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Anne Barros,The Female Gaze
Discipline: Photography
A photograph may be defined as an object that, by the use of light, captures a record of a person, object, or scene. The use of silver in early photographic processes (i.e. silver nitrate) has added another dimension to this candlestick commemorating 150 years of Canadian women photographers – both silver and light are doubly connoted.
Since the beginnings of photography, women were involved with both its practical aspects – the bulky camera, the dark room laden with chemicals, and also with the more aesthetic concerns of choosing subjects, lighting, capturing emotions and finally manipulating the image as an art object. Their photographic images, whether from century-old glass plates or recent digital printouts, reflect the women and their worlds. Selfies are not a recent invention. Mattie Gunterman used a trip hose device to photograph herself with rifle, dog, and camera case in 1898. Barbara Astman, in 1994, used a Polaroid camera for her close-up images. Domestic scenes, like dishes in the sink, have been natural to women photographers. Similarly popular have been photographs of other women and friends, like those taken by Geraldine Moodie, Millie Gamble, and Laura Jones. Karen Hermeston sought adventure by joining the Canadian Women's Army Corps during World War II. For Mary Pocock, travel and architecture were colourful sources of inspiration in the 1990s.
Ultimately, photography was a form of self-expression for these women. When hung out to dry, their photographs give us the female gaze, perhaps more looking than nurturing, more self-affirming than previously thought, more playful, more heroic.
ETCHED PHOTOGRAPHS
1. Mattie Gunterman (1872-1945) Self-portrait with rifle and dog Nero, 1898 Permission of Special Collections, [REDACTED_PHONE] Vancouver Public Library
2. Geraldine Moody (1854-1945)
Moody photographed landscapes and people often while accompanying her husband in fieldwork in the Arctic.
Portrait of Inuit woman, c. 1904
Library and Archives Canada
3. Margaret Watkin (1884-1969)
Professional photographer specializing in advertising, 1919
4. Millie Gamble (1887-1986)
Going to Call on the Bride, nd
Amateur photographer who documented everyday life in Prince Edward Island c.
1905
5. Elizabeth Hay Turnbull and Constance Mary Turnbull at Banff, 1910 Courtesy of Laura Brandon
6. Karen Hermeston, 1940s
From Englehart, Ontario, Sgt. Karen Hermeston, CWAC, was the first woman photographer in the Canadian Army during World War II. It is not known who took this photograph of Hermeston.
Canada. Department of National Defence, Library and Archives Canada
7. Laura Jones
Photograph of youths, 1970s
Permission of Laura Jones
8. Mary Pocock (1952-2004)
Bacchus Vesuvius Pompeii Series, 1990
Permission of Marcus Schubert
9. Barbara Astman
Study for Seeing,1994
Two Polaroid images
Permission of Barbara Astman | web | http://illuminationsilverexhibition.ca/assets/files/Anne%20Barros.pdf | 0.490205 | {
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Instructions to Candidates:
Attempt any five questions, selecting one question from each unit. All questions carry equal marks. Schematic diagrams must be shown wherever necessary. Any data you feel missing suitably be assumed and stated clearly.
Units of quantities used/calculated must be stated clearly.
Use of following supporting material is permitted during examination.
(Mentioned in form No. 205)
UNIT - I
Q1. Explain the details of CPU and functioning of data bus, address bus and control bus. [16]
OR
Q1. Explain the followings: -
(i) Encoder
(ii) Buffer
(iii) Latch
(iv) I/P and O/P devices [4x4=16]
UNIT – II
Q2. Draw the pin diagram (40 pins) of 8085 microprocessor and explain the significance of every pin in detail. [16]
OR
Q2. (a) What is meant by a register? Explain its merits/demerits over a memory location. [8]
(b) Discuss in details the various interrupts available in 8085 microprocessor. [8]
UNIT – III
Q3. (a) Explain the working of RST instructions and their use. [8]
(b) List the conditional call and return instructions of 8085 and explain them. [8]
OR
Q3. (a) Explain the role and purpose of program counter and instruction register. [8]
(b) What are subroutines? How they are useful? [8]
UNIT – IV
Q4. Draw the pin diagram of programmable peripheral interface chip (8255) and explain its various operational modes. [16]
OR
Q4. Draw the pin diagram of programmable interrupt controller (8259) and also explain the various registers used in it. [16]
UNIT – V
Q5. What is a microcontroller? What are its typical applications? Also, explain the salient features of 8051, microcontroller along with its pin diagram. [16]
OR
Q5. Explain in detail the various addressing modes and instructions available in 8051; microcontroller. [16] | web | https://questionpaperesult.com/wp-content/uploads/2018/08/btech-ec-6-sem-microprocessor-and-microcontroller-jun-2013.pdf | 0.503997 | {
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2 May 2018
Issue 1130
"Diversity may be the hardest thing for a society to live with, and perhaps the most dangerous thing for a society to be without." ~ William Sloane Coffin Jr.
As a federal law, Asian Pacific American Heritage Month is observed during May throughout the country. Many federal departments and agencies host official observances during the month of May. Such events host important speakers, cultural performances, traditional foods, etc. Across the nation, local Asian Pacific American organizations host their own events to celebrate the month. But the true celebration begins with the individual. Below are good things that all of us can do to learn more about ourselves and raise broad awareness of this special occasion.
* Instead of just eating at an Asian restaurant, talk to the owners. Learn more about their stories, how they went about establishing their business, the obstacles they've faced, local issues that they care about as business-owners. It will give you a better sense of just how difficult it is to establish a business, especially if the owners are first-generation immigrants.
* Attend an Asian Pacific American temple, mosque, or church, even if it's not your own religion. There are thousands of religious establishments that were created by and for Asian Pacific Americans. By learning about a person's religion or spiritual beliefs, you can get a better sense of his or her value system and motivation.
* Tell a non-Asian Pacific American that May is recognized as Asian Pacific American month! This is perhaps the simplest, yet most effective way to raise awareness. Tell him or her what it means to you, invite them to a local event, or share an historical fact with them.
Cinco de Mayo is annually observed on 5 May. It celebrates the defeat of the French army during the Battle of Puebla (Batalla de Puebla) in Mexico on 5 May 1862. It is not to be confused with Mexico's Independence Day.
Cinco de Mayo is seen as a day to celebrate the culture, achievements and experiences of people with a Mexican background, who live in the United States. There is a large commercial element to the day, with businesses promoting Mexican services and goods, particularly food, drinks and music. Other aspects of the day center around traditional symbols of Mexican life, such as the Virgin de Guadalupe, and Mexican-Americans who have achieved fame, fortune and influence in the United States.
One of the largest Cinco de Mayo celebrations are in cities such as Los Angeles, San Jose, San Francisco, San Antonio, Sacramento, Phoenix, Albuquerque, Denver and El Paso in the USA's south-western regions. In these cities, a large proportion of the population has Mexican origins. Many people hang up banners and school districts organize lessons and special events to educate their pupils about the culture of Americans of Mexican descent.
100 years at St. Anthony's Spirituality Center Second of Three Centennial Events
You are invited: All Capuchin brothers, affiliates, Capuchin ministries and staff 10 June 2018 Sunday: Centennial blessing of cornerstone. 1:00 pm: Procession from Marathon City Veterans Park on Fourth Street to St. Anthony's for a Centennial blessing of the cornerstone. 2:00-5:00 pm: Inside tour of St. Anthony's.
* On your own: tour booklet with map available - walking tour of the property 8 points of interest
* Refreshments and food
* Opportunity for Capuchins, affiliates and staff to interact and socialize with guests
* Souvenirs: Christmas wooden ornaments, mugs, and shirts available
* Archive items will be on display in Solanus Center and areas around the building
* Bookstore will be open
* Rooms are available on Sunday for Capuchins that would like to stay at no cost
It is our hope that many of the Capuchins will be able to join us for the day! At our October 2017 event we were honored with the presence of three Capuchins and we are hoping that many, many more can attend on 10 June, whether or not you lived at St. Anthony's, it would be great for you to celebrate with us.
The National Memorial for Peace and Justice
The National Memorial for Peace and Justice — which opened on 26 April in Montgomery, Alabama — is the nation's first memorial dedicated to the legacy of enslaved black people, people terrorized by lynching, African Americans humiliated by racial segregation and Jim Crow, and people of color burdened with contemporary presumptions of guilt and police violence.
Akoto-Bamfo sculpture in front of the National Memorial for Peace and Justice
Work on the memorial began in 2010 when the Equal Justice Initiative (EJI) staff began investigating thousands of racial terror lynchings in the American South, many of which had never been documented. EJI was interested not only in lynching incidents, but in understanding the terror and trauma this sanctioned violence against the black community created. Six million black people fled the South as refugees and exiles as a result of these "racial terror lynchings."
The Memorial for Peace and Justice was conceived with the hope of creating a sober, meaningful site where people can gather and reflect on America's history of racial inequality. EJI partnered with artists like Kwame Akoto-Bamfo whose sculpture on slavery confronts visitors when they first enter the memorial. EJI then leads visitors on a journey from slavery, through lynching and racial terror, with text, narrative, and monuments to the lynching victims in America. In the center of the site, visitors will encounter a memorial square, created with assistance from the Mass Design Group. The memorial experience continues through the civil rights era made visible with a sculpture by Dana King dedicated to the women who sustained the Montgomery Bus Boycott. Finally, the memorial journey ends with contemporary issues of police violence and racially biased criminal justice expressed in a final work created by Hank Willis Thomas. The memorial displays writing from Toni Morrison, words from Martin Luther King Jr., and a reflection space in honor of Ida B. Wells.
Welcoming a Friar from Ethiopia
We are happy to welcome Yohannes Wossen, former provincial minister of the Province of Ethiopia, who is spending the next six months in our province for his sabbatical following his term of leadership. He is residing at Saint Bonaventure Monastery.
We Saw You at the Ordination...
...and at the Triduum Retreat
! Werner Wolf was released from the hospital and is recuperating at St. Fidelis Friary.
He is grateful for the prayers.
! Former friar Peter Stierman will begin chemotherapy in June following a cancer diagnosis.
! Rita Petrie (affiliate) underwent surgery for a hernia.
! Thank you all for your prayers for my Mom. May God bless you all. ~ Gebre Boyine.
! Please pray for the people of Nicaragua, and our brothers serving there. In the past week, massive protests have been taking place in Nicaragua, mostly headed by young people, who are against a recently announced reform of the social security system.
! Ken Sullivan's surgery for prostate cancer went well. He is deeply grateful for the prayers and the email greetings he received.
! Martha Kessel (mother of Jerry Kessel) is suffering from dementia and congestive heart failure. She recently entered hospice care.
! Simeon, uncle of Antony Julius Milton, died recently at the age of 52.
! Betty Hugo (mother of Bill Hugo) has entered hospice care.
re:Cap is grateful for a recent donation from Eloise Parker
The Holy Month of Ramadan begins at sunset on 15 May
Pray for our Muslim sisters and brothers!
A Ramadan Poem
by Donna Sibaai
The holy month of Ramadan For all Muslims will soon begin. Praising Allah through the day, From dawn to dusk we fast and pray. We pay zakah (charity) for those in need, Trying hard to do good deeds.
When the sun has set, and day is doneI'll break this chain, but only one. By the end of Ramadan, this whole chain will be all gone! It's time for Eid and lots of fun! | web | http://www.sjpcommunications.org/images/uploads/documents/Issue1130.pdf | 0.489794 | {
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National Estuarine Research Reserve Education
Change on the Ground in 2019
Connects
People to Estuaries
1 million+ ACRES
of natural classrooms & living laboratories with
29 INTERPRETIVE CENTERS
613,152 VISITORS
learn about estuaries through Research Reserve outreach & education
Aloha to our Hawai‘i Reserve, designated in 2017!
Prepares
the Next Generation
93,916 STUDENTS
take learning out of the abstract & into the outdoors
4,784 TEACHERS
are trained in the estuary & supported in the classroom
SKILLS BUILT
- Observation
- Asking research questions
- Problem solving
- Data driven decision making
ESTUARY SCIENCE → LOCAL DATA → LAB WORK → FIELD INVESTIGATION
Improves
the Environment
13,704 CITIZENS
are trained & inspired to protect their coasts & estuaries
VOLUNTEER ACTIONS
- Protect wildlife
- Monitor water quality
- Plant native species
- Clean up the coasts
29 RESEARCH RESERVE EDUCATORS
lead programs that foster coastal stewardship in communities in 23 states
Creating value through education
25,934 volunteer hours = $640,310*
*Value of a volunteer hour is calculated at $24.00 based on data from the Independent Sector
coast.noaa.gov/estuaries
Chesapeake Bay-VA Research Reserve Education is Change on the Ground
2019
Connect
1,834 public program attendees
973 hours of volunteer time
Prepare
361 teachers trained
2,338 students engaged
4,442 student contact hours
TOTE
448 hours training TOTE teachers
1,773 students expected to use TOTE resources
"I love having those resources, especially because I was new to science. My philosophy is that these standards are not a ceiling, they're a floor. There's nothing in my standards that talk about ocean acidification, but they do mention something like human impact."
Rhonda Taylor
VASEA Lesson Plan Expo Attendee
"Thank you for the opportunity to see and learn about this watershed so that I can use this information to teach about our area watershed."
Dawn Williams
TOTE Teacher
CBNERR Education Programs Succeed During Covid-19
With many other environmental education organizations moving online due to the COVID-19 pandemic, the Chesapeake Bay National Estuarine Research Reserve in Virginia (CBNERRVA) education team followed suit, developing two new online programs. "Story Time" is geared towards younger audiences and includes a reading of a marine related children’s book followed by a demonstration, activity, or craft for participants to do at home. "What's Going On At CBNERR" shares resources and informational videos on current projects conducted by our research and stewardship departments. While informal environmental education values hands-on learning, CBNERR has been successful at continuing to connect with our audiences through virtual programming.
VASEA Brings Marine Science to Classrooms
The Virginia Scientists and Educators Alliance, a collaboration between the CBNERRVA and the VIMS Marine Advisory Program, translates graduate student research into digestible lesson plans for middle and high school students. Graduate students are trained on science communication, including how to write lesson plans, and then Virginia teachers are able to access these lesson plans, containing real data graphs and research topics, for their classrooms. The VASEA lesson plans have been downloaded over 2,100 times in nearly 100 countries.
Hollings Scholar Ties Education to Research
CBNERR has created a lesson plan and an Esri Story Map to teach students about marshes and thin-layer placement restoration techniques. The Story Map is a digital tool where students explore videos and images to analyze CBNERR marsh experiment plots. Using this tool, students graph different treatments, determining which could be used as restoration techniques to combat sea level rise in marshes. These resources were developed by Stephanie Letourneau, a NOAA Hollings Intern, under the direction of CBNERR education and stewardship staff in conjunction with an experiment funded through the National Estuarine Research Reserve System Science Collaborative.
Virginia’s Chesapeake Bay Reserve is one of 29 sites in the National Estuarine Research Reserve System. Each site is a state federal partnership that combines research, monitoring, and education to advance the understanding and management of estuarine environments. | web | https://www.vims.edu/cbnerr/education/completeedinfographic.pdf | 0.491266 | {
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Livestock Safety Index Chart
The Livestock Temperature Humidity Index* (THI Table 1) was introduced by American animal scientists to alert producers of potential heat stress periods for livestock. The THI combines the effects of temperature and humidity into one value. The Livestock Safety Index (LSI) contains three stress categories (temperature given in Celsius [°C]):
* Livestock Alert - LSI 24-25.5: when the index reaches this range, heat stress will first appear. Precautionary measures should be taken to reduce heat stress conditions in confinement housing or livestock trailers.
* Livestock Danger - LSI of 26-28: an index in this category is dangerous for confined animals.
* Livestock Emergency - LSI of 29 or higher: These conditions are most likely to occur when air temperature exceeds 32°C (90°F). No cloud cover and little air movement are additional hazards found in such heat stress weather. Livestock should not be worked or shipped when the index reaches this level.
* The Livestock THI was adapted from the human Humidex Chart, which can be found at: www.ccohs.ca/oshanswers/phys_agnets/humidex.html
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The 15-15 Rule for the Management of Low Blood Sugar (Glucose)
What is a low blood sugar or hypoglycemia?
A blood glucose less than 70.
What are some symptoms of low blood sugar?
* Mild: Shakiness, sweating, fast heartbeat, dizziness, hunger, blurred vision, difficulty concentrating, palpitations, anxiety, headache and tiredness.
* Moderate: Difficulty moving, confusion, or unusual behavior
* Severe: Seizures, combative behavior, or coma
What causes low blood glucose?
* Taking too much insulin or medication
* More activity or exercise than usual
* Missing a meal or eating less than usual
* Drinking alcohol on an empty stomach
How do you treat a blood glucose less than 70?
* Eat 15 grams (g) of carbohydrate
* Wait 15 minutes and recheck blood glucose
* If blood sugar level is still below 70, repeat steps
Examples of 15 grams of carbohydrate:
* 3-4 glucose tablets*
* ½ - 1 tube glucose gel*
* 8 ounces of skim milk
* 4 ounces of 100% fruit juice
* 1 Tbsp. jam, preserves, jelly, honey or sugar
* 1 Tbsp. corn syrup
*Ask your pharmacist or healthcare team about how much is 15 grams
** Note: If your blood glucose is below 54, you need to have 30 grams of carbohydrate instead of 15 grams. HINT: double the amounts above.
Remember:
* Wear an identification bracelet or necklace
* Always carry a quick source of sugar with you
* Check your blood glucose before driving. Never drive when you are low.
* Call your provider if you have repeated low blood glucoses.
* If the person is non-responsive, someone should inject glucagon and contact emergency services or 911. | web | https://www.nutrition.va.gov/docs/UpdatedPatientEd/1515Rule.pdf | 0.453096 | {
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LESSON 12 1 SAMUEL 26
1. Who reported to Saul the location of David? Vs 1
2. What was Saul's response to this information? Vs 2 see also 24:1-2
3. Where was David and what did he do? Vs 3-4
4. Who was there to protect Saul? Vs 5
5. What was David's plan and who did he ask to go with him? Who volunteered? Vs 6
6. When did they go into the camp? What did Abihsai want to do? Vs 7-8
7. Why did David forbid him from this action? Vs 9-11a
8. Who does David believe will eventually kill Saul?
9. What did David take from Saul? Vs 11b
10. Why didn't Saul or his men awake during this incident? Vs 12
11. What do you think was the Lord's meaning by the removal of Saul's spear?
12. Where did David go before he called out to Saul? Vs 13-14
13. David first addresses Abner, what did David accuse him of not doing? Vs 15-16
14. What does David have to say to Saul? Vs 17-20
15. What was Saul's reply to David? Vs 21
16. How did Saul get his spear back? Vs 22
17. What were David's final words to Saul? Vs 23-24
18. Saul's reply to David? Vs 25 | web | http://www.lenwoodcc.org/BibleStudy/DAVIDLESSON_12.pdf | 0.477532 | {
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Can my old hog barn be converted for fish production?
Prepared by: Laura G. Tiu, Aquaculture Specialist, Ohio State University, South Centers, Piketon , Ohio
The short answer is yes! Barns, hog, turkey, chicken, etc., can be converted for fish production. Growing fish indoors in recirculating systems at optimal temperatures allows for year-round production that cannot be achieved in ponds. However, there are several factors that one must consider before deciding if it is economically sound to convert a barn. First, you need a good supply of high quality water. Well water is best. Typically, fish culture is not economically feasible if you plan on de-chlorinating city water. Does your barn have access to high quality water? Second, you will need electricity. Recirculating aquaculture requires a lot of electricity. Does your barn have access to electricity? Third, given that you will be trying to keep your fish at their optimal growing temperature, your barn will need to be insulated. Your insulation will need to be waterproof due to the high moisture levels associated with indoor systems. Older barns are typically expensive to insulate. Some newer barns are already well insulated.
This IP video conference was held on March 8th, 2007 and featured Charles E. Hicks from Lincoln University of Missouri, Laura Tiu, The Ohio State University, and Shawn McWhorter, The Ohio State University, each of the their presentations are hyperlinked to their names. A streaming video of this workshop is available (windows Media Player required). | web | https://ag.purdue.edu/department/agecon/_docs/aquaculture/can-my-old-hog-barn-be-converted.pdf | 0.458369 | {
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Finding Treak Cliff Cavern
A tape recording of a conversation with Jack Beverley of Castleton:
"In April 1926 there were five men working on Treak Cliff, mining for spar. A Mr West of Liverpool was the owner. The five men were William Bradbury, John Webley, Hubert Eyre, Walter Marrison and Hugh Bradwell.
On 8 April, Walter Marrison and Hugh Bradwell blasted through into a passage 5 to 6 feet wide. You could stretch your arms out wide and not touch the sides. The passage was 8-10 yards long, sloping down to a dark hole in the floor with about an 18 inch gradient slope from end to end. This passage had at some time had water rushing through it, as it had grooves along the sides. We only had candles to see by.
When they found this hole, I was off work that day. They said that there was a rush of foul air and a bit of a bang as the air burst out. Walter Marrison came by and told me they had found a cavern. I'd been off work with lumbago but went back to work on Monday and we decided to explore the dark hole.
There was an old jinney rope, used for pulling the wagons up and down the cliff, still tied to the jinney wheel. Walter, Hugh and I carried up the wire rope and dropped it down. Bert Eyre went first, on about 40 foot of rope and after a while we shouted to him to come back as there was no more rope left. He replied "I've got my foot on a ledge; I'll light a candle and see where I am". He saw that he was on a bit of a bank, 4 or 5 feet wide, sloping down to some large boulders. He untied himself and went to explore round the corner. In a few minutes he was back and shouted "Come on lads, there's the prettiest sight I have ever seen in my life". So we went down, Walter first, Hugh second and me next. We called to William Bradbury to come but he was 50 or so and said he would wait until the Pennine Climbers came with a rope ladder. He did go down later on, though.
The rest of us saw these stalagmites in the cave and we got a couple each. The longest was 3 foot; Bert Eyre got that. Mine were about 2 foot 6 inches each, one milky white and the other an indigo colour". | web | https://chstrial.files.wordpress.com/2016/10/finding-treak-cliff-cavern.pdf | 0.494772 | {
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FIESTA (FeHEDTA), is an effective tool powerful enough to kill or suppress a wide range of broadleaf weeds while being considered less toxic to the environment.
While it is not "a silver bullet",FIESTA works quickly killing weeds down to the root, with no unpleasant odor. Dying weeds will be seen within hours of application. Treated weeds, moss or algae will turn brown or black. Occasionally a darkening of the grass leaf blade can occur after treatment; however the grass recovers within a few days to weeks. Lawn areas can be overseeded, if necessary, within one day of treatment withFIESTA.
In our experience FIESTA works in the spring (when weeds are small and growing) but is most effective in the fall -‐ when environmental conditions are cool and there is ample moisture. EDMONDS recommends two applications 3-‐4 weeks apart in late August – early September. People and pets can enter a treated site when the spray has dried (in about three hours).
What Is FeHEDTA? (The Technical in Short Form)
The key metallic chemical element, Iron, (symbol "Fe") acts as a selective herbicide when chelated with hydroxyethylenediaminetriacetic acid (HEDTA) to form FeHEDTA (FIESTA).
Broadleaved plants are generally more susceptible to FIESTA herbicidal effects than are grass species. Iron can function as a catalyst for oxygen reduction, thereby producing unstable and highly reactive oxygen species, including hydroxyl radicals that cause cellular damage. Excessive uptake of FeHEDTA, by many broadleaved species, leads to tissue necrosis and ultimately plant death.
FIESTA is approved for use in HRM under Amendment to Administrative Order #23, Respecting Pesticides, Herbicides and Insecticides. | web | https://edmonds.ca/PDF/FIESTA%20Weed%20Control.pdf | 0.433565 | {
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HYDRANTS IN OUR DISTRICT
DID YOU KNOW?
- The District owns and maintains 1,732 fire hydrants
- The District owns and maintains 271 miles of water mains
- The District works with five different fire districts
Minutes and sometimes seconds are crucial in an emergency, and the District takes its responsibility to ensure available fire suppression for the community very seriously. Hydrants are a vital community asset that wait quietly off to the side until the need for action arises, and so we ask for the community’s assistance in safeguarding our hydrants.
If you witness someone other than a Water District employee or firefighter using a fire hydrant, we strongly encourage you to notify South Huntington Water District immediately at [REDACTED_PHONE]. Unauthorized use of fire hydrants is illegal and poses many threats to the surrounding community.
Property owners that have a public fire hydrant on their property are encouraged to maintain the five-foot area surrounding the hydrant, and to keep it free of snow, objects and overgrowth. Vehicles parked within 20-feet of a hydrant, or anyone unlawfully using a fire hydrant, may be subject to local law enforcement.
The District asks its consumers to take pride in this community asset, and to be rest assured that these hydrants will be ready to respond when called upon.
The South Huntington Water District looks forward to its 2025 Centennial Celebration. Stay tuned for more information on the ways in which we will be recognizing this great milestone for our community!
The District is excited to bring its new and enhanced payment portal to consumers, along with a new billing mailer format. Both have been designed to be more user-friendly and will provide more ways for customers to manage their account while maintaining the same high-level of privacy and security.
**Benefits of the New Payment Portal Include:**
- Easy enrollment in Auto Pay or Text-N-Pay options
- Historical bill and payment data
- Portal easily changes to Spanish language
- One-view, multi-property access
- Reduced processing fee structure
More information to come, including an FAQ Page with information on creating a portal account and enrolling in these new features to make paying your bill even easier!
With the colder temperatures upon us, it’s time to start preparing your water lines to safeguard your pipes during a freeze. Follow these tips for a worry-free winter:
- Identify pipes most vulnerable to freezing. Insulate pipes on outer walls, in unheated spaces, or with exposure to the outdoors
- Caulk cracks or openings in walls, floors and ceilings to keep cold air from entering any gaps surrounding your water lines
- Disconnect and drain outside hoses and store them indoors
- Turn off outside spigots from inside the house and leave them open to drain
- Blow out in-ground sprinkler systems to clear them of all water, and be sure to turn off automatic timers and supply valves
- Snowbirds should contact a plumber to have everything safely winterized
- In case of an emergency, know where your shut-off valve is
---
**Mark Your Calendar to Vote: Annual Water District Commissioner Election**
The annual election for the office of South Huntington Water District Commissioner has been scheduled:
**Date:** Tuesday, December 10, 2024
**Time:** 12:00 p.m. - 9:00 p.m.
For your convenience, there are two polling locations:
- **King of Kings Evangelical Lutheran Church,**
2611 New York Avenue, Melville
- **Water District Administration Building,**
75 5th Avenue South
Purpose/eligibility: To elect one commissioner for a three-year term.
Any registered voter who has lived in the South Huntington Water District for at least 30 days and who is a registered voter is eligible to vote in the election.
