gave their judgement after inspecting each project and guided the children forward for the project improvements. all the participants were also given participatory certificates. The judges applauded the students for their novel ideas which would help the world to become a much better place to live in.
On 5 th February evening we presided over the Valedictory function In presence of Ms Ulka Dhuri (CSR Lead, Cipla Foundation) Mrs. Preeti Majumdar (Operations and Finance Head, Cipla Foundation) Ms Geeta Iyer (Sr. Community Relationship Specialist, Honeywell) Mr Ramji Raghvan (Founder-Chairperson Agastya International foundation) appreciated and congratulated everyone in making the event successful.
Winners of Event: Student's Category
Winners of Event: Teacher's Category
Thank You | web | http://jignyasa.org/JignysaNational2021Report.pdf | 0.48621 | {
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A recent study determined Nebraska has an assured wood supply to support strategically located woody biomass-based enterprises across the state.
According to the study, Nebraska has 1.3 million acres of timberland containing more than 41 million oven-dry tons of standing woody biomass.
With funding from a U.S. Forest Service grant, the Nebraska Forest Service analyzed the amount of wood available for woody biomass applications and identified potential woody biomass consumers.
"Woody biomass is the low-hanging fruit for alternative energy applications," said Scott Josiah, state forester and director, Nebraska Forest Service. "It's our state's untapped resource, and it's ready to be used."
Currently, less than 10 percent of this waste wood is used. Progress is underway to geospatially map Nebraska's available wood resource.
Each year's net growth on Nebraska timberland produces nearly one million net tons of wood. Additionally, 270,000 tons of wood are generated each year from forest fuels treatment programs, range improvement activities, timber harvest operations, urban wood waste and wood processing operations.
Chadron State College burns 9,000 tons of wood each year to heat and cool more than one million square feet of building space, reducing its energy costs by more than 30 percent.
Woody biomass is a proven, reliable energy source for both heating and cooling, as well as industrial applications, electricity generation and ethanol production, Josiah said. Woody biomass also can be used to co-fire coal-burning power plants, reducing air pollution and offsetting carbon emissions.
The Arbor Day Foundation's Lied Lodge uses 3,200 tons of woody biomass annually. A number of alfalfa dehydration and wood processing plants also take advantage of available woody biomass.
"Years of steadily rising energy costs have negatively impacted Nebraska's rural communities, some of which were already facing serious economic decline," he said.
Five institutions across the state have recently completed feasibility studies that show woody biomass conversion is a viable option. If converted, these institutions could save a combined $1.6 million in annual energy costs and reduce carbon emissions by 600,000 tons over the 30-year life span of the boilers.
"Woody biomass utilization serves as a catalyst for rural economies. In the Pine Ridge, fuels treatment projects and the associated woody biomass utilization have resulted in six full-time, year-round jobs and more than $1 million in economic impacts for the area," he added.
The Nebraska Forest Service is a part of the university's Institute of Agriculture and Natural Resources.
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WORKING FOR NATURE
Steven Allain
Amphibian and reptile surveys, Cambridgeshire
All over the world devoted individuals are doing their bit by volunteering to be involved with wildlife. Jo Price meets Cambridgeshire's online amphibian and reptile records verifier.
S teven has been volunteering for the Cambridgeshire and Peterborough Amphibian and Reptile Group (CPARG) for five and a half years. He will soon start his PhD on snake fungal disease in grass snakes but still finds time to survey amphibians and reptiles, organise outreach events, train new volunteers and provide wildlife advice to local people.
"Aside from monitoring a number of populations over a long period of time, our ongoing major project is to study the non-native midwife toad in Cambridge," he explains. "My proudest moment as a volunteer was locating the population after three years of hearsay."
Herpetologist Steven is on a mission to improve habitats for reptiles and amphibians.
My proudest moment was locating the population after years of hearsay.
Despite amphibians and reptiles being active only between February and October, the CPARG chairman is busy all year. "When they're hibernating, I'm arranging volunteer days to improve habitats in woodland, grassland and ponds for them to breed in when they emerge. A
Working with local residents, the herpetologist gained access to gardens to survey the species and swab individuals for chytrid disease: "Luckily none of the toads have yet tested positive but our fear is that they may pass the disease onto our native amphibians."
Steven mainly works within Cambridge and the surrounding area: "Unfortunately, the county is pretty devoid of reptiles (except for grass snakes) but that doesn't stop us trying our best to conserve the few populations that we do have," he says. "These animals have suffered major declines since the 1950s due to loss of habitat and intensive agricultural practices."
The naturalist has always been passionate about cold-blooded creatures. "They are a major part of many ecosystems and provide us with a number of services, including pest control," he explains. "We would certainly notice if they all disappeared."
October 2018
number of improvements we made last year benefitted species like the great crested newt and common lizard."
Aside from gaining localised recognition for his work and providing surveying equipment for CPARG, Steven has published more than 12 scientific papers on his volunteering work in the county with more to follow.
In addition to his current responsibilities, he will soon start conducting reptile surveys for the British Trust for Ornithology (BTO) in Norfolk. "No matter where I find myself in the future I'll be spending some of my time helping wildlife," he says. "We all have a moral obligation to look after the planet we have found ourselves hurtling through space on."
FIND OUT MORE
CPARG:
groups.arguk.org/
CPARG
or visit Steven's blog at cparg.wordpress.com
How you can help...
Three projects you can get involved in:
HerpMapper
Create and keep records of your amphibian and reptile observations with this app (iOS and Android). herpmapper.org
ARC Trust
The Amphibian and Reptile Conservation Trust need help to manage their reserves, survey wildlife and educate the public.
arc-trust.org/ volunteering
Froglife
Inspire young people by taking part in Froglife's Green Pathways project or join a Toad Patrol. froglife.org
BBC Wildlife
115 | web | http://stevenallain.co.uk/publications/feature2.pdf | 0.483044 | {
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Title:
Travel and tour tips for China
Word Count:
1136
Summary:
China is a large country at a size of 9,596,960 sq km. China was only partially open to the wo
Keywords:
bus tour,bus tours
Article Body:
China is a large country at a size of 9,596,960 sq km. China was only partially open to the wo
However, much of the fun remain that it is different from the rest of the world. China will be
Below are some travel tips to make your travel in China less hard:
China is rich in culture & history. Visit the Great Wall of China in Beijing, sip Chinese tea Entry Visa
China need entry visa from most countries. Apply at the Chinese consulate or through your trav Climate very diverse; tropical in south to subarctic in north. Be prepared with the right seasonal clo Foreign Exchange
The unit of money is known as Renmembi(RMB) or Yuan. Get some Chinese Yuan in your local count
Payment facilities
Most better class hotels & shopping centres take Credit Card or Travellers cheques. Smaller ho Understanding of English
Counterfeit notes are common in China. Check carefully before accepting alter, especially if i
Most signboards & notices will over both English & Chinese. However, be aware that some transl
Most civil servants, custom officials, police, hotel staff & men in the street do not speak En
Most young people can understand basic English if you speak slowly.
Do not expect hotels or shops to understand English. Only the big hotels will have staff that Social Security
China is generally a safe country. However, hang on tight to your wallet especially in crowded These tourist cities also has a lot of touts in the streets touting tourist from money exchang Domestic Travel
Bus, train, ferries & domestic flights are well developed. Avoid the crowd at the stations &
Local buses are cheap (US$0.10 or YS$0.20) & you may want to try out. Taxis are convenient & a Avoid travel in China during peak holiday seasons or book tickets well ahead.
Local Hotels there's many web-sites selling China hotel rooms on the web. You can also check out the travel there is a nice choice of hotels in China ranging from one star to the most luxurious 6 stars. Book ahead if travelling in peak seasons.
Peak Tourist Seasons
May Day: First one weeks of May
Chinese old Year: Date varies but generally late January or early February.
Avoid travelling during these period. Book rooms & travel modes way early if want to travel. B
China National Day: Middle one weeks of October
Local food is absolutely fabulous. Try as much Chinese food as your wallet or stomach can affo Chinese Food
Telecommunications
However, avoid street side stalls & drinking directly from the taps if you have delicate stoma web
Mobile phone coverage in China is nice in most locations. Global auto-roaming within China is You will want to show your passport as China has tight regulations at web Cyber Cafes.
there's cyber-cafes everywhere in China, especially in tourist areas. Most are patronised by y three of the worst experience many has with China is the atrocious toilet facilities. Things h Toilet facilities
* Useful China travel tips *
Try to get a English speaking tour guide at every opportunity you can. China has a rich & wond *Sneaky tip: Hang around a group that has a English speaking guide if you cannot afford two! Always ask for a receipt from a taxi driver so that you can complain if you have been cheated After a tiring day, check out Chinese foot reflexology or Chinese TuiNa (Chinese massage). Won Try to take the namecard for each hotel that you are staying at as these cards will have a Chi Make friends with the Chinese whenever you can. we love to meet foreigners & will make nice to
This is a demo version of txt2pdf v.10.1
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The Life Jar - Workshop
The theory of the Life Jar is simple. The Jar symbolizes your Life - what you put into it and what you leave out. Your inspiration, motivation, values, intentions, actions, and the resulting effects and outcomes are product suggested by rocks, stones/pebbles and sand. (See illustration at right)
Our tendency is to concentrate our energy in our actions and values (vis. stones), and/or our outcomes and results (sand) without the substance and foundation of inspiration and motivation (rocks), leading us to ask, "What's the Point?" In order to give substance and foundation to your Life Jar, it is necessary to "Know Your Why." When you know your "Why,"
(https://www.startwithwhy.com/learnyourw hy) you can then intentionally choose what make up the rocks in your Life Jar.
Two videos for your consideration:
Simon Sinek's TED Talk that explains "How Great Leaders Inspire Action," (including knowing your Why)
https://www.ted.com/talks/simon_sinek_ho w_great_leaders_inspire_action
Michael Jr.'s "When you know your 'why' then your 'what' has more impact, because you're working towards your purpose."
https://youtu.be/LZe5y2D60YU
German Philosopher Fredrick Nietzsche said,
"He who has a why can endure any how."
Your WHY is your purpose, cause, and beliefs that inspire and drive you to do what you do. Your WHY defines your contribution and impact on the lives of others. "Remember, people don't buy WHAT you do, they buy WHY you do it." Simon Sinek
1. What makes you come alive, inspires you?
Why?
What do you do with it/them?
2. What makes your blood boil?
Why?
What do you do about it/them?
3. What drives you?
Why?
What do you do about it/them?
4. List five of your core values and then explain why.
5. List 5 of your belief statements (I believe that….) and explain the life events that caused you to arrive at those beliefs.
6. How do you continue to support or contribute to each of these beliefs?
7. What are you most afraid of?
Why?
8. What or Who do you trust?
Why?
9. Who had the most impact or influence on you?
Why?
What lessons or beliefs did they impart to you?
10. Was there any guidance that would have influenced your life positively that you wish someone had given you when you were a teen?
If you could share that advice with younger generations, what would you tell them?
How would you want it to change their lives?
3
11. What makes you feel worthy?
Why?
12. What makes you feel vulnerable?
Why?
How do you deal with it/them?
13. What are your key characteristics and how did you arrive at them?
14. How do you become centered? (prayer, journaling, nature, mediation, silence….) What event(s) led you to these practices?
15. Who is the most important person in your life at this moment?
Why?
What are you currently doing to show the individual?
16. What impact would you like to have on other people's lives?
Why?
What are you doing to achieve this?
17. Using one word sentences, how do you want to be remembered?
Characteristics:
Achievements:
18. How are you different than you were 10 years ago, 20 years ago, etc. What life event or series of events led to this change in character?
5
19. Do you have a favorite motto or quote? Why?
20. Describe your childhood in 10 words or less.
21. Describe your teen years in 10 words or less (Etc... Your 20's, 30's)
22. Do you feel that there is a rhythm or cycle where life events are repeated? Do you notice a pattern? If so, what was the pebble in the pond?
Action Verbs
Choose three action verbs that most appeal to you. Choose verbs that call to you and resonate with how you make a difference in this world.
This workbook was developed by Pastor Lena Mark and Melissa French, from Peterborough United Methodist Church www.peterboroughumc.org
Sources include:
27 Questions to Ignite Your Spark from Live Your Legend (must subscribe) Discovering Why from Whytelligence
© 2017 Peterborough United Methodist Church
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
You may share and modify this workbook but please do not develop commercial products with it. | web | https://www.peterboroughumc.org/wp-content/uploads/2017/03/Knowing-Your-Personal-WHY-with-cover-web.pdf | 0.494488 | {
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At Leasowes, we show respect by:
- Being polite to all around us
- Listening to each other
- Respecting each other’s opinions
- Keeping the school tidy
- Helping others understand how to be respectful
- Always looking smart
- Sharing our ideas so that we can all improve
- Being aware of others and their feelings
**self-respect**
/ˈsɛlfɪrɪspɛkt/
noun
pride and confidence in oneself
Having respect for yourself is really important. As Confucius pointed out, without this no-one will respect you. Here are some tips to achieve this:
1. Don’t speak badly about yourself
2. Don’t let others force you to be someone you don’t want to be
3. Learn how to control your emotions
4. Develop interests and passions
5. Be proud of who you are
**The Bigger Picture**
Before a Premiership football match begins, both teams form a line and shake hands, sometimes offering each other good luck for the game they are about to play. This is to show that even though they will play to win, they respect each other as football players. In the 2018 World Cup held in Russia, Japan went one step further. After losing their final match to Belgium in the 94th minute (who eventually won the competition), before leaving the stadium, the Japanese fans went around and picked up all the litter they could find. Likewise, the Japanese team made sure that the changing rooms were spotless. Before they left for home, they left a sign written in Russian, saying: ‘Thank you’
**British Values**
One of the British Values is ‘Mutual Respect’. This is about respecting each other’s right to an opinion and understanding that it’s okay that we might not all think the same way.
‘Respect yourself and others will respect you.’
Confucius
**Did you know?**
It has been scientifically proven that saying thank you to people makes you feel happy! | web | https://www.leasowesprimaryschool.co.uk/_site/data/files/documents/5F376E829421399A91F7F618D46A0803.pdf | 0.427517 | {
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Arcadia Public Library History Collection
Harris, O.D.. Houses. Arcadia Board of Trade
https://arcadiahistory.andornot.com/en/permalink/paintings40
Artist:
Edna Lenz
Description:
Arcadia's First House -- Built in 1880 by O.D. Harris on what is now the corner of Colorado Boulevard at Santa Anita Avenue, this was reportedly Arcadia's first house. The initial meeting of the Arcadia Board of Trade was held here in 1914. The house was torn down in the 1950s.
Item ID:
70L
Collection:
Paintings
Images
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SCIENCE in the Park
Eastern Gray Fox
Urocyon cinereoargenteus
Family: Canidae
Predator/ Omnivore Native to Virginia
The Eastern gray fox ranges from southern Canada to northern South America and prefers dense brush and wooded habitats. It is often referred to as the tree fox because of its unique ability to climb trees. It is thought that when large predators, like coyotes, are present, the growth of red fox populations decreases. This creates an opening in the ecosystem for the gray fox to move into, as it can avoid these predators by climbing trees.
- A distinguishing feature of the eastern gray fox is its bushy tail with a median black stripe and tip.
- The eastern gray fox is smaller than the red fox, having an average weight of only about eight pounds and a length of 30—40 inches.
- A female can have between one and seven pups in a litter.
- The eastern gray fox has scent glands on its face, the pads of its feet, and even inside its anus! These glands can be used for both territory marking and attracting mates.
- This fox is the only member of the North American Canidae family that can climb trees, and can den as high as 30 feet off the ground. | web | https://jamesriverpark.org/wp-content/uploads/2022/06/Gray-fox.pdf | 0.428734 | {
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Victoria Park
Points of interest
The idea of creating a public park near the River Connswater in east Belfast was first suggested by the Harbour Commissioner in 1854. However the land set aside was very marshy and inaccessible. Following a lot of negotiations and drainage works, Victoria Park opened in 1906.
The open water in Victoria Park is part of the Belfast Lough Area of Special Scientific Interest (ASSI) project.
The poetry trail features ten naturethemed poems written by local primary school pupils and is etched onto metal plaques.
Sam Thompson Bridge
Links Victoria Park to the Harbour Estate and Titanic Quarter. It is named after a local east Belfast shipyard worker and playwright.
Every Saturday the parkrun event takes place. This is a lapped, marked trail for runners and walkers.
There are two routes around the park which begin at the carpark and make an inner and an outer loop around the lake.
Inner route
0.9 mile, 1.5 km, circular
Victoria Park Cross the footbridge over the lake and turn right. Follow the line of the path as it follows through the trees and along the line of the lake. The path will lead you back to the starting point.
Sydenham Bypass
Conn's Water
Sam
Thompson
Bridge
To Titanic Quarter
Connswater
Community
Greenway
Bowling Green
and Pavilion
Changing
Pavilion
Sports
pitches
Underpass
Outer route
1 mile, 1.6 km, circular
Face the lake, and follow the sandstonecoloured path to the right. This path forms part of the Connswater Community Greenway. Continue on the path passing the bowling green. Pass a small rose garden, the children's playground and a BMX track. Continue on the path as it sweeps around the edge of the park. The pathway sits on the embankment between the lake and Conn's Water. It will lead you back to the carpark.
www.belfastcity.gov.uk/parks | web | http://belfastcity.gov.uk/nmsruntime/saveasdialog.aspx?lID=32449 | 0.421896 | {
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A monumental building
The Teatro Real, located opposite the Royal Palace of Madrid, is an emblematic, monumental building which has been declared an "Asset of Cultural Interest" and is considered to be the country's leading institution for music and the performing arts.
It has an area of 80,000 m², is 78 metres tall and dates back to 1850. One of its core values is to become the most sustainable theatre in Spain.
"It has been challenging work but we managed it in a timely manner and have fundamentally achieved the savings. The Teatro Real is the first building to be entered on the energy savings certificate register of the Energy Transition Ministry."
"We have achieved this because we used products and services of the highest quality and our objective is to become a zero-consumption building."
Nuria Gallego
Director of Infrastructure and General Services
Teatro Real
Challenges and solutions
The project consisted of updating the heating and cooling system for the entire building with the aim of increasing the energy efficiency and reducing the theatre's environmental impact. The new system covers all the heating, cooling and domestic hot water needs of the installation.
It is comprised of three technologies.
- Water-cooled chillers, with screw compressors and speed regulators.
- Air-cooled reversible heat pumps, with scroll compressors and a high seasonal energy efficiency.
- Air-cooled non-reversible heat pump, with scroll compressors and a high water production temperature.
Assembling units piece by piece
"This project entailed great technical challenges, not only in order to achieve the necessary energy savings, but also because the units had to be assembled in locations that were very difficult to access and the work had to be completed while the theatre continued to function as normal. Our service division had to assemble the units in situ, piece by piece, demonstrating their great technical expertise and commitment.
We are very proud to have met the requirements of the project and to have done our small part in helping the Teatro Real achieve its sustainability goals."
Óscar Asenjo
Sales Representative for the Central Region
Carrier Spain
The pillars of decarbonisation
This project was based on the pillars of decarbonisation for thermal installations.
• Use of refrigerants with a low global warming potential
The refrigerant used and the charge included in the units account for 6% of the units’ global environmental impact according to our lifecycle analyses. By using refrigerants with a low global warming potential, we can directly reduce this impact.
• Use of units with a high energy efficiency
The use of energy accounts for 88% of the units’ global impact. Increasing the level of energy efficiency reduces the energy consumption level and the associated CO₂ emissions. It is essential that we utilise units where this parameter is as high as possible in order to reduce the indirect impact by up to 48%.
• Electrification with heat pumps
The heat pump units are considered to be renewable energy sources and can help to reduce the dependency on fossil fuels. Another key aspect is that we not only need to design energy-efficient solutions, but also have to make sure that they stay efficient during their entire service life by way of maintenance plans and control systems. | web | https://www.carrier.com/commercial/en/se/media/case-study-teatro-real-de-madrid-en_tcm215-230430.pdf | 0.488776 | {
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HOMEWORK
The Board of Education believes that parental involvement in students' homework is essential to making homework an integral part of the education program. Parents are expected to encourage and monitor homework assignments and, to the extent possible, provide conditions that are conducive to their successful completion.
Homework is recognized and encouraged as an extremely valuable activity and as an appropriate extension of classroom instruction. Homework provides excellent opportunities for developing good study habits, affirming the value of school/learning, and encouraging student initiative.
Planning homework assignments should be given as much care as the planning of any other aspect of a lesson. An assignment important enough to be done should be evaluated by the teacher.
Homework shall be assigned according to these guidelines:
1. Homework should be properly planned part of the curriculum extending and/or reinforcing the learning experience of the school.
2. Homework should help children learn by providing practice in the mastery of skills, experience in data gathering and integration of knowledge, and an opportunity to remediate learning problems.
3. Homework should help develop the student's sense of responsibility by providing an opportunity for the exercise of independent work and judgment.
4. As a valid educational tool, homework should be clearly assigned and its product carefully and promptly evaluated.
All students may be given homework. Each school will be responsible for developing homework guidelines. These guidelines should include frequency and evaluation of the homework. For grades K – 8, duration of the homework should be a consideration. All guidelines are to be made available to parents/guardians. The guidelines should be reviewed annually by the building principal.
Effective Date: June 7, 2011 | web | https://www.ichabodcrane.org/POLICIES/4000/4730%20Homework%20Policy.pdf | 0.436835 | {
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Entrepreneur Interview
1. What is the name of your business or company?
2. What originally motivated you to become and entrepreneur?
3. What do you most enjoy about owning your own business?
4. What is the greatest challenge you faced as an entrepreneur?
5. If you could go back in time and teach your 14-year-old self, what would you most want to share?
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Context Is Everything!
DEBATING & PUBLIC SPEAKING RESOURCES
Masters Academy
www.mastersacademy.com.au
Context Is Everything!
Activity
Overview
In this activity, students are given a small amount of time to create an introduction (context) that is interesting and engaging.
Instructions
Start with a simple topic like ‘That schools should stop using paper’ and give students 2 minutes to write a contextualisation for the affirmative or negative side, starting with the signposting phrase:
“We live in a world where…”
These speeches should be no longer than 30 seconds. Coaches should repeat this exercise with new topics asking for more outlandish introductions with distinct characterisation and stances.
The time given to complete the task should be reduced as new topics are given. The culmination of this activity can be a ‘context off’ where the two most confident students in the class create a context for opposing sides of a given topic, with the class eventually voting on the winner.
Suggested Topics:
Stage 3
That public transport should be free
That all schools should have student run vegetable gardens
That all primary school classes should have a pet
Stage 4
That people who don’t recycle should be fined
That we should mandate that students spend 1 day a week being taught outside
That it should be compulsory for schools to teach students how to swim | web | https://www.mastersacademy.com.au/uploads/2/0/5/4/20546944/context_is_everything.pdf | 0.483289 | {
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Florence was at its finest in May and so easy for strolling around the Historic Centre, visiting fabulous galleries, museums and churches.
We had an excellent group of very creative printmakers this year - just look at the collage of the images from the Florence Workshop book below.
The highlights include our amazing walk with Elisabetta Cappugi, the Art Historian. We all met in Piazza della Signoria at 9am on the 14 May near the Loggia to discover hundreds of people celebrating Dante's 750th birthday. There was a pageant in true Florentine style with a band made up of old brass instruments and drums with those in the procession in costumes from the 15th century, very stirring stuff. When we looked around almost everyone was reading aloud from 'The Inferno', including a group of policemen standing nearby, imagine our policemen at home being involved in such a thing!
Next we visited Orsanmichele, once an open market loggia which was transformed into a church as a vote of thanks for the survivors of the plague in 1348. The top floors were used as a grain store for many years and the outside is decorated with several niches with sculptures depicting the 'Guilds' by artists including Donatello and Verrocchio.
We strolled to the house Michelangelo built, Casa Buonarroti, very early sculptures and other artworks by Michelangelo are on show here also Artemisia Gentileschi's 'L'Inclinazione', a true gem. This palazzo has remained basically unchanged from the 17th century.
Our lunches were utterly delicious at the 'Forno' where a selection of freshly made delights awaited us every day. The 'Forno' catered for our welcome party and we will remember the excellent savoury dishes followed by a fabulous strawberry tart!
Manuel Ortega invited us to visit his studio and gallery one Saturday. Manuel is the professore at Il Bisonte and a well known creative printmaker and teacher. His studio is in a medieval building completely refurbished but retaining the old style. He shares the studio with another printmaker Gian Carlo. The studio is set up with everything a printmaker could wish for and exactly what we all would love to have at home.
IL BISONTE
11-28 May 2015 | web | https://www.annieday.com.au/_files/ugd/7bc2d0_75bf4fbec77045a5a9407ae1ebed043b.pdf | 0.483959 | {
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Head Lice Outbreak
Following an outbreak of head lice in the area and a few cases here at school, the school is recommending that each child be thoroughly examined and treated at home. Please find below a guide of how to identify, treat and break the head lice cycle.
1. Check your child's hair for live lice and either yellowish white eggs (live nits) or brown or black eggs (dead nits). Hatched eggs are white and flat, like grains of salt or dandruff.
2. Treat your child's hair, please consult with your pharmacist about which product is best suited for your child. Re-treatment should be carried out about 7 days after the first treatment to kill off any juvenile lice that may have hatched since the first treatment.