---
**Eleven-Time Winner of Suffolk County’s “Best Tasting Water”**
Board of Water Commissioners
Paul J. Tonna, Chairman
Ciro DePalo, Treasurer
Joseph Perry, Secretary
---
**Water Talk**
South Huntington Water District
75 Fifth Avenue South
Huntington Station, New York 11746 USA
[REDACTED_PHONE]
www.shwd.org | web | https://www.shwd.org/wordpress/wp-content/uploads/2024/10/19353_SHWD_2024_Fall_Newsletter_093024mt_V4.pdf | 0.474979 | {
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Breadline Africa Launches 70 th Library in Mpumalanga Province with Wipro Technologies
Mbombela, 4 May 2016 –Zamani Primary School, which was established in 1988, is located in Manzini-A, Mbombela and is one of 16 primary school in the district, boasting the second largest enrollment at 1 071 learners from grades R to 7. However, with a total of 138 grade R learners split into only two classrooms, it is evident that this rural school is not an exception to the challenges of overcrowding that many public schools face.
What is different is the leadership. Zamani Primary was identified through Breadline Africa's partner, the Soul City Institute, who understands that the investment requires the principal and staff commitment to ensure that any resources provided are well utilised and sustained for generations to come. The principal, Mr David Sibiya, is enthusiastic about the project and excited to share the library and Internet café with the learners.
This investment is part of Johannesburg-based IT company, Wipro Technology's SIYAPHA initiative, bringing to life its intention to create a hub of knowledge in communities that lack access. With Breadline Africa's help, the company has selected and trained a community member, and assisted in the process of registering an Internet café business. Wipro also supplied all of the capital equipment needed to run an Internet café from the library. The added benefit of this is that there is someone permanently stationed in the library to support its users.
Breadline Africa has delivered more than 1 000 books and will be training the librarian in systems and management to run the facility effectively. The organisation has also contributed to the aesthetic appeal for learners, making the library come alive with artwork wrapped around its exterior, which was undertaken by Cape Town-based artists, Martin Lund and Garth Wareley.
The keys were handed over by WIPRO's Corporate Social Responsibility Strategist, Ms. Princess Nondanyana and the launch was attended by officials from the Educational Circuit, Provincial Libraries Office, the school's governing body, educators and parents. Learners also played an important part of the celebrations, with three different dance groups, the choir and the Soul Buddyz Club's dramatic performances and poetry readings. | web | http://breadlineafrica.org/wp-content/uploads/2016/05/Breadline-Africa-Launches-70th-Library-in-Mpumalanga-Province-with-Wipro-Technologies.pdf | 0.484823 | {
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DRUG ENFORCEMENT ADMINISTRATION
Methamphetamine Methamphetamine
What is Methamphetamine?
Methamphetamine is a highly addictive stimulant. It is available as a powdery substance as well as in pill form. Another version of the drug is referred to as "crystal meth." This type of methamphetamine is often smoked and resembles glass fragments or shiny blue-white "rocks."
Street names:
Crank, crystal, glass, ice, meth, shards, speed, tweak, ventana.
How is it used?
Methamphetamine is swallowed, snorted, injected, or smoked.
Effects on the mind
Chronic meth users can exhibit violent behavior, anxiety, confusion, insomnia, and psychotic features including paranoia, aggression, mood disturbances, and delusions.
Effects on the body
* High doses can elevate body temperature to dangerous, sometimes lethal, levels, and cause convulsions and even cardiovascular collapse and death.
* Taking even small amounts of meth can result in decreased appetite, rapid breathing and heart rate, increased blood pressure, and hyperthermia.
What is the legal status of methamphetamine
Methamphetamine is a Schedule II controlled substance. This means it has high potential for abuse, and is currently accepted medical use. As for its legitimate use, Desoxyn is the only medically prescribed methamphetamine-based drug. It is used to treat obesity and attention deficit hyperactivity disorder (ADHD).
What are the effects of methamphetamine?
Increased energy, decreased appetite, rapid breathing, elevated heart rate, irregular heartbeat, and overheating. Long term use has been associat ed with irritability , anxiety , paranoia, and aggressive and violent behavior .
What is its origin?
Mexican drug trafficking organizations have become the primary manufacturers and distributors of methamphetamine to cities throughout the United States, including in Hawaii. Domestic clandestine laboratory operators also produce and distribute meth but usually on a smaller scale. The methods used depend on the availability of precursor chemicals.
Currently, this domestic clandestinely produced meth is mainly made with diverted products that contain pseudoephedrine. Mexican methamphet amine is made with different precursor chemicals. The Combat Methamphetamine Epidemic Act of 2005 requires retailers of non-prescription products containing pseudoepherine, ephedrine, or phenylpropanolamine to place these products behind the counter or in a locked cabinet, Consumers must show idenitification and sign a logbook for each purchase.
Did you know?
In 2016, among 12th graders, 0.3 percent used meth in the past 30 days, and 0.4 percent used crystal meth (i.e., ice).
Source – 2017 Monitoring the Future Study
For drug prevention information, visit DEA's websites:
GetSmartAboutDrugs.com
For Parents, Caregivers, and Educators
JustThinkTwice.com
For Teens
CampusDrugPrevention.gov
For College Professionals dea.gov
8/2018 | web | https://www.justthinktwice.gov/sites/justthinktwice.com/files/publications/Methamphetamine%20Drug%20Fact%20Card-2018.pdf | 0.418905 | {
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How to Play Minefield
Materials
* A variety of obstacles:
- chairs
- balls
- boxes
- tables
* Blindfolds
Instructions
1. Place a variety of obstacles in the play area.
2. Divide the group into teams. You can play in pairs or in small groups of 3 or 4.
3. For each team, one person is the "caller". The other players are blindfolded.
4. The blindfolded players must make their way through the obstacles by relying on the instructions from the caller.
5. If a player touches an obstacle, they must go back to the start (following the caller's instructions) and begin again. There is no penalty if they hit an obstacle while returning to start.
6. The first team to get all of their players to the opposite side of the minefield wins. | web | https://young-catholics.com/wp-content/uploads/2019/11/How-to-Play-Minefield.pdf | 0.456067 | {
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Tues, Wed, Thur | June 18 – July 25 | 9:30am – 12:20pm
Activity List | 6 weeks of summer fun
Early Morning Care | code 3063 | 7-9:30am| $215/$195(Dist.Res.)
Entering Grades 3 rd - 4 th | code 3010 | $380/$360 (Dist. Res.)
Entering Grades 5 th - 8 th | code 3010| $380/$360 (Dist. Res.)
Activity List Descriptions:
ARTshop $25 lab fee Create your own masterpieces inspired by the world's most famous artists (Monet, Warhol, Van Gogh, Picasso)! We will use a variety of materials including watercolors, oil pastels, clay, and more.
Babysitting $15 lab fee Learn the skills needed to be a trusted and responsible babysitter. Learn basic first aid, general safety, child development, bedtime strategies, discipline, and ways to make babysitting fun for you and the kids. 1 st Aide/CPR certification included.
Basketball Challenge your basketball skills in the gym! Passing, dribbling and shooting techniques followed by scrimmage play.
Cheerleading Learn all the cheer basics! Arm movements, jumps, cheers and cheer dances are just part of the fun. You will be taught simple body movements that will prepare you to cheer at a real game. Come join the fun!!
DIY $15 lab fee
Do it Yourself! Learn how to create and make your own home decorations, gifts, toys and more.
Field Games This action packed class will include relay races, obstacle courses, games (capture the flag, dodge ball and kick ball, etc.) as well as other field games. Focus is on increasing kid's fitness level while having fun.
Flag Football Learn football basics through drills, obstacle courses and strength training with an emphasis on team work. Intramural games will be played each class. No tackling, just fun! Super Bowl will be played on the last day of camp.
Hip Hop Learn the style and movement that mixes pop and hip hop dance to the modern music of today. This class will also increase your strength and flexibility.
iEdit Learn how to create, edit, and publish your own iMovie using various apps from the App Store! This class will teach you to master the art of blending editing techniques into a top-notch film. Touch up your videos with special effects, transitions, background music, green screens and more! Bring an iPhone or iPad to this tech-filled class.
Jazz Fusion This summer learn the latest jazz dance moves plus pop and hip hop, while increasing your strength and flexibility.
Lacrosse Learn the fundamentals and rules of one of the fastest growing sports in the nation. The kids will have fun learning how to catch, cradle, shoot on goal and scoop the ball. This is not a full contact class and there will be no checking. Fiddle stick provided
LEGO® & Strategy Games Design, build and explore your ideas in a supportive environment with LEGOs®. Build, learn and play cognitive, problem-solving strategy games.
Martial Arts $5 lab fee Non-Contact Karate. Learn and practice blocks, strikes, punches, kicks, stance and Kata (forms) to promote balance, respect, self-discipline, self-control, character and confidence.
No Heat in The Kitchen $25 lab fee No stove or oven, no problem. In this cooking class campers will learn the basic skills needed in the kitchen while making yummy treats, snacks, and lunches.
Science Rules! $25 lab fee Do you love the world of science? Join us for hands-on, science discovery! Science Rules will allow your inner scientist to come out by conducting different experiments, creating different inventions, and thinking outside the box using problem solving skills.
Sports Medicine/CPR $15 lab fee Learn how systems of the body function and interact through physical activity; develop a general understanding of the structure and function of the musculoskeletal system. 1 st Aide/CPR certification included.
Theatre Arts $10 lab fee Learn the basics of acting, auditioning, improvisation, timing and stage presence through the use of games, scene work and group projects. | web | https://pleasanthillrec.com/DocumentCenter/View/374/Summer-Rec-Camp-Activity-List-PDF?bidId= | 0.479135 | {
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Neil Jeffares, Dictionary of pastellists before 1800
Online edition
CASANOVA, Francesco Giuseppe
The brother of the celebrated adventurer, Casanova was trained in Venice. He travelled to Paris in 1751, moving to Dresden the following year before settling in Paris in 1757. There, on 26.VI.1762 at Saint-Laurent, he married a dancer, Marie-Jeanne Jolivet (1734–1773), dite Mlle d'Alancour; after her death, he married Jeanne-Catherine Delachaux (1748–1818) on 26.VII.1775 at Saint-Germain-l'Auxerrois; she remained the mistress of the prince de Montbarrey. In 1783, after the failure of his second marriage, he moved to Vienna with support from the prince de Ligne and Graf Kaunitz.
London 1.VI.1727 – Brühl 1802
Trained in Parrocel's studio, he became a well-known battle painter (agréé 1761, reçu 1763), exhibiting at the Académie. Diderot was initially enthusiastic, but later thought his work the poorer after the departure of his talented pupil de Loutherbourg. He left at least one pastel study, described as "d'un chaud et harmonieux coloris" by Ratouis de Limay, who found in it the rhythm and vigour of a Parrocel or Bourguignon. Casanova later executed a battle series of the Russian victory over the Turks for Catherine the Great in the 1790s.
Bibliography
Bénézit; Judith Carmel, in Grove 1996; Cornelius ver Heyden de Lancey, François-J. Casanova, peintre du roi (1727–1803), Paris, 1934; Jal; H. Leporini, "Francesco Casanova", Pantheon, XXII, 1964, pp. 173–83; Mariette 1851– 60; Ottawa 2003; Ratouis de Limay 1946; Sanchez 2004; Saur
Pastels
J.2106.101 Combat livré contre les Turcs par le maréchal de Berchény [Laszlo Ignaz BERCSÉNYI (1689–1778)], pstl, 83x67, sd 1775 (Philippe d'Estailleur de Chantereine 1946. Versailles, Hôtel Rameau, G. Blache, 16.VI.1983, ₣20,000) | web | http://pastellists.com/Articles/Casanova.pdf | 0.428532 | {
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Check Get the Mark
Name ______________________________ Date ______________
Mark the correct box to show whether each sentence is a compound or simple sentence.
1. We have to go to the garage later today.
Simple Compound
2. I love to hike and go running at the park.
Simple Compound
3. The rabbit nibbled at the carrot and then fell asleep.
Simple
Compound
4. Finn is such a great dog she stays by my side all day.
Simple
Compound
5. The truth was obvious.
Simple
Compound
6. The remote control had been lost in the couch for days.
Simple
Compound
7. On Friday we got the day off from school.
Simple
Compound
8. We had a secret handshake and special password.
Simple
Compound
9. My favorite sweatshirt has a hole and we had to throw it out.
Simple
Compound
10. The horse jumped and bucked the rider off.
Simple
Compound
11. The three girls ran outside to enjoy the sun.
Simple
Compound
12. We enjoy going on picnics.
Simple
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Direct speech describes when something is being repeated exactly as it was - usually in between a pair of inverted commas.
Indirect (reported) speech will still share the same information - but instead of expressing someone’s comments or speech by directly repeating them, it involves reporting or describing what was said.
1. Write the sentences from the paragraph into the correct section of the table.
Alfie’s mum told him that he could invite a friend over. He rang Oscar and asked him if he wanted to play in the garden.
“Definitely! I’ll be there in 10 minutes,” replied Oscar.
Alfie said, “Great! Don’t forget to bring your new football.”
| Direct Speech | Indirect Speech |
|---------------|----------------|
| | |
2. Put crosses to show where inverted commas are missing in the paragraph below.
Isabelle asked Mr Jones to help her during their Maths lesson. He smiled at her and said, Of course. What do you need help with?
I don’t understand how to solve the word problem, she responded. Mr Jones suggested that she get some counters and a place value grid.
3. Which sentence in the paragraph below is the odd one out?
Marvin ordered his assistant, Jeff, to get a new chair for his office. “It’s so uncomfortable!” he complained. Jeff showed him the furniture catalogue and asked him to choose the one that he wanted.
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Malleable Play 2: Cornflour
Watch the fun and sensory experience of feeling the texture. Young child will be keen to explore using their whole bodies. You can create investigations with older children and talk about colour change, weight, adding more or less etc. For toddler's simple pots, spoons and containers can be added for additional fun to promote transferring and scooping skills.
WHAT DO I NEED
Water
Cornflour
Bowl
(Optional) Essence, food colouring or glitter
METHOD
Work together to mix up the flour and water (don't add to much) 2.
Put the cornflour and water in the bowl 1.
Keep stirring until the cornflour is gloopy but no too runny 3.
Let the fun begin! 5.
Add essence, food colouring or glitter if you want 4. | web | https://www.kiddicaru.com/wp-content/uploads/2020/07/Malleable-Play-2_-Cornflour.pdf | 0.43437 | {
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American Museum of Western Art—The Anschutz Collection and Lighthouse Writers Workshop's Write Denver Project
Writing the West: Working the Mine
Warm-Up: From Mining to Smelting:
Choose a painting that strikes you in some way. Mine the painting of its details, such as colors, composition, subject matter, theme, or all of the above. If it helps, make a list of your findings. Then, use the heat of your imagination to smelt out a piece of writing from this ore. If there's time, use the same raw materials to write another piece, only this time use a different genre, or a different form within the same genre as your delivery method. For example, if you wrote a free verse poem first, write a formal poem second, such as a sonnet or haiku. What do you notice? What happens, if anything, when you switch forms using the same material?
Dean Cornwell, Days of the 49ers (top) & Gold Rush (bottom), 1926:
These two paintings depict a flurry of activity surrounding the time of the Western gold rush. How is that flourish being shown? Simultaneously, are there aspects of the paintings that go against this frenetic movement? Pick a detail that you believe best tells the story of this ensemble cast of characters and write a piece where that detail takes precedence. You might focus on, for example, facial expressions, or tools, or perhaps even the sounds of the painting. Whatever the detail, try to capture a spectrum of motivations that although individually told manifest collectively.
Writing the West is a collaboration between the American Museum of Western Art—The Anschutz Collection and Lighthouse Writers Workshop. Please visit our websites for more information: www.anschutzcollection.org, www.lighthousewriters.org, www.writedenver.org.
:
Albertus Del Orient Browere, Goldminers, 1858
What do you think is the tone of this painting? If you had to say what the tone was using only one word what would it be? How did you come to this conclusion? Was it through the collection of details, or by some other factor? How does the evolution of mining technology shown here (from staking your own claim to company mining), a sort of subtext to the painting, affect its tone? Choose a painting on this floor. Study it for a few minutes, and when you're ready name its tone in one word. Then, without using this word, write a piece about the painting that attempts to convey this tone. | web | https://anschutzcollection.org/wp-content/uploads/2016/12/WorkingTheMine.DIYOnline_AMWA.pdf | 0.522816 | {
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SHEK-‘ARBA-‘GHAN
پروژهای از بهار ثابت
A project by Bahar Sabet
Picnic is an offside-space project/program/event series, being on the move between visual arts, science and environmental issues. It is challenging on human needs, phenomenology and changing the regulation form of presenting art.
www.paadmaan.org
وقتی صحبت از زمین به میان می آید گستره بسیاری از مسائل و مفاهیم هم به ذهن خطور می کند. از مسئلهای خلقیت تا موضوع انسان تا وضعیت زیست اجتماعی در زندگی روزمره در ارتباط با شهر محله و خانه. آنتوپی حیات ادیمی از یک منظر، چرخهای است که در زمان، تکرار/تغییرپیدا می کند. طبیعت هم مفهوم گستردهای دارد که پدیدههای جهان فیزیکی را در بر می گیرد و به طور کلی انسان خود را بخشی از آن می داند. نبایبان وقتی هنرمندی پروژهای را در ارتباط با این مضامین جلو می برد، در مسیری از خود تا یک کل، سفر می کند.
پروژه «اشکرباغان» از چندین جهت در این مسیر قرار می گیرد. مهمترین بخش آن، تصمیم هنرمند برای انجام یک پدیده با ماده خام گیاهی / خوراکی است که در یک باغ / چنگل قرار می گیرد و در رابطه با توجه به شرایط محیطی دچار دگرگونی و در نهایت اضمحلال می شود. ماده اصلی آن شکرآز و منطقهای که محل اجرای پروژه است به دلیل کشت شکرآز همین نام بهره برده است. درواقع تأکید هنرمند بر این است که ماده خام پروژه نتها به یک ایزی زیبایی شناسانه تبدیل شود و در همان وضعیت اولیه خود باقی بماند و در طی یک مسیر زمانی با واکنشهایی که به عوامل محیطی نشان می دهد، نقش تصویری خود را بزی کند. مادهای که از زمین بدید آمده است و فراوری شده است، دوباره در یک روند به زمین بر می گردد. در این مسیره ویژه برای بسیاری از محترمات هم قابلیت غذایی دارد. لین یک چرخه است که از زمین شروع و به خود آن ختم می شود و هنرمند با مداخله خود نشان می دهد که چطور این الگوی چرخه طبیعی می تواند با نقش انسان تغییر ماهوی داشته باشد. مسئلهای که بر روی این سوال تأکید می کند که چطور انسان می تواند در شکل هریک پدیدههای گوناگون و یا داخلی در آنها به روشهای مختلف تاثیرگذار باشد.
نقاد علیجانی
دی ماه ۱۳۹۰
و بعد توسط باران و ترکیب با آب در خاک همین زمین فرو میرود. هر فرم ارگانیک در طبیعت بنابر فاکتورهایی فرگشت یافته است، یک گاه تحت تأثیر فاکتورهای محیطی بیش از هر چیز ایجاد شده است. دما، زاویه خورشید و دیگر اجرام آسمانی، قطبهای زمین، فاصله دریا و کوهها... اوا باین گونه کرده است. در پنج هزار سال اخیر در کره زمین با ایجاد سیستمهای کشاورزی، انسان نیز در این جهت نقش داشته است. با تغییر هر کدام فاکتورهای هر گل هم میتواند (شکل دیگری) باشد. هیچ شکل کامل، تمام و سالمی در طبیعت وجود ندارد و همه چیز در حال شدن است، حتی کوهها هم تغییر میکند و سالانه رشد دارند.
به نظر میآید هنر معاصر تلاش میکند نظم حاضرا برهم زند و یا با ایجاد نظمی نوین در پی زنجیرهای گذشته است، به همکام این ترکترین نیروی بالقوه در پس هر خلقی است؛ ایجاد نقش، طرح، مفهوم یا کنشی در خلاقیتی و تغییر اندک این بازی.
سیستم فراوانی است که در پی رسیدن به نتیجهای قابل پیشبینی است اما اتفاق و «رخداد» در پی شکلی از نظمی به وجود میآید. طبیعت همواره از لگوپی خاص جهت پیشبینی ماشین عظیم هستی پیروی میکند. اما با اندازهی نظمی...
در هنر تعلیقی، همزمان آغاز میکند و مخاطبها بدون پیشبینی شخصی، آثار پیشبینی میبرند و به نحوی ریزمناتیک به شکل گیری اثر کمک میکند.
در بعضی پیشبینیهای «شکریاغانی» مخاطب انسانی پیشبینی نقش مدرک را دارد و اثری خارج شدن از چارچوب و جازی شدن در اطراف (همستی) پیشبینی میرود و در نهایت با تعامل حشرات مختلف، خورشید، باد و باران به پیشبینی میرسد. کارمادهی اصلی این پیشبینی از خود زمین است، منطقههای که در آن پیشبینی شود (شکریاغانی) خواستگاه نیشکرایی و فراوردهی شکریشکل (آبیتات) کارمادهی اصلی هستی در حال خودش و زایش خوشی در لحظه است، طبیعت همواره در حال تغییر است، از شکلی به شکل دیگر... شکر در ابتدا دانهای در دل زمین و سپس ساقههای نیشکر و بعد از آن طی عملیاتی به شکر تبدیل میشود و در اینجا بعد از حرارت دیدن به آبیتات و پس از آن غذای چند حشره
Photos from the field trip to the forest and the field.
The image shows a garden with various plants, including some that appear to be affected by disease or pests. There are red and green leaves, some of which have brown spots or discoloration. The overall health of the plants seems compromised, with some leaves showing signs of decay or damage.
From/To Earth
On Shekarbaghan project by Bahar Sabet
Upon hearing the term earth, a wide range of issues and concepts come to mind: from those pertaining to the creation to the ones relating to living conditions in everyday life and in connection with one's city, neighborhood and country. The anatomy of human's life is, from one aspect, a cycle undergoing changes/alterations, making itself evident. Nature also has a broad concept embracing the physical world's phenomena. In general, humans deem themselves part of nature. Thus, when artists are forging ahead with a project pertaining to these themes, they are, in fact, traveling along a path going from themselves to a whole. From different aspects, Shekarbaghan project lies somewhere on this route.
The most important part of the project is the artist's decision to create a phenomenon using a plant-based and edible raw material, which is placed in a garden or forest and, within a time period, undergoes transformation and eventually returns to its original natural condition and facets.
Sugar is the main material used in the project, which is implemented in a region home to many sugarcane fields and called Shekarbaghan (Sugar Garden) owing to the same reason. As a matter of fact, the artist's emphasis is on preventing the raw material used in the project from turning into an aesthetic object and, instead, helping it remain in its primary situation and form while playing its visual role through reacting to environmental factors over a time path. A material that has come to existence from earth and has been processed goes back to earth as a result of a natural process. Along this path, the material also provides nutrition to insects. This is a cycle that begins from earth and, after ending, returns to earth. By intervening in the process, the artist demonstrates how the pattern of natural cycle can undergo changes in its essence due to the human role. This issue highlights the question how humans can impact the formation of different phenomena by intervening, in numerous ways, in the processes they go through.
Foad Alljani
January 2022
Shekarbaghan Project
Creating a pattern, a design or a concept or eliciting an action in the void of existence and, thus, making a slight change to the game designed by the current order of the universe is bringing a different form of order pursuant to the preceding chain of events. An occurrence or an 'event' is created as a result of a change in a system in the form of a manifestation of disorder. Nature always follows a certain pattern to propel the 'great machine of existence' however, incorporating a tad of disorder.
In the major part of the 'Shekarbaghan' project, the human audience takes on mainly the role of a perceiver; whereas, the work of art, by going beyond the scopes of its framework, is integrated with the immediate surrounding and environment, and eventually, comes to its end following its interaction with different insects, the Sun, wind and rain. The work materials of the project are taken from the Earth itself. The region where the project is implemented, Shekarbaghan, is home to many sugarcane fields. Sugar is used in the form of candy in the project.
Eventual flower
The existence monster is constantly and incessantly devouring and reproducing itself. Nature is always changing from one form to another. In the beginning, sugar is a seed beneath the soil's surface, then it transforms into sugarcane stalks and after that, into sugar having undergone a process. At this point, after being heated, it turns into candy, consumed by some insects and, then, sinks into the ground once it has been digested by the insects and merges with soil. Any organic form in nature has undergone evolution according to some factors. A flower, more than anything else, has been subjected to a vividly observable evolution and, thus, is a concrete and clear manifestation of the process under the impact of environmental factors such as the temperature, angles of the Sun and other celestial bodies, the Earth's poles and the distance between mountains and seas.
Human beings have also played a role in this evolution during the history of the formation of the systematic agriculture. By changing any of the factors, the eventual flower can take a different form. There is no complete, whole and primitive form in nature. Everything is constantly changing, growing and turning into something else. Even mountains change, growing in size on a yearly basis.
Bahar Sabet
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Lederle, Sabine
Lucky und das Geheimnis
Wie man sich aus einer schwierigen Situation befreien kann
Mit Illustrationen von Manuela Kral Mit Ideen für die pädagogische Arbeit als Online-Material (Reihe Lucky-Bücher)
1. Auflage 2020. 38 Seiten. Innenteil farbig
(ISBN [REDACTED_PHONE]) gebunden € [D] 18,90 / € [A] 19,50
Foreign Rights
Sabine Lederle
Lucky and the Secret
How to escape a difficult situation With illustrations by Manuela Kral
Forget it!
* Suitable for children aged between 6 and 9
* Addresses "good" and "bad" secrets
* Teaches children how to ask for help in difficult situations
When Lucky's mistress has to work long hours, he spends his time at an afternoon care facility with other dogs. One day, the big white dog Grudge puts pressure on Lucky and threatens him. Grudge won't let Lucky tell anyone else. How can Lucky get out of his difficult situation? After all, you can't betray a secret... can you?
This joining-in book for reading aloud gets children involved in the story via specific questions. It shows how trust and friendship can help us escape emotionally stressful situations, and teaches children how to deal with "bad" secrets. It can be used as study material on the topic of "social learning" in school classes, small groups or in individual settings.
Author information
Sabine Lederle , a child care worker, grad. social education worker and specialist for animal-assisted social work, is the founder of dogik - Pädagogik mit Hund", a further education centre for animal-assisted education, and also works at a school in the Offenbach am Main district.
Target readership
Child care workers, social education workers, teachers of children with special needs, teachers, including those at schools for children with learning difficulties, parents.
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Evidence-based Answer Key" (p. 72) as a guide for discussion.
3. Pass out the "Hoe Cake and Three Sisters Succotash" recipes for students to take home and cook with their parents.
Optional Assessment
1. Writing Prompt: Imagine you are in a
|
time machine that bumps you around Arkansas. Your first stop is Toltec Mounds where people are cultivating the Arkansas crops. Your next stop is Parkin in 1350 - 1600 AD, where corn agriculture was recently introduced. Write a story about the people you meet, what you eat, and how these plant foods changed Native Americans diets and ways of life.
To expand on this activity, you could plant the Three Sisters Garden in your school or community garden.
Evidence-based Answer Key
Foodways and the Environment
Questions 1 & 2.
Question 3. People moved between the uplands and the lowlands to gather plant foods, hunt and fish, and get materials to make tools. They traveled seasonally based on available resources.