Remove eggs and lice by using a metal comb and egg remover or combing solution.
A suggestion to help in the prevention of head lice is to add a few drops of tea tree oil or eucalyptus oil to a water sprayer used to wet your child's hair in the morning. You still need to check your child's hair on a regular basis for head lice.
Further information can be provided by your local pharmacy or you can go to the following website for a Public Health Fact Sheet on Head Lice, http://www.health.qld.gov.au/phs/Documents/cdu/13368.pdf | web | http://www.stmaryslaidley.qld.edu.au/about-us/Documents/Procedure%20For%20Head%20Lice.pdf | 0.440906 | {
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Eating and Drinking
Following a healthy diet is what we all try to do but this may change when we become unwell and our appetite changes.
Poor appetite can be associated with disease and symptoms or can be due to treatment (ie. radiotherapy and medication).
Problems such as sickness, having a sore mouth, difficulties in swallowing or changes in bowel movements can reduce the amount we feel able to eat.
Helpful Diet Tips
Here are some useful suggestions that might help you:
* Try and sit upright if possible when eating
* If you use oxygen make sure you have it on, eating can make you feel breathless.
* Use medication to reduce pain or nausea.
* Cold meals can be as good for you as hot meals and quicker to prepare.
* Softer foods and puddings may take less effort to eat. e.g. Shepherd's pie, fish, scrambled eggs.
* Microwaving food or readymade meals, whether fresh, frozen or canned, can save time and effort.
* Eating small meals and snacks more frequently may be easier to face than 3 larger meals. Little and often is often the key. Use a small plate to stop yourself feeling over whelmed by a large amount
* Try to drink plenty of liquids: nutritional supplements such as Fortisip, and adding cream to soups etc. can increase your calorie intake.
* A small amount of alcohol taken before a meal can stimulate your appetite.
* Try to prepare meals in advance if possible or ask others to help. Prepare twice as much food and freeze half.
Please speak to a health care professional if you are concerned about weight loss, eating or drinking. | web | https://www.stpetershospice.org/media/ruvjmic1/eating-and-drinking.pdf | 0.449864 | {
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Glow-in-the-dark cat could help cut disease
By Lucy Cockcroft
Last Updated:
2:23am GMT
13/12/2007
Scientists have genetically modified three kittens so they appear fluorescent under ultra-violet light in a procedure which could help develop treatments for human genetic diseases.
A team of scientists led by Kong Il-keun at Gyeongsang National University, South Korea, cloned the cats after manipulating a gene to change their skin colour.
The fluffy white Turkish Angora cats now glow red when exposed to ultraviolet light and the scientists believe the process could be used to develop treatments for a range of genetic illnesses. The technology can also help clone endangered animals like tigers, leopards and wildcats.
To clone the cats the team used skin cells of the mother cat and modified its genes to make them fluorescent by using a virus, which was transplanted into the ova. The ova were then implanted into the womb of the donor cat.
The three cats were born in January and February. One was stillborn while two others grew to become adult Turkish Angoras, weighing 3kg and 3.5kg.
advertisement A spokesman for the Ministry of Science and Technology in Seoul said: "The ability to produce cloned cats with the manipulated genes is significant as it could be used for developing treatments for genetic
diseases and for reproducing model animals suffering from the same diseases as
One of the modified kittens
humans.
Mr Il-keun said: "This technology can be applied to clone animals suffering from the same diseases as humans. It will also help develop stemcell treatments."
Kong said that cloning cats with the same diseases as humans could speed up efforts to find treatment and drugs by allowing scientists to study animals and conduct experiments that are not possible with human patients.
The scientist has already made headlines in South Korea by becoming the first person in the country to clone cats in 2004 and has since been named director of research of a state-supported project to clone animals for therapeutic research.
South Korea's bio-engineering industry suffered a setback after a much-touted achievement by cloning expert Hwang Woo-Suk turned out to have been faked.
The government banned Hwang from research using human eggs after his claims that he created the first human stem cells through cloning were ruled to be bogus last year.
Hwang is standing trial on charges of fraud and embezzlement.
Information appearing on telegraph.co.uk is the copyright of Telegraph Media Group Limited and must not be reproduced in any medium without licence. For the full copyright statement see Copyright | web | http://nopetcloning.org/images/telegraph_glowinthedarkcat.pdf | 0.433302 | {
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FALSE TEETH
In a bad sense, the teeth of lions picture falsities that want to tear and destroy truths. On this drawing of a lion roaring, write a truth and then a false idea that wants to "tear" our understanding and application of that truth. For example, one of the Lord's commandments is that we should not take His name in vain, using it in talking about something that is not holy. A false idea or rationalization that can damage our application of this truth is that everyone does it, so it can't be that bad. One option is to write the truths and false ideas on small index cards to display around this lion. | web | https://www.newchurchvineyard.org/file/activity-false-teeth-daniel06.pdf | 0.431948 | {
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TV and Furniture Tip-Over Prevention Tips
Everything you need to know to keep your kids safe from TV and furniture tip-overs.
You wouldn't think to bring a baby home from the hospital without a car seat or have your child ride a bike without a helmet. Protecting your children from the potential risk of TV and furniture tip-overs is another important part of keeping them safe.
Secure TVs
Secure Furniture
* Mount flatscreen TVs to the wall. Follow the manufacturer's instructions to ensure that you have a secure fit.
* If you have a large, heavier, box-style cathode ray (CRT) TV, place it on a low, stable piece of furniture that can hold the TV's size and weight.
Recycle Old TVs
* To find a location near your home that safely and responsibly recycles unwanted TVs, go to www. GreenerGadgets.org.
* Use anti-tip brackets, braces or wall straps to secure furniture to the wall.
* Install stops on dresser drawers to keep them from being pulled all the way out. Multiple open drawers can cause the weight to shift, making it easier for a dresser to tip over.
Rearrange Household Items
* Keep heavier items on lower shelves and in lower drawers.
* Avoid placing remote controls, food, toys or other items in places where kids might be tempted to climb up or reach for them.
Every 3 weeks a child dies from a television tipping over. Ten children visit the emergency room every day because of a TV tip-over.
For more information visit safekids.org. © 2018 Safe Kids Worldwide
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On a continent plagued by droughts and floods, an unremarked revolution is under way in the arid Southern Province of Zambia where 58-year-old Munalula Mate has harnessed the internet to help forecast and prevent natural disasters. Once the bread-basket province of the nation, the region around the city of Livingstone has in recent years experienced a slump in its agricultural fortunes because of the floods and droughts that ravage the area at regular intervals. But thanks to Mr Mate's work, that trend is being swiftly reversed.Mr Mate is a weather forecaster with a classical training from the UK's Met Office. For years he has compiled short- and long-term forecasts in the Livingstone area. But their usefulness has been constrained by two factors. First, the local data he has been able to gather has been severely limited. Second, even when he compiled the best predictions he could, they were out of date by the time they could be effectively distributed throughout the remote rural province.
But those obstacles were all put behind him once he had landed his first computer and internet connection. Disasters are now being avoided and farming output has risen in his area by an average of 10 per cent every year for the past five years.
"Any farmer who does not know when to plant is in business to fail," says Mr Mate. "Nowadays people no longer plant at a set time like they did in the past." Forecasts help farmers capitalise on good rains and to avoid dry spells.
Conclusions
Its an Information Century and the most Valuable Capital in the c21st is Information. The exciting thing for Africa is the low base effect and the spike Potential of bringing the c21st to Areas which were previously cut off.
Aly-Khan Satchu www.rich.co.ke | web | http://cyrho.com/data/IT%20FOR%20FARMERS-On%20a%20continent%20plagued%20by%20droughts%20and%20floods.pdf | 0.512373 | {
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Gibbs (1988) model of reflection
Gibbs is another common model of reflection that is used within the health professions. Gibbs is clear and precise allowing for description, analysis and evaluation of the experience helping the reflective practitioner to make sense of experiences and examine their practice. To reflect is not enough, you then have to put into practice the learning and new understanding you have gained therefore allowing the reflective process to inform your practice. Taking action is the key; Gibbs prompts the practitioner to formulate an action plan. This enables the reflective practitioner to look at their practice and see what they would change in the future, how they would develop/improve their practice.
Gibbs (1988)
Jasper M (2003). Beginning reflective practice. Cheltenham: Nelson thorn
Marks C (2001). Reflective practice in thermoregulatory nursing care. Available URL http://www.nursing-standard.co.uk/archives/ns/vol15-43/vol15w43p3841.pdf accessed 16th January 2008
Taylor B (2004). Reflective practice: A guide for nurses and midwifes. Maidenhead: Open University Press
Gibbs (1988) model of reflection
Description
This is context of the event .e.g.
Who was there?
Why were you there?
What was happening?
Feelings thoughts
This is self awareness .e.g.
How did you feel?
How did the others around you feel?
How did you feel about the outcome of the event?
Evaluation
Consider your judgments.eg.
Consider what went well, what not so well.
What was good and not so good about your experience
Analysis
Break down the event and explore each part separately, here you may need to ask yourself more detailed questions
Conclusion
This is the synthesis. During this stage you should be exploring what you could have done differently.
Action plan
Consider what you would do differently if you encountered this situation again. Would you act differently or do the same? | web | http://www.afpp.org.uk/filegrab/Gibbsmodelofreflection.pdf?ref=46 | 0.454733 | {
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BABY'S BREATH
(Gypsophila paniculata L.)
6
BABY'S BREATH
State Noxious Weed List: No.
Baby's breath is an ornamental plant of Eurasian origin introduced to the U.S. in the 1800s. The plant is a member of the Pinks or Carnation family and is used by the floral industry as a filler in bouquets. The plant escaped cultivation and now infests pasture and rangeland in several areas of the West.
Identification and growth form:
Baby's breath is a perennial with widely branching stems. The plant often grows to 3 feet tall and is easily identified by the presence of many small white flowers. The leaves occur in pairs of up to 4 inches long and end with a point. The number of leaves decreases with increasing plant height and during flowering. The flowers are small, about 1/8 inch, and generally white and five lobed, often with a purple midstripe. Flowering occurs from late June to late August in North Dakota.
Seeds are black, with two to five contained in capsules, and resemble pepper. The seeds can germinate in 10 to 15 days and plants grow rapidly. Each plant can produce 10,000 or more seeds, which are spread when the branches dry, break off and are moved in the wind similar to Russian thistle and kochia. The plant has a large, deep taproot that allows it to grow well in dry and poor soil conditions.
7
Why is this plant a concern?
Baby's breath forms dense stands and displaces desirable grasses and forbs. Because of the large taproot and the ability to produce millions of seeds in a small area, this plant is difficult to remove once it has established in an area. Baby's breath has been listed as a noxious weed in several Western states.
How do I control this plant?
Chemical. Baby's breath can be controlled with herbicides that contain metsulfuron (Escort or Ally) applied during the bolt to preflower growth stage.
Cultural. Hand-pulling this weed is not practical because of the large taproot. Baby's breath has not become a problem in cropland that is cultivated.
Biological. No biological control agents or pathogens are available for this weed. | web | https://www.ag.ndsu.edu/pubs/plantsci/weeds/w1411-02.pdf | 0.423692 | {
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Investigation 5 convection
Convection Convection is one of the ways HEAT may be carried from place to place. It can occur only in gases like air or liquids like water, because they are free to move. Cool heavy air may enter a window and push warm light air to the top of a room. Water that is heated at the bottom of a tank is pushed to the top of the tank by the cooler and heavier cold water.
In order for a convection current to carry heat from one place to another, a difference in DENSITY must exist within the material. Air which is heated becomes less dense than cold air. The cooler air is more dense and exerts greater pressure than warm air. For example, hot air in a fireplace is pushed up the chimney by the cold air in the room.
Convection currents in the ATMOSPHERE cause some types of rainstorms. Moisture laden air warmed by the sun expands and becomes less dense. Cooler surrounding air pushes the warm air upward where it cools so much that it cannot hold the water vapor it absorbed and precipitation occurs. Convection currents in the air help distribute the heat energy received by the sun. Hot water heating systems operate because of convection, although some systems add a pump to improve the circulation.
What does convection have to do with density?
How can convection cause rain?
1. Construct a convection box from a wooden chalk box, piece of glass, and two glass chimneys. Turn the box on one side and cut out two holes on the top side over which the chimneys will be placed. Substitute a piece of glass for the sliding box cover. Place a lighted candle inside the box under one hole. Slide the glass door closed.
2. Ignite a dampened rolled paper towel to cause it to smolder. Hold it over the chimney which is not over the candle. Observe the path of smoke.
3. As air is heated the molecules move farther away from each other, thus making the air lighter. The cold air is heavier and moves in to push the lighter warm air up. | web | http://sciencewithgrambo.com/Science/BobScienceNotebook/PDF/Convection_Reading_Investigation_5.pdf | 0.494217 | {
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Literacy
This half-term in Literacy we will be focussing on the story of Macbeth. It will be an excellent opportunity for the children to be introduced to the language of Shakespeare, and will provide many opportunities to explore poetry, play scripts and aspects of the speaking and listening curriculum.
Pupils will have the opportunity to write a biography on William Shakespeare, write their own play scripts and perform. This will form a fantastic basis for extending their range of reading, writing and drama skills.
Numeracy
We will begin with problem solving involving time. We will then be deepening children's understanding of the links between fractions and decimals, before moving on to explore how to use decimals within calculations. We will be comparing, ordering, rounding, adding and subtracting decimal numbers.
We will also work on finding the area and perimeter of rectangles and compound shapes.
At home, please support your child to become confident with their times tables up to 10, and take any opportunities to talk to them about any fractions and decimals that you come across at home.
RE
Why the Quran is special to Muslims
Key Routines
Monday: Outdoor P.E.,
Tuesday:
Wednesday: Indoor P.E., homework handed in
Thursday:
Friday: Homework handed out
Key Dates
Thu – 2 nd March – World Book Day – Shakespearean dress-up and performance by Museum of London
Thu – 16 th March – Parents Open Afternoon – 3.30pm to 7.00pm
Mon 20 th March – Shakespearean performance by children for parents – 2.45pm in the MUGA
Tue 21 st March – Parents Open Afternoon – 3.30pm to 6.00pm
Fri 24 th March – Comic Relief Red Nose Day Charity Dress-up event 'Make your Laugh Matter'
Fri 31 st March – Last Day of Term – 1.00pm finish
Homework
Homework will be set on a Friday and returned on a Wednesday. Please help your child where possible if they need it, and remind them to hand it in.
How you can help your child at home
Please continue to make sure your child reads daily and discuss books with them. Please practise the times tables with your child. They will also benefit from having access to a clock or watch at home, and talking about the time.
tttt
In Art, we'll be finding out:
* About hidden symbols in portraits of Queen Elizabeth I
* Designing our own symbols to include in a portrait of Queen Elizabeth.
In Geography, we'll be finding out about:
* London during Elizabethan times
* The UK, in particular Scotland, where Macbeth is set.
* Where Shakespeare was born – Stratford Upon Avon.
Elizabethan England and Shakespeare
Spring Term 2
Year 4
Year 4
Ebony & Nutmeg
Spring Term 2017 In ICT, we'll be finding out:
2 nd Half • How servers on the internet are located across the planet
Staff in Class • How email is sent across the Internet
Hannah Evans & Will Reburn • How the internet enables us to collaborate
(Class Teachers)
Aeshah Rawat (Teaching
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Keynote Lecture by
Adélio Mendes
Professor of Chemical Engineering at the University of Porto, Portugal
Electricity from renewable sunlight: cheaper and cleaner
In the 16 th century Thomas More described an ideal and sustainable city in his book Utopia. Today´s ideal city should comply with the Near Zero Energy Building directive and going beyond.
Photovoltaic (PV) electricity is already today the cheapest, if produced in countries with high solar irradiance. However, PV electricity is only generated during the daylight time and then just partially dispatchable. To make it fully dispatchable it is necessary to store it and batteries storage is a technology of choice. Among electricity storage technologies, redox flow batteries (RFB) emerged as promising offering low storage costs – expected of 3 ¢€/kWh/cycle [1], independent power from storage capacity, very reliable and robust operation. The all vanadium RFBs display an energy density that can reach 50 Wh/L but the use of non-aqueous solvents for dissolving the redox pairs promise to bring soon this energy density to values that ideally can reach 1 kWh/L. The storage of electricity is made in an electrochemical fluid – electrochemical fuel, instead of being made in a solid such as in conventional batteries, which opens the doors for easy storage and transport.
More recently, it was proposed the direct conversion of sunlight into storable electrochemical fuels using photoelectrochemical panels. These panels comprehend just a glass window coated with a semiconductor and an ion-exchange membrane; the positive and negative electrolytes pass through charging and heating up in a cogeneration process. The solar redox flow batteries promise to bring the cost of stored electricity to even lower values making the dream of self-energy sustainable cities a closer reality.
References
[1] https://ens.dk/en/results-search?t=Status%20and%20recommendations%20for%20RD%26D %20 on%20energy%20storage%20technologies%20in%20a%20Dan – consulted in March 2017.
About the author
Professor Adélio Mendes (born 1964) received his PhD degree from the University of Porto in 1993. Full Professor at the Department of Chemical Engineering of the Faculty of Engineering of the University of Porto. Professor Mendes coordinates a large research team with research interests in dye sensitized solar cells and perovskite solar cells, photoelectrochemical cells, photocatalysis, redox flow batteries, electrochemical membrane reactors (PEMFC, H-SOFC, chemical synthesis), methanol steam reforming, membrane and adsorbent-based gas separations and carbon molecular sieve membranes synthesis and characterization.
Professor Mendes co-authored 290 articles in peer-review international journals, filled 22 families of patents, and was the author of a textbook. In
2012, he received an Advanced Research Grant from the ERC on dye-sensitized solar cells for building integrated of ca. 2 MEuros. He received several prizes, namely Air Products Faculty Excellence 2011 Award (USA), Solvay & Hovione Innovation Challenge 2011, ACP Diogo Vasconcelos Applied Research Award 2011, City of Porto Merit Municipal Medal in 2015 and Coimbra University in 2016. Presently, he is the Coordinator of CEner-FEUP, the Competence Center for Energy of the Faculty of Engineering at the University of Porto. | web | http://iceer.net/images/speakers/Keynote%20Form_Adelio%20Mendes.pdf | 0.44155 | {
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Is vampire
Test/method
NOT vampire
Likely not vampire
Visible in mirror?
Yes
Likely not vampire
Method: look for reflection in mirror
No
Can enter home uninvited?
Yes
Method: Do not invite in. See if follows.
No
Dies
Likely vampire
Not definitive
Method: Do not try unless already a felon.
Turns to powder
Stake in heart
Lives
Flee no matter what!
Method: Any Tucson day will do.
Sunlight
Sparkles
Definitely vampire
Allergic
Genetic disease: porphyria cutanea tarda
No response or melanoma
Not vampire
Dissolves/Dust
Inconclusive
Appearance: pale, long nails, often handsome
Vampire or goth
Method: observe politely
Yes
Blood for sustenance; turn into bats; wake up in coffins
None
NONE of these = not vampire
Method: if you see these, you will know
References
1) Common knowledge (poor certainty)
2) Bram Stoker's 'Dracula' (THE primary source)
3) Twilight (ridiculous. Worse than hearsay)
4) Dark Shadows, the movie (colleague 2nd hand report)
5) Wikipedia (generally good; community checked)
6) Buffy the Vampire Slayer--TV show
7) 'Nosferatu'--movie
Note to students: Obviously, this is not a TEMPLATE but an idea guide. Adapt your diagram to the specifics of your task. | web | http://blc.arizona.edu/courses/181Lab/docdownload/vampire.pdf | 0.448321 | {
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what is a rain garden?
Rain gardens are slightly recessed gardens designed to capture and temporarily hold rainwater flowing through your yard. Think of them as a rainwater sponge, absorbing rainwater with a modified soil bed. In addition to providing a place for rainwater to be used by the plants, they slow down and lessen the amount of water that runs to a creek. Rain gardens also filter water since stormwater runoff contains pollutants such as fertilizers, pet waste, road runoff, and even atmospheric nitrogen from rain and roof runoff. While the rain garden is a bit more labor intensive than a rain barrel or a conservation planting, it provides the greatest amount of benefits when it comes to residential stormwater management.
but what about...?
(common myths associated with rain gardens, disputed, of course!)
myth: Rain gardens are weed patches
fact: Rain gardens can and should be as attractive as any other garden space.
myth: Rain gardens will breed mosquitoes
fact: Rain gardens will only be flooded for 1-2 days maximum after a rain event. Mosquitoes need 7 days to hatch eggs.
myth: Rain gardens require more maintenance than other gardens
fact: Rain gardens require no more maintenance than other gardens, sometimes less!
myth: Rain gardens don't work in clay soils
fact: Rain gardens can work in any kind of soil because of the organic material that is added to the filter bed.
myth: Rain gardens are comprised of water-loving plants
fact: Actually, plants in a rain garden must be able to thrive in dry periods and wet weather.
How can I get one?
Unlike a rain barrel, you can’t order a rain garden online. This set of factsheets will teach you to size, design, plant, and construct, your rain garden. We’ve taken out the complicated part and made it as simple as possible for you to have your own beautiful rain garden in your own yard!
rain gardens of all shapes, sizes and locations:
front yards & backyards:
parks & offices:
streetscapes & parking lots:
DRAFT PUBLICATION FOR REVIEW | web | https://wrri.ncsu.edu/docs/partnerships/bcwa/5.0.GARDEN.pdf | 0.426031 | {
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Institute of Quarrying New Zealand (Inc)
Innovation for Future Proofing
Out of interest…… who sees themselves as an innovator?
The workshop will cover the following…..
External drivers impacting on our industry
Co-collaboration
Basic rules of innovation
Four innovation techniques
Two innovation group activities
Conclusion
Which plane is your organisation?
Over recent years, our industry has identified a number of champion innovators through the annual Rocktec Innovation Award.
External Drivers……………. no escaping!
Political
Economic
Social
Technology
Environmental
Legal
Your
Organisation
Customers
Competitors
Other
Organisations
who 'do'
innovation
well
Employees
Suppliers
Innovation
Consultants
"Problems cannot be solved by thinking within the framework within which the problems were created"
Albert Einstein
Innovation can be learned
Basic Rules of Innovation
No criticism whatsoever. Everyone contributes without fear or favour.
Free-wheeling is welcome. The crazier/wackier the idea, the better!
The more ideas, the better. Building on others' ideas is encouraged.
If you don't find the innovative solution the first time, then try again.
Ask 'What if?' to engage the team.
Believe in yourself. Your idea matters.
Premature evaluation of an idea will prevent conception!
Four (4) Innovation Techniques…..
Technique
Description
* Attribute listing
Why is this happening? Why is this important?
What are the ideas to address the problem/need/issue?
* Brainstorming
Discuss and explore each idea that is unique i.e. hasn't been done before
* Lateral thinking
What is the problem/need/issue?
* Problem/Need/Issue identification
Complaints Innovation Activity……
Background: Concerns about the impact of quarrying are hardly new. Complaints about quarrying activities were voiced as far back as the 1890s. The issues of concern haven't changed over time – visual intrusion, damage to landscapes, traffic, smoke, noise, dust, loss of land, and a deterioration in water quality.
Situation: You have just been appointed as Quarry Manager of a quarry where your immediate task is to address community complaints regarding noise, dust and traffic. The previous manager has tried strategies such as meeting individually with the complainants to try and resolve their issues with very little success. Worksafe NZ has made contact with you to advise that they will be visiting your quarry next week to discuss the complaints they have received. You have contacted your head office for advice only to be told that you are now earning the big bucks and you need to get this problem sorted.
Task: You need to develop an action plan to resolve these complaints (community and Worksafe NZ). Using the methods of the past are not an option as the problems are still there. What innovations will you introduce and include in your action plan?
No more self talk, "I'm not an innovator".
Now, out of interest…… who sees themselves as an innovator?
Innovation conclusions…..
Innovation can be learned!
You are not alone!
Keep your eyes and attitude wide open! | web | https://www.minex.org.nz/assets/Workshop-Presentations-2020/4.-Innovation-June-2020-MinEx-and-IOQNZ-Workshops-v0.6.pdf | 0.441024 | {
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} | 9ad60312c520781fa2b30ace3882b3da6edbd9d4e8a0ac9c7975952fda736f52 | ||
IS THAT A DUPLICATE QUORA QUESTION?
Team
Sharad Shriyan Ketan Chaudhari Sejal Shah Nikhil Gupta Ramesh Thota
AGENDA
* Problem
* Train & test data
* Analyzing the data
* Vectorizing the data
* Extra feature selection
* Results
2
PROBLEM
* Given a pair of questions q1 and q2 we need to determine if they are duplicates of each other.
* More formally:Build a model that learns the function:
DUPLICATE QUESTIONS
* How does Quora quickly mark questions as needing improvement?
* Why does Quora mark my questions as needing improvement/clarification before I have time to give it details? Literally within seconds…
* What practical applications might evolve from the discovery of the Higgs Boson?
* What are some practical benefits of discovery of the Higgs Boson?
* Why did Trump win the Presidency?
* How did Donald Trump win the 2016 Presidential Election?
NON-DUPLICATE QUESTIONS
* Who should I address my cover letter to if I'm applying for a big company like Mozilla?
* Which car is better from safety view?""swift or grand i10"".My first priority is safety?