Questions 4 & 5.
Teaching Archeology
|
Question 6. People lived on the edge of the Uplands and the Lowlands so they could hunt, fish, gather plant foods, and collect rocks or clay from both regions.
Questions 7 & 8.
Question 9. Residential sites are located in the Lowlands, because this is where the most fertile land is for large scale agriculture.
Question 10.
Question 11. When people were hunting and gathering, they moved around between different environments to get a variety of foods. During the Woodland Period people took advantage of both the Upland forest resources and the Lowland farming lands. When people started large scale agriculture, they needed more suitable land for farming and moved further into the Lowland areas.
Question 12.
Archaic: Wider variety of food options in the spring, summer, and fall. Risk of food shortage in the winter.
Woodland: Wide variety of food options in the spring, summer, and fall. Able to store food through the winter. More work to cultivate gardens. Increased hierarchy between people.
Mississippi: Agriculture allowed for surplus and storage of food during the winter. Less nutritious food, possible shortage of iron causing health problems, high sugar in corn caused cavities. Heavy labor caused arthritis and other health issues. More hierarchical.
Question 13. The one on the mound. The chief's family had higher status and better access to nonlocal material like copper and marine shell and well crafted tools.
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Avoid Insect/Spider Bites and Stings
Warm weather has arrived and with it comes the expected springtime hazards of insect stings and bites. Stinging insects include honeybees, wasps, hornets and yellow jackets. Biting insects include mosquitoes, fleas, flies, chiggers, ticks and spiders. The very best defense against these unwanted guests is to develop a good offense, so all work groups should ensure that their local extermination programs are in full swing. In addition to timely and thorough extermination treatment programs, keep these safety reminders in mind:
* If a bite or sting is incurred on the job, report the incident immediately so the proper treatment can be administered.
* Wear long-sleeved clothing to protect arms and legs; avoid white, bright colors and flower prints, as these could attract stinging insects.
* Avoid perfumes, colognes, scented soaps and cosmetics whose odor could attract stinging insects.
* Watch for insects around bushes and flowers.
* To protect feet, wear appropriate foot wear; wasps and yellow jackets feed off trash, so they are frequently on the ground and sidewalks.
* Try not to swat at insects or move too quickly if they fly near you; threatened insects tend to sting.
* Watch food, especially sweet food and drinks; inspect open soda cans for evidence of stinging insects before you drink from them.
* Use insect repellent, but read the label; the most effective repellents contain DEET, yet they should contain no more than 10 percent of this ingredient. NOTE: The use of DEET containing insect repellants on flame retardant clothing (FRC) will reduce the protective performance of the clothing. Consequently, DEET containing products should be applied only to exposed areas of skin and must not be applied directly to FRC's.
* Do not place your hands, feet in places you can not see.
* Turn on the lights and make some noise! Spiders and other creatures will likely retreat from the area if you make your presence known.
Remember - it's a wonderful time of year to be outdoors, but a nasty bite or sting can ruin the best of days. Implement your extermination treatment programs as soon as possible. Then, play it smart by taking appropriate action steps to avoid an unpleasant bite or sting.
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RecologySF.com
Recology Sunset Scavenger and Recology Golden Gate, your local recycling companies | Recycle | Compost
October – December 2014
When cleaning out the fridge, compost old food
In an an effort to identify San Francisco's best opportunities to reduce landfill disposal, Recology workers sorted through truckloads of garbage and discovered a problem that is also a key prospect in our city's quest to achieve zero waste: While San Francisco is a recycling leader, we still throw a lot of old food in the trash.
In San Francisco we diligently compost coffee grounds, fruit and vegetable peelings, and yard trimmings in our green compost carts. But what about the old food we encounter when we clean out our refrigerators and kitchen cupboards?
The black cart is for things that cannot be recycled or composted: plastic bags, potato chip bags, and packaging made out of multiple materials, such as paper, plastic, and metal that are glued together.
In examining truckloads of trash collected from black bins, Recology sorters consistently found old food that should be placed in green compost carts: rubbery cheese that is no longer edible, moldy bread in a plastic bag, Chinese takeout, last week's spaghetti, wilted and decaying produce, deli items
unfortunately, many people dump the contents in their black trash bins.
Doing the right thing only takes a moment and makes a huge difference.
chemical fertilizers. More compost on local farms means more healthy food coming back to our farmer's markets, grocery stores, and restaurants. Healthy food helps support the good health of you and your family.
in plastic tubs, lunch meat in plastic packaging, spoiled salsa, forgotten yogurt, and stale cereal.
For all those good things to happen, we must take a simple step. When tossing old food, open the packaging, such as the plastic tub, and put the food in your compost collection (green) cart.
As consumers, we may purchase more food than we need or eat only a portion of what we buy and then put the rest in the refrigerator or a cupboard and forget about it. One day we decide to clean out the refrigerator and food cabinet. We pull a kitchen garbage can or paper bag over and throw old food inside. Then,
We must change this behavior. Composting all of our food is one of the key solutions to meeting our environmental challenges. By composting, we reduce landfill disposal, return nutrients to local farms, and help achieve other environmental benefits.
While some people see moldy cheese or weeks-old leftovers and think, "Ew, it's gross," it's really not so bad. In fact, old foods from the fridge and pantry are among the best things to toss in our green carts. Why? Because these foods are rich in proteins needed to feed microorganisms in compost. More food in green bins equals more microbial activity — more life — in the finished compost. High-quality compost gives farmers a
Doing the right thing only takes a moment and makes a huge difference. More than one-third of the material in San Francisco trash bins should instead be placed in green bins.
viable alternative to using synthetic or
So open those plastic tubs and bags, and dump old food into your green cart. Remember these three words — Compost, not landfill — and be part of the solution.
2014–2015 holiday collection schedule
Collection crews will work on Thanksgiving Day, Nov. 27. Thursday customers should put their bins at the curb.
Christmas Tree Collection program runs from Jan. 2-16. Please place clean, unflocked trees at the curb. Remove all tinsel, decorations, plastic bags, stands, and lights. If your tree measures more than 6 feet tall, please cut it in half.
Recology Sunset Scavenger Recology Golden Gate
Debris Box Service
RecycleMyJunk.com
330-1300
626-4000
[REDACTED_PHONE]
330-1300
look like?
Recycling
Compost | web | http://sfrecycling.com/files/RecologySF/RecologySF2014Q4_web.pdf | 0.494671 | {
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Common Fears
Directions: Check-off any of the following fears that you have felt or anticipate as you engage in difficult conversations.
1. What if I make a mistake?
2. What if I say something stereotypic or biased?
3. Will I be seen as a fraud?
4. What if I can't handle a situation?
5. If I don't manage this well, will people could get hurt…
6. If I don't manage this well, it might hurt my relationships with others
7. Am I making this worse?
8. Am I ready to participate in this discussion?
9. People will get defensive and I won't know how to respond.
10. The conversation will "get out of control."
11. People will get too emotional and I won't have the skills to manage the situation.
12. I don't know enough to engage in the conversation effectively.
13. If I don't do this well, I'll let people down.
14. "Things won't change."
15. My comments will be dismissed.
16. I'll feel triggered by someone's comments or behaviors.
17. My personal opinions and behaviors will become the focus of the conversation.
18. I will lose credibility and be seen as less competent.
19. If I am too confrontational, there will be repercussions.
20. People will be disappointed in me. | web | https://www.buildwa.org/uploads/1/3/1/6/131643249/common_fears.pdf | 0.472831 | {
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ABBI-AEROTECH
Cross ventilation brings fresh air into the barn and reduces heat stress.
Ing. Aalbert Bussem, Senior Dairy Ventilation specialist
The ruminant digestion of cattle produces a great deal of heat. Furthermore, additional periods of prolonged heat occur every summer and affect many of the dairy cow's performance parameters. The first signs of increased respiratory rate, decrease in feed intake and shorter lying periods can be seen in high-performance animals as soon as temperatures reach 18⁰C. A respiratory rate of more than 70 breaths[/minute] indicates on its own that the animals are struggling with the heat.
Improving natural ventilation
The natural ventilation provided by a free flow of air on the eave sides is enhanced by side walls that can be completely opened, but there is often no crossventilation during high summer temperatures when air remains still.
Fan cooling
Abbi-Aerotech BV has been marketing cross ventilation systems since 2010.
The use of fans installed in exterior walls brings fresh outside air into the barn and actively cools the animals. Air movement around the animals helps them to dissipate heat, thus reducing the temperature they feel. The cooling effect is achieved by maintaining an air speed of at least 2 m/s. Air is blown along lying cows in the length dimension of cubicles, thus ensuring optimum cooling.
Abbifan 140-XXP-2 fans are automatically tilted forward at an angle of 15 to 18⁰ so that the necessary air speed is delivered to the area where the animals are. Since the lower edge of the fan is positioned 2.70 m above lying surfaces, protective grills are not required by liability legislation. Cleaning and maintenance is significantly simplified, and air capacity is not restricted.
In addition, the air quality in the barn is much improved, and there are fewer problems with flies!
Important to consider power consumption
In addition to the initial cost, actual power consumption, achievable air speed and noise levels should be taken into account when selecting a fan.
Air capacity is not as important as the air speed at various distances. On average, the fans operate about 2,500 hours per year, at either full or partial load. The maximum power consumption of the Abbifan 140-XXP-2 fans, which have direct drives and EC motors, is 530 W/h when operating at top speed, resulting in annual savings of about € 450 per fan compared to existing models. An extra benefit of direct drive is that there are no maintenance costs.
Water cooling
There are two options available for cooling by evaporation, both of which function according to the same physical principle. Cooling is produced by controlled evaporation of water.
This can take place directly on the cow's back at the feed fence using cow showers ("soaking") or through high-pressure misting systems spraying fine mist into the air at 70 bar. Misting is reducing the air temperature, while soaking reduces a little the body temperature.
If soaking is used, nozzles are mounted in a tube along the feed fence. The nozzles produce large drops and are automatically controlled by an on/off program. The limiting factor for both systems is the prevailing humidity in the barn!
Cross-ventilation makes the installation of a high-pressure misting system easier and significantly more cost-effective. Spray nozzles need not be mounted on the fan.
In any event, ventilation should be automatically controlled. Cows will be exposed to heat stress situations with increasing frequency in coming years. For this reason, farmers need to take appropriate measures to reduce heat stress in order to produce milk from healthy and high-performing cows.
Cross ventilation in the side wall | web | https://www.abbi-aerotech.com/wp-content/uploads/2020/11/Artikel-AB_0001-ENG.pdf | 0.495287 | {
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From:
[REDACTED_EMAIL]
To:
DBEDT LUC
Subject:
[EXTERNAL] Waiehu Ag lands
Date:
Wednesday, October 26, 2022 10:04:55 AM
In light of this movement, how appropriate is it for you at the LUC to consider allowing a zoning change from AG to Urban in Waiehu (Waiehu Residential Community), which would ultimately remove hundreds of trees and adversely impact the water resources in this area?
Maui schools teach tree planting as part of the Lā Ho'oulu Pae Moku / ReTree Hawaiʻi campaign
"The annual November Lā Ho'oulu Pae Moku / ReTree Hawaiʻi campaign to inform about the climate crisis and encourage planting activities across the state is finding increased interest in the schools this year.
Some schools are starting or expanding school gardens, some are planning for field trips for the students to help plant trees with the many conservation organizations on the island, and many will be sending home a native Hawaiian plant with each student to plant at home.
"Retree Hawaiʻi is a fantastic program," said Brit Oliphant at Kula Elementary School. "This is the second year in which they have provided our 4th graders at Kula Elementary with a hands on experience with native plants. This year is particularly special as each student in 4th grade (approximately 80 kids) is getting to take a plant home. In 4th grade, we spend a lot of time teaching our students the importance of preserving native species, so this is a fantastic way for our students to take ownership of their learning while connecting with their community, place and culture.""If there were ever a moment in the story of human civilization when botanical biodiversity translated to the survival of our species, that precipitous moment is now, in this decade," said Jeffrey Friedman at Haleakalā Montessori School. "Putting plants in the hands of keiki and the hands of keiki in the earth results in a beautiful experience of owning that responsibility within the web of life." | web | https://luc.hawaii.gov/wp-content/uploads/2022/10/201-H-Waiehu-Project-2022-10-26-Public-Comments-Diana-Kaaihue.pdf | 0.421004 | {
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Before You Go.
Always have a hearty breakfast!
Planning
Choose a walk which is appropriate to you and your groups’ experience, fitness, navigation skills and knowledge of the area and for the weather conditions. Consider turning back if someone in your group is tiring or getting cold.
What to Take
Carry Food and Drink - Take ample food and drink. High energy foods such as chocolate and dried fruit are ideal. Always carry water—even in cool weather it’s easy to become dehydrated.
A mobile phone and GPS are useful tools but don’t rely on your mobile to get you out of trouble—in many areas of mountains there is no signal coverage.
Note: GPS is only of use if properly set up with the correct map and grid data.
Equipment - Always carry a map and compass—but it’s vitally important that you know how to use them correctly. O.S 1:50,000 or 1:25,000 are recommended.
Carry equipment for use in an emergency such as a torch, whistle, first aid kit and emergency shelter. These are inexpensive and readily available from all outdoor shops. The emergency signal is six blasts on the whistle or six flashes with the torch in a minute. Stop for one minute then repeat.
Footwear - Your footwear should provide good ankle support and have a firm treaded sole with a secure grip. Hillwalking boots/shoes are strongly recommended and possibly crampons in the winter.
Clothing - Should be warm, wind-proof and water resistant layers work best. This should include gloves, hats and a spare set, including an extra fleece just in case. Remember it will get colder and windier the higher you climb.
If one of your party has an accident and cannot be moved
Essential information to have at hand
- The location of the incident (ideally a six figure grid reference and a named feature)
- The number of casualties
- What is wrong with the casualties?
- Are the casualties deteriorating?
- Details of the equipment in the group i.e. group shelter
Dial 999 or 112 and ask for Police Scotland, then Mountain Rescue
**Develop These Skills**
- **Mountain skills and experience** so you can judge potential hazards
- Learn to read a map and use a compass
- Improve your ability to consider the equipment, experience, capabilities and enthusiasm of your party
Learn the basic principles of first aid ABC - airway, breathing, circulation and recovery position. It could make the difference between life and death.
**Scottish Mountain Rescue**
Our local mountain rescue teams are
**Ochils Mountain Rescue Team**
http://www.omrt.org.uk
**Tayside Mountain Rescue Team**
http://www.taysidemrt.org.uk
---
**Before You Go**
- **Charge your phone**
Many accidents occur towards the end of the day when both you and your phone are low on energy.
- **Choose your route**
Consider the time of the year, terrain and the nature of the trip and choose your route accordingly.
- **Check the weather forecast**
Obtain a weather forecast including Avalanche Forecast (SAIS). Accuweather, the BBC and MWIS usually provide an accurate forecast for most mountain areas.
- **Leave your route plan**
Information should include start and finish points, estimated time of return and contact details.
- **Eat well before you start out**
---
**On the Hills**
- **Keep an eye on the weather**
Be prepared to turn back if conditions turn against you, even if this upsets a long planned adventure.
- **Take good care of everyone**
Keep together, allow the slowest member of the party to determine the pace and take special care of the youngest and weakest in dangerous places.
- **Watch for signs of hypothermia**
Disorientation, shivering, tiredness, pale complexion and loss of circulation in hands and toes, discarding of vital clothing. Children and older people are especially susceptible.
- **If you are out alone**
Be aware of the additional risk. Let people know your route, stick to it as far as you can and notify them of any changes.
**Dangers you can avoid**
- Precipices and unstable boulders
- Ice or steep snow slopes, snow cornices on ridges or gully tops.
- Very steep grass slopes, especially if frozen or wet.
- Gullies, gorges and stream beds, and streams in spate.
- Exceeding your experience and abilities and loss of concentration.
**Dangers you need to monitor**
- Weather changes - mist, gale, rain and snow may be sudden and more extreme than forecast.
- Ice on path (know how to use an ice-axe and crampons).
- Excessive cold, heat, or exhaustion (know the signs, rest and keep warm)
- Passage of time - allow extra time in winter or night time. | web | https://d1ssu070pg2v9i.cloudfront.net/pex/fcct/2019/07/02164439/FCCT-winter-leaflet-.pdf | 0.520678 | {
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The Sun
The sun has been shining now for several billion years, and scientists expect it to keep doing so for several billion more. The sun rises every morning and sets every evening, delivering energy to your doorstep (or rooftop) without powerlines, pipes or a hose. It is the most predictable and egalitarian energy source. Since the sun doesn’t foul the air, land or water, it is safe and non-polluting. And there isn’t a thing that a terrorist, hijacker, multinational company or international cartel can do to prevent sunpower from reaching you.
Even when the sun isn’t shining, its immense energy is at work making the winds blow, clouds form, rain fall, and trees and crops grow. Since the sun transfers power into everything it touches, the proper technology can harness that energy and put it to work for you. Sunlight becomes hot water through a solar panel. It becomes electricity through a solar cell. Wind becomes a water pump through a windmill. Rainfall becomes electricity through a small hydroelectric dam. Wood becomes warmth through a wood stove. Our planet will never have an energy crisis as long as there is a sun – if we begin to harness the sun’s power.
Solar technologies are not “exotic” – many of them predate the oil, gas and nuclear technologies that surround us today. Windmills, solar panels, wood stoves and small hydro dams have been with us for centuries. Now they are just waiting to be put to widespread use.
On May 3, 1978, there will be a national celebration of the world’s only inexhaustible, predictable, egalitarian, non-polluting, safe, terrorist-resistant and free energy source. It will be called Sun Day.
Why We Need the Sun
Today the United States relies on oil, coal and nuclear power for most of its energy needs. All three energy sources involve massive production, transportation and storage facilities which are vulnerable to massive failures (such as blackouts, meltdowns or terrorism) which could affect millions of people. Moreover, each conventional fuel has major drawbacks:
- In 1974, U.S. production of oil declined for the first time. It has been declining ever since. Meanwhile, as we reach the bottom of the oil barrel, the price of oil is climbing steeply. Imports now comprise half of all the oil used in the United States.
- Although the U.S. has plenty of coal, deep mining is very dangerous, strip mining ruins the environment, and burning coal pollutes the air and creates a health hazard. In fact, the National Academy of Sciences recently concluded that carbon dioxide from burning coal could create severe climatic changes around the world.
- Nuclear power is so complex and dangerous that each 1000-megawatt plant now costs more than $1 billion to build. In fact, the utilities themselves are having second thoughts about nuclear power, and orders for new reactors have dropped off to only one or two per year. Meanwhile, more than 100 million gallons of nuclear waste are being stored in temporary federal facilities while scientists frantically search for ways to safely dispose of the radioactive material.
What the Sun Can Do
- In Atascadero, California, a designer has built a "sky-therm" house. Using bags of water on the roof and movable slabs of insulation, he can heat the house in the winter and cool it in the summer using only the sun.
- The United Auto Workers Union has installed solar panels to heat the large indoor swimming pool at its conference center near Black Lake, Michigan — one of the most northerly locations in the U.S.
- The enterprising residents of a New York City tenement erected a windmill on their roof to provide electricity for hall lights. On windy days the windmill produces enough electricity to send power into Con Edison's system and make the building's electric meter run backwards!
- In 1976, the Energy Research and Development Administration calculated that using solar power for heat and hot water is cheaper than using electricity in every part of the nation except the Pacific Northwest (where water power is abundant). By 1980, solar will be cheaper than oil or gas in most regions, too.
What You Can Do on Sun Day
In communities all across the country, citizens are making plans to celebrate Sun Day. The Sun Day office has heard about solar fairs, conferences, teach-ins, sunrise services and solar rallies.
On May 3, 1978, when the sun first hits the U.S., Sun Day activists will be there. A group is planning a celebration on top of Cadillac Mountain in Maine. Later in the morning, New Yorkers can enjoy a sunrise concert at the United Nations. Some folks in Martinsburg, W. VA. are planning a tour of solar homes, and if you go to Princeton, N.J. you'll be able to see some spectacular movies of the sun itself. In Chicago, plans are underway to build a huge community greenhouse. Farmers in the Midwest will be able to see a traveling slide show depicting agricultural uses of sun, wind, methane, and other fuels available right on the farm. Unions in several cities are considering huge rallies to call for more solar jobs. Several congresspeople and state legislators want to pass solar legislation on Sun Day. And Californians will be hosting appropriate technology fairs, sun art shows, poetry readings, and street theatre as the sun heads out over the Pacific.
Sun Day can be whatever kind of celebration you want it to be. One person has suggested the world's largest solar clothes dryer — a coast-to-coast clothes line to be set up on May 3. Others are planning funeral services to mark the end of the petroleum era. And Old Uncle Gaylord's Ice Cream Parlor in San Francisco is giving away free "Sun Day sundaes" on May 3rd.
What ideas can you come up with?
Sun Day Board of Directors
Roger Blobaum
*Small Farm Energy Project*
Heather Booth
*Midwest Academy*
Hon. Thomas Bradley
*Mayor of Los Angeles*
David Brower
*Friends of the Earth*
Dr. Robert S. Browne
*Black Economic Research Center*
Wilson Clark
*California Governor's Office*
Dr. Herman Daly
*Louisiana State University*
Douglas Fraser
*United Auto Workers*
Edward Ginzton
*Varian Associates*
Peter Harnik
*Sun Day*
John A. Harris IV
*U.S. Association for the Club of Rome*
Denis Hayes (Chairman)
*Worldwatch Institute*
Hazel Henderson
*Princeton Center for Alternative Futures*
Hon. Hubert H. Humphrey
*U.S. Senator (D-Minn.)*
Hon. James Jeffords
*U.S. Congressman (R-Vt.)*
Lee Johnson
*Rain, Journal of Appropriate Technology*
Byron Kennard
*Environmentalists for Full Employment*
Dr. William Klein
*International Solar Energy Society*
Michael McCloskey
*Sierra Club*
Alan McGowan
*Scientists' Institute for Public Information*
Xavier Mendoza
*California Dept't of Housing*
Richard Munson
*Sun Day*
Kathleen O'Reilly
*Consumer Federation of America*
Hon. Richard Ottinger
*U.S. Congressman (D-N.Y.)*
Lola Redford
*Consumer Action Now*
Dr. Jeremy Stone
*Federation of American Scientists*
Charles Tisdale
*Action for Bridgeport*
Rev. Dr. Lucius Walker, Jr.
*Nat'l Council of Churches*
William Winpisinger
*Int'l Ass'n of Machinists*
John I. Yellott
*Arizona State University* | web | https://kmr.dialectica.se/files/pointfocus/Sun_day_1978/Sun-day-1978.pdf | 0.483602 | {
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1. Langton's ant
Langton's ant is a two-dimensional Turing machine with a very simple set of rules but complicated emergent behavior. It was invented by Chris Langton in 1986 and runs on a square lattice of black and white cells. The universality of Langton's ant was proven in 2000. The idea has been generalized in several different ways, such as turmites which add more colors and more states.
Squares on a plane are colored variously either black or white. We arbitrarily identify one square as the "ant". The ant can travel in any of the four cardinal directions at each step it takes. The ant moves according to the rules below:
* At a white square, turn 90° right, flip the color of the square, move forward one unit
* At a black square, turn 90° left, flip the color of the square, move forward one unit
Langton's ant can also be described as a cellular automaton, where the grid is colored black or white, the "ant" square has one of eight different colors assigned to encode the combination of black/white state and the current direction of motion of the ant.
These simple rules lead to complex behavior.
* Simplicity: During the first few hundred moves it creates very simple patterns which are often symmetric.
* Chaos: After a few hundred moves, a big, irregular pattern of black and white squares appears. The ant traces a pseudo-random path until around 10,000 steps.
* Emergent order: Finally the ant starts building a recurrent "highway" pattern of 104 steps that repeat indefinitely. All finite initial configurations tested eventually converge to the same repetitive pattern, suggesting that the "highway" is an attractor of Langton's ant, but no one has been able to prove that this is true for all such initial configurations. It is only known that the ant's trajectory is always unbounded regardless of the initial configuration – this is known as the Cohen-Kung theorem.
2. Brian's Brain
Brian's Brain is a cellular automaton devised by Brian Silverman, which is very similar to his Seeds pattern. It consists of an infinite two-dimensional grid of cells, but unlike Seeds, each cell may be in one of three states: on, dying, or off. Each cell is considered to have eight neighbors (Moore neighborhood), as in Seeds and Conway's Game of Life. In each time step, a cell turns on if it was off but had exactly two neighbors that were on, just like the birth rule for Seeds. All cells that were "on" go into the "dying" state, which is not counted as an "on" cell in the neighbor count, and prevents any cell from being born there. Cells that were in the dying state go into the off state.
Because of the cellular automaton's name, some websites compare the automaton to a brain and each of its cells to a neuron, which can be in three different states: ready (off), firing (on), and refractory (dying).
The "dying state" cells tend to lead to directional movement, so almost every pattern in Brian's Brain is aspaceship. Many spaceships are rakes, which emit other spaceships. Another result is that many Brian's Brain patterns will explode messily and chaotically, and often will result in or contain great diagonal waves of on and dying cells. For example a 2x2 block of on cells will result in an ever-expanding diamond consisting of four diagonal waves that move across the plane at the pattern's speed of light. | web | http://www.dpi.inpe.br/gilberto/cursos/cst-317-2014/exercise-cellular-automata.pdf | 0.511934 | {
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Observation!
The Value of Observation (ch. 5)
* This is the first step of Bible study! (Observation, interpretation, application)
* Being able to see more in the text makes one person a better Bible student than another.
* Observations- How much do you see in this picture?
- ________________
- ________________
Let's start with a verse (ch. 6)
“But you will receive power when the Holy Spirit has come upon you, and you will be my witnesses in Jerusalem and in all Judea and Samaria, and to the end of the earth.”
Acts 1:8
* Start with Terms
- What is the most important term in the verse?
- What is the most important aspect of Bible study?
* Who are the people involved?
- What/who is the subject?
- What are the verbs, & the most important one?
- What is the object of the verb
* Watch for Cause/Effect Relationships
- Cause:
- Effect:
* Define the terms: For instant, what is a witness?
* Look for the places:
* Relate the verse to the book as a whole (genre & context)
Let's practice!
"This Book of the Law shall not depart from your mouth, but you shall meditate on it day and night, so that you may be careful to do according to all that is written in it. For then you will make your way prosperous, and then you will have good success."
Joshua 1:8
* Terms:
* Context:
* People:
* Subjects:
* Verb:
* Object:
* Cause/Effect:
* Conjunctions:
* Define the terms:
* Look for places
* Relate to the whole book (genre):
* Other notes/thoughts/observations:
More practice!
In the beginning, God created the heavens and the earth.
Genesis 1:1
* Terms:
* Context:
* People:
* Subjects:
* Verb:
* Object:
* Cause/Effect:
* Conjunctions:
* Define the terms:
* Look for places
* Relate to the whole book (genre):
* Other notes/thoughts/observations:
Wants some more?
5 Trust in the Lord with all your heart, and do not lean on your own understanding. 6 In all your ways acknowledge him, and he will make straight your paths.