* Mr. Robot (TV series): Is Mr. Robot a good representation of real-life hacking and hacking culture? Is the depiction of hacker societies realistic?
* What mistakes are made when depicting hacking in ""Mr. Robot"" compared to real-life cybersecurity breaches or just a regular use of technologies?
* How can I start an online shopping (e-commerce) website?
* Which web technology is best suitable for building a big E-Commerce website?
THE DATA
This dataset consists of over 400,000 lines of potential question duplicate pairs.
Train data
Question 1 - Question 2 Answer
Question 3 - Question 4 Answer…
Question 400.904 - Question 400.905 - Answer
Test data
Question 1 - Question 2
Question 3 - Question 4…
Question 2.000.108 Question 2.000.109
Example
Could time travel ever be possible? - Will time travel ever be possible? - 1
Why are n't blueberries blue? - Do rubber ducks quack? - 0
ANALYZING THE DATA
Needed to answer the question: How can a computer determine if two questions are duplicates?
What features makes a pair of questions more likely to be duplicates?
FEATURE ENGINEERING
BASIC FEATURES:
DISTANCE FEATURES:
* Length of question 1
* Length of question 2
* Difference between len Q1 and len Q2
* Characters length of question 1
* Characters length of question 2
* Words length of question 1
* Words length of question 2
* Cosine distance
FUZZY FEATURES
* QRatio (This is used)
* WRatio
* Token set ratio
* Token sort ratio
TF-IDF FEATURES WITH PADDING
MODEL-1 - VECTORIZING THE DATA
MODEL - 1 - RESULTS
For 1000 records
* Log loss 0.[REDACTED_PHONE]
* Accuracy - 63.6%
For 5000 records
* Log loss 0.[REDACTED_PHONE]
* Accuracy - 68.64%
WORD2VEC
FEATURES
* Multi-dimensional vector for all the words in any dictionary
* Always great insights
* Very popular in natural language processing tasks | web | https://s3-ap-south-1.amazonaws.com/spb-site-media/wp-content/uploads/2018/06/21052425/Quora_duplicacy.pdf | 0.431615 | {
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First paper
Write a paper no longer than words, about -pages, on one of the topics below. Please turn your paper in to my box in Pearsons by : pm on ursday, March .
. Fuller holds that Hart faces a dilemma: he can have either his criticism of Austin's command theory or he can have the separation of law and morality, but he cannot have both (p. –). Explain Fuller's point. How would Hart respond in his own defense? How would you resolve the dispute? Are legal obligations one category of moral obligation or are they different?
. Hart argues against following the post-war German courts in holding that evil rules cannot be laws. If we did so, he claims, we would confuse "one of the most powerful … forms of moral criticism," "that laws may be law but too evil to be obeyed" (p. ). But according to Fuller, "matters certainly would not have been helped if, instead of saying, 'is is not law,' they had said, 'this is law but it is so evil we will refuse to apply it'" (p. ). Explain these points, giving the strongest case you can make for each side. en explain what you think. How do you resolve the dispute?
. In order to show how theories of what the law is matter, Fuller presents a hypothetical case, the Speluncean Explorers, and five opinions from an imagined final court of appeals. How would you resolve this case? Every possible resolution has some objections. Explain the ones that you regard as the most powerful. How do you answer them? You may defend one of the justice's opinions against the objections raised by the other justices or you may offer a view entirely of your own making. | web | http://carneades.pomona.edu/2008-Law/2-topics.pdf | 0.455673 | {
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How to prevent teacher burnout during COVID-19
By Shara Singh
Whether you are teaching in-person, online, or in a hybrid model, COVID-19 has changed the way you teach. One thing goes without saying: you have adapted, and you continue to adapt to all of the new challenges the pandemic throws your way.
You have been busy supporting your students and helping them adjust to their new normal, all while trying to keep up with your personal and professional life. But when was the last time you checked in to see how you were doing? You consistently go out of your way to identify signs of anxiety and stress in your students, but maybe it is time you do the same for yourself.
Resources to support the mental health of students, parents, and others have been widely available, but less focus has been paid to maintaining the mental health of educators. Teachers lead by example, and paying close attention to your mental health will help you support your students in the long run.
Here are three tips to help support your mental health and prevent teacher burnout in these challenging times.
difference and can help create positive habits. From practicing gratitude and journaling, to meditating and spending time outdoors, these simple additions to your classroom routine can help you and your students relax, refocus, and recharge in an ever-changing environment.
Need easy-to-implement, evidence-informed mental health practices for your classroom? Check out the Faith and Wellness resource OECTA co-created with School Mental Health Ontario. More information about the resource is available on page 18 of this issue of Catholic Teacher.
Seek out connection
The shift to teaching online or interacting with your colleagues at a distance might have you feeling isolated or alone. You are probably not the only teacher feeling this way. Sometimes these feelings may cause you to withdraw even more from social interaction, but try your best not to give into this feeling.
Incorporate mental health exercises into your classroom
Help support your mental health by supporting your students' mental health. Little everyday exercises can make a big
Phone a friend you have not heard from in a while, organize a virtual meeting with your colleagues to see how everyone's week went, or find a community of educators online to connect with. The great thing about the internet is that people are only a click away. You would be surprised just how many people would be willing to help if you asked a question on social media. Going out of your way to proactively seek out connections with others will likely strengthen your existing relationships and lead you to create new meaningful relationships along the way.
Learn to manage your emotions
Does COVID-19 have you on an emotional rollercoaster? That is okay! It is important to remember that you, like many others, have not experienced anything like this before. Constant news updates and conversations about COVID-19 might have you feeling anxious or frustrated, but recognizing your emotions is the first step to managing them. Whenever you are overwhelmed with an emotion, the first step is to pause and notice what you are feeling. This allows you to better control your response. Once you recognize what you are feeling, then you can focus on shifting to more pleasant or productive emotions.
Your mental health is a journey, not a destination. We are living in a time of unprecedented stress, so it is more important now than ever to make sure you build in time to take care of yourself.
Shara Singh is Social Media Assistant in the Communications and Government Relations departments at the OECTA Provincial Office. | web | https://www.catholicteachers.ca/OECTA/media/pdfs/Communications/Special%20Projects/2020/Your%20Mental%20Health%20Matters/TeacherBurnout.pdf | 0.436498 | {
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We strive to be: living as Children of Light (Ephesians 5:8), for if we walk in the light, as Jesus is in the light, we will have fellowship together. (1 John 1:7)
Celebrating Our Week
Infants looking back at last week
We have been getting our tongues around the nonsense words in some of the poetry of Spike Milligan and talking about which ones we prefer. We created some gorgeous new shoes for Cinderella by using Modroc and sculpting it around existing footwear. We do still need a few more shoes so that all the pupils can complete a sculpture so if anyone has another pair of children's shoes that are no longer needed then please send them in. Reception enjoyed acting out silly poems and found out about Edward Lear. In Maths they practised time showing off their O' clock and half past the hour skills.
Infants Looking forward to next week
We will paint our fabulous new footwear and decorate it to be fit for royalty. We will have our final music session with Celia and are looking forward to a special party to celebrate our last forest school lesson of the term. Reception will look at different styles of poetry and in maths will revisit money and play lots of different money related games.
Best work of the week was awarded to Olivia, Belle, Evelyn, Leia, Flo, Daisy, Isabela, Caitlyn, Minnie & Isla
Friday 12th July 2024
Lower Juniors looking back at last week
This week, in Science we used fizzy drinks to find out if gases weigh anything. They had to measure the drinks when they were fizzy, then make them flat and measure again to see what the difference was. In Maths and Literacy, the children have worked hard on their end of term assessments and should be extremely proud of their achievements. In Art, the children put the finishing touches to the vases they have been creating using a scraffito technique with black acrylic paint and wax crayons to create a Greek vase design, depicting an Olympic sport. The results are wonderful.
Lower Juniors looking forward to next week
We will be completing a Design and Technology project by designing and building replicas of the Parthenon. Children will be working in groups with Year 5 and 6 children, using recycled items to build their designs. We are excited to see what is produced. In Literacy, we will be putting the final touches to the adverts for immortal objects. There are some great ideas, where they have taken an everyday object and added a twist to it. In Science, we will be carrying out investigations into changes of state, looking at how water can change.
Upper Juniors looking back at last week
Y5/6 finished our graphic novel 'When Stars are Scattered' and were very pleased to have had a happy ending. Pupils clapped and cheered! We have made our own booklets, posters and PowerPoints comparing geographical features of the UK to Greece. Y5 have been doing some assessments this week and have worked really hard while Y6 have been busy finishing their maths research project about holidays and preparing things for the Leaver's Service.
Upper Juniors looking forward to next week
We will finish off lots of work as well as working in groups with Y3/4 to build their own Parthenon. Y5 will complete some maths work about decimals and Y6 will be doing preparation for the Leaver's meal and service as well as going on their Leaver's outing. We will be reflecting on our book 'When Stars are Scattered' and comparing poems used within the story. We will then have a go at some poetry of our own.
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Directions:
1. At each station, there are index card with three or more molecular formulas and materials to make each molecular model.
2. Create the models and complete the data table. Have it checked by your teacher before you leave each station.
Pre-Lab: Using your periodic table and materials at your desk, complete the following data table.
(Metal + Non-Metal) = Ionic Bond & (Non-Metal + Non-Metal) = Covalent Bond
Analysis:
1. What do the holes in the model represent?
2. What is the difference between an Ionic Bond and a Covalent bond?
3. How can you predict if a bond will be ionic or covalent by using the periodic table?
4. What is an Isomer?
Conclusion:
Write 2-3 sentences on what you learned by doing this activity.
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Water is Vital – Especially after a Disaster
Dehydration occurs when your body loses too much water. When you stop drinking water your cells and tissues lose essential fluids, your muscles begin to get tired, and you may have leg cramps or feel faint. Extreme dehydration may cause blood vessels to collapse.
A normally active person needs to drink at least 2 quarts of water each day. In a hot environment people need twice as much. Children, nursing mothers the elderly, and ill people will need more. Additional water will be required for food preparation and hygiene.
Don’t ever ration your water. Drink the amount you need today and try to find more for tomorrow. You can minimize the amount of water your body needs by being inactive and staying cool.
Hidden water sources in your home
If a disaster catches you without a stored supply of clean water, you can use water in your hot-water tank, in your plumbing, and in ice cubes.
- To use the water in your pipes, let air into the plumbing by turning on the highest faucet in your house and draining the water from the lowest one.
- To use the water in your hot-water tank, be sure the electricity or gas is off and then open the drain at the bottom of the tank. Start the water flowing by turning off the water intake valve and turning on a hot-water faucet. Do not turn on the gas or electricity when the tank is empty.
Do you know the location of your incoming water valve? You’ll need to shut it off to stop contaminated water from entering your home if you hear reports of broken water or sewage lines.
Other good liquids to help keep you hydrated are 100% fruit juices, skim milk and decaffeinated coffee and tea.
Three easy ways to purify water
In addition to having a bad odor and taste, contaminated water can contain germs that cause diseases. If you aren’t sure water is clean, purify it before you use it. There are many ways to purify water. None are perfect. It is often best to use several methods. Before purifying water, let any suspended particles settle to the bottom of the container or strain the water by pouring it through layers of paper towel or clean cloth.
These methods kill germs but will not remove other contaminants such as heavy metals, salts, most other chemicals, and radioactive fallout.
- Bring water to a rolling boil for 1 minute. Let the water cool before drinking. Boiled water will taste better if you put oxygen back into it by pouring it back and forth between two containers. This will also improve the taste of stored water.
- Add two drops of liquid bleach per quart of water (four drops if the water is cloudy), stir and let stand for 30 minutes. If the water does not taste and smell of chlorine at that point, add another dose and let stand another 15 minutes. If you do not have a dropper, use a spoon and a square-ended strip of paper or thin cloth about \( \frac{1}{4} \) inch by 2 inches. Put the strip in the spoon with an end hanging down about \( \frac{1}{2} \) inch below the scoop of the spoon. Place bleach in the spoon and carefully tip it. Drops the size of those from a medicine dropper will drip off the end of the strip.
- Purification tablets release chlorine or iodine. They are inexpensive and available at most sporting goods stores and some drugstores. Follow the package directions. Usually one tablet is enough for 1 quart of water. Double the dose for cloudy water.
**References**
Centers for Disease Control and Prevention, “Keep Food and Water Safe after a Natural Disaster or Power Outage.”
http://www.bt.cdc.gov/disasters/foodwater.asp
Downloaded October 7, 2005.
Federal Emergency Management Agency.
“Emergency Food and Water Supplies.”
http://www.fema.gov/library/emfdwtr.shtm
Downloaded October 3, 2005.
Simonne, Amy H. (2003). “Preparing for Disasters: Your food and drinking water supply.” University of Florida IFAS Extension. Publication #FCS9195.
http://edis.ifas.ufl.edu
Downloaded October 4, 2005.