Proverbs 3:5-6
* Terms:
* Verb:
Please Sir, may I have another?
Trust in him at all times, O people;
pour out your heart before him;
God is a refuge for us. Selah
Psalm 62:8
* Terms:
* Verb:
Last One for Now…
1 Therefore be imitators of God, as beloved children. 2 And walk in love, as Christ loved us and gave himself up for us, a fragrant offering and sacrifice to God. Ephesians 5:1-2
* Terms:
* Verb:
Here's Some Tips:
* Develop a system
* Ask tons of questions!
* Observe before you interpret!
* • • •
Other Notes: | web | http://www.crossimpactiupui.org/uploads/7/4/1/8/7418039/living_by_the_book_lesson_1.pdf | 0.436294 | {
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“Survivors of Modernity. Visions from Past Worlds “
Photo by Roberto Nistri
Westerners commonly assume about our planet that it is a place where modernity, with its baggage of advanced technologies and homologated and homologating cultural models, has unquestionably had the upper hand over the tribal world, with its ancient traditions handed down from generation to generation for millennia.
In fact, in almost all the continents, there are many pockets of irreducible resistance to the unrelenting planetary progress, and thereof common understanding of it, which seem to radically contradict this vision. Thousands of ethnic groups, most of them at serious risk of disappearance, as well as religious and social groups in countries of the southern hemisphere, practice rites and follow norms of social organization dating back to remote times; and arrived to us, today, unchanged through a path lasting for millennia.
This is the case of the Maha Kumbh Mela, the most important Hindu festival, which takes place in four sacred cities of India, attracting tens of millions of people who belong to the most disparate social strata. These are crowds who see an indispensable stage of their earthly existence in the ritual and mass bath in the waters of the Ganges. Hindus have a similar common vision of their visit to Varanasi, the oldest inhabited city on Earth, with canonical ablutions in the sacred Ganga, which is comparable to the pilgrimage to Mecca for Muslim believers.
In the Valley of the river Omo, in Ethiopia, where paleontologists have identified what may be the oldest known site of Homo sapiens, many of the tribes living there still use primitive technologies of the Age of the Stone, despite their continuous contact with tourism. Such ancient ways of life are also characteristic of many of the ethnic groups that populate the Rift Valley in northern Kenya. The visitor who is willing to venture into an image of the fascinating ancient man, very similar to that of millennia ago, surrounded by wild lands, will be driven back to a place where time seems to truly have stopped.
In the Balkans, villages in remote mountains, which are difficult to reach, bring us back to a pre-industrial Europe that would be thought to have disappeared forever.
The red thread that links the images of the “Survivors of modernity” is the documentation of a lost time that in reality is so surprisingly present. An attempt, through the diffusion of knowledge, to defend and preserve from extinction and degradation a remote and important fragment of our humanity.
www.robertonistri.com
Maha Kumbh Mela, Allahabad, India
Karo Tribe Warrior. Omo River Valley, Ethiopia.
Naga Sadhus Initiation, Maha Kumbh Mela, Allahabad, India
Old Woman, Lukomir, Bosnia and Herzegovina
Pokot Tribe Shepherds. North Kenya.
Njem'Tribe Fishermen. Lake Baringo, Kenya.
Naga Sadhu. Maha Kumbh Mela, Allahabad, India
Solitary Baba. Varanasi, India
Naga Sadhu, Maha Kumbh Mela, Allahabad, India
Nuer Tribe War Dance. Gambella, Ethiopia.
Pokot Tribe War Dance. North Kenya.
Pokot Tribe War Dance. North Kenya.
Professional Biography
An International Photography Awards Winner is a Roman graduated in Biological Sciences at the University “La Sapienza” of Rome with a thesis in marine biology of the abyssal Mediterranean Sea, who has transformed since more than fifteen years his passion for photography into a career. At the beginning as a “pure and hard” wildlife photographer, a lover of unspoiled landscapes and aquatic life, and underwater shooting. Then, extending his professional prospects to travel photography, reportage and portrait. As a professional photographer who worked with a large number of journals and periodicals, Italian and international, including “Airona”, “Class”, “L’Espresso”, “National Geographic Italy”, “Traveller”, “Donna Moderna”, “Il Venerdì di Repubblica”, and with many publishers, including De Vecchi, De Agostini, Giunti and Mondadori. Hundreds of his photos have been published around the world, on websites, magazines and books through the international agency “Alamy.com”. He has also collaborated with several Italian public entities, including the Lazio Region, the University of Rome “Tor Vergata”, the Friuli Museum of Natural History and the Ministry of Environment.
For years, he organizes courses in photography, film screenings and popular workshops, both in Italy and abroad. In his many travels he has focused on the documentation of ethnic groups and peoples who are threatened by progress and by particular political and social conditions, in recent years in Ethiopia, Kenya, India, North Ireland, Bosnia and Erzegovina, Albania, Burkina Faso and Lebanon.
He has made the long-term photographic project “In the Wild World of Writers,” for which he took with a “naturalistic” attitude a large number of portraits of the most famous Italian narrators and storytellers. The project became an exhibition that opened in November 2013 to Palaeexpo of Rome and exhibited in other major Italian locations, and enclosed in a book published by Palombi Editori.
He is (December, 2013) the winner of the award “Best Single Image in a Portfolio (Vanishing Cultures & Emerging) and of Portfolio (Monochromal) of “Travel Photographer Of The Year Awards 2013”.
He has contributes in July 2014 at Royal Photographic Society, International Print Exhibition157, in London and in others four locations in the UK.
Third place, “Professional” People Life Style category in Moscow International Foto Awards’14 Competition. | web | https://www.robertonistri.com/wp-content/uploads/2020/07/Survivors_of_modernity_concept-.pdf | 0.482599 | {
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Located on the southern tip of the Baja California peninsula and bordered by the Sea of Cortez and the Pacific Ocean, Cabo is prime real estate.
All photos © James Williams, 2006.
LESSONS IN ARCHITECTURE FROM CABO SAN LUCAS
By James M. Williams
THE ANCIENT ASIAN PRACTICE OF FENG SHUI (pronounced fung schway) combines the principles of design, environment, nature, emotion, energy, health and well-being. Feng Shui recognizes and embraces a balance of opposition and contrast. (This is also true in describing the practice of architecture.) One of the five elements of Feng Shui is fire. The direction associated with fire is south, the emblem is the sun or rays of light, the associated season is summer, and the life aspiration of fire is fame and recognition. All of the above are indicative of Cabo San Lucas, Mexico, where I recently enjoyed a week basking in all it has to offer.
Cabo is a port city that survives on tourism, including its many restaurants, shopping and various activities. My wife went to the marketplace and discovered handcrafted silver and glass. I discovered lessons in architecture and design that could only be experienced there.
Located on the southern tip of the Baja California peninsula and bordered by the Sea of Cortez and the Pacific Ocean, Cabo is prime real estate. The area is classified as a tropical thorn forest (referring to the plethora of cactus). Temperatures are similar to most desert regions ranging from a low of 60°F to a high of 95°F. The humidity can cause it to feel much hotter and shade seems scarce.
Dryscape incorporates strategically placed vegetation that requires very little water.
Upon our arrival, we learned there hadn’t been rain for 10 months, yet the next day a fierce tropical storm struck causing minor flooding. After only a few days, any signs of rain and flooding had dissipated. Landscaping is sparse yet well-planned, requires little water and some newer subdivisions have even perfected the use of dryscape. Dryscape incorporates strategically placed vegetation that requires very little water. Many of the plants are actually in pots or planters with sculpture, rockscapes, stone fencing, and other decorative surfacing.
Hurricanes occur every two or three years in Cabo and wood is scarce; therefore, homes are constructed of reinforced concrete. All homes have cisterns to store water. Windows and doors are strategically placed to take advantage of not only the view, but of the natural ocean breeze used to economically cool the house. Covered patios provide much needed shade and help reduce cooling costs. Here, sustainable construction occurs almost naturally.
Architectural styles in Cabo San Lucas vary and include; Mediterranean, Spanish Eclectic, Greek Isle with white plaster and brick-domed ceilings, and an array of Contemporary. No two homes appear the same as they cling to the steep hillsides, fighting for an ocean view (and if lucky, a view of the actual beach as well).
Each subdivision has a quaint village ambience. Atop the higher elevations, the narrow cobblestone streets resemble coiled snakes, twisting and winding their way through the surrounding hills, and most one-way roads eliminate any traffic issues.
A CITY OF CONTRASTS
Cabo is full of contrasts which add to its beauty and interest: desert and ocean, new high-end estates and old village homes, traditional taco carts and nontraditional resort dining, a quiet peaceful afternoon for a siesta and a busy event-filled evening are just a few.
All of this combines to provide a rich human experience. What is better than great food, friends and architecture?
James M Williams is president of JM Williams and Associates Inc and cofounder of AE OPUS LC. Call [REDACTED_PHONE] or visit the JMWA website at jmwa.com
Architectural styles in Cabo San Lucas vary and include; Mediterranean, Spanish Eclectic, Greek Isle with white plaster and brick-domed ceilings, and an array of Contemporary.
Hurricanes occur every two or three years in Cabo and wood is scarce; therefore, homes are constructed of reinforced concrete. All homes have cisterns to store water.
Tumbled Desert Mix and Timbers
Beauty
Colorado Rose
280 No. 2000 West / Lindon, UT 84042 / [REDACTED_PHONE] ph. / [REDACTED_PHONE] fx. / drstonedesign.com | web | http://aeurbia.com/_assets/_publications/Lessons_in_Architecture.pdf | 0.487656 | {
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INDUCTIVE STUDY METHOD
A N A R I S E M I N I S T R I E S C O L L E C T I V E R E S O U R C E
INTRODUCTION//
The purpose of an Inductive Bible Study Method is to understand the Word of God by o bserving the text (discovering what the passage says), interpreting it (figuring out what it means), and applying the message of Bible passages to our lives (determining how it can change us, and obediently walking in light of the Truth we've learned). It seeks to help us u nderstand the Word for ourselves, instead of solely relying on another's ideas and interpretation.
Begin in prayer and ask God to open your eyes and heart to the Truth of His Word. May the Lord bless you richly as you persevere and commit to studying the Bible. It's not easy, but always profitable (2 Timothy 3:16-17).
OBSERVE//WHATDOESITSAY?
Ask yourself the five W's while reading through the text. It may seem redundant, but wil help you remember what you've learned and keep the content incontext.
* Who was the author writing to?
* Why was this particular passage/book/letter written?
* What is happening in the passage?
* When and where did this take place?
In addition to answering the questions above and reflecting on them each time you read from or study a passage, book, or chapter in the Bible, consider doing the following:
* Mark key words. Pay special attention to repeated phrases.
* If you see a list, make a note of it, and write it in a notebook or in the margins argins o Bible. If you were studying 1 Corinthians 13:4-8, for example, you could write "Love Is" as a heading, and make a list below (patient, kind, does not envy, does not boast...).
* Look for comparisons and contrasts. These usually begin with but, like, and or.
* Mark terms and phrases of finality or cause. These often include therefore, thus, or so, in order to summarize previous verses and give deep meaning to the author's purpose.
* Pay particular attention to "if-then" statements.
© Lisa DaSilva for Arise Ministries Collective
INTERPRET//WHATDOESITMEAN?
Interpretation of the text flows naturally from your direct observations. This is where you get to think more deeply about the things you noted and figure out what they mean. The following strategies will guide you to deeper understanding:
* Look up the cross-references in the margins of your Bible. This will help you use scripture to interpret scripture, and supplement what you already observed by putting it in a more detailed historical or cultural setting.
* Utilize word studies to discover what words meant in the original Greek or Hebrew. Sometimes this changes what we originally assumed a passage meant and/or provides greater depth to our understanding.
* Ask: What would the original hearers, audience, or readers have thought? How does this passage fit within the greater story of the Bible? Within the Gospel?
* Paraphrase (rewrite the text in your own words) based on your observations and u nderstanding from the previous steps.
APPLY//HOWCANITCHANGEME?
We are all works in progress - Praise God! While it's essential to both observe and interpret the Truth to understand it fully, studying is futile if we are not changed as a result. God did not give us His Word just so we would KNOW it - He gave it to us so we would LIVE it. It's here where we mull over everything we've learned, reflect on what the scripture tells us about who God is, and ask Him how these truths apply to our own lives. Consider the following questions (and more as they come to mind):
* What does this passage reveal about God and His character?
* What is God leading you to do differently in response to these observations?
* What might these truths look like in action today? In your day-to-day life? In your goals and dreams? In your family? In your ministry?
* Is the Holy Spirit bringing to mind any specific people, circumstances, conversations, or sins for your prayer, repentance, and reconciliation? If so, take time to lay them before Him.
* Is there a belief you need to re-examine, or thinking that needs to change in light o f this text?
* What is the first action you can take in response to what you've learned - Forgive? Serve? Go? Stop?
* Use a journal or the margin of your Bible to write out prayers, notes, confessions, o r other thoughts on how you can apply God's Word to your life.
VISITOURWEBSITE
Read more on the Inductive Study Method on our website under the resources tab! www.ariseministriescollective.org
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Cuba's Composting!
Caught in a vice of economic sanctions, political pressures and faltering production, Cuba has been forced to find alternatives to its reliance on imported fossil fuels, fertilizers, pesticides, animal feed and the like. Agricultural imports have been cut by as much as 80%. Consequently, the Cuban government has established new soil management programs and has made earthworms a key agent in the drive for agricultural sustainability. Cuban scientists are finding that vermicompost performs better than regular compost. With select earthworm species, they have developed a technological package for the production of vermicompost.
Cuba's verimcomposting program started in 1986 with two small boxes of red worms, Eisenia foetida and Lumbricus rubellus. By 1992, 172 vermicompost centers were producing 93,000 tons of worm humus annually. Several different institutions and companies are involved in vermiculture, but research is primarily conducted by the Institute of Soils and Fertilizers and the National Institute of Agricultural Sciences.
Compost Production
Vermicompost production requires a mixture of worm castings, organic material and bedding in various stages of decomposition. Most vermicomposting operations in Cuba use cow manure as the primary source of organic material. Other sources include pig and sheep manure, filter press cake from sugarcane, coffee pulp, plantains and municipal garbage.
First, manure is aerobically composted for approximately 30 days then transferred to open vermicompost beds. The beds are approximately 1.5m wide and vary in length. The compost is mixed with soil and "seeded" with earthworms. At certain sites, the beds are in the shade of large mango trees that benefit from nutrients leached from the piles.
Vermicompost beds are watered to maintain optimum moisture and temperature levels. The worms feed on the freshly applied compost at the top of the beds and deposit their castings in the lower levels. Compost is continually applied until the beds reach a height of approximately 0.9m, after about 90 days. The worms are concentrated in the top 10cm of the pile and are either scraped off or separated from the vermicompost in a screening process. The humus is sold in bulk or used on-site as a soil amendment and fertilizer.
The Benefits
The humus produced in vermicomposting provides binding sites for plant nutrients, helps control plant diseases and stimulates plant growth. Humus also increases water permeability and water retention, contributing to better plant health and more efficient use of soil moisture. Cuban researchers have found that nitrogen concentrations are higher in vermicompost than in aerobic compost piles. Earthworm castings are 1.5 2.2% nitrogen, 1.8 - 2.2% phosphorous and 1.0 - 1.5% potassium, and remain in the soil for up to five years. Worm populations under vermiculture can double in 60-90 days.
Worms not used to seed new compost piles are dried and used as a supplemental protein for animals. Earthworms are high in protein and contain the amino acid methionine (4%), which is absent from feed grains. Cuba's future plans include production of earthworm excrement to be used as substrate for bacteria, which in turn will be used as biofertilizer.
Extension and Expansion
Five experimental stations located in different parts of the country are training worm growers. An annual national conference on vermicomposting provides a forum for growers to acquire and exchange information. National television programs and newspaper articles help educate farmers, school children and the general public about vermiculture.
The Soil Institute is presently spearheading efforts to market and sell worm humus in 40 kg, 1 kg and 1/2 kg bags under the trade name Midas. However, humus production in Cuba has not reached levels that permit significant export. Income generating schemes have focused on joint production ventures and the sale of technical assistance for start-up vermiculture programs outside Cuba. Altogether, Cuban vermiculture is proving to be a promising substitute for imported goods.
Gersper et al., Summer 1993, Agriculture and Human Values, Vol. X, number 3, pp.16-23. Werner, Matthew, Summer 1994, Cuban Agriculture Looks to Vermiculture, The Cultivar, Vol. 12, No. 2.
Matthew Werner Center for Agroecology and Sustainable Food Systems University of California Santa Cruz, CA 95064, USA
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Yes, the ear looks simple, but even well-known artists fumble around for something that looks like an ear. If you will draw this form and make a dozen or so copies, step by step, you will have accomplished much in your first lesson.
DIRECTIONS ON PROFILE
If you know how to draw the eyes, mouth, nose and ears separately, you will have much less trouble fitting them into your head proportions.
Think about these few simple fundamentals and do a lot of practicing upon them.
The layout of the profiles of men and women are the same, also of the front view. It will be fine well spent to study the main differences between male and female heads. It is so easy to pass up memorizing a few simple measurements which may mean the difference between your drawings being good or just mediocre. Eliminate guesswork, study proportions and really know your heads.
Noses come in a great variety, but there are two things to keep in mind: the feminine nose is the same as the male, only more refined, being narrower and often shorter, with smaller nostrils.
Note the circle and the side lines that form the face; see how the point of the nose rests on circle center; the ears on a line with the nose and eyebrows. The eyes are in center of head. The mouth is one-third the distance from nose to chin. These measurements are not hard to remember and are all you really need, but you should know them.
One of the greatest assets an artist can have is a keen sense of observation and this must be developed by studying people. Notice the shapes of noses; large or small ears and their shape. Surely, carry a pad and make quick sketches.
Good luck and happy looking.
Eyes - an eye is a ball shape partly covered by skin - it's not an object sitting on top of the face.
Look for the basic shape.
You can't see the whole iris.
You can see the thickness of the skin here.
Begin gentle shading in the areas cross-hatched.
Basic Face Shapes - try drawing these...
Finish shading and add eyelashes.
Cartoon eyes
Manga style eyes tend to be large & round with big highlights.
Drawing noses is all about light and shade. Every nose has a bridge, nostrils and the cartilage bit that sticks out most. The nose is about as long as the ears and as wide at the bottom as an eye.
Imagine a circle here, add subtle shade to make a ball
Basic nostril shape
The groove under the nose is called the filtrum
Try this
Quick noses - just focus on the bottom bit
Variations | web | https://www.artwithtricia.com/_files/ugd/465d09_f7869944474c43318e9facd223a5d5b5.pdf | 0.440315 | {
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TRASH TO Fash
TOP 8 FINALISTS
1st - Deformed Soul
TEAM NAME
Ethicals
TEAM MEMBERS
Teh Qian Yu and Kee Kai Xuan
UPCYCLED MATERIALS
rPET fabric, TPU, cotton, satin, organza and horsehair
“Youths nowadays express themselves through social media and should have a safe medium offline – such as fashion – to do the same.” Featuring a hump-like shape and huge arms, *Deformed Soul* represents a distorted view of the human body which is still beautiful, thus giving moral support to wearers who have experienced discrimination because of their looks.
2nd - What You See is not What You See
TEAM NAME
JIHK
TEAM MEMBERS
Ivana Karin & Jessica Hartono
UPCYCLED MATERIALS
rPET fabric, bias tape, spoiled charger cable, buttons, satin and organza
Sustainable fashion involves cultivating the relationship between consumer and product as there is more than meets the eye. Consumers, including youths, are largely unaware about the story behind their outfits. *What You See is not What You See* is trendy high-street outfit suitable for special occasions, explicitly branded as being made from upcycled materials so as to create awareness.
3rd - Sustain
ZP
Psalmist Peh and Goh Zi Qi
rPET fabric, plastic bags and scrap fabrics
*Sustain* is an outfit designed for youths who spend their days working or studying, but prefer to unwind after a long day. It fulfils the daily dress code in office or school, but is also trendy enough for an evening of fun, despite being made from upcycled materials. Sustain aims to kick-start a movement to integrate environmental sustainability into the everyday lives of youths.
“Dress for yourself and no one else.” IN(visible) is dedicated to youths who believe in themselves to live beyond people expectations. It aims to bring out the owner’s inner qualities, using a design statement that focuses on cultivating self-love. IN(visible) features a strong edgy look with a touch of delicate details – word embroidery conveying the wearer’s self-love philosophy, and areas to slot in one’s photographs conveying certain sentiments.
Elysian
Jessica Christy and Yovita Ardina
rPET fabric, knit, elastane, cotton and PVC fabric
Regardless of gender, youth are gearing towards a lifestyle of minimalistic clothes that balance functionality and aesthetics. *My Lifestyle Isn’t a Crime* appeals to youths who prefer more practical, convertible clothes. The top can be worn front and back, the pants wrap can be detached, and the sleeves can be buttoned up to become shorter.
Youths today are aware of sustainable fashion. They find it equally appealing, but are deterred by the higher price tag. With less spending power compared to older age groups, they tend to purchase fast fashion, which is cheaper. *FUNK* is an outfit inspired by Boro, a traditional Japanese-styled patchwork. It is fashionable but cheap, as all materials were cut out from old clothing, except the eyelet ribbon.
Humans sometimes choose to see things as more beautiful than they really are. We block out the reality that Mother Earth is dying from human activities; ironically, she does not need us, but we need her. KALOPSEA is an outfit made from ocean trash put together so prettily that one might not even notice its grim origins – thus making a statement that sustainability issues tend to fly under societies’ radar.
**TEAM NAME**
KALOPSIA
**TEAM MEMBERS**
Batrisyia Baharuddien, Nurul Izza Rahmat and Muhammad Syafiq Bin Atan
**UPCYCLED MATERIALS**
rPET fabric, fish baits, aluminum, PET bottles and satin
The pollution of young minds undermines their everyday decision-making, including the clothes they purchase. Youths also prefer trendy clothes. To tackle both issues, the outfit *Mind Pollution* is designed, featuring three fun embellishments which each carry a statement about said issue: Hazard (red yarn), Greed (buttons, bean and chains) and Confusion (asymmetrical cutting and smoke).
Presented by
TEMASEK
An Initiative of
ecosperity week 2019 SINGAPORE
Venue Partner
TEMASEK SHOPHOUSE
Co-organised by
TABULA RASA
Supported by
MINIWIZ
designsingapore
In Support of
minds
TOWARDS ZERO WASTE | web | https://www.temasek.com.sg/content/dam/temasek-corporate/news-and-views/news/files/Ecosperity%20Week%202019%20Trash%20to%20Fash%20Top%208%20Finalists.pdf | 0.42677 | {
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Just a load of old bricks?
In 1972, the Tate Gallery, London, bought this sculpture for several thousand pounds*. The purchase provoked a storm of controversy. Andre’s use of actual bricks (which are dismantled when the work is in storage) follows in the footsteps of many modern artists, above all Marcel Duchamp (see page 32). However, unlike Duchamp who was mocking traditional values, Andre’s aim was to reveal the beauty in humble, man-made objects arranged in a precise mathematical order. The Tate Gallery argued that as Britain’s major public gallery showing modern art, it should buy works which reflected important historical trends; in this case Minimalism (see page 54). But the public objected to the high price paid for a work which they thought lacked artistic value.
Carl Andre: Equivalent VIII. 1966. Fire bricks. 12.8 x 68.6 x 229cm (5in x 27in x 7ft 6½in). Tate Gallery, London, England
The role of the critic
There is nearly always a connection between the artistic “worth” of a work of art (as judged by critics and the general public) and its commercial value (see “How do they set the price?” above left). But just as the price is fixed by assessing a range of factors which coincide at a particular point in time, so critics are influenced in their opinions by their background, education and experience – and times change. You only have to remember how the critics received the French Impressionists (see page 8) to realize that, at worst, they often just reflect society’s prejudices. So if you read exhibition reviews and books about the history of art, try to read as widely as you can, and bear in mind that there is no “absolute” truth when it comes to judging a work of art. Your opinion may be as valid as anyone else’s.
What happens at an auction?
The auction-house sends out a catalogue in advance, giving details of the works of art which will be on sale and an estimate of the sums they will fetch. The works can also be seen at a preview.
On the day of the auction, each bidder is registered and given a numbered bidding paddle, to avoid confusion. Then, when an item comes up for sale, would-be buyers signal that they want to enter or raise the bidding by holding up their paddle.
Van Gogh’s Portrait of Dr Gachet being auctioned at Christie’s, New York, on 15 May 1990.
People who are unable to attend the auction can bid by telephone or by registering an absentee bid. In both cases a representative bids on their behalf until the work reaches the maximum price the client is willing to pay. When no one wants to bid anymore, the auctioneer closes the bidding by hitting his hammer on the auction table. The item is sold to the person who made the last bid.
The top five
Here are the five most expensive works of art sold at auction (up to August 1991)
1. Portrait of Dr Gachet (van Gogh): $82,500,000. 15 May, 1990
2. Au Moulin de la Galette (Renoir): $78,100,000. 17 May, 1990
3. Les Noces de Pierrette (Picasso): FFr 300,000,000. 29 November, 1989
4. Irises (van Gogh): $53,900,000. 11 November, 1987
5. Self-Portrait: Yo Picasso (Picasso): $47,850,000. 9 May, 1989
*The gallery never revealed the exact sum, and various figures were quoted in the press. | web | http://facultyweb.kennesaw.edu/dcolebec/assignments/usborne4.pdf | 0.423505 | {
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Since 2000, the ECLT Foundation has reached
700,000+
children, farmers and families.
Each one of these children, young people and adults has a story to tell.
These are our highlights from 2018, supporting work in 6 countries:
Guatemala Indonesia Malawi Mozambique Tanzania Uganda
50+ company technicians trained as trainers to increase finance and business skills of 3,000+ farmers.
3,000 community members learned skills to increase their incomes, access credit or manage family finances.
200+ savings and loans groups support farmers and families to be more financially resilient.
7,000+ children received school meals, so they can concentrate on their studies with a full stomach.
87% of saving and loans group members are women, promoting financial independence and family stability.
100% of students in our pilot project in Guatemala graduated and moved on to the next grade level.
240 students in Uganda now have solar lamps so they can study in the evening.
9,000+ children are better prepared with basic reading and math skills from 145 learning centres in Malawi.
2 young people proved that young voices matter promoting education at the UN in Geneva.
30+ villages now have access to clean water provided by solar irrigation pumps.
100+ students and teachers now have clean toilet facilities at schools in Guatemala.
10,500+
children were supported to stay in school and out of child labour.
380+
young people gained new job skills and started businesses.
4,000+
farmers trained to manage risks and make their farms safer places.
100+
stakeholders came together in Indonesia in the first-ever multi-sector partnership against child labour in agriculture.
6 national action plans on child labour were supported to increase protection for all children in ECLT project countries.
11 companies assessed their progress against child labour in supply chains. 5 shared positive practices to accelerate progress.
The ECLT Foundation
Who we are
The ECLT Foundation is committed to collaborative solutions for children and their families that combat the root causes of child labour in rural communities where tobacco is grown.
Founded as an independent Swiss foundation in 2000 to bring together key stakeholders against child labour in the tobacco-growing supply chain, the ECLT Foundation is based in Geneva, Switzerland. The Foundation is a member of the UN Global Compact and holds special consultative status with the UN Economic and Social Council.
What we do
Transparency Accountability Integrity Sustainability
ECLT Foundation
7, rue François Versonnex 1207 Geneva Switzerland [REDACTED_EMAIL] +41 (0) [REDACTED_PHONE] www.eclt.org
We advocate for strong policies, research best practices to multiply our impact, and engage rural families so they can benefit from farming while ensuring that their children are safe, healthy, educated, and encouraged to reach their full potential.
ecltfoundation
ecltfoundation
ECLT Foundation | web | https://eclt.org/en/downloads/ECLT_HIGHLIGHTS_2018_EN.pdf | 0.485794 | {
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Running head: ACADEMIC AVOIDANCE BEHAVIORS
Appendix B
Intervention Fidelity Checklist - Latency to Task Engagement
Setting & Staff Information:
Observer Name:
Date of Observation:
Class Period:
Subject Area:
Classroom Teacher:
Teacher:
Staff Being Observed:
# of students participating:
*Intervention Procedures:
Student lists all assigned transitions in the correct order*
Student lists materials required for each transition and associated task*
Student sets a goal for each assigned transition*
Student views timing data from most recent observation*
Total time for intervention procedure is less than 2 minutes
Prompting and Intervention Compliance
Student completes
Student participation in intervention requires prompting
0 Students 1 Student 2 Students 3 or more students
Types of Prompts Delivered
Visual Prompt _____ number of prompts delivered
Verbal Prompt _____ number of prompts delivered
* Denotes elements required to ensure fidelity of implementation | web | https://s3-eu-west-1.amazonaws.com/pstorage-sage-1076303800/13380632/Latency_to_Task_Engagement_appendix_B.pdf | 0.454024 | {
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APES- Water Quality Index (WQI) Webquest
Name: ___________________________________________________
After teacher presentation OR go to the following website:
http://www.pathfinderscience.net/stream/cproto4.cfm#table1
Define each of the following and EXPLAIN how they can affect water quality (good or bad):
* Water Quality Index (WQI):
* Water Quality Factors and Weights:
* Dissolved Oxygen:
* Fecal Coliform:
* pH:
* BOD:
* Change in Temperature:
* Phosphates:
* Nitrates:
* Total Dissolved Solids:
* Turbidity:
Student Water Quality Practice:
Go to: http://www.water-research.net/watrqualindex/index.htm
Instructions:
Conduct the necessary calculations to determine the water quality
study below.
Introduction: You are an APES student atKearny High School- SCT
of the case and have been asked to
do water quality testing of theSan Diego River.
You go to the river and collect water samples and bring them back to the lab. During the lab you conduct the tests below and your results are listed.
Using your results, determine the Q-value
for each of the tests and multiply by the weighing
factor for each one. Total up the values for the 9 tests to
score.
Sample Values for San Diego River
Temperature Change: 7
pH: 7
Turbidity: 70
Total Dissolved Solids (TDS): 300
Dissolved Oxygen (DO): 75
Biological Oxygen Demand (BOD): 15
Phosphates: 3
Nitrates: 20
Fecal Coliform: 5
Conclusion: Based on your data, what is the Water Quality of this particular water sample?
Explain how you determined this:
determine your overall water quality | web | http://ogoapes.weebly.com/uploads/3/2/3/9/3239894/water_quality_index_webquest.pdf | 0.430395 | {
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Title I
Recognizing the ability of all students to master challenging standards in core academic subjects, Rockford Public Schools Title 1 services are dedicated to increasing and improving the educational opportunities for students in schools with a high incidence of poverty by:
- Distributing resources, in amounts sufficient to make a difference, to schools where the needs are greatest.
- Focusing on effective high-quality regular school programs and supplemental help through extended-time activities.
- Promoting school-wide reform, ensuring access to effective instructional strategies and challenging academic content.
- Upgrading the quality of instruction through substantial professional development.
- Increasing opportunities for meaningful participation by parents in the education of their children.
- Providing schools, teachers, and parents with greater decision-making authority and responsibility for student performance.
- Basing assessment on State Goals in determining how well Title I children are meeting the performance standards expected of all children.
What is Title 1?
Title 1 is a federally funded program designed to reinforce the basic and advanced skills of students achieving below grade level. Its full name is "No Child Left Behind Act of 2001" (PL107-110).
Rockford Public Schools have participated in Title 1 (formerly known as Chapter 1) since 1965. A school is selected on the basis of the number of families within its boundaries who are eligible for free or reduced-price lunch.
Non-public students living within a Title 1 school's boundaries are also eligible for services. Students are selected to participate based on academic need.
Who participates in Title 1?
Public Schools:
-
Auburn High
- East High
- Guilford High
- Jefferson High
- Eisenhower Middle
- Flinn Middle
- Kennedy Middle
- RESA Middle
- West Middle
- Barbour (K-8)
- Beyer
- Bloom
- Brookview
- Carlson
- Cherry Valley (3-5)
- Conklin
- Ellis Academy (K-8)
- Froberg (K-5)
- Rolling Green
- Spring Creek
- Thompson
Non-Public: Christian Life, Rockford IQRA, St. Edwards, St. Paul Academy, St. Peter's, West Side Academy | web | https://resources.finalsite.net/images/v1597773541/rps205com/qgt5cu38tppsh24kypxp/TitleIProgramInformation.pdf | 0.48071 | {
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Companions for Life
NEW ORLEANS -‐ Dogs live in our homes, steal our hearts, and become our best friends. But for one Algiers family, their canine has become even more. For five-‐year-‐old Tyler Zelaya, playing in the park with his dog isn't just fun. It's a form of therapy. "I like to play with him and I'm not scared of him," said Tyler.
"Oh they're so happy together. It's like a match, like best friends," said Tyler's mother Nikki Grant.
Tyler was diagnosed with autism at a young age, and has some difficulties with social interactions, said Grant.
"He never really focused, he had a lot of developmental delays," said Grant.
But ever since Bear, a Chow -‐Lab mix, came into their lives nearly three months ago, Grant said her son is communicating in ways he never did before.
"He's actually going up to people and telling them hello and waving at them and asking them what their name is," said Grant.
In fact, within 20 minutes of their first meeting, Grant knew Tyler and Bear had something special.
"Without me telling Tyler, he's not the type of child that's just going to take initiative, he goes out and he gets a bowl of water and some food for him," said Grant. "I just thought that was amazing."
Tyler is changing Bear's life, too. The canine was a stray, rescued from Westbank streets last year, and brought to the Jefferson Parish shelter.
That's where Bill Barse comes in. He founded a growing non-‐profit called Doggone Express, which runs a program called From the Big House to Your House. It teaches Louisiana inmates serving time in prison to train select shelter dogs, making them more adoptable.
"They're doing their time but they're not sitting there doing nothing," said Barse. "They are difference makers."
The dogs live in prison with the inmates for six weeks. Some dogs, like Bear, are trained for service.
"If it's a situation where we know the canine needs to be able to do specific tasks then we train for that task," said Barse.
Bear is the program's first dog to be adopted by a family with an autistic child. He was originally trained to respond to symptoms of post-‐traumatic stress syndrome. But when Barse got a call from the Grant family, he knew Bear could be a good fit.
"It's kind of a gut feeling you have," said Barse. "We watch the dog, we do a lot of assessments." So far, experts say there hasn't yet been a lot of research to show dogs can help treat the symptoms of autism, but Grant says seeing Bear with her son is all the proof she needs. "He's more open," said Grant. "I think I owe that to Bear because he's more accepting."
And now a boy and his dog are giving each other a new "leash" on life, and forming a friendship that will last a lifetime.
"I like him, and he's the best," said Tyler.
A companion dog may not work for every child with autism. But Barse is willing to give it a trial run with any interested family.
If you would like to find out more, call Bill Barse at 504-‐239-‐0398 or log onto http://doggoneexpress.com/. | web | http://doggoneexpress.com/pdf/WWLV.pdf | 0.514123 | {
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A guideline for such an announcement might be:
Today we received tragic (or sad) news. We learned that one of our students, _______________, died by ___________________. (Give additional appropriate information about the facts of the event.). When things like this happen, people have all different kinds of reactions, like shock, sadness, fear, and anger. Those reactions may rise and fall throughout the day, and even for days to come. Some of us will want to have quiet time alone and others may want time to talk with peers or adults. Some of you who didn’t know ________________________ may be ready for teachers to return to academics sooner than others. We all just need to practice patience and respect for each other.
We can take some time to talk about this now. When most of you are ready to return to learning, those who still wish to talk or think about this may go to the ______________________(library?) which we’ve set aside so you can gather with friends. (If there are other supervised gathering places, state that here.) You will have to sign out of your class as you leave and sign in to the _________________ as soon as you arrive. We recognize the need for you to gather with friends to talk, so we are providing (this place) (these places) for you to be. It is important that all students be in some setting that has an adult present . If any of you wish to talk one-on-one with the school counselor, she will be in her office and will see students during the day.
The school day will remain on schedule, but teachers in any class may suspend regular classroom activities in order to allow you to talk about this event. Let us know how you're doing as we move throughout the day.
At this point we know the following about the memorial/funeral arrangements….
At this point, lead some discussion time.
We will continue to keep you updated as this unfolds. Further news will come by (give details on how updates will be handled.) | web | https://www.bcbe.org/site/handlers/filedownload.ashx?moduleinstanceid=2694&dataid=3474&FileName=Informing%20Students%20of%20a%20Tragedy.pdf | 0.488483 | {
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Contents
- The Story of the 'London' Cab - The Story of the 'London' Cab - The Story of the 'London' Cab - The Story of the 'London' Cab - The Story of the 'London' Cab
Pot pourri .............................................. 101
Colour Gallery ................................. 65
4 The London taxicab abroad ......... 110
5 Living with the London taxi......... 117
The cab trade......................................... 122
Enthusiasts' clubs................................... 127
Appendix 1 Specifications - postwar taxicabs ....................................... 129
Appendix 2 Production figures.......... 135
Appendix 3 Manufacturers, regulatory bodies, specialists & clubs ............... 137
Appendix 4 Glossary & bibliography . 138
Index ........................................... 140
3
pulsion; the first electric streetcars had appeared in the USA and Europe during the 1880s, and there quickly followed a lot of interest in the development of battery-operated vehicles. Ironically, a century later, the same problems concerning the weight of the batteries and the vehicle's restricted range that dogged scientists then, still remain. Electricallypowered cabs were a different matter: most operated within relatively short distances from their depots and offered a realistic alternative to the horsedrawn carriage.
The first electric cabs entered service in New York a few months before the Bersey cabs were introduced in London. Paris witnessed its first electricallydriven cabs in January 1898 and, by the end of the 19th century, several other European cities had similar vehicles in operation. An alternative form of motive power was steam and, although there had been a lot of activity in producing a wide variety of steampowered buses and lorries, some of which went into service in London, there was a complete absence of steam cabs.
The Bersey cabs, which had become known as 'Hummingbirds' (the Cockney dialect led to the 'H' being dropped and they were therefore usually referred to as 'Ummingbirds') due to their operating noise, were fitted with forty 8-volt batteries from which the 3.5 horsepower motors could attain a maximum speed of
9mph (14.5kph), along with a range of 30 miles (48km) between charging periods. The cabs, despite roomy and wellappointed accommodation, seated only two passengers. They were popular among travellers but less so with other cabbies who saw them as a threat to their livelihoods. The Commissioner of Metropolitan Police was also impressed with the electric cabs; he predicted that should the vehicles become commonplace, the result would have a marked affect upon traffic conditions in the capital. Surprisingly, London at the time was experiencing something of a traffic problem and, as electric cabs took up only half the space of a horsedrawn vehicle, he considered some of the capital's congestion would be eased by their use.
During the spring of 1898, by which time some 24 electric cabs had entered service in London, it was decided to replace the original vehicles with an updated and faster version, of which fifty were ordered. The replacement Berseys, which retained a style not entirely dissimilar to their forerunners and bore a resemblance to the Growlers, were built by the Gloucester Railway Wagon Company. Experience proved them rather less reliable than their predecessors and, although they offered benefits such as a higher
Outside Victoria Station a line of cabs waits for fares. At London's mainline stations, waiting times are normally short and cabbies can usually be certain of getting a fare quickly. The cabs in the picture are all Fairways or FX4s of different vintages. It's evident that Victoria Station has recently been refurbished: trains leave here for services throughout the south-east corner of England. Around the corner is Victoria Coach Station where buses depart for destinations to all parts of England, Scotland and Wales. (Photo: Nick Barwis)
Advertising on Taxicabs has become big business and nowadays traditional cabs can be seen with an incredible variety of colour schemes and advertising themes. (Photo: Nick Barwis) | web | https://www.veloce.co.uk/shop/graphics/pdf/V255.pdf | 0.48988 | {
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ANSWER KEY
1. monoecious (hermaphroditic)
2. Phylum Cnidaria
3. polyp
4. diffused nerve net and sensory cells (aggregated near mouth)
5. detect light (not image forming)
6. No
7. cilia & muscular contractions
8. organism 4 (frog neurula)
9. Platyhelminthes
10. pharynx (pharyngeal cavity from a planaria)
11. chloragogen tissue
12. glycogen storage and detoxification
13. Annelida
14. spermatheca
15. other worm's sperm
16. (posterior) seminal vesicle
17. testes & sperm
18. epididymus
19. esophageal/calciferous glands
20. dorsal blood vessel
21. closed
22. ctenidia
23. filter feeding, gas exchange
24. open
25. yes (it is very reduced)
26. Phylum Mollusca, Class Bivalvia
27. locomotion (foot)
28. P. Echinodermata; water vascular system
29. coelomate
30. oral: cardiac stomach, aboral: pyloric stomach
31. Endoskeleton; calciferous plates
32. open
33. diffusion via dermal branchiae
34. madreporite stone canal ring canal radial canal lateral canal ampulla & tubefeet
35. hepatic caeca; digestion and storage
36. dioecious
37. male
38. gastric mill; grinding food
39. gizzard
40. green gland; getting ride of nitrogenous waste
41. kidney
42. a. open
b. heart arteries tissue sinuses (-O2) central sinus channels within the GILLS (+O2) pericardial sinus heart
c. hemocyanin
43. gastric mill
44. green gland
45. male
46. tubules of accessory gland; yes (different shapes)
47. open; there is no respiratory pigment present
48. spiracles trachea tracheoles
49. a. hemimetabolous
b. mosquito, fly
c. grasshopper
50. P. Arthropoda;
1) chitinous exoskeleton, 2) jointed appendages, 3) cephalization
51. fat; protection and storage
1
52. nephridia
53. mouth esophagus stomach small intestine (duodenum, jejunum, ileum) large intestine (caecum, colon) rectum anus
54. ureter
55. abdominal and thoracic cavities
56. E = clavicle
P = tibia
57. right atrium tricuspid right ventricle pulmonary semilunar valve pulmonary arteries lungs pulmonary veins left atrium bicuspid left ventricle aortic semilunar valve aorta all parts of the body inferior, superior vena cava right atrium
58. gall bladder; bile
59. submaxillary gland
60. The lymph nodes are part of the lymphatic or immune system; they filter lymph or the body's fluids.
61. parotid gland (the lacrymal gland is not a salivary gland)
62. (15): female (16): male
63. vagina
64. mature follicles
65. scrotum
66. seminiferous tubules
67. sperm are produced in seminiferous tubules and mature sperm are stored in the epididymis
68. M = uterine horn (or uterus)
E = spleen
O = bladder
W = seminal vesicles
69. (earliest) 18 17 20 19 (oldest)
70. holometabolous
71. protostome
72. interstitial cells
73. testosterone
74. Mitosis
75. Male Rat
76. Deuterostome
77. epididymis; maturation of sperm
78. yay. sorry it took me awhile to find it in lab.
79. corpus luteum; estrogen and progesterone
80. (earliest) ovum(25) 8 cell stage (28)
blastula (24) gastrula (27)
neurula (26) (latest)
81. anus
82. notochord
83. placenta
84. maternal and embryonic
85. nourish the developing embryo
86. yolk sac
87. rats can give birth to multiple young at one time.
88. a tiny zebra fish (the key idea to remember is that birds and other animals need big eggs because they don't have the placental stage to feed the growing embryo).
89. B
90. C
91. This traps more dead air under their feathers which creates insulation (warmth).
92. increased strength and weight reduction, which are a feature that helps flying
93. Convergent
94. depends on what is in the tank on test day, but here are some examples:
deuterostome: starfish (P. Echinodermata)
protostome: a feather duster (P. Annelida)
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The Jewish Quarter
The Jewish Quarter ("HaRova HaYehudi") is situated in the Southeast part of the Old City. It borders with the Temple Mount ("Har HaBayit") and incorporates the Wailing Wall ("HaKotel") and the City of David ("Ir David"). When you exit the neighborhood through Zion Gate, you will reach Mount Zion ("Har Tziyon") and the Tomb of King David ("Kever David").
The buildings of the current Jewish Quarter, which look almost brand new and sparkling clean, cover sites and relics dating to roughly 1400. A few stairs may bring you to discoveries from the Second or even First Temple period. The oldest synagogues, the Eliyahu the Prophet and Yohanan Ben Zakkai, are roughly 400 years old.
967, when Jerusalem was reunited after the Six Day War, the Quarter was In 1967, w me houses were restored and new buildings were erected to replace restored. Some the ruins. Today, the Jewish Quarter is an upper - middle - class neighborhood, the ruins. Today, th with an almost exclusively Orthodox Jewish population, largely from America. almost exclu | web | http://colony.co.il/Assets/Neighborhoods/OldCity/OldCity.pdf | 0.502342 | {
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The Physics IA
Eugenio Salazar
Agenda
Purpose: Discuss challenges presented by the Physics IA for the May 2020 session (including guiding students and giving feedback) and suggestions on overcoming these.
* An overview of the Internal Assessment (IA)
* Guiding students through the process
- Working at a distance
- Guaranteeing probity
- Giving feedback
* Questions
The Internal Assessment
An overview
The Internal Assessment
Objective:
Independent investigation:
➔ "to demonstrate the application of their skills and knowledge, and to pursue their personal interests" (IB Physics Guide)
➔ 10 hours: planning + implementation
➔ Final product: 6-12 pages (ideally: 10-12 pages)
➔ May 2020 candidates: main evaluation component
Guiding students
Common problems with the IA and suggestions on how to overcome these
Working at a distance
Establish clear communication channels
➔ Dependent on the school model: institutional email, video calls
➔ 'Recreate' real-time interactions
Stress the importance of completing this assignment
➔ "What was it all for?"
Working at a distance
Greatest challenge: students that have yet to collect data
1) Experiments in Kinematics / Mechanics, to be carried out at home
* Free software such as Tracker can help generate lots of data regarding: velocity, acceleration
* Downloadable sensors in cellphones
2) Use of secondary sources (Databases / simulations)
Greatest challenge: students that have yet to collect data
1) Experiments in Kinematics / Mechanics, to be carried out at home
2) Use of secondary sources (Databases / simulations)
PROs:
* allows the student to circumvent limitations on equipment
* Can eventually produce lots of raw data
* Might more closely resemble modern physics
CONs:
* Students often have a harder time defining what is an appropriate 'difficulty level'
* Need to select valid resources (e.g., not overtly simplistic simulations, but rather ones which actually enable the student to actively participate, measure, etc)
Guaranteeing Probity
* Students are not more likely to cheat in online courses … but they are more likely to cheat while under stressful conditions
* Moral and professional obligation to ensure academic integrity
Guaranteeing Probity
* Have a frank discussion about integrity policies
- Refer to school rules + IB indications on probity
* Request regular updates
- Make sure the end product is the result of your students' work
* If reports look "too good to be true", follow-up with oral interviews
- Ask students to explain their process / conclusions
Giving feedback - the evaluation criteria
1. Personal Engagement
2. Exploration
- Experimental Design
3. Analysis
- Record, process and interpret data
4. Evaluation
- Discussion, limitations and improvements
5. Communication
Giving feedback
Real-time feedback
* For students still working on their IAs, try to set up 10-15 min individual interviews
- Use class time, set students to self-monitored tasks while you talk with them. (e.g.- break-out rooms in Zoom)
- Idea here is to monitor progress, not go over every single detail
- Remind them that this is an independent investigation, so the end result is up to them - don't solve their every problem!
* Set clear due dates and enforce them
- Important to see intermediate products to guarantee academic honesty
- Simplify your evaluation process
Giving feedback
* Check a rough draft
- Read and evaluate one full draft using the IB rubric (use this to inform your feedback)
- Signal weak areas, but don't give the "correct solution"
- Look for common errors in rough drafts: scientific vocabulary, processing error/uncertainty, lackluster introductions, simple analysis, shallow conclusions
- Have students co-evaluate their work
* Have a clear-cut ending to the process
Thanks for coming! | web | https://kognity.com/wp-content/uploads/2022/08/Kognity_Physics_IA_Webinar-1.pdf | 0.471104 | {
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Human Rights
Udjaman, Radzmahal S. School of Allied Medicine Universidad de Zamboanga Zamboanga City
"How to save the Earth"
To save the earth we need to be careful with our environment by reducing, reuse and recycle make it a habit to reduce the things we need or we consume. Purchase only things that we only need and eat what you can, and always maintain our environment clean because it also help to protect our health and by doing that lets avoid throwing a garbage anywhere.
And we can also protect our environment to avoid the cutting of the trees because if we cut the trees in case the rain is very strong it may cost a landslide, and by doing that we can save our earth. | web | http://www.worldcitizens.org.tw/awc2010/eng/F/2508.pdf | 0.454156 | {
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Book takes kids on MRT learning journey
It teaches pre-schoolers about using public train system and imparts values like courtesy
Sue-Ann Tan
Mindy the orangutan made her debut yesterday to teach children the finer points of taking the MRT.
She is the creation of a trio of young teachers, including Ms Debra Thang who realised there were hardly any books for young children about local topics, such as the transport system, when teaching at a pre-school after graduating from Ngee Ann Polytechnic.
So, the 24-year-old, together with project co-leads Wendy Yee, 24, and Chia Yu Teng, 23, produced a book about the MRT just for pre-schoolers as part of a literacy module at Singapore Institute of Technology Wheeletock College’s early childhood course.
Through their research, they discovered that pre-schools in general had no materials on light and carriage trains, which the children could not relate to since these were far different from Singapore’s MRT system. The trio graduated from Singapore Institute of Technology in June. Ms Yee and Ms Thang are now pre-school teachers, while Ms Teng is helping out at her family’s laksa stall.
Yesterday, 10,000 copies of Mindy’s First MRT Adventure were made available at the Downtown Line 3 Open House. Children collected bookmarks at the 16 new stations and redeemed the books at Fort Canning, MacPherson and Expo stations.
The book is for children aged four to six years old and tells the story of Mindy riding the MRT for the first time with her father. The story focuses on imparting values such as public courtesy and consideration of others.
Along the journey, Mindy learns not to swing on train handles or eat an orange, and also to share her seat to others who need it more.
Said Ms Thang: “Non-fiction books can be quite boring for children, so we didn’t want it to be just a fact sheet about the MRT. We also realised that they do not like books that feature an anthropomorphic voice telling them down to them. So we tried to incorporate lessons as part of the storyline rather than a list of dos and don’ts.”
Ms Yee added that they chose an orangutan because children love animal characters. “It took us a long time to settle on the orangutan, but eventually we decided that it is an iconic animal here thanks to the late Ah Meng.”
The book also reminds the trio of their own childhood experiences on the MRT. Ms Yee said: “MRT rides were such a big part of our lives growing up. As a kid, I loved seeing the different countries as everything go by. By riding the MRT, you can see all of Singapore.”
Ms Thang also felt that the MRT book was unique compared with other stories about similar transport systems such as London’s Tube or New York’s subway.
“We have lots of food stores at stations, which is reflected in the book when Mindy gets candy. We also have yellow arrows telling you where to stand along the platform, the reserved seats and courtesy campaigns, all of which are special to us. These are the details depicted in the illustrations that kids can point to and learn about.”
Ms Thang brought the idea to Land Transport Authority (LTA) last year, because she felt it was worth expanding the school project on a larger scale to help pre-school teachers.
Ms Helen Lim, group director of corporate communications at LTA, said: “We saw great potential in the book to educate our children about our MRT system and values of courtesy and graciousness in action as we move towards a car-lite Singapore.”
LTA said that towards the end of the year, bookmarks will be distributed to children nation-wide for the child compression card. They can use these bookmarks to redeem a copy of the book at the LTA Knacktivity Centre.
LTA will also work with the Early Childhood Development Agency and Ministry of Education to distribute free copies of the book to all pre-schools for educators to use during lessons.
There will be copies of the book at the National Library Board for public loan.
Source: The Straits Times © Singapore Press Holdings Limited. Reproduced with permission. | web | https://content.presspage.com/uploads/1559/20171016-st-booktakeskidsonmrtlearningjourney.pdf?10000 | 0.486976 | {
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YOU MAKE A DIFFERENCE! Every person counts
Top 10 Reasons to Volunteer
It saves resources! Volunteering provides valuable community services so more money can be spent on local improvements.
It brings people together! As a volunteer you assist in uniting people from diverse backgrounds to work toward a common goal building camaraderie and teamwork.
It promotes personal growth and self esteem! Understanding community needs helps foster empathy and selfefficacy.
You get a chance to give back! People like to support community resources that they use themselves or that benefit people they care about.
Volunteers gain professional experience! You can test out a career.
You learn a lot!
* Government: volunteer.
* Self: Volunteers discover hidden talents
talents learn about the functions and
government operation of our
* Community: Volunteers government gain knowledge of local resources available to solve community needs
Volunteering encourages civic responsibility! People like to support community resources.
Volunteering strengthens your community!
* Improve schools: tutoring and literacy
* Support families: daycare and eldercare
* Support youth: mentoring and after a school programs
It is good for you!
physical and mental rewards...
Volunteering provides
lReduces stress: Experts report that when you focus on someone other than yourself it reduces stress
lMakes you healthier: Moods and emotion, like optimism, joy, and control over one's fate, strengthen the immune system.
Army Volunteer Corps History
Fort Gordon Georgia
Top 10 Reasons to Volunteer !!!
For more information or to volunteer contact: Pamela B. Rachal Army Volunteer Corps Coordinator (AVCC) Fort Gordon, Georgia 30905 [REDACTED_PHONE] [REDACTED_EMAIL] | web | https://eisenhower.armymwr.com/application/files/9916/8562/8203/Top_10_Reasons_to_Volunteer.pdf | 0.419914 | {
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Pedestrians, Walk Smart! Drivers, Do your Part!*
For Pedestrians: Walk Smart
- Be predictable. Stay off freeways and restricted zones. Use sidewalks where provided. Cross or enter streets where it is legal to do so.
- Crosswalks and traffic lights don't stop cars! The WALK signal does not mean it is safe to cross. It only means it is your turn to cross. Check to make sure all traffic has come to a stop before crossing.
- Look before stepping past stopped vehicles—they may be blocking your view of moving traffic.
- Wear bright clothes to be seen day or night. At night, wear reflective materials.