Compiled by Andrew B. Crocker, Extension Program Specialist – Gerontology Health, The Texas A&M University System. | web | http://counties.agrilife.org/waller/files/2017/09/ER030-water-is-vital.pdf | 0.441555 | {
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National Youth Safety Essay Scholarship Contest Winner
Joseph Rechsteiner
Grand Blanc High School / Kettering University
As a recently graduated senior, I have been working in the construction field with my father. The OSHA 10-Hour General Industry wallet card that I received from my woodworking class in high school has helped me recognize potential hazards in the workplace and has allowed me to inform my fellow co-workers of safety practices that are vital to the job. For example, hardhats are worn everywhere on the site as protection from falling debris or machine impact that could cause injury or death. The OSHA10 General Industry course has given me a step ahead by providing the knowledge needed to stay safe on the job and has aided me in performing tasks more efficiently because of this knowledge.
In addition, there are weekly OSHA construction safety checks done by the project manager that refresh our safety "IQ's". I feel safe at work knowing that everyone is following OSHA regulations and that my co-workers are actively conscious of the possible hazards.
In October, I will begin working at the engineering firm, Jabil Circuit, in Auburn Hills, Michigan. This is a co-op job through Kettering University, and in any engineering career, safety is a top priority. I will be a mechanical engineer at the company; therefore, machines and tools will be a big part of my work. With machines and tools come potential hazards. Because I am OSHA10 General Industry certified, I feel as though it helped me get this job because I have safety experience that others may not. The information from the safety course will assist me in my everyday work routine and will help me stay safe in the future as I continue to work at the company.
I believe OSHA should be a required course for high school students because no matter what career they pursue, practicing safety will be necessary to promote a properly functioning workplace. According to the Bureau of Labor Statistics, "About 2.8 million nonfatal workplace injuries and illnesses were reported by private industry employers in 2017, occurring at a rate of 2.8 cases per 100 full-time workers".
If we inform our youth of the safety procedures and potential hazards now, the number of injuries and illnesses should be greatly decreased. The OSHA10-Hour General Industry wallet card is more than a piece of paper. The card is a key to success for workers of any age and any career and can help the world become a safer place. | web | https://www.careersafeonline.com/images/pdf/essay_winners/2019_q3_rechsteiner.pdf | 0.516594 | {
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Electric Circuits
Networks and Embedded Systems First Grade Level Wolfgang Neff
* Structure
– Voltage source
* Battery
– Electric Load
* Lamp
– Electrical wiring
* Line
* Cable
* Basics
– Voltage source
* A voltage is applied
* Voltage V, [V] (Volt)
– Electric Load
* A current flows through
* Electric current I, [A] (Ampere)
– Conventional direction of current
* The current flows from plus (+) to minus (-)
* Electric Circuit
– Resistor
* A load hinders the current
* Resistance R, [Ω] (Ohm)
– Power
* A load consumes power
* Power P, [W] (Watt)
– Formulas
* Exercise
– If a voltage of 5 V is applied to a lamp and a current of 20 mA flows through it
– What is the resistance of the lamp?
– What power is consumed?
* 𝑃= 𝑉∙𝐼= 5 𝑉∙20 𝑚𝐴= 5𝑉∙0.02 𝐴= 0.1 𝑊
* 𝑃= 0.1 𝑊= 100 𝑚𝑊
* Rules of Thumb
– The current flows from plus (+) to minus (-)
– Current is measured at a point
* It flows through this point
* If flows for example through a load
– Voltage is measured between two points
* It is applied at these points
* Often one of these points is ground
– Ground, GND → 0 V
* Rules of Thumb
– Electric Current can flow only if …
* … the electric circuit is closed
* … these is a voltage difference
Unit Prefixes (1)
* Physical quantities
– Have a magnitude
* Should not have more than three digits
* Should not have a decimal point
– Exception: Circuit Diagrams (e. g. 2k2)
– Have a unit
* Prefixes are used to respect these rules
Unit Prefixes (2)
* Decimal unit prefixes (SI)
– In technical applications powers of three are used
* Centi and deci are usually not used
Unit Prefixes (3)
* Binary unit prefixes (IEC)
– One uses powers of 1024
* 2 10 = 1024 → Quite close to 1000
– There are texts and symbols of it's own
* But they are seldom used | web | http://neff.site/courses/nwes/nwes_1/3.1_script_en.pdf | 0.440415 | {
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ASAP SITTERS
SAFETY REMINDERS FOR BABYSITTERS
FOOD
Be aware of FOOD ALLERGIES
Have parents show you how they prepare bottles or infant foods
Never leave a child alone with food
Foods that are CHOKING HAZARDS for children under 3 include raisins, grapes, gum, hot dogs, popcorn, and candy
Know both infant and child CPR
SLEEP
The National Institute for Child Health and Human Development recommends always placing healthy infants ON THEIR BACKS to sleep
SAFETY
Never leave children unattended
Do not let anyone into the home without parent or guardian permission
Respect parents' instructions and routines
Share any safety concerns with parents
EMERGENCIES - CALL 9-1-1
If an accident or emergency happens, stay calm, assess the situation, and get help if necessary
Call the parents immediately
WWW.ASAPSITTERS.COM | web | https://www.asapsitters.com/files/images/files/Safety%20Reminders.pdf | 0.439349 | {
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HADLEIGH WOODS GAZETTE
Volume 82 website: hadleighwoods.com
August 2015
On August 19,1988, President Ronald Reagan signed Proclamation 5847 declaring August 21 as National Senior Citizens Day. In his Presidential Proclamation, he said:
"For all they have achieved throughout life and for all they continue to accomplish, we owe older citizens our thanks and a heartfelt salute. We can best demonstrate our gratitude and esteem by making sure that our communities are good places in which to mature and grow older — places in which older people can participate to the fullest and can find the encouragement, acceptance, assistance, and services they need to continue to lead lives of independence and dignity."
August
August was named after Augustus Caesar in 8 B.C.
2015 Board of Directors – Tom T. (President), Lucille R. (Treasurer), John B. (Secretary), Cheryl M. and Cliff M.
President's Message
Last winter we had a number of furnaces shut down do to snow accumulation. Tom H. is working with Palmer Gas for a modification of the low furnace vents. I provided the Palmer specifications along with pictures of our furnace vents to the fire department. Deputy Chief Martineau accepted the modification and will inspect it. We will put out a communications flyer after our Aug 3th meeting with Palmer to everyone. The cost will vary depending on how many are interested. The cost to the unit owner will be in the vicinity of $200.00.
Tom
Keeping Children Safe
Note: "This article previously appeared in the Liberty Utilities Connection newsletter, and is used with permission."
* Teach kids to never touch a power line or anything that may be touching a power line.
* Never bathe children with a plugged-in electrical appliance like a radio or hair dryer nearby.
* Teach kids to recognize the odor of natural gas.
Keeping children safe always has to be a top priority. All of us realize that children don't always know what can be dangerous, so it is our responsibility as adults to keep them safe and to teach them how to be safe around electricity and natural gas.
Electricity
- Teach kids to never touch a power line or anything that may be touching a power line. That includes tree limbs, kite string, or anything else that is in contact with a line. Make sure children never climb trees, build tree houses, or fly kites near power lines.
- Never allow children to play on or around green pad-mounted transformers that may be in their neighborhood.
- Keep all electrical products out of the reach of children.
- Use plastic outlet caps when there are young children in the home.
- Always keep power tools and electric lawn tools away from any sources of outdoor water, including sprinklers and pools.
- Never bathe children with a plugged-in electrical appliance like a radio or hair dryer nearby.
- Always unplug small appliances when not in use.
Natural Gas
- Teach kids to recognize the odor of natural gas.
- Explain that if they smell that odor in their home, they should get everyone out immediately. They should go to a neighbor's home or another safe location and have the neighbor call 911 and notify the gas company.
- If they smell a gas leak, they should never use anything in the home that might create spark-so no using the phone or cell phone, or opening an electric garage door, or starting a vehicle in an attached garage. Just leave.
- Teach them not to play with gas stove burner knobs.
Eastern Propane – Pre-Buy
The pre-buy for propane this heating season will be $1.59 per gallon, with a minimum purchase of 500 gallons. Payment must be received by September 25, 2015.
The 6-month budgeted pre-buy, with a minimum purchase of 500 gallons, will be at $1.64 per gallon. The first payment is due (with signed letter) by September 25, 2015.
Pre-buy gallons must be used between October 1, 2015 and May 31, 2016.
The cost of last years pre-buy was $2.075 per gallon.
Cheryl
Windham Programs for Adults/Older Adults/Seniors
Windham offer's programs for adults such as: Walking at Griffin Park, Pilates, MAT Class, Resistance Training, and Line Dancing. For more information, contact the Recreation Office! Please note that these programs are on-going all year long and you can join at any time; your rate can be pro-rated.
Contact Information
Cheryl Haas, Recreation Coordinator
Telephone: ([REDACTED_PHONE] office
Email: [REDACTED_EMAIL]
Our Welcoming Committee
Lucille, Andrea and Gail have volunteered to be members of our Welcoming Committee. We thank you for volunteering.
Volunteers needed for Social Committee
The Gazette has been asked to see if any residents would be interested in forming a Social Committee.
The Social Committee would be responsible for the planning and coordinating of social activities for the benefit of Hadleigh Woods residents. Some examples could be setting up outings to museums, concerts, or other type outings.
If any resident is interested if being on such a committee please contact Cliff.
So far we have one resident that has volunteered for the Social Committee.
New Hampshire Facts & Triva
New Hampshire is one of 13 states that border the country of Canada.
The very first motorized ascent of the Mount Washington auto road was by Feelan O. Stanley, of Stanley Steamer fame, in 1899.
The USS Albacore was a prototype submarine built at the Portsmouth Naval Shipyard and commissioned in 1953. At the time she was the fastest submarine ever designed.
Quiz
Questions
What is Donald Duck's middle name?
Is the wingspan of a Boeing 747 jet longer than the Wright Brothers' first flight?
Which was invented first, the cigarette lighter or the match?
Upcoming Windham Events – 2015
Saturday, October 17, 2015 Harvest Fest
More information to come later when it becomes available.
Saturday, December 5, 2015 Annual Tree Lighting
More information to come later when it becomes available.
Wednesday, December 9, 2015 Senior Christmas Party
Upcoming New Hampshire Events - 2015
September 12-21 Rochester Fair – 72 Lafayette St., Rochester
A traditional country fair, with midway, food, rides and more. Phone: [REDACTED_PHONE].
October 1-4, 2015 Deerfield Fair – Deerfield Fair Grounds
The Deerfield Fair is one of New Hampshire's largest agricultural fairs. You can enjoy livestock exhibitions, tractor pulls, and the exciting midway. Phone: [REDACTED_PHONE].
Did you know?
A moment is defined as zero seconds long.
The first American to have indoor plumbing was Henry Wadsworth Longfellow in 1840.
80% of people eat their corn on-the-cob in circles rather than side to side.
The shortest complete sentence in the English language is "I am."
As summer draws to a close, back-to-school season will be in full effect soon. Remember to safely share the roads with school buses, children and bicyclists. Windham Schools open on September 2 nd .
Answers to Quiz Questions
Donald Duck's middle name is Fauntleroy.
Yes, the wingspan of a Boeing 747 jet is longer than the Wright Brothers' first flight.
The cigarette lighter was invented before the match.
Ongoing
Breakfast on Friday at 8:30 AM. An informal breakfast, open to all residents and guests of Hadleigh Woods, is held every Friday at 8:30 AM. The location is Sammy J's Breakfast Café (144 Main St. Salem, NH).
Bowling on Wednesday at 3:00 PM. The H-W "Open-To-All" bowling party is held every Wednesday afternoon at 3:00 PM at Park Place Lanes (16 Rockingham Rd. Windham, NH). We bowl for fun & exercise never following the rules of the game. After our fun bowling, some of us go out for a meal.
Rail Trail on Sunday. The Windham Rail Trail is a former railroad right-of-way that has been converted to a beautiful scenic walkway for running, walking, biking and horseback riding. Also in winter time, snowshoeing and cross-country skiing. It leads thru a forest of trees with ponds and granite walled areas along the path. A number of people have been going to breakfast at the South Side Diner (127 Rockingham Rd. Derry, NH) at 9:00 AM. | web | http://hadleighwoods.com/gazette%20folder/PDF%20files/Gazette%20August%202015.pdf | 0.42849 | {
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BUUF Racial Justice Ministry Suggested Video of the Month – June 2021
The Night Tulsa Burned, The History Channel (2019), 42:30.
https://video.search.yahoo.com/search/video;_ylt=Awr4xJQw0MRgLl0A_UtXNyoA;_ylu=Y29sb wNncTEEcG9zAzEEdnRpZAMEc2VjA3Nj?p=the+night+tulsa+burned+history+channel+view+for+ free+online&fr=mcafee#id=6&vid=bff1654a849db43a177b42853adacbc0&action=view
Information about the video
This documentary tells the story of May 31 – June 1, when a white mob destroyed the prosperous and prominent Greenwood section of Tulsa, Oklahoma, often referred as the "Black Wall Street." Beginning when a young white female elevator operator accused 19 year old Dick Rowland of assault, the violence left hundreds of people dead and thousands more homeless. Despite being one of the worst incidents of racial violence in US history, it was long littleknown. The documentary includes eyewitness accounts along with archival film and photos.