- Always walk on the sidewalk. If there is no sidewalk, always walk on the side of the road facing traffic.
- Stand on the side of the road while waiting for the bus and always stand at least 10 feet away from where the bus will stop.
- Alcohol and drugs can impair your ability to walk safely, just like they do a person's ability to drive.
- Try to make eye contact with the driver(s) to make sure they see you before you begin to cross
For Drivers: Do Your Part
- Always come to a complete stop at the stop line.
- Stop for pedestrians who are in a crosswalk, even if it is not marked. When you stop for a pedestrian in a crosswalk, stop well back so that drivers in the other lanes can also see the pedestrian in time to stop.
- Be especially attentive around schools and in neighborhoods where children are active.
- When you are turning, you often will have to wait for a "gap" in traffic. Beware that while you are watching for that "gap," pedestrians may have moved into your intended path.
- Be extra attentive and slow down in school and work zones where increased pedestrian
presence is likely.
- Keep your windshield clean for maximum visibility.
*From the Maryland Department of Transportation
Furnished by the Safety Subcommittee of the Main Street Revitalization Committee for Downtown Little Rock Partnership and the City of Little Rock | web | http://downtownlr.com/files/27/Pedestrians_Walk_Smart_.pdf | 0.488402 | {
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Citing a Graphic or Photo from a Web Site
Format:
"Title of Graphic or Photo." Title of Overall Web Site. Publisher or sponsor of the site, Date of Publication. Web. Date of access.
Example:
"Rosie the Riveter." About.com: Women's History. About.com, 2001. Web. 17 Apr. 2014.
Note: Use n.d. if date not provided
General Guidelines:
Title of web site is in italics
Periods are used to separate major sections in each entry
Comma between publisher and date of publication
All punctuation should be followed by one space
Date format: Day Month (abbrev.) Year (ex: 19 Jan. 2016)
Abbreviate the names of all months except
May, June and July
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Paul Green Foundation
NEWS – August 2011
80 th Anniversary of Group Theatre October 10 th , Symphony Space, New York City – 7 p.m.
80 years ago, a group of some of the most talented young actors, directors and writers this country has ever produced opened their first show. They came together not to better their careers but to better the theatre – even 80 years ago, people were bemoaning the state of modern theatre. Instead of complaining, this group did something about it through the powerful plays they chose to produce.
For the first time ever, the 23 plays presented by the famed Group Theatre will be woven together into an evening celebrating The Group's 80th Anniversary as a fundraiser for the ReGroup Theatre Company. Legends of the stage will join the acclaimed ReGroup ensemble to present these plays along with the history of the Group in this one night only event. Marsha Warren will represent the Paul Green Foundation.
The Group presented works by Clifford Odets John Howard Lawson, Paul Green, Kurt Weill, Dawn Powell, Sidney Kingsley and many more. Though most of them have been forgotten over the years, many due to the blacklist, these Great Depression era stories are once again extremely relevant.
Two "Green" Books: Clover all Over & The Green Book
Calvin Ramsay's Book Brings Back Harsh Memories of the 40s
James W. Clark, Jr. Authors Centennial Publication
Jim Clark, who has long worked with the 4-H in North Carolina, has written a second edition of the organization's 1984 publication, to celebrate the national Centennial. It's entitled Clover All Over: A Century of North Carolina 4-H in Action.
Planting trees in the 1940s
Henderson County4-H member learning about Sandburg's goats.
Ruth and the Green Book is the story of a young girl and her parents who travel from their home in
Chicago to visit relatives in Alabama. The book is set during the segregated 1940s, a time when it wasn't easy for a black family to find places to eat, shop, and sleep while making their way across the country. Aided by The Negro Motorist Green Book — a travel guide listing black-friendly businesses — the family works together to make their journey.
Calvin Alexander Ramsey, Atlanta-based playwright, photographer, and folk art painter, grew up in Baltimore, Maryland, and Roxboro, North Carolina. His plays include Ruth and the Green Book and The Green Book.
Marsha Warren, Executive Director P.O. Box 2624, Chapel Hill, NC 27515 ([REDACTED_PHONE] | web | http://www.ibiblio.org/paulgreen/news/pdf/2011_08_PaulGreenFdn.pdf | 0.437415 | {
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Hartland 1881-1882
Maine State Yearbook and Legislative Manual Annual Report of the Various Public Officers and Businesses for Maine (Updated October 1, 2023)
Nineteen miles east of Skowhegan on Sebasticook River. On Lancy's Stage Route from Pittsfield. Settled about 1802. Organized as a Plantation on October 11, 1819. Incorporated as 235th Town on February 7, 1820.
Population: 1850 @ 960 | 1860 @ 1050 | 1870 @ 1120 | 1880 @ 1047
Town Officials:
Postmaster - Alden Sampson
Selectmen - Daniel W. Ham, James O. Bradbury, Josiah L. Fuller
Town Clerk - James O. Bradbury
Treasurer - Calvin Blake, Jr
Tax Collector - Calvin Blake, Jr
Constable - Calvin Blake, Jr
School Committee - James O. Bradbury, Charles Rowell II, Albert W. Miller
Clergymen - Methodist, Charles Springer | Free Baptist, James Tibbetts | Baptist, Vacant
Physicians - Dr. Harris H. Pushor
Lawyer - James O. Bradbury
Justices - Quorum: Albert W. Miller, A. E. Prescott, Lawrence B. Williams | Trial: James O. Bradbury
Merchants:
George Lancey, Jr; dry goods & groceries (Commercial Street)
Lawrence B. Williams; dry goods & groceries
Charles H. Skinner; dry goods & groceries (Commercial Street)
Charles F. Pratt; dry goods & groceries (Academy Street)
Warren Robbins; groceries
Samuel & George Furbush; meats and fish (Main Street)
Martin W. Jenkins; meat market(Main Street)
Albert W. Miller; apothecaries, books & stationeries(Main Street)
Alden Sampson; apothecaries, books & stationeries (Main & Commercial Street)
Mrs. Kate Goff, Mrs. C. A. Bates, Mrs. Ira W. Page (Anna Folsom); millinery
Charles H. York; merchant tailor (Commercial Street)
William Lancey; gentlemen's furnishing goods (Commercial Street)
Freeman Daniels; jewelry
A. G. Prescott; ice
D. Hardy; groceries and confectionery
Isaiah B. Littlefield; hardware
Andrew H. Buck; stoves and tinware (Main Street Island)
Mrs. S. Burgess, Mrs. John Ham; sewing machines and musical instruments
Manufacturers:
Archibald Linn; shawls and cassimeres (Lower Dam, Main Street)
Archibald Linn; grist mill (Lower Dam, Main Street)
Flavius J. Goodspeed; satinet and wool carding (Carding Mill, future Hubbard Avenue)
Daniel W. Barnes; harnesses and trunks
Amasa J. Moor; lumber, doors, sash, and blinds (Upper Dam, future Moore Street)
James W. Moor; furniture, coffins and caskets (Upper Dam, future Moore Street)
Greenville J. Shaw; sole leather (Upper Dam, North Street)
John Page & Son (John S. Page); upper leather (Lower Dam, Main Street)
Daniel Sawyer; carriages (Lower Dam, Main Street)
L. Judkins, Sylvester H. Wilkins, Lorenzo Burgess, Amos Melvin; blacksmiths
Asa Washburn, Joseph Batchelder; painters
John J. Morrill; axes (Lower Dam, Main Street)
Otis Danforth; shoemaker
Darius B. Ham, Stafford Flanders; granite workers
Erza Withee, Jr; lumber (North Hartland)
William Johnson; laundry
Mrs. David Rowell, Mrs. Frizzel, Mrs. M. A. Keyes; dressmakers
*Satinet is a finely woven fabric with a finish resembling satin but made partly or wholly from cotton or synthetic fiber.
General:
Barber - Herbert A. Nichols
Insurance - James O. Bradbury (fire)
Livery Stables - Richmond L. Williams (Park House), Isaiah B. Littlefield (Hartland House)
School - Hartland Academy, Principal (Unreported)
Associations - Masons Corinthian No. 95 | I. O. O. F. No. 101 | I. O. G. T.
Hotels - Park House, Richmond L. Williams | Hartland House, Isaiah B. Littlefield
I. O. O. F. = International Order of Odd Fellows
I. O. G. T. = Independent Order of Good Templars | web | https://www.thehhs.me/wp-content/uploads/2023/10/Hartland-1881-1882.pdf | 0.476211 | {
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Sidmouth Act of Remembrance
at Sidmouth War Memorial
Conducted by Reverend Matthew Selman
Sunday 10th November 2024
Welcome
God is our refuge and strength; a very present help in trouble
Psalm 46:1
Hymn
O God, our help in ages past, Our hope for years to come, Our shelter from the stormy blast, And our eternal home.
Under the shadow of Thy throne Thy saints have dwelt secure: Sufficient is Thine arm alone, And our defence is sure.
Before the hills in order stood, Or earth received her frame, From everlasting Thou art God, To endless years the same.
A thousand ages in Thy sight Are like an evening gone, Short as the watch that ends the night Before the rising sun.
Music provided by Sidmouth Town Band
Isaac Watts
The Act of Remembrance
Introduction
The Exhortation
They shall grow not old, as we that are left grow old: Age shall not weary them, nor the years condemn. At the going down of the sun and in the morning We will remember them
All affirm: We will remember them
At 11.00 am, The Last Post
Two Minutes Silence
Reveille
The Kohima Epitaph
When you go home, tell them of us and say: For your tomorrow, we gave our today.
Act of Commitment
Prayers & Blessing
The National Anthem
God save our gracious King!
Long live our noble King!
God save the King!
Send him victorious,
Happy and glorious,
Long to reign over us,
God save the King. | web | https://sidmouth.gov.uk/wp-content/uploads/2024/10/Remembrance-leaflet-2024.pdf | 0.422035 | {
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Was e-scouting real? How did selected social groups
work during the pandemic?
Based on experience and observation as an active scout leader
Scouts' units meeting
Association's Council
During the total lockdown, meetings were only possible via internet platforms
Official regulations from the board of the association defined the limits of people and the type of meetings that could be held in person
Two annual camps called "Wielkie Harce Majowe" were canceled in 2020. Usually, about 1,000 scouts take part in each of them
The Council is the highest authority of the Association
Council meets every three years. In 2021, elections are held online.
There are several hundred people entitled to vote, therefore during a pandemic it is impossible to organize a council in the normal manner.
Training Camp in 2020
Meetings had to be held in accordance to government safety rules: limit of people, masks, social distance, hand disinfection
For the first time in history, an online training camp for units' leaders was held via MS Teams
The organizers tried to reproduce the traditional schedule of the day and all the necessary materials were provided
The most important tasks
Implementation of the work plan of the scout unit
Direct and regular contact with all pupils and their parents
Personal development of leaders
Solving current problems
Individual approach
Disadvantages and difficulties
Multiple sources of communication
Weakening of interpersonal bonds
Uncertainty in planning engaging activities
Low motivation even among children, adolescents and leaders
Irregular ad hoc meetings
WWW.SKAUCI-EUROPY.PL
Katarzyna Kaczmar, Wroclaw University , Faculty of Social Sciences | web | http://e-methodology-conference.eu/wp-content/uploads/2021/05/Was-e-scouting-real.pdf | 0.436244 | {
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The High Cost of Corn Syrup
It's everywhere! Check the label on just about anything that comes in a box, can or jar these days and you'll see a pervasive ingredient: high-fructose corn syrup (HFCS). What is it and why are there a growing number of experts who are concerned about this sweetener?
About 50 years ago, a technique was devised to convert the starch in corn into a syrup and then using enzymes to convert glucose into fructose. This offered many advantages. The syrup was easy to transport, mix into processed foods, and due to government subsidies and tariffs on foreign sugar, cheaper. And one other advantage: it can be manufactured to be sweeter than table sugar.
While HFCS has been blamed for the growing health issue of obesity, elevated consumption of any sugar, whether glucose, sucrose or fructose can have negative health consequences.
Here are some of the things sugar does to your body:
1. It contributes to tooth decay by decreasing the effectiveness of white blood cells that "eat" bacteria.
2. It causes the body to release more adrenalin, linked to hyperactivity in children.
3. It leaches calcium from the body when consumed in soft drinks.
4. It stresses the pancreas to create insulin, linked to diabetes.
5. It hinders weight loss by causing the body to store excess carbohydrates as fat.
6. It increases the likelihood of chronic fatigue.
7. It can prompt mood swings, irritability and anxiety.
If your sweet tooth is calling, look for natural sugars in fruit. The fiber helps slow the absorption by your body, making it gentler to your system. Plus, you get the naturally occurring vitamin, enzymes and micro-nutrients essential for good health.
Compliments of Dr. Robert Caprile, Chiropractor
181 Maple St. E. Longmeadow MA 01028 [REDACTED_PHONE]
www.eastlongmeadowfamilychiropractic.com
Chiropractic care and Nutrition Response Testing | web | https://www.eastlongmeadowfamilychiropractic.com/storage/app/media/high-cost-of-corn-syrup.pdf | 0.433123 | {
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OLIVIA MALM
VESTIGE OF STONE
- Pavilion Stångehuvud
Stångehuvud is a nature reserve in Lysekil where not only its nature, proximity to the sea and spectacular granite landscape is of importance. A predominant part of its identity is also related to human activity and intervention - the traces of sharp scars left in the granite from the stone industry as well as the spirit and persistence of a person who singlehandedly came to save the landscape for the generations to come. They all play a part in creating the collected identity of Stångehuvud, all part of how we perceive and value the site today.
Growing up in the small coastal town of Lysekil, I can see how my own identity in many was has been shaped by the surroun ding landscapes. The strong salty winds, the coarse red granite and the open horizon of Stångehuvud becoming a multifaceted identity-bearer for many.
The idea behind this thesis grew from a personal fascination of the landscape and history of the site. From the anecdotes of the stonemasons of my own family, spen ding their days in the quarries of Stångehu vud, as well the alluring stories of the brave and persistent Calla Curman refusing to observe the fragmentations of the natural granite landscape. These historical and
contemporary values created an interest in how architecture can be positioned in the perception and experience of a landsca pe. Containing and highlighting historical details, artefacts and stories while also becoming a contemporary meeting place where history, culture and landscape can intersect.
Through research by design, this thesis aims towards creating an understanding of the possibilities of the relationship between architecture and landscape by exploring the visible and invisible representations of architecture and tectonics. The goal is to highlight the sometimes conflicting histo ry of Stångehuvud - to raise awareness of the human interactions that came to shape, shatter and save the nature re serve. Through the addition of a museum pavilion and community space I aim to create a new platform for these stories to be shared, creating additional values to the experience of the nature reserve today.
Keywords :
Stångehuvud, museum, local history, landscape | web | https://projects.arch.chalmers.se/wp-content/uploads/2021/05/Malm_Olivia_Building-Tectonics_Abstract-Final-2021.pdf | 0.473217 | {
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Dead Passivity
A.W. Tozer:
Most readers will remember (some with just a trace of nostalgia) his or her early struggles to learn the difference between the active and the passive voice in English grammar, and how it finally dawned that in the active voice, the subject performs an act; in the passive voice, the subject is acted upon. Thus, "I love" is active, and "I am loved" is passive.
A good example of this distinction is to be found at the nearest mortuary. There the undertaker is active and the dead are passive. One acts while the others receive the action.
Now what is normal in a mortuary may be, and in this instance is, altogether abnormal in a church. Yet we have somehow gotten ourselves into a state where almost all church religion is passive. A limited number of professionals act, and the mass of religious people are content to receive the action. The minister, like the undertaker, performs his professional service while the members of the congregation relax and passively "enjoy" the service.
One reason for this condition is the failure of the clergy to grasp the true purpose of preaching. There is a feeling that the work of the preacher is to instruct merely, whereas the real work of the preacher is to instruct with an end to securing moral action from the hearers. As long as there has been no moral response to the instruction, the hearers are passive merely and might as well be dead. Indeed, in one sense they are dead already.
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Crocheted Rose
Choose yarn and corresponding hook (can be made with any weight yarn). Roses pictured are made with punch needle (very fine) yarn. Stitches are crocheted into top of previous row of stitches, NOT spaces between them. Count from hook.
ch: chain stitch ; tr: treble crochet ; dtr: double treble* ; dc: double crochet ; sc: single crochet ; ss: slip stitch *Note: dtr stitch: with one loop on hook, yarn over twice, pull through one loop, then through two loops three times.
Leaving extra long length of yarn, ch 71
Row 1: skip three ch, 1 tr in each ch across (69 sts)
Row 2: (skip 2 tr, 7 tr in next tr, miss next 2 tr, 7 dtr in next tr, miss 2 tr, ss in next tr) 5 times. (Skip 2 tr, 7 dc in next tr) 4 times, (skip 2 tr, sc in next tr) 2 times, ss in top of ch 3.
(5 large double petals, 4 medium single petals, and centre curl made) Fasten off leaving extra long end.
Forming Rose
Thread a wool needle with yarn at end just fastened off and and weave in and out of bottom of foundation ch to the end. From the back, right side inward, gather carefully, to form a tighter spiral at the centre, looser towards outside. Position other petals slightly outward from the centre and stitch leading edge of first double petal to a double petal at the back.
Making Stem:
Taking up other loose end, add to that on the needle and run both through the centre petal at the back. With crochet hook, catch up a loop through any centre stitch and crochet 12 ch. Fasten off. | web | https://www.treasurechambers.com/2019/September25/2019CrochetedRose.pdf | 0.427259 | {
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PORTRAIT OF SUBSTITUTION
Isaiah 53:1-11
The questions below are designed to be used by Saylorville Church Cell Groups as they meet during the week following the Sunday morning message at Saylorville. The intent is not for groups to answer every question, but for leaders to use the questions as a guide as they tailor the discussion to the unique needs of their group. The Sunday message and these questions can be found each week at www.saylorvillechurch.com/sermons.
CONNECT WITH YOUR GROUP (10-15 MINUTES)
* How closely have you been following March Madness? Did you predict any upsets? What does your bracket look like right now? Don't worry if your bracket is busted - the odds of having a perfect bracket are 1 in 9.2 quintillion!
* There are over 300 predictions in the Old Testament that point to Jesus in the New Testament. The odds of any man fulfilling these prophesies, even up to the present time, has been estimated to be 1 in 100,000,000,000,000,000 (10 to the 17th power).
* In light of this, how might you talk to people who don't believe Jesus is God's Son, the Messiah?
APPLY THE BIBLE (45-60 MINUTES)
* Remember what you talked about last time. Is there anything you need to follow up on this week?
* Review the notes you took on Sunday. What is one thing that sticks out to you about what you heard?
* Read Isaiah 52:13 - 53:6. In his message, Pastor Pat uncovered five pictures of Jesus' substitution.
1. Behold Him Exalted (Isaiah 52:13)
a. As a group, explain how Jesus was exalted through the crucifixion.
b. Read Galatians 6:13. What would it look like to live in a way that boasts only in the cross?
2. Behold His Humiliation (Isaiah 52:14 and 53:2)
a. When you picture Jesus in your mind, how do you see Him? How does this passage change the image you have of Jesus?
b. How does it make you feel to know that Jesus understands what it means to be humiliated?
3. Behold His Compassion (Isaiah 53:3-4a)
a. What are some of your favorite Bible stories about Jesus having compassion on people?
b. Talk about a time when you sensed that Jesus was carrying you, or having compassion on you.
4. Behold Him Rejected (Isaiah 53:4b New Living Translation)
a. Most people would not admit to "rejecting" Jesus, but sometimes Christians think they can accept Jesus, then live as though they have rejected Him. Are there times when this is true for you?
b. How does the truth of the gospel prevent you from living that way consistently?
5. Behold His Substitution (Isaiah 53:5-6)
a. Everything that happened to Jesus should have happened to us. He didn't die for His own sins, He died for our's. Read through the passage again out loud (next page), and substitute your own name where you see the underlined pronouns.
b. What is your immediate response to this exercise? What will your long-term response be?
PRAY TOGETHER (5-15 MINUTES)
* As a group, pray: Jesus, thank you for giving your life for me. In response, I will live my life for you.
Isaiah 53:1-6 (New Living Translation, edited)
Read out loud, and substitute your own name for the underlined pronouns.
Verse 1
Who has believed our message? To whom has the Lord revealed his powerful arm?
Verse 2
My servant grew up in the Lord's presence like a tender green shoot, like a root in dry ground. There was nothing beautiful or majestic about his appearance, nothing to attract us to him.
Verse 3
Jesus was despised and rejected - a man of sorrows, acquainted with deepest grief. I turned my back on him and looked the other way. He was despised, and I did not care.
Verse 4
Yet it was my weaknesses he carried; it was my sorrows that weighed him down. And I thought his troubles were a punishment from God, a punishment for his own sins!
Verse 5
But he was pierced for my rebellion, crushed for my sins. He was beaten so I could be whole. He was whipped so I could be healed.
Verse 6
All of us, like sheep, have strayed away. I have left God's paths to follow my own. Yet the Lord laid on him my sins and the sins of my Cell Group. | web | http://www.saylorvillechurch.com/wp-content/uploads/Sermon-Questions-Isaiah-53.pdf | 0.475585 | {
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RECYCLE TO EARN
Rishi Bhailal Chandra
Supply Chain Management, Accounting, Kelley School of Business, IUPUI
Recycling is a key aspect of any sustainability effort, one that calls for the participation of the entire campus community. Getting students to recycle is very difficult. Students lack the motivation to recycle as they don't see any immediate benefits to recycle. IUPUI is setting up single stream recycling system where students can drop recyclable items and then they will be sorted at the recycling center and later recycled. This doesn't solve the problem of motivating students to recycle. In order to motivate students to recycle there is a need for a pull strategy where they would earn some kind of an incentive to recycle. My proposal is to develop a machine which will let IUPUI students, faculty and staff to swipe their Jagtag at the machine and then drop the can or bottle in the machine. Once the bottle or can is dropped in the machine, that person will earn points which will then be added to their Jagtag. The student can then use those points to print on campus or get discounts at on and off campus locations that accept JagTag as a method of payment. The machine would have proximity sensors attached to them which will be able to detect the bottle or can. The machine would also have facts regarding the importance of recycling and other ways students can recycle while they are at home or at work. There would also be a leaderboard chart showing who recycles the most. This will also generate a competitive spirit amongst students. By doing this we will be able to motivate students to recycle while they are on campus which will then motivate them to inculcate measures to recycle not only while they are on campus but also while they are at home or work.
No Mentor, independent research | web | https://scholarworks.iupui.edu/bitstream/handle/1805/5485/Chandra-recycle.pdf?sequence=1&isAllowed=y | 0.44817 | {
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1 of 2
http://currents.ucsc.edu/05-06/11-07/outreach.asp
November 7-13, 2005
Vol. 10, No. 13
November 7, 2005
Appointments
John Trudeau joins UCSC Extension
Awards and Honors
Art historian Carolyn Dean awarded prize for article
Publications
'California Coast' book aims at wide audience; reception Nov. 17
Book chapter critiques corporate self-regulation
UCSC in the News
Research by Lisa Sloan and Lara Kueppers attracted widespread media attention... and more
© UC Santa Cruz. Currents Newspaper is a weekly publication from the UC Santa Cruz Public Affairs Office.
Maintained by [REDACTED_EMAIL]
Harvard physicist speaks to students at Watsonville High
By Scott Rappaport
Renowned Harvard physicist Lisa Randall spoke to more than 100 Watsonville High School students enrolled in physics classes last Wednesday as part of an outreach event to help celebrate the investiture of UCSC chancellor Denice D. Denton.
Harvard physicist Lisa Randall (left), Watsonville High student Andrea Aguilar, and her physics teacher Joe Manildi after Randall's November 2 talk at the high school
Photo: Scott Rappaport
After a brief presentation of her background and work, Randall fielded questions from the 15- to 18-year-old students, ranging from her goals and influences to more detailed queries about black holes and string theory.
When asked, "what is the greatest goal you wish to achieve with your career?" Randall received applause when she quickly responded: "to change the world."
"I'd like to see more people interested in science and I want people to know that all kinds of people can become scientists," she added.
Randall ran through the qualities that make a good scientist--including curiosity about how things work and fit together, perseverance, and the ability to admit when you are wrong and try something else.
"Math is also really important," Randall told the students. "You want to learn as much math as you can—it's really useful in anything that you do. Reading is essential too," she added, "it's a great way to engage your imagination."
Denice Denton invested as UCSC chancellor
Diversity called crucial for campus, nation
More than 300 attend Scholarships Benefit Dinner
Campus gets early look at UC diversity study
Harvard physicist talks to Watsonville students
Profile: Grad student tracks trace metal contaminants
Event to raise funds for research apprenticeships
Compensation issues on UC Senate Assembly agenda Nov. 9
Former chancellor steps down from UC post
Campus community invited to join discussions of diversity
Film critic interviews Palestinian director
12/6/2005 8:54 AM
2 of 2
http://currents.ucsc.edu/05-06/11-07/outreach.asp
The event was cosponsored by UCSC Arts & Lectures and the Cultural Council of Santa Cruz County. The students prepared for Randall's visit by spending the past two weeks learning about principles of modern physics.
"It was really interesting and I think it cleared up a lot of things about string theory that we're learning now in our physics class," observed 16-year old junior Andrea Leone.
"She kind of broke it down and made it much easier to understand," chimed in fellow student Andrea Aguilar, "particularly certain things that other people couldn't really explain to us."
Watsonville High physics teacher Joe Manildi helped coordinate the event and noted that he was extremely pleased with the outcome. "I can't say enough about Lisa Randall—she really brought out the best in my students," Manildi said.
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12/6/2005 8:54 AM | web | http://randall.physics.harvard.edu/RandallCV/P-Watsonville11-05.pdf | 0.486448 | {
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We shall overcome, We shall overcome
We shall o~ver~come some d ~a ~y
Oh deep in my heart (I know that)
I do believe We shall overcome some-day
We’ll walk hand in hand...
We shall live in peace...
We shall all be free...
We are not afraid...
We will all play Ukes...
We shall overcome
"This song was originally one of two African American Spirituals: 'Til Overcome Some Day" or "Til be All Right."
In 1946, several hundred employees of the American Tobacco Company in Charleston, South Carolina were on strike.
They sang on the picket line to keep their spirits. Lucille Simmons started singing the song on the picket line and
changed one important word from "I" to "we". Zilphia Horton learned it when a group of strikers visited the
Highland Fold School, the Labor Education Center in Tennessee. She taught it to me and we published it as
"We Shall Overcome" in our songletter, People's Song's Bulletin, in 1952, I taught it to Guy Carawan and Frank Hamilton.
Guy introduced the song to the founding convention of SNCC (Student Non-Violent Coordinating Committee) in North Carolina.
...and then it swept the country. - Pete Seeger
Ukulele Club of Santa Cruz January 2004 | web | http://scukes.org/songs_iPadb/We%20Shall%20Overcome%20(SC145).pdf | 0.42756 | {
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Sgt. Wayne M. Kidwell, U.S. Army
By Barbara Glakas
On this Memorial Day weekend we remember Wayne M. Kidwell, for whom the Town's American Legion post is named.