Several questions to consider and discuss with others
- What did the producers of this video want you to learn or understand from watching it?
- Some people argue that we shouldn't revisit long-ago events such as these because it would serve only to further divide us. How would you respond to this?
- What lessons should we take from these long-ago events? In what ways are the lessons different for White people and Black people?
- What similarities do you see between Tulsa in 1921 and the U.S. in 2021? What differences do you see?
Additional resources
- Tulsa Burning. The 1921 Race Massacre. The History Channel, 1:26:00. https://www.history.com/topics/roaring-twenties/tulsa-race-massacre
- Jeremy Cook and Jason Long (2021). How 24 hours of racist violence caused decades of harm. The Atlantic, May 24, 2021.
https://www.theatlantic.com/ideas/archive/2021/05/1921-tulsa-race-massacreeconomic-census-survivors/618968/
- Tulsa: The Fire and the Forgotten. PBS (2021), 1:24:44. https://play.history.com/specials/tulsa-burning-the-1921-race-massacre/full-special
- Tulsa Race Riot: A Report by the Oklahoma Commission to Study the Tulsa Race Riot of 1921 (FEB2001). https://www.okhistory.org/research/forms/freport.pdf
- 1921 Tulsa Race Massacre. Tulsa Historical Society and Museum. https://www.tulsahistory.org/exhibit/1921-tulsa-race-massacre/ | web | https://boiseuu.org/wp/wp-content/uploads/2021-JUN-Tulsa-1921.pdf | 0.442235 | {
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As England descended into Civil War and hope of compromise broke down, King Charles gathered his forces near Shrewsbury, and marched on London to seek a decisive confrontation with the Parliamentarian Army, led by the Earl of Essex. The armies blundered into each other in southern Warwickshire, and on October 23 rd the Royalists descended from Edge Hill to force battle.
Both armies were inexperienced, and the battle ended without a decisive result, dooming the country to a protracted struggle. This scenario is designed to allow the battle to be re-fought using the popular Pike & Shotte rules, and a group's collection of ECW figures.
Forces:
Forces for the battle may be adjusted to meet the group's figure collection with the following guidelines:
* The forces should be roughly equal in size / points
Forces should be drawn from the following army lists in To Kill a King:
* Royalist – Early Royalist (p. 36)
* Parliamentarian – Army Under Lord Essex – Early (p. 76)
Deployment:
The deployment zones are marked on the map, forces must set up within 10" of their baseline in their deployment zone.
The following restrictions apply to the forces assigned to each area:
* Royalists / Digby – may have up to 3 cavalry units, remainder should be foot or guns
* Royalists / Wilmont – should have a preponderance of cavalry units
* Royalists / Ruthven – no cavalry units in this area
* Royalists / Rupert – no foot units in this area
* Parliament / Fielding – should have a preponderance of cavalry units
* Parliament / Balfour – may have up to 6 cavalry units, remainder should be foot or guns
* Parliament / Ramsay – only cavalry, guns and commanded shotte in this area
* Parliament / Essex – no cavalry units in this area
Starting the Battle:
The battle opens with a turn one bombardment, first by the Protestants, then the Royalists. The only action allowed during this turn is the firing of any artillery units within range of the enemy.
The Royalist forces then take the first full turn (turn two).
Terrain Notes:
Buildings - each building is treated as a "building" in Pike & Shotte terms: it may hold one infantry unit. Entering an unoccupied village block requires an extra 6" of movement, as does assaulting an occupied one. Units in a village have a up to 2 per facing, up to their total shoot value; and a hand to hand combat value of the same. Units in a village receive a +2 morale save, and a +3 combat resolution bonus (large or standard sized) or +2 (if small). Units in villages ignore break test results that oblige it to retire and must be broken to be evicted.
Special Notes:
Hedges – the hedges in the area played a role in the actual fighting. Hedges are treated as Obstacles (p. 41 of the rules) – infantry or cavalry in skirmish order may freely cross them, all others lose 3" from their normal move. Note that this will prevent manhandled artillery from crossing them.
In addition, they have some special added effects:
* Any pike block crossing a hedge will become disordered on a roll of 5+.
* Hedges block line of sight to any units not directly behind them.
* Hedges provide some cover from shooting, a unit behind a hedge adds +1 to its morale saves, except against ordnance.
Winning the Game:
The goal of each army was to break their opponent securing an early and favorable end to the war.
If either side's entire force is broken their opponent wins a decisive victory. If not, the force which has broken the most enemy commands has secured a marginal victory.
If neither of these apply, the game ends in a draw. | web | http://gajominis.com/blog/scenarios/ps%20Edgehill.pdf | 0.439077 | {
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Again, it greatly contributes to make the discourse pleasing. “Order is heaven’s first law.” Even those phenomena in nature which seem most irregular, and those scenes which appear to be marked by the wildest variety, are pervaded by a subtle order, without which they would not please. Chaos might be terrible, but could never be beautiful. And discourses, which are pleasing but appear to have no plan, will be found really to possess an order of their own, however unobtrusive or peculiar. An ill-arranged sermon may of course contain particular passages that are pleasing, but even these would appear to still greater advantage as parts of an orderly whole, and the general effect of that whole must be incomparably better. Let it be added that a well-arranged discourse will much more surely keep the attention of the audience. And this not merely because it is more intelligible and more pleasing, but also because, being conformed to the natural laws of human thinking, it will more readily carry the hearer’s thoughts along with it.
Further, good arrangement makes a discourse more persuasive. Both in presenting motives and in appeals to feeling, order is of great importance. He who wishes to break a hard rock with his sledge, does not hammer here and there over the surface, but multiplies his blows upon a certain point or along a certain line. They who lift up huge buildings apply their motive power systematically, at carefully chosen points. So when motives are brought to bear upon the will.\(^1\) And the hearer’s feelings will be much more powerfully and permanently excited, when appeals are made in some natural order. “We may, by a word or an isolated act, give a movement to the soul, inclining it immediately to a certain object, to perform
\(^1\) As to the order of Arguments, see above, Part I, chap. vii. § 6. | web | https://s3.amazonaws.com/PastoralTheology/Files/Unit+3/U3.L4.IA.3b.2b.pdf | 0.440289 | {
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The ABC's of Donald Trump's First Year
A -‐America First: Doing what's best for Americans!
B -‐Border Security: Illegal Immigration at record lows!
C
-‐Consumer Confidence: At a 17-‐year high!
D -‐Defense Budget: Rebuilding our military!
E
-‐Energy Independence: No longer dependent on foreign oil!
F
-‐Federal Judges: Record number appointed who respect the Constitution!
G
–Gorsuch: Neil Gorsuch appointed to the Supreme Court!
H
–Healthcare: Repealing the individual mandate!
I
–Infrastructure: Renewed focus on rebuilding our transportation and energy grids!
J
–Jerusalem: Moving the US Embassy to the capital of Israel!
K
-‐Kim Jung Un: Can't manipulate this President!
L
-‐Labor Market: 2.2 million new jobs created!
M
-‐MS-‐13: Gangs arrested and deported!
N
-‐North Korea: Tough talk followed by action!
O -‐Opioid Crackdown: Declared a State of Emergency!
P -‐Paid Family Leave
: Help for struggling families!
Q
-‐Quit the Paris Climate Accord: No more meaningless grandstanding!
R
-‐Regulatory Reform: Two gone for every new one!
S -‐ Stock Market : It’s soaring!
T
-‐Tax Reform: Returning money to working families' pockets!
U
–Unemployment: At record lows especially for people of color!
V
-‐V.A.: Veterans are finally getting the help they need!
W
-‐War on Terror: ISIS and the Caliphate have been decimated!
X -‐Xi Jinping: The Chinese President now respects America!
Y -‐ Yuge progress : The President’s first year is historically successful!
Z
–ZZZZZ: Sleep well, Americans, MAGA is real! | web | https://www.kcgop.org/wp-content/uploads/2018/09/ABCs-of-the-Presidents-first-year.pdf | 0.438092 | {
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Legionella Information
Legionella is a type of bacteria found naturally in freshwater environments, like lakes and streams. It can become a health concern when it grows and spreads in humanmade water systems like showerheads, taps, hot water tanks and heaters. People can contract Legionnaires disease, which is a form of pneumonia, when they breathe in small droplets of water in the air that contain the Legionella bacteria. It can make you very ill. Symptoms are similar to the flu and the illness is treated with antibiotics.
Thankfully, catching Legionnaires disease in your home is rare. Most incidents of the disease are caught from faulty air conditioning systems or cooling towers. It is also not infectious so it can't be passed from person to person.
However, there is a possibility that when certain conditions exist in the home it increases your risk. Water that is between 20 - 45°C (lukewarm to hot) is a suitable breeding ground for bacteria to grow. This can happen in large water tanks in lofts that are not used much, or pipes that go to a tap that is hardly ever turned on. The likelihood of Legionella being in your home is very low as most households do not store huge amounts of water and water is used regularly so it's not standing still in pipes. However, here are some tips to make sure the water in your home is safe.
It is worth noting that all Trafalgar's properties have mains fed water i.e. there are no stored water tanks and all heating systems are combi boilers that provide instant hot water. These are too hot for bacteria to survive.
How to Reduce the Risk of Legionella Bacteria Growth
* If you move into a new home or your home has been lying empty for at least a week, for example, if you've been on holiday, then you should flush out your water.
* To flush out your water you need to run the water in all showers, baths, wash basins, sinks and taps continuously for at least two minutes, beginning with the sink taps. You must do both hot and cold taps.
* If you aren't using showers or taps regularly, make sure you flush them through at least once a week.
* When turning taps on, turn them on slowly so that you don't splash water, as this might release water droplets into the air.
* When flushing showers, remove the shower head and lower the hose into the bath. If you're unable to remove the head, wrap it in a towel or facecloth to make sure there is no spray. Legionella can grow and multiply on grime, scale, algae and rust. Make sure you clean and descale all your taps and showerhead every three months or when there is an obvious build up by using a nylon brush or diluted bleach. | web | https://trafalgarha.co.uk/data/Legionella_Information_Leaflet_2022_06_29_10_16_06.pdf | 0.43988 | {
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Programme:
Friday, Feb.11, 2011 Time: 17:55 – 18:15
Speaker:
Prof. Ferdinand Haschke, MD
Lecture:
Foetal and Infant Nutrition – Short- and Long-Term Health Effects
Prof. Ferdinand Haschke, MD
Vice President of Nestec, Ltd. Chairman of the Nestlé Nutrition Institute, Switzerland Member of the Austrian Paediatric Society, German Paediatric Society, European Society for Enteral and Parenteral Nutrition (ESPEN), Gesellschaft der Ärzte, Vienna, American Society for Nutrition, European Society for Paediatric Gastroenterology, Hepatology and Nutrition (ESPGHAN), European Society for Paediatric Research (ESPR), Society for Paediatric Research (SPR), USA and the American College of Nutrition
FOETAL AND INFANT NUTRITION – SHORTAND LONG-TERM HEALTH EFFECTS
Animal experiments and epidemiological data indicate that nutrition during the foetal period and the first months is crucial for pre- and post-natal growth and development. Foetal nutrition is suboptimal in many developing countries and is associated with a higher prevalence of low birth weight. Fortunately, exclusive breastfeeding during the first 6 months, and continuation of breastfeeding during the weaning period, has been the best practice to contribute to short-term health. During the last decade, more and more information has become available from epidemiological studies that early infant nutrition can also be crucial for long-term health. In South Asia, 25% of infants are born with low birth weight. Vitamin B12 deficiency might be an important factor. Poor pre- and post-natal growth is associated with lower IQ in childhood. 3 fatty acids (DHA), which are found in breast milk, are important for brain and eye function. During recent years, DHA has been added to some infant formulas. All low birth weight infants benefit from DHA intake. In addition, subgroups of term infants seem to benefit. Recently, it has been shown that gene polymorphisms (C Allele of FADS2) were associated with higher IQ at school age if DHA had been provided during early infant nutrition. Intensive research is needed to understand the interactions between early nutrition and the function of our genes. Epigenetic factors can modify the function of our genes (metabolic programming) during the whole life period. This is an exciting new field in paediatric nutrition, which will provide more insight into how the phenotype is interlinked with the genotype. | web | https://middleeast.nestlenutrition-institute.org/sites/default/files/documents-library/publications/secured/foetal-and-infant-nutrition.pdf | 0.496617 | {
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Liars led by junkies
"In a stark warning to politicians, [Bank of England] governor Mark Carney said a downturn was on its way and Britain was already suffering from "economic post-traumatic stress disorder".
"He said the central bank would take "whatever action is needed to support growth", which probably included "some monetary policy easing" in the next few months, in an attempt to reassure the markets and the general public."
- 'Carney ready to act' – Emily Cadman, The Financial Times (a.k.a. 'Marxism Yesterday'), 1 July 2016.
"UK: world's second largest external deficit. Canada: the fourth. Inflated real estate in both countries. #Carney fingerprints over the pair."
- Tweet from @TrueSinews.
Never go full Draghi, but Mark Carney just did, pledging to do, effectively, whatever it takes. This despite the fact that Mario Draghi's "whatever it takes" pledge was apparently an off-the-cuff line tossed at the press in desperation, at the height of the euro crisis. Future historians will no doubt look back at this period in amazement, wondering, in light of the stunning and murderous failures of Nazi Germany, Soviet Russia and Communist China, how central planning ever managed to find a last hold-out amongst the technocrats at the world's central banks. Any search for the guilty should probably start with the governments that appointed them. (And the economist superbrains of the LSE.)
The following commentary was originally published in December 2011. As we now commemorate the centenary of the start of the Battle of the Somme, the bloodiest day in the history of the British army, it is reprinted here today. No offence whatsoever is intended to members of the military, past or present, nor should it be inferred.
Perhaps things are not quite as bad as they seem. We recently had the pleasure of hearing the military historian Gordon Corrigan. The intention of his speech was to put to rest a few myths about Britain's role in the Great War. There was undeniable tragedy during those dreadful four years, but could there be a chance, asked the ex-Gurkha Major, that the Brits have tended to mythologise the whole World War One experience, magnify the national role, and accentuate the negative – a process that hardens with every passing year ?
The late Alan Clark once quoted a conversation between a German general and one of his men that has not just entered the national psyche but become embedded there. These British fight like lions, observed the soldier. Yes they do, replied the general: lions led by donkeys.
But apparently Alan Clark made it up. No such conversation ever took place.
And there are evidently plenty of other established "facts" about the Great War that turn out to be somewhat detached from the actualité.
"The popular British view of the Great War is of a useless slaughter of hundreds of thousands of patriotic volunteers, flung against barbed wire and machine guns by stupid generals who never went anywhere near the front line. When these young men could do no more, they were hauled before kangaroo courts, given no opportunity to defend themselves, and then taken out and shot at dawn. The facts are that over 200 British generals were killed, wounded and captured in the war, and that of the five million men who passed through the British Army 2,300 were sentenced to death by military courts, of whom ninety percent were pardoned."
The popular conception is that nearly every family in Britain had somebody killed in it. But according to the official census reports, there were approximately 9,800,000 households in Britain in 1914. The British lost 704,208 dead in the Great War. So statistically, only one family in 14 lost a member. Although there were undoubtedly certain parts of the country where fatalities were concentrated due to the way in which British infantry were recruited back then, there were large swathes of the country from where no one was killed. Corrigan has spoken of his own family, and his own black-clad Great Aunt, who never married – perhaps because all of her boyfriends and potential boyfriends met their end at the front ? "Nonsense," suggests an uncle – his Great Aunt never married because she was "simply too damned ugly".
By Gordon Corrigan's account, British soldiers actually spent more time playing football than facing the enemy. By regularly rotating the soldiery and never keeping men in maximum danger for more than relatively short periods of time, the British army was alone among the major forces on the Western Front in never suffering a collapse of morale leading to mutiny.
One in 65 of the British population was killed in the war. For the French, the figure was one in 28. One in every 12 men mobilised in Britain was killed; for the French, one in six. For the Germans, one in 31 of the population was killed, one of every seven mobilised, as shown in the table below:
Source: 'Mud, Blood and Poppycock: Britain and the Great War' – Gordon Corrigan.
France, with a population six and a half million less than that of the UK, mobilised more men and suffered nearly twice as many deaths. Unlike in the UK, the demographic effect on France was enormous.
The perception of soldiering in the Great War has the young patriot enlisting in 1914 to do his bit and then being shipped off to France.
"Arriving at one of the Channel Ports he marches all the way up the front, singing 'Tipperary' and smoking his pipe, forage cap on the back of his head. Reaching the firing line, he is put into a filthy hole in the ground and stays there until 1918. If he survives, he is fed a tasteless and meagre diet of bully beef and biscuits. Most days, if he is not being shelled or bombed, he goes 'over the top' and attacks a German in a similar position a few yards away across no man's land. He never sees a general and rarely changes his lice-infested clothes, while rats gnaw the dead bodies of his comrades."
Just on the topic of transportation, many soldiers were moved by train until a few miles from the front, and as the war went on, motor lorries and even London buses were used as troop carriers. And as Corrigan has already pointed out, the rotation of troops alone ensured that conditions were more bearable than the popular conception would have it.
But back to the present. The war then may have been ultimately much less bleak for the British, for example, than the media and propaganda have portrayed. That does not mean that the peace now is any less bad than Mark Carney suggests. Although Britain has finally escaped from the EU lunatic asylum, as investors we remain trapped in a surreal monetary nightmare in which clueless politicians and desperate central bankers can see nothing more than money printing as a way out of the gloom. In the euro zone the problem is worse to the extent that, post-Brexit, the currency crisis is not just severe but now existential.
I am indebted to Tony Deden for the following quotation, from Alasdair Macleod in excerpts from a speech given to the Committee for Monetary Research and Education, given in New York on 20 October 2011:
"I support sound money for two very good reasons. Firstly, it is a basic human right to choose to save, without our savings being debased by the tax of monetary inflation. Those who are worst affected by this inflation tax are not the rich, they benefit; but the poor and the barely well-off, which is why monetary inflation undermines society and why the right to sound money should be respected. If government gives itself a monopoly over money, it has a duty to protect the property rights vested in it.
"Secondly, it is a basic right for us to own our own money rather than have it owned by the banks. For them to take our money and expand credit on the back of it debases it. It is an abuse of an individual's property rights and a banking licence is a government licence to do so. If anyone else was to do this, they would be guilty of fraud. Banks should be custodians of our money, and it should not appear in their balance sheets as their property..
"Sound money guarantees a stable yet progressive economy where people are truly equal. It allows people to save properly for their retirement so that they will not become a burden on the state. It leads to democracy voting for small governments. It encourages peaceful trade and discourages war. It is the only path, after this mess, that leads us to long-lasting and peaceful prosperity. We really need everyone to understand this for the sake of our future."
Here in Britain we may not have had lions led by donkeys, but we have liars throughout finance being led by junkies addicted to the printing of money – and our own central bank governor Mark Carney, ex-Goldman Sachs banker, is urging even more of this ineffective and ineffectual stimulus, like Mario Draghi, another ex-Goldman Sachs banker. It's not as if the establishment hasn't left a very clear trail of breadcrumbs behind it. As the monetary and social chaos accelerates, driven by technocrats like Carney and Draghi, we must hope that we at least manage to avoid the devastating political mistakes our forebears throughout Europe committed a century ago.
One final point. If the combatants in the Great War had stayed on the gold standard, the war would have been over by Christmas 1914, because nobody would have had the money to prosecute it further. Instead, the combatants chose debt and devaluation. Sound money has much to be said for it. Unsound money is murder, both literally and figuratively.
Tim Price is Director of Investment at PFP Wealth Management and co-manager of the VT Price Value Portfolio. | web | http://thepriceofeverything.typepad.com/files/liars-led-by-junkies-1.pdf | 0.498629 | {
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WHAT WOULD A CAN OF COKE BE LIKE ON EACH OF THE PLANETS IN OUR SOLAR SYSTEM?
Would it be lighter or heavier due to the effects of gravity?
Would it be crushed due to gravity and/or atmospheric pressure?
Would be expanded or burst due to gravity and/or atmospheric pressure?
Would the metal be quickly or slowly corroded by the atmosphere?
How hot or cold would it be?
Would it have burst because of the heat turning the softdrink to gas?
Would it be expanded because of the water in the softdrink being frozen?
Will it be bombarded by meteorites because they do not burn up in the atmosphere?
Will it be blown around by winds?
Will it washed away by water?
WRITE 9 SENTENCES SAYING WHAT YOU BELIEVE WILL HAPPEN TO A CAN OF COKE ON EACH OF THE PLANETS. | web | https://www.qldscienceteachers.com/junior-science/astronomy/worksheets/miscellaneous-coke-in-space.pdf | 0.449928 | {
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This Week's Daily Literacy Activities for you to do with your child: 6th July - 10th July
Story Picture:
Fact Finding:
Tell me...
Pie Fight:
Digraph Detective:
Draw a picture of your favourite part of the story and write a sentence using your sounds mat.
Using the internet and books, find facts about lions.
Remember to start your sentence with a capital letter and end with a full stop.
Write 5 sentences about what you have found out.
e.g. "A lion's roar can be heard from 5 miles away!"
Talk to your child about what they like about the story and what they dislike, giving a reason each time.
e.g. "I liked that Mouse was worried about Lion and decided to go and look for him."
Year R - Book of the Week
'The Proud and Fearless Lion' by Ann & Reg Cartwright Watch a Youtube video or read the story
Read the 'Pie Fight' story passage (on our website).
Highlight all the words that have the 'igh' 'ie' sounds in.
Learn the 'igh' sound by playing the game on Education city (English/F2/ Letters and Sounds/Phase 3/Fright in the Night)
To check comprehension, draw a picture in the box below showing what happened in the story.
Revise all digraphs using your purple sounds book. Practise quick recognition by playing 'Flashcards Time Challenge' on Phonicsplay.
Challenge of the Week!
Make your own lion craft.
https://safeyoutube.net/w/iVLM
What will you choose to make your lion's large mane? You can look at different ideas online and don't forget to send us a picture of your finished piece.
This Week's Daily Number Activities for you to do with your child:
1 is a snail 10 is a crab:
Numberblocks:
Repeated Addition:
Number Picture:
Adding 3 numbers:
Watch Numberblocks 'Mirror, Mirror' on Cbeebies IPlayer.
Pause each time the numberblocks appear from the mirror. Can you add up the numberblocks before unpausing? Repeat.
Then draw number block 2s to add up to make 20.
Using toy animals that all have 4 legs.
Get different amounts of animals and see how many legs they have all together. Repeat.
Can you count in 4's?
Choose a number up to 20. How can you make that number by adding amounts of legs?
Draw the animals/people that add up to make the number and write the number sentence:
4 + 4 + 2 + 2 = 12
Using the numberline on our website, practise adding 3 numbers together.
Encourage your child to put them in order from biggest to smallest first. Then use their finger to jump along to find the answer.
e.g. "6 + 3 + 2 ="
Repeat with 3 new numbers.
Can you write the number sentences?
Watch the video of 1 is a snail, 10 is a crab.
https://safeyoutube.net/w/ bVLM
Get different numbers of play people/pictures of people. See how many legs they have all together.
Repeat several times with different amounts of people. Practise counting in 2's to 20 and beyond. | web | https://www.heathersideinfantschool.co.uk/attachments/download.asp?file=4796&type=pdf | 0.435 | {
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"model_hashes": "{\"cqf_fasttext_sha256\":\"\",\"cqf_regressor_sha256\":\"\",\"lid_model_sha256\":\"\"}",
"model_ids": "{\"cqf_embedding\":\"sentence-transformers/all-MiniLM-L6-v2\",\"cqf_fasttext\":\"\",\"cqf_regressor_artifact\":\"\",\"cqf_transformer\":\"\",\"lid_model\":\"heuristic\",\"perplexity_model\":\"HuggingFaceTB/SmolLM2-135M\",\"synthetic_reward_model\":\"\",\"teacher_model\":\"qwen2.5-72b-instruct\",\"toxicity_model\":\"\"}",
"pipeline_version": "2026.03",
"record": "{\"doc_id\":\"<urn:uuid:a698ffde-d201-4898-a367-9e45295859e0>\",\"minhash_cluster\":\"\",\"synthetic\":false}",
"run_id": "run-1772735111",
"source_snapshot_id": "",
"stage_versions": "{\"cqf\":\"multi_property_v2\",\"dedup_exact\":\"bloom+memory\",\"dedup_semantic\":\"hybrid+hnsw\",\"heuristics\":\"refinedweb_gopher+line_cleaner_v1\",\"lid\":\"glotlid_like_v2\",\"proxy_eval\":\"tiny_transformer\",\"synthetic\":\"cot_self_instruct+verifier_v2\"}"
} | c7abf72b5381709738323ccbe1a476d410543318807c5dd30106b394feef92bb |
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