Herndon's American Legion Post #184 was chartered in 1989. The first Sergeant at Arms, John Kirk, suggested naming the Post after Wayne M. Kidwell, a Herndon native who was killed in action in Vietnam. At a meeting on August 21, 1989, the members approved the name.
Wayne Minor Kidwell was born in 1948 to Kenneth and Emily Kidwell. As a child he lived in the Fox Mill area of Reston and attended Navy Elementary School. His family moved to Ballou Street in Herndon when he was middle school age.
Wayne liked working on his grandparent's farm; he enjoyed plowing and planting corn, potatoes, and other vegetables. He also liked hunting, fishing, go-karts, and fast cars as he got older. He was described as someone who was strong, who had nerves of steel, and who would always stick up for or help anyone in need.
He was very passionate about serving his country. When he decided to enlist in the Army he was under age and had to have his parents sign for him. He always wanted to become a paratrooper.
He became a member of the U.S. Army and attained the rank of Sergeant (E4). He started his tour in Vietnam in December of 1967. He served in the first platoon of Company A, the First Battalion, 502 nd Infantry of the 101 st Airborne Division.
Sgt. Kidwell was a recipient of the Combat Infantry Badge, the Parachutist Badge, the Vietnam Gallantry Cross Unit Citation, the Vietnam Service Medal, the National Defense Service Medal, the Republic of Vietnam Campaign Medal and the Purple Heart. He died on March 8, 1968 of hostile small arms fire in the Battle of Ap Dong Lam in the Thua Thien Province of South Vietnam. He was 19 years old.
Excerpts from the writings of a fellow unit member, Charles "Country" Cole, describe the battle:
The Battle of Ap Dong Lam was fought on March 7 th , 8 th and 9 th of 1968 by A Co. 1/502/2nd Bde, 101st Airborne Division. We had artillery support, but I don't remember any air support other than the medivacs taking out our dead and wounded.
The first thing I remember about it is when Sgt. Otero, Sgt. Tetrick, and SP4 Laird went on a scouting mission into the village next to Ap Dong Lam. They made contact with the enemy and Sgt. Tetrick (my squad leader) was killed by automatic weapons fire. He was a tough fearless soldier and it really got to me to see him shot up the way he was. Laird brought his body back. I put his gear on the chopper when they carried him out.
After we got resupplied and our wounded and dead were taken out, we moved to a graveyard next to the village of Ap Dong Lam. Third platoon sent out an ambush to the left of Ap Dong Lam that night. They said the NVA walked into their kill zone with their AKs slung over their shoulders not suspecting they were fixing to die. They sprang the ambush and pulled back to the NDP.
I can't remember everything that happened the next morning, but I do remember we were being fired on from the village. There was also some artillery fire called in on the village.
My squad was sent in to take out an enemy machine gun that was firing at us. Our squad went in alone on this machine gun across this paddy. How we all made it to the edge of the village with this gun firing at us every time we jumped up to run toward the village, I don't know, but we made it. They pulled the machine gun back when we got close. We took out some more enemy positions along the edge of the village and then stayed trapped there for 4 or 5 hours. One of our guys had to throw 3 grenades into one bunker to silence it. He then stood up and said "I got him" and promptly got his helmet shot off his head. Didn't hurt him.
We had four or five rockets or RPGs fired at our position. Most of them went over our heads and blew up in the rice paddy about 20 yards behind us, but one hit a banana tree right where we were and blew up. I don't know to this day how we survived that one.
I carried 6 grenades with me on this assault and many clips of ammo for the M-16. We fired up most of our ammo and threw most of our grenades during this 4 or 5 hours we were there. I had 1 clip left and 1 grenade when the word came at dark for us to pull back. We made a hasty retreat back to where the rest of the company was.
The next day was when the whole company assaulted the village and the enemy let the company get in the village and started popping up out of holes shooting people. We had come in bringing up the rear after we had such a bad day the day before and already lost two men from our squad. The enemy just flat ran us out of that village that day and inflicted many casualties on us. I remember walking away from the village helping carry some of the dead and the enemy shooting at us. We were just walking in the open.
When I got back to the graveyard, I laid on top of a grave and was shooting back in the village. I heard a bullet go over my head and then a few seconds later, one hit the tombstone beside me. I decided someone in the village was shooting at me and decided not to give him a third clear shot at me. I got down behind the grave and finished this day from there.
The last day, we went through the village and the enemy had slipped away. I believe we were credited with 57 enemy KIA. We had lost 10 KIA and many WIA. We also recovered our 3 MIAs. They estimated we were fighting two NVA companies or more. This battle is not well known by many, but some men from A Co. remember it well.
Sgt. Kidwell is buried in Herndon's Chestnut Grove Cemetery. His name is on the Vietnam Memorial Wall in Washington, D.C., Panel 43E, Row 56.
Others from Herndon who died in the Vietnam War include PFC Ernest Richard Franks, U.S. Marines; PFC Theodore S. Heriot Jr., U.S. Army; PFC Guy Holdaway, U.S. Army; and PFC Daniel Wesley White, U.S. Army. | web | http://www.herndonhistoricalsociety.org/images/62._Wayne_M._Kidwell.pdf | 0.483339 | {
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Anti-bullying
Activity 7
Bystander roles
Bystander roles
There are many reasons a bystander may choose to act or not act when witnessing someone being bullied. Most reactions fall into one of these four groups. Discuss some examples:
Reinforcer
Assistant
Behaviours include laughing, cheering, encouraging
Outsider
Behaviours include actively helping, such as blocking exits
Defender or upstander*
Behaviours include silent observation that could be interpreted as approval
Behaviours include active support for the person being bullied
*An UPSTANDER is someone who takes action or stands up when they witness someone being bullied or treated unkindly.
Anti-bullying -
Bystander to upstander - Activity booklet antibullying.nsw.gov.au
Anti-bullying
Activity 7
Scenarios
Always debrief after activities that involve sensitive topics that may trigger strong emotions.
Someone:
Tells you to do something you don't want to do.
Makes fun of someone with a disability.
Wants you to spread a rumour about someone else.
Wants you to exclude someone else from a game.
Tells you that you can't join in a game.
Tells everyone not to let you play with them.
Demands someone's lunch money.
Demands your lunch money.
Posts something mean or humiliating about you online.
Posts something mean or humiliating about a classmate online.
Threatens to fight a friend of yours after school.
Calls someone nasty names because of their gender or sexuality.
Has spread a nasty rumour about someone online and it has gone viral.
Repeatedly calls someone a very hurtful nickname at lunchtime that makes everyone laugh.
Makes fun of someone's clothes or circumstances.
Insults someone's parent for being of a different race or religion.
Posts embarrassing photos of someone online without permission.
Shares or forwards embarrassing photos of someone without permission.
Anti-bullying -
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Slums Sprawl in Shadow of Bhopal Gas Leak
Indians Eke Out Living 12 Years After Disaster Despite Suspected Contamination of Water, Soil
By Kenneth J. Cooper
Washington Post Foreign Service
BHOPAL, India
The three visitors climbed atop the circular concrete rim, peered down and sniffed the deep darkness of the polluted well across the street from the closed Union Carbide plant.
Almost immediately, voices jacking in Hindi interrupted the observation. The visitors turned their heads toward a group of young boys who were lined up along a nearby wall.
"This is the well of death," the boys said.
They were laughing.
This bit of macabre humor did not surprise the guide, an environmental activist who has frequented the Jayprakashnagar slum, where the accidental release of methyl isocyanate gas from the Union Carbide pesticide plant in 1984 continues to take lives.
When slum children play house, one child ends the game by pretending to release noxious gas, causing the other participants to start coughing before they fall to the ground and lie still, as if dead.
It is a morbid game for a morbid place. "How else do you cope with it?" asked Satnath Sarangi, the guide.
A dozen years after a toxic tragedy killed more than 4,000 people in Bhopal and damaged the health of 500,000 more, families still live just outside the barbed-wire fence surrounding the plant, which shut down after the methyl isocyanate gas was released. New slums have sprouted nearby on abandoned farmland whose yields dropped sharply in the aftermath of the accident.
Sarangi and other activists have been working to focus attention on suspected contamination of the water and soil by toxic waste discharged from the plant, which began operating in the 1970s. Putablic municipal water does flow from the taps in Jayprakashnagar each morning but for less than 30 minutes, according to residents.
"There are so many water problems here," said Begum Bee, 45, "and we're helpless; we have to use water from the well." Residents said they suspect two wells are polluted. One is not used because the stone wall around it has collapsed, spilling dirt into the bottom. But water is still drawn from "the well of death."
"It's not used for drinking; it's used for washing," said Babu Lal, a shopkeeper. "It has a foul smell."
When other water is not available, residents fill their pots at a distant well rather than drink from the polluted one. "Why would we want to drink it? We don't want to die," Lal said.
Even washing with the well water, Lal said, has caused minor health problems. While adults report a temporary itching and burning sensation, blisters have appeared on the tender skin of children.
The slum dwellers talked freely about their water problems, but they have grown weary of years of relentless questioning about gas-related deaths by government officials, medical researchers and journalists. Sarangi warned the visitors not to ask such questions.
The nongovernmental organization that Sarangi leads, the Samabhava Trust, has been carefully asking such sensitive questions to compile medical information about the causes of recent deaths. To compensate for inadequate government records, the research group has been using a medical questionnaire to contact "vital informants" — deceased persons by interviewing the people who last provided care for them.
The novel technique has been used in Africa to track such health problems as AIDS and establish infant mortality rates. Sarangi hopes to persuade Indian courts to admit the findings as evidence of further Union Carbide corporate liability.
Last month, members of the Samabhava Trust plans to set up a free clinic that will offer alternatives to the antibiotics, steroids and tranquilizers usually prescribed for ailing survivors of the gas leak. Instead of what he called "irrational medication," Sarangi said the clinic would offer other drug therapies, traditional Indian medicine and "cure by yoga."
In one part of the slum, however, which is being disassembled for resale, four deep pits that were once used to store chemical wastes are being filled with dirt. One has been sealed. A tractor has leveled the dry bottom of two others, ripping apart its black plastic liner.
The visitors watched as women and children from Atal Ayub Nagar, a shantytown built on abandoned farmland nearby, scrambled down the steep slopes to collect the plastic scraps, even though one study found that the pits contain cancer-causing and liver-damaging agents.
Sultan Ahmed Khan, 15, walked away with a roll of plastic on his back. "I'm taking it for my roof so the water doesn't come in. We bought new plastic but were running short of it," he said.
"More contamination," Sarangi sighed.
Khan and other slum dwellers scavenged the plastic to prepare for the coming monsoon rains, which also contribute to the pollution problems in this hilly city of 1 million. Babulal Gaur, a former state minister, said the rains cause chemical residues to seep deeper into the soil.
"The rainwater just enters the ground water," Gaur said. "The animals and the people, they fall sick because of the water."
The seasonal monsoon rains, which many Indians welcome as relief from summer's heat, are due in Bhopal any day now. | web | https://www.bhopal.net/wp-content/uploads/2019/05/1996-Washington-Post-article.pdf | 0.488514 | {
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How today’s students learn SCIENCE
OBSERVING, POSING QUESTIONS, MAKING SENSE OF REAL-WORLD OBJECTS AND EVENTS (PHENOMENA)
WHOA! WHY DOES MY HAIR STAND UP WHEN I TOUCH THE MACHINE?
IN PHYSICS CLASS, JENNY CAN’T WAIT TO INVESTIGATE WHAT MAKES HER HAIR STAND ON END.
DESIGNING SOLUTIONS USING ENGINEERING AND TECHNOLOGY
DARN! I NEED TO MODIFY MY DESIGN...
CRASH
SUCCESS! THIS DESIGN SUPPORTS MORE WEIGHT.
AFTER MANY DESIGN CHANGES, DEJA BUILT THE STRONGEST BRIDGE IN THE CLASS.
DEVELOPING MODELS TO EXPLAIN REAL-WORLD OBJECTS OR EVENTS
ANY CRITIQUES FROM THE CLASS?
WHAT’S YOUR EVIDENCE, CARLOS?
MEANWHILE, IN MS. STURGEON’S EARTH SCIENCE CLASS, CARLOS EXPLAINS HOW SOME MOUNTAINS FORM.
PLANNING AND CARRYING OUT INVESTIGATIONS AND ANALYZING DATA
HOW MANY MEASUREMENTS SHOULD YOU MAKE?
3 FROM DIFFERENT AREAS OF THE POND.
STUDENTS INVESTIGATE THE QUALITY OF WATER IN A NEARBY POND.
DISCUSSING, EXPLAINING, AND USING EVIDENCE FOR IDEAS
I KICK THE RED BALL...
...BUT THEN POW...
POW
...THE BLUE BALL STARTS MOVING AND THAT MEANS ENERGY WAS TRANSFERRED TO IT.
IN THE GYM, BOBBY DEMONSTRATES AND EXPLAINS HIS IDEAS ABOUT ENERGY TRANSFER.
NEXT GENERATION SCIENCE STANDARDS
Pathway to Success
Learn how you can support science learning in your school and community at www.nsta.org/ngss
NGSS@NSTA
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Sujet 0
SUJET de Langues, littératures et cultures étrangères et régionales : ANGLAIS
ÉVALUATION de fin de première Epreuve écrite
Durée : 2 heures
Le sujet porte sur la thématique « Rencontres »
.
Prenez connaissance des documents A, B et C et traitez le sujet suivant en anglais :
Write a short commentary on the three documents (minimum 300 words): taking into account the specificities of each document, focus on the way the authors represent love relationships and the difficulties in establishing them.
Document A
5
10
[Captain Wentworth] was, at that time, a remarkably fine young man, with a great deal of intelligence, spirit, and brilliancy; and Anne an extremely pretty girl, with gentleness, modesty, taste, and feeling. Half the sum of attraction, on either side, might have been enough, for he had nothing to do, and she had hardly anybody to love; but the encounter of such lavish recommendations could not fail. They were gradually acquainted, and when acquainted, rapidly and deeply in love. It would be difficult to say which had seen highest perfection in the other, or which had been the happiest: she, in receiving his declarations and proposals, or he in having them accepted.
15
20
A short period of exquisite felicity followed, and but a short one. Troubles soon arose. Sir Walter, on being applied to, without actually withholding his consent, or saying it should never be, gave it all the negative of great astonishment, great coldness, great silence, and a professed resolution of doing nothing for his daughter. He thought it a very degrading alliance; and Lady Russell, though with more tempered and pardonable pride, received it as a most unfortunate one.
Anne Elliot, with all her claims of birth, beauty, and mind, to throw herself away at nineteen; involve herself at nineteen in an engagement with a young man, who had nothing but himself to recommend him, and no hopes of attaining affluence, but in the chances of a most uncertain profession, and no connexions to secure even his farther rise in the profession, would be, indeed, a throwing away, which she grieved to think of! Anne Elliot, so young; known to so few, to be snatched off by a stranger without alliance or fortune; or rather
25 sunk by him into a state of most wearing, anxious, youth-killing dependence! It must not be, if by any fair interference of friendship, any representations from one who had almost a mother's love, and mother's rights, it would be prevented.
30 35 Captain Wentworth had no fortune. He had been lucky in his profession; but spending freely, what had come freely, had realized nothing. But he was confident that he should soon be rich: full of life and ardour, he knew that he should soon have a ship, and soon be on a station that would lead to everything he wanted. He had always been lucky; he knew he should be so still. Such confidence, powerful in its own warmth, and bewitching in the wit which often expressed it, must have been enough for Anne; but Lady Russell saw it very differently. His sanguine temper, and fearlessness of mind, operated very differently on her. She saw in it but an aggravation of the evil. It only added a dangerous character to himself. He was brilliant, he was headstrong. Lady Russell had little taste for wit, and of anything approaching to imprudence a horror. She deprecated the connexion in every light.
Such opposition, as these feelings produced, was more than Anne could combat.
Jane Austen, Persuasion, Chapter IV, 1818
Document B
Men should be helped to cross social barriers to find prosperity – and love
Our education system must do more to bring together those of different backgrounds to improve social mobility
Part of the addictive charm of ITV2's 1 Love Island was the opportunity it gave us to test the relationship adage "opposites attract". The reality television show
5 flung together a group of twentysomething singletons in a luxury villa under
constant surveillance, with little in common save their desire to become stars. Some of the unlikely pairings that transpired – a socialite charity worker and a Calvin Klein model; a farm dweller and a former motorsport grid girl 2 – suggest there perhaps is something to that old saying.
10 But it's becoming less true in the real world, where, according to the Institute for Fiscal Studies, we are becoming increasingly likely to settle down with someone like ourselves in terms of background and earnings.
The findings of its new research echo those of previous studies: social mobility
– the link between someone's social background and where they end up in life
15 – has got worse for men born in 1970 compared to those born in 1958. But it shows for the first time this is not just because the link between a man's earnings and those of his father has got stronger. Men born to richer parents also tend to end up better off because they are more likely to be coupled up and their partners are also more likely to earn more. The researchers will next be looking at whether these effects also hold for women […].
Sonia Sodha, The Guardian online, August 13, 2017
1 ITV is a British television network.
2 Grid girl : une hôtesse (ici, sur un circuit automobile).
Document C
Oil on canvas, 92 x 61.5 cm
Edmund Blair Leighton, "Where there's a will", 1892 | web | http://mrglackin.eu/wp-content/uploads/2022/08/s0bac21-1e-spe-llcer-anglais-rencontres-amour_1133653.pdf | 0.481774 | {
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Navigating the New Normal: NITI Aayog
drishtiias.com/printpdf/navigating-the-new-normal-niti-aayog
Why in News
The National Institution for Transforming India (NITI) Aayog, in partnership with several other stakeholders has launched a behaviour change campaign called 'Navigating the New Normal', and its website.
Key Points
The campaign has two parts:
Covid-safe behavioural norms: The first is a web portal, containing resources informed by behavioural science and the use of nudge and social norms theory, related to Covid-safe behavioural norms during the ongoing Unlock phase, and
Wearing of Masks: The second is a media campaign focused on the wearing of masks.
The portal focuses on easy implementation of four key behaviours in the unlock phase: mask-wearing (essential focus), social distancing, Hand hygiene, and not spitting in public.
Citizens Role: It aims at desired social behaviour in which the enforcement burden shifts from the Government to the citizens.
Sector Specific: The website will have sector-specific collaterals and guidelines for health, nutrition, and public transport (in metro cities).
International Examples: Japan and South Korea have made 'mask-wearing' a socially accepted norm.
Recent Examples/Initiatives in India:
Recently, Meghalaya has issued a new health protocol which also lays emphasis on the Behaviour Change Model for living with Covid-19.
The Economic Survey 2019 too lays out an ambitious agenda for behavioural change by applying the principles of behavioural economics to several issues, including gender equality, a healthy and beautiful India, savings, tax compliance and credit quality.
Behavioural Science
Behavioural science is a method of analysis that applies psychological insights into human behaviour to explain their decision-making
In reality, decisions made by people often deviate from the classical principles. Drawing on the psychology of human behaviour, science provides insights to 'nudge' people towards desirable behaviour.
Nudge Theory
According to Nudge theory, people, rather than being forced, can be encouraged and influenced to pursue or desist from certain actions through nudges.
It does not talk about penalizing people if they do not behave in a particular manner, rather it encourages them to make desirable decisions.
It believes that Humans are not-so-rational and often need encouragement or intervention — a nudge — to get going and do what's best for the country or society at large.
American economist Richard Thaler has won the 2017 Nobel Prize in economics for his contributions to behavioural economics.
Limitations of Behavioural Science
Continuous Efforts vs One-time Action - Give It Up campaign for LPG subsidy was a comparatively easy policy as it requires only a one-time action of affluent households, whereas task is very difficult in case of living with Covid-19, Beti Bachao, Beti Padao and SBM, as it requires continuous effort to dislodge mind-sets that prevailed for decades.
Specific Targeting is Required: In order to make this campaign a success, focus must be on special areas of concern such as small factories and poor labourers, who comprise a large part of the vulnerable population. Example: Advertising campaigns such as the Beti Bachao Beti Padhao scheme did not target specific states where child sex ratios were already skewed (although it was effective in Haryana, which also has a very poor sex ratio).
Case of Confirmation Bias: The applications of behavioural insights appeared to be a result of confirmation bias (to the extent that past policies were viewed with a behavioural lens).
Way Forward
As the lockdown is lifted, people will resume their normal activities. This raises a challenge of minimising the spread od Covid-19 without impacting the movement of people. This signals a need for change and creation of a "New Normal" – where we adapt our routine activities to enable consistent compliance to the COVID-19 protective behaviours.
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The Christian Science Monitor, June 23, 2011 (Page 1 of 2)
Achievement gap for Hispanic students hasn't narrowed in 20 years
A first-of-its kind NAEP report finds hints of progress, but mostly a stubborn achievement gap between Hispanic and white students.
By Stacy Teicher Khadaroo, Staff writer / June 23, 2011
In 20 years, the national achievement gap between Hispanic students and their non-Hispanic white peers hasn't budged.
But hints of progress can be found with a closer look at low-income Hispanics or those who already know the English language. And some states stand out for gaps considerably lower than the national average.
This first-of-its kind report on the Hispanic-white gap comes as Congress is considering how to rewrite No Child Left Behind, the federal law that has attempted to narrow gaps based on race, income, and other factors. Questions loom about how much of that accountability system will stay in place, and what specific role the federal government will play in pushing for the progress of Hispanic students.
RECOMMENDED: Six takeaways about the achievement gap
"I fear people will say ... that these kids are not worth it, [and that they] come with all these problems outside of school that make closing the achievement gap impossible," says Raul González, director of legislative affairs at the National Council of La Raza, a Latino advocacy group based in Washington.
Gaps may not have closed yet, but it's too soon to give up, Mr. González says. Policies are changing – moving toward more accurate assessments for foreign-language speakers, for instance. "We are talking about the academic achievement of poor minority kids.... That conversation is completely different today than it was 10 years ago, and it's because of this focus on raising standards and accountability."
Thursday's report, "Achievement Gaps," is the latest analysis from the National Assessment of Educational Progress (NAEP), which tracks student achievement over time and allows for comparison among states. This analysis focuses on reading and math scores in Grades 4 and 8 between 1990 and 2009.
Since the early 1990s, "there's been overall growth in reading and math for both whites and Hispanics,... but the gap really hasn't closed," says Jack Buckley, commissioner of the National Center for Education Statistics, which oversees NAEP.
In 2009, the national gaps between Hispanics and whites ranged from 21 to 26 points on NAEP scales. The gaps are significant, Mr. Buckley says. In practical terms, here's an example of what they mean:
In fourth-grade math in 2009, the average Hispanic score of 227 corresponds with the "basic" skill level, and it indicates that students can make a pictograph of given information, and can determine, in a multiple-choice question, how many given pieces cover a shape.
The Christian Science Monitor, June 23, 2011 (Page 2 of 2)
The white average score of 248, on the other hand, is just one point shy of reaching the "proficient" skill level, and it indicates that these students can subtract a two-digit number from a three-digit number and solve a word problem involving quarts and cups.
Many communities in the United States have seen rapid growth of their Hispanic population. During the past two decades, the proportion of students in Grades 4 and 8 who are Hispanic grew from about 7 percent to 22 percent.
Among these students, 77 percent are eligible for reduced-price meals at school, a proxy for poverty, which tends to correlate with lower test scores. And large portions of them (37 percent in Grade 4 and 21 percent in Grade 8) are designated as English-language learners (ELLs), who by definition are not fully proficient in reading English.
"With ELLs , there has been a long history of neglect of their education. Folks have had to go to court over and over to get schools to provide these kids with opportunities," González says.
Other factors that education research points toward are inequitable state funding systems that direct fewer resources to minority students, and the fact that fewer well-qualified teachers work in schools with concentrations of low-income and minority kids.
For Hispanics who already know English, the gaps with whites have narrowed. That gap was 15 points in Grade 8 reading, for instance, while ELL Hispanics scored 39 points lower than non-ELL Hispanics.
Among low-income students, the gaps between Hispanics and whites have narrowed in reading and eighth-grade math since 2003.
Five places stand out for smaller Hispanic-white gaps in both reading and math: Florida, Kentucky, Missouri, Wyoming, and the Department of Defense Education Activity schools.
"It is possible to close these gaps ... if we focus on it, if we use common-sense solutions, if we fund schools equitably," says Ulrich Boser, a senior fellow at the Center for American Progress, a nonprofit in Washington. | web | http://1illinois.org/news/Goal1/2011/063011_achievementGap.pdf | 0.42872 | {
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Kent, WA 98030
[REDACTED_PHONE] Cell
[REDACTED_PHONE] Office
Serving the Cities of Kent, SeaTac, Covington, and King County Fire District 37
Professionally and Compassionately Helping People
Fire Prevention Week
Kent, Wash. – October 5, 2015– "Hear the Beep Where You Sleep" is the theme for this year's Fire Prevention Week campaign.
This means that you can increase how safe your family is by installing a smoke alarm in each bedroom. This is extremely important because approximately half of home fires take place between 11 PM and 7 AM – when most people are sleeping.
Current building codes require smoke alarms in each bedroom, but many older homes have smoke alarms only in the hallway outside the bedrooms. Hallway smoke alarms may not be loud enough for those sleeping to hear – especially if people sleep with their bedroom door closed as is recommended. Closed bedroom doors help protect people from smoke and help to limit its spread. Unfortunately, it also muffles this potentially lifesaving alert.
Fire Prevention Week is held during the week that contains October 9 th , commemorating the Great Chicago Fire of 1871 which killed as many as 300 people and destroyed over three square miles of the city.
For more information on how you can keep you family safe, go to http://www.nfpa.org/safety-information/fireprevention-week.
###
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Cooking Corner: A Winter Squash Primer
This time of year signifies transition in the garden. Warm, sunny afternoons continue to turn green fruits bright colors, but long cool nights mean summer crops are fading. Their fall counterparts are now in full swing. Cooking greens, like collards, chard, and kale grow quickly and lush in the cool weather. Within a few weeks, an overnight frost will render the thick green leaves even sweeter.
Now is the time for a full bounty of fall crops: carrots and beets, leeks, celery root, crisp apples, and head lettuce, to name a few. And of course, let's not forget one of the most indicative fall crops: winter squash. These hefty, beautiful fruits add seasonal interest to kitchen tables and counters, and a rich component to fall menus.
The variety of winter squash available can be overwhelming. Here's a short primer, but remember, it's hard to go wrong! Most varieties can be used in place of others – just remember that spaghetti squash gets very stringy when cooked, so it won't substitute well for smooth-fleshed varieties.
Acorn: Dark green, ribbed exterior, with occasional blotchy orange markings. Yellowish orange, nutty interior. Best uses: Roasted, with maple syrup or honey and butter. Stuffed & roasted.
Buttercup: Dark green with lighter green stripes. Medium sized, heavy, and flattened. Yellowish orange, sweet flesh. Best uses: Roasted. Roasted then mashed for use in pumpkin pie or baked goods.
Butternut: Tan, elongated, with a bulbous end. Widely available, smooth & creamy dark orange flesh. Very sweet. Best uses: Roasted. Roasted then mashed for use in pumpkin pie or baked goods. Can be used in recipes, as substitute for sweet potatoes.
Delicata: Small to medium. Cream to tan oval fruits with orange or green flecks and stripes. Creamy orange flesh. Skin is tender enough to be eaten. Heirloom. Best uses: Roasted. Stuffed and roasted.
Hubbard: Extra-large, blue grey (Blue Hubbard) or deep orange (Red Kuri), teardrop shaped squash. May be flattened on one side or appear lumpy. Dense yellow flesh, less sweet than other varieties. Best uses: Stuffed and roasted. Roasted then mashed for use in pumpkin pie or baked goods.
Kabocha: Dark green or bright orange bumpy, rounded exterior. Small-mediium sized. Very sweet, deep orange interior. Best uses: Roasted. In tempura. Roasted then mashed for use in pumpkin pie or baked goods. In place of sweet potato in any recipe.
Spaghetti: Large, deep yellow, oval squash. Bright yellow interior. Very stringy when cooked. Best uses: Roasted, then sautéed with butter and maple syrup. Roasted then served with sauce like pasta.
Sweet Dumpling: Cream colored squash with dark green stripes, small enough to be single serving. Round with flattened top. Dark orange, sweet interior. Best uses: Roasted. Stuffed and roasted.
How to Roast a Squash
Here are the basics:
1. Wash the squash and cut in half lengthwise(carefully!)
2. Scoop out the seeds. For a nutty treat, clean the seeds, coat them lightly with oil, and roast until golden brown. Salt to taste.
3. Place squash cut-side down on a rimmed baking sheet and add a quarter inch or so of water.
4. Roast at 400 degrees for about 30 minutes or until soft.
Recipes to Try
- Butternut Squash Orzo with Sage
- Pumpkin Bread (use any mashed, roasted winter squash)
- Stuffed Squash | web | https://www.growpittsburgh.org/wp-content/uploads/Cooking-Corner-Winter-Squash-Sept-26-2012.pdf | 0.430776 | {
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DEUTSHE WELLE, 27. May 2005
Germany Pushes for Stronger UNEP The planet needs a stronger UN agency to protect it, ministers say
European environmental ministers meeting in Berlin this week are calling for a stronger United Nations environmental agency to deal more effectively with increasingly urgent enviromental matters.
Kenyian Nobel Peace Prize winner and environment minister Wangari Maathai agreed.
The UN has to have a stronger program to deal with pressing global environmental issues, according to environmental ministers from Germany, France and Spain, meeting in Berlin this week to discuss a proposal to create a new UN organization for the environment.
"Despite the many environmental problems in the world, only a small UN body has been set up since 1972," the ministers said in an open letter to the Frankfurter Rundschau appearing Friday. "Since then the global environmental problems have increased and, although several treaties on the environment have been drawn up and ratified, there is a massive lag in the introduction of global environmental policies."
What exists today is the United Nations Environment Program, which despite a successful history, suffers under a structural flaw, according to the ministers: It is not an officially recognized United Nations organization and therefore lacks the power and influence of other UN bodies such as the Food and Agriculture Organization or the World Health Organization.
David vs. Goliath
Germany's Klaus Töpfer has led the organization for the past seven years Created in 1972, it has still managed to be environmental conscience of the world despite being sniggered at. It has done so by plugging away at more than 100 multilateral accords in Nairobi, Kenya with 800 workers, and other bureaus in Europe, Asia and the US.
But it is a "David versus a Goliath," said Jürgen Trittin, Germany's environment minister. Such an organization needs to be strengthened in order to stand eye to eye with such pillars of the global economy as the WTO, the World Bank and the IMF in order to be effective, he added.
"It is often said that environmental protection is a luxury for the developed world while we, in the less developed world, need work and economic growth," Maathai said. "But when one is poor and underdeveloped and reliant upon one's own natural resources for support, then environmental protection is not a luxury but a necessity."
German Environment Minister Jürgen Trittin Trittin said that for a long time, officials in the developing world believed that environmental protection would inhibit economic development. But these days, that idea is changing with the recognition that such measures don't stand against development but are part of it.
Carefully optimistic
In September, UN General Secretary Kofi Annan in his report to the General Assembly will recommend strengthening the UN's environmental agency by creating the United Nations Environment Organization as a way to promote wider reform within the UN itself. Such an initiative is supported by China, Canada, Mexico and many European and African states.
"We know that most European states agree and now we need to take this up with the security council," said Serge Lepeltier, the French environmental minister. "We can be optimistic if not sure that such a measure will succeed."
But the United States opposes the initiative because it would be funded by compulsory contributions from member states.
DW staff (jb) | web | https://www.ecologic.eu/sites/files/news/2009/987_deutsche_welle.pdf | 0.43657 | {
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Language reveals a lot about people
Although social media are widely studied, computational linguistics typically focuses on prediction tasks:
- sentiment analysis
- authorship attribution
- personality prediction
...
Language analysis in social media can also be used to gain psychological insight.
This work …
… explores language features in Facebook as a function of gender, age, and personality.
- 74,941 volunteers shared their gender and age, and took a personality questionnaire
- 14.3m Facebook status updates resulting in 452m instances of language features (each volunteer had written at least 1000 words across their status updates)
- find language features most predictive of outcomes
Volunteer Data
1) Linguistic feature extraction
2) Correlation analysis
3) Visualization
N-grams most distinguishing females (top) and males (bottom), adjusted for age. ($N = 74,941$; 46,572 females and 28,369 males; Bonferroni-corrected $p < 0.001$).
Personality
The well-accepted “Big Five” model (McCrae and John 1992):
- **extraversion**: active, assertive, energetic, enthusiastic, outgoing
- **agreeableness**: appreciative, forgiving, generous, kind
- **conscientiousness**: efficient, organized, planful, reliable
- **neuroticism**: anxious, self-pitying, tense, touchy, unstable
- **openness**: artistic, curious, imaginative, insightful, original
biopsychosocial characteristics that uniquely define a person (Friedman 2007).
Features
**n-grams. 1 to 3 token sequences**
- emoticon-aware tokenization
- stored as relative frequency
- collocation filter: $pmi(ngram) = \log \frac{p(ngram)}{\prod_{token \in ngram} p(token)}$
**topics. semantically-related words derived via LDA**
- Latent Dirichlet Allocation (LDA); MALLET implementation (McCallum 2002)
- Adjusted hyper-parameters to favor fewer topics per document
- 2000 topics (tried 100, 500, 2000, 5000)
- usage per person: $p(topic,person) = \sum_{tok \in topic} p(topic|tok) * p(tok|person)$
Topics most distinguishing volunteers aged 13 to 18 and 23 to 29. ($N = 74,941$; correlations adjusted for gender; Bonferroni-corrected $p < 0.001$)
Age Plots
Standardized frequency of topics and words across age. A. The best topic for each of the 4 age groups. B. Select social topics. C. ‘I’ and ‘we’ unigrams.
Conclusions
- A case-study on analyzing language in social media for psychological insight:
- some results were known or obvious:
- * extraverts mention ‘party’
- * neuroticism and ‘depressed’
- other revealed psychological insight:
- * emotionally stable individuals mention more sports and life activities
- * older individuals mention more social topics and less anti-social topics
- * men preface ‘wife’ or ‘girlfriend’ with the possessive ‘my’ more often than woman do for ‘husband’ or ‘boyfriend’
- More sophisticated language analyses could be brought to bear.
- features based on entity recognition or semantic relations
- analyses which capture interactions between variables | web | https://www.gsb.stanford.edu/sites/gsb/files/conf-presentations/schwartz_poster.pdf | 0.488129 | {
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Lecture 11: Ionian Revolt to Marathon
HIST 332
Spring 2012
Life for Greek poleis under Cyrus
* Cyrus sent messages to the Ionians asking them to revolt against Lydian rule
– Ionians refused
After conquest:
* Ionian cities offered to be Persian subjects under the same terms
– Cyrus refused, citing the Ionians' unwillingness to help
– Median general Harpagus sent to conquer Ionia
– Installed tyrants to rule for Persia
Ionian Revolt (499-494 BCE)
499 Aristagoras, tyrant of Miletos wants to attack Naxos
* He can't pay for it
– so persuades satrap to invade
– The invasion fails
* Aristogoras needs to repay Persians
* leads rebellion against Persian tyrants
* He goes to Greece to ask for help
– Sparta refuses
– Athens sends a fleet
Cleomenes' reply to Aristagoras
* Aristagoras goes to Sparta to solicit help
– tells King Cleomenes that the "Great King" lived three months from the sea (i.e. easy task)
"Get out of Sparta before sundown, Milesian stranger, for you have no speech eloquent enough to induce the Lacedemonians to march for three months inland from the sea." -Herodotus, Histories 5.50
Ionian Rebellion Against Persia
Ionian cities rebel
498
Greeks from Ionia attempt to take Satrap capital of Sardis
fire breaks out
–
* Temple of Ahura-Mazda is burned
* Battle of Ephesus
– Greeks routed
497-5 Persian Counter-Attack
– Cyprus taken
– Hellespont pacified
494
Sack of Miletus
Satrap installs democracies in place of tyrannies
Darius not pleased with the Greeks
* Motives obscure
– punishment of Athenian aid to Ionians
– was going to conquer it anyway
* fleet and army prepared to sail to Attica and Eretria
* Approaches former Athenian tyrant Hippias
Theater as public sentiment for war
493/2 Phrynichus produces a tragedy "Fall of Miletus"
– people became so upset that the whole theatre fell to weeping
– they fined Phrynichus a thousand drachmas for bringing to mind a calamity that affected them so personally
– forbade the performance of that play forever
Herodotus, Historia 6.21.2
The Athenians made clear their deep grief for the taking of Miletus in many ways, but especially in this: when Phrynichus wrote a play entitled The Fall of Miletus and produced it, the whole theatre fell to weeping; they fined Phrynichus a thousand drachmas for reminding them of their own misfortunes, and forbade the performance of that play forever.
Persian Wars
Three Phases:
Phase I: 490s
492 Persian fleet destroyed at Athos
490 Battle of Marathon
Phase II 480 BCE
August
Battle of Thermopylae/Artemisium Persians occupy Athens
Sept
–Athens burned
Battle of Salamis (naval)
– Greeks Win
Phase III 479 BCE
479 Battle of Plataea
First Persian Invasion (492)
Mardonios led the Persian Army across the Hellespont into Thrace and Macedonia
Athens and Eretria are assumed to have been targets
Persian fleet is destroyed off the Chalcidice near Mt. Athos
Second Persian Invasion (490)
Darius sends a fleet under Datis bring along
Hippias
, Athenian exile and son of last Athenian tyrant
st
1
Naxos
2 nd Eretria on Euboea sacked
3 rd landing at Marathon
Pheidippides an Athenian herald, was sent to Sparta to request help They said "No."
Persian forces at Marathon
Among ancient sources:
* poet Simonides: 200,000
* Cornelius Nepos (Roman):
– 200,000 infantry
– 10,000 cavalry
* only 100,000 fought in the battle; rest on fleet rounding Cape Sounion
* Plutarch and Pausanias both give 300,000
Modern historians
* ranging for the infantry, from 20,000–100,000
– consensus of perhaps 25,000
Battle of Marathon (490)
Athenian and Plataian
Persian
* 10,000 Athenians
* 1,000 Plataians
* Athenians had a better position on the plain
– Miltiades commander
* thins out line to meet whole Persian line
* 25,000 troops
* 600 triremes
* Datis kept his men in Marathon without engaging for several days
* Sends the fleet against an undefended Attica
* Miltiades then attacks
Persian triremes at Marathon
(computer simulation)
* Athenians charge the Persian lines
* b/c missile attack
* wings push flanks towards center
* Persians push through weak center
* Athenians retreat reform and charge Persian center
* Persian center finally breaks; heads for ships
http://upload.wikimedia.org/wikipedia/commons/0/08/1stphaseofbattlemarathon.gif http://upload.wikimedia.org/wikipedia/commons/b/b3/2ndphaseofbattlemarathon.gif
Battle of Marathon
* Persians thrown into confusion
– 7000 Persians killed
– 192 Athenians
* Pheidippides ran back to Athens (26.2 miles) to tell of victory
– drops dead
* Athenians returned home quickly and chased off Persian fleet
* Datis returned to Asia
After Marathon
* Athens gain tremendous prestige from victory – she fought almost alone.
* The myth of Persian invincibility was broken
* Miltiades, the hero of Marathon, lead an expedition that failed the next year (489), trying to drive the Persians out of Thrace
– He died of wounds in disgrace for having lost • typical of Athens--very fickle in regard to their leaders
The Persian Storm Gathers | web | https://faculty.uml.edu/ethan_spanier/teaching/documents/HIST332L11IRtoMarathon.pdf | 0.474707 | {
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EL SALVADOR
EL INGENIO
Profile
Country: El Salvador
Department: Ahuachapán
Municipality: Atiquizaya
Farm: El Ingenio
Harvest: November - February
Altitude: 1200 - 1800 masl
Varieties: Bourbon, Pacas, Pacamara
Process: Honey
El Ingenio dates back to 1875 when Mr. Juan Urrutia planted the first coffee trees in volcanic soil and the first crop of 27 bags was produced. As time passed the farm grew and the family worked hard to improve the quality year after year leading us to the present day with sixth-generation Enrique, Rene and Gustavo running the farm, with their father Gustavo still involved as an advisor, giving them the benefit of his experience. Over the years, they have placed in the finals for Cup of Excellence 7 times, as well as gaining accolades from trade bodies and national associations such as Exporter of the Year in 2015 and landing in the top 5 in 2017.
All the Urrutias Estate coffees are 100% shade grown and native trees are planted every year to prevent erosion. The main trees which are grown are the izote and the copalchi which act as natural wind barriers. A UNESCO Biosphere Reserve, the farm is unsurprisingly Rainforest Alliance certified and is home to many resident and migratory birds. Specifically, they are home to 24 different species of mammals, 259 species of insects and over 120 species of migratory birds. In total, they have over 100 manzanas (approx. 170 acres) of natural forest, which is about 20-30% of the El Ingenio farm.
The honey process starts with picking perfectly ripe cherries (so that the sweetness will come through in the finished coffee). Then at the end of each harvest day cherries are collected, weighted and pulped in electrical pulpers, with their mucilage still fully attached, and they are spread on African drying beds. It takes about 10 – 12 days to dry, depending on the weather, until they reach a moisture content of 12%. This method of producing coffee uses no water, and less electricity than other processing methods.
Brothers Enrique, Rene and Gustavo | web | https://drwakefield.com/wp-content/uploads/2019/10/El-Salvador-El-Ingenio-Honey.pdf | 0.438741 | {
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Year 5
What a great start to our new year!
We have really enjoyed art this term! We began by looking at the work of Andy Warhol and
used simple hand printing to recreate our own version of some of his artwork. Then we moved onto our focus artist for the topic, Orla Kiely, exploring her art and considering what we liked about her printed patterns. Using press print tiles we practised and then created our own patterns – we think they are really colourful and effective.
In Science, we have been finding out about space. We have worked collaboratively to consider everything we already knew about space and then used the chrome books to research the planets in our solar system. We have found out why the sun seems to move
across the sky and have made our own sundials. Did you know that the earth spins on its axis? This rotation, taking 24 hours, is what gives us night and day!
In Geography, we have found out how mountains are formed (ask us!), and learned about how digital systems can be used to help us in everyday life in our Computing sessions. We are looking forward to the rest of the term, especially our field work down by the river and orienteering workshop in December. | web | https://lea-pri.herts.sch.uk/wp-content/uploads/2021/11/Y5-Autumn-2021-update.pdf | 0.449487 | {
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INTERVIEW POINTERS
POINTERS BEFORE THE INTERVIEW TAKES PLACE:
Be sure those being interviewed understand what an oral history is. Explain that you want them to talk to you about what it was like to grow up or live or work in Northbrook, or, if they prefer, they can choose a particular event they would like to describe. Emphasize that their stories are significant whatever they are, that they will provide unique historical insight for generations to come. Let the interviewee know that the interview will last no longer than 20-30 minutes.
Inform them that they will receive a CD of the interview and that a copy of the CD will be permanently kept at the Northbrook Historical Society. Tell them it is hoped that there will also be a transcript of the CD that could be published on the Library's and other web sites.
Offer the person being interviewed an outline or list of suggested questions or the choice of preparing a statement/story in advance.
POINTERS JUST BEFORE THE INTERVIEW:
Give the person being interviewed an opportunity to list any sensitive areas or areas to avoid completely. Tell them if they would like the interview to stop for a few minutes during the interview to signal the interviewer by raising their hand.
POINTERS DURING THE INTERVIEW:
1. Be a good listener. This is the most important pointer for an excellent result. Remember to control your usual conversational responses --"Yes!," "I see," "Wow!" --that would detract from the recorded interview.
2. Look person in the eye.
3. Ask easy questions first, such as a general question like, How did you first come to live or work in Northbrook?
4. Keep questions short.
5. Ask open-ended questions (where and how) rather than questions that require a yes/no answer.
6. Use follow-up questions to elicit more detailed information. Useful follow-up questions include: a. When did that happen? b. How did that happen. c. Did that happen to you? d. What did you think about that? e. Can you give me an example of that? f. What happened next? g. Tell me more about that. | web | http://www.northbrookvoices.org/documents/Pointers.pdf | 0.499445 | {
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Avoid buying from bulk food sections higher risk for contamination
Read labels carefully
Avoid foods that contain the
Your guide to :
Should I avoid peas/beans and other
following : (not a complete list)
Peanuts/"may contain peanuts"
Peanut Allergies
legumes?
Peanut flour
Unless you have had an allergic reaction
Peanut butter
to these in the past, there is no need to
Mixed nuts avoid them. There is only a 5% cross-
reactivity rate.
What about coconut or nutmeg?
They are not peanuts, therefore if you have not reacted to them before, you do
not need to avoid them.
Can I outgrow my peanut allergy
20% of peanut allergic patients can be
MUST
outgrow their allergy. You
Peanut oil
Unidentified vegetable oil
Ground nuts
Hydrolyzed plant protein (unidentified source)
Arachis oil
Beer nuts
Goober peas/nuts
Cacahouette
Artificial nuts (Mandelona and
NuNuts)
?
tested by an allergist to determine if you
DO NOT
try eating have lost your allergy.
What about peanut oil?
peanuts on your own at home.
Peanut oil should be avoided. Sometimes the peanuts are processed enough that it
Peanut allergies result from a
Can I have a reaction to the smell of may not cause a reaction, however it is best
to avoid it rather than risk it.
hypersensitivity of the immune
system to the protein in peanuts.
peanuts?
No. Peanut allergies are triggered by
Should I avoid all nuts?
proteins: there is no proteins in odor.
Some people may feel sick, but this is
Peanuts are legumes, not tree nuts, therefore
Symptoms occur within minutes of
from an aversion and does not require
if there is no chance of cross-contamination, ingesting peanuts. Therefore
and you are not allergic to tree nuts, it is safe
peanuts and products containing
treatment with epinephrine.
to eat them. If you are unsure of cross-
peanuts must be avoided and you
contamination, then do not eat them.
must carry epinephrine | web | https://kingstonallergyandasthma.com/ws/media-library/89a3e3a517594ae7a8ad0d0cac77da9a/your-guide-to-peanut-allergies-2023.pdf | 0.464199 | {
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3 COMMON CAUSES OF HOME SEWER BACKUPS
It’s not fun to think about but sewage backups can happen to anyone in any home. When we get calls from homeowners who need help diagnosing and repairing their sewer problem, the cause is usually one of these three things.
A CLOG
Just like your drain pipes, your main sewer line can become clogged, which can cause sewage backups in your home. If it is just one toilet, sink or tub that seems to be giving you a problem, it may just be a clog in that drain. If, however, every flush creates a sewage backup in your home, you likely have a blockage in your main sewer line. Most sewer clogs can be prevented with regular maintenance and proper use of your drains.
TREE ROOTS
Another common cause of home sewer backups is tree roots. Even if the area directly above your sewer line is free of trees, roots from a neighboring yard could be the cause of your sewer problem.
Tree roots can cause a couple of problems for your sewer lines - they can grow into the pipes and cause holes and blockages or they may wrap around your sewer line and crush it.
BROKEN OR COLLAPSED SEWER LINES
If your home is older, your sewer backup could be caused by broken, cracked or collapsed lines. Although plastic sewer lines have now become the norm, older homes were built using cast iron and clay piping that can break down over time and create sewer problems.
DON’T MAKE THE SAME COSTLY MISTAKE MOST HOMEOWNERS MAKE
Don’t reach for what you think might be a cheap and easy fix, such as Draino(r) or Liquid-Plumbr(r) to treat a clogged drain. These harsh chemicals can damage your plumbing pipes and sewer and result in making a simple fix a more costly repair. Licensed Professional Plumbers also offer simple, lowpriced treatment options which use enzymes instead of harsh chemicals that can often solve and prevent future problems.
CALL US TODAY and ask about our $88 MAIN DRAIN SPECIAL
OWNER’S NOTE
Knowledge is Power!
As President of the Lower Buck Plumbing, Heating and Cooling Association, I’m pleased to announce the continued education for Connor, Jesus, Joe, Nick, Ed and Kyle. It’s not easy to work all day and go to school at night but these apprentices do it. Keep up the good work boys!
From our family to yours,
Tim McHale
Handy Holiday Party Checklist
Here’s a Handy Holiday Party Checklist, compliments of the elves at (Insert Name Here). We hope it makes your entertaining easier and your holidays more fun.
| TASK | CHECK BOX WHEN COMPLETED |
|----------------------------------------------------------------------|--------------------------|
| 1. Choose party date | |
| 2. Create guest list | |
| 3. Send invitations | |
| 4. Create menu | |
| 5. Order food and beverages | |
| 6. Select serving dishes and utensils | |
| 7. Arrange activities for kids | |
| 8. Wash and iron tablecloths and linens | |
| 9. Buy candles and flowers | |
| 10. Clean house | |
| 11. Put out guest towels and clean dishtowels | |
| 12. Make sure all lights are working | |
| 13. Check to make sure smoke alarms are in good working order | |
| 14. Make sure outside lighting is in good working order | |
| 15. Make sure toilets are in good working order | |
| 16. Make sure faucets are drip free | |
| 17. Make sure drains are draining | |
| 18. Be certain that garbage disposal is working | |
| 19. Decorate house and yard | |
| 20. Select party outfit | |
| 21. Arrange closets for extra coats | |
| 22. Set table | |
| 23. Buy ice | |
| 24. Prepare food | |
| 25. Turn on outside lights, start music, put out food and beverages, start fireplace | |
Add your own items below.
FINALLY. Relax, enjoy. IT’S A PARTY!
McHALES invites you to OUR Holiday OPEN HOUSE
Join us on Thursday November 9th from 6:00 - 9:00PM with Chef Barry Sexton as he talks about HOLIDAY PARTIES and demonstrates and serves some of the best holiday party appetizers and treats.
— Space is limited —
RSVP Email: [REDACTED_EMAIL] or Call: [REDACTED_PHONE]
FREE Kitchen or Bath Remodel CONSULTATION
May not be used in conjunction with any other McHales coupon or discount.
Exp. 12/31/17
$1000 OFF Kitchen or Bath Remodel (minimum contract of $10,000)
May not be used in conjunction with any other McHales coupon or discount.
Exp. 12/31/17
$100 OFF Generator INSTALLATION
$88 Electrical System Check
Monday - Friday 8-4
$8888 Best Value Bath
$25 OFF Any Service Call
$88 Main Drain Opening
Monday - Friday 8-4
$25 OFF For Any Senior or Active Retired Citizen, Military, Police or Fire Personnel
NOW HIRING ALL TRADES!
COME JOIN OUR TEAM
AND BE PART OF OUR
NEXT FANTASY FOOTBALL
OFFICE LEAGUE!
If you are interested or know of someone please contact us at:
http://mchales.applybyweb.com/
2450 Trenton Road • Levittown, PA 19056
www.mchales.net
CONGRATULATIONS TO OUR TECHNICIAN,
JOE, AND HIS GIRLFRIEND, TINA,
ON THE BIRTH OF THEIR DAUGHTER
CORA GRACE.
CORA GRACE WAS BORN ON AUGUST 9TH.
IT’S A GIRL! | web | https://mchales.net/wp-content/uploads/2017/10/121371-McHales-Fall-Newsletter_Proof2.pdf | 0.490911 | {
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TO: Pastoral Leaders
FROM:
Mike Jordan Laskey Director, Life & Justice Ministries
DATE: March 2017
RE: Refugee Welcome Cards Project
Dear Colleagues:
As you might know, our own Diocese of Camden's Catholic Charities agency welcomes and resettles refugees here in South Jersey who arrive here after fleeing violence and persecution in their homelands. They help these new neighbors find a place to live, access employment and education, learn English, and build community here in our region.
Catholic Charities, Diocese of Camden's Refugee Resettlement program welcomes about 100 refugees annually, most recently coming here from counties like Cuba, Myanmar, Iraq, Afghanistan, and Syria. Our refugee resettlement program is one very powerful way the diocese answers Jesus' call to "welcome the stranger" in our midst. Currently, we have the only Catholic resettlement program in the whole state.
Through a new project sponsored by Catholic Charities, Diocese of Camden and my office, we would like to invite your faith community to take part in expressing messages of hospitality and kindness to the resettled refugees who now call South Jersey home. We'll call it the Refugee Welcome Cards Project. Here's how it will work:
1. Use the resources included in this packet to help educate parishioners about the refugee crisis. These resources include:
i. Bulletin/Pulpit Announcements
a. Liturgical aides:
ii. Sample General Intercessions
b. Background information:
iii. "Homily Helps" for several Sundays in the season of Easter
i. "11 Things You May Not Know About Refugees" from Catholic Relief Services
ii. Infographic from Catholic Charities about the refugee resettlement process
iii. "Welcoming Refugees is the Lord's work" column from the Catholic Star Herald
i. Reflection Activity for use by parish staffs and/or parish/finance councils
c. Educational/Reflective activities for:
ii. Families
iv. Youth Ministry programs
iii. Elementary-aged faith formation classes
2. Download the included welcome card template that was sent along with this memo. (It says "Welcome to New Jersey! We are glad you're here," at the top.") Print off copies of the template and distribute however you'd like: As bulletin inserts, at the back of church after Masses, to faith formation families, youth group members, small faith-sharing groups, etc. Spread far and wide.
3. Encourage members of your parish/school to write/draw messages of hospitality to our newly-arrived neighbors. This can be done at parish/school gatherings or taken home and returned.
4. Collect and return completed notes:
a. Collect completed notes
MESSAGES MUST BE READ AND SCREENED BEFORE BEING
b. Read through them quickly to make sure the messages are appropriate.
SUBMITTED.
d. Compile into one package
c. Make sure the bottom explanatory text has been detached using the printed cut line
e. Mail to the following address:
Diocese of Camden
ATTN: Martha Scutte 631 Market Street Camden, NJ 08102
5. Catholic Charities, Diocese of Camden will distribute packets of the cards to the individuals and families they have resettled here. (This step will help protect the privacy of our refugee brothers and sisters.)
6. If children or youth would like to create their own cards using construction paper, markers, etc., they should feel free to do so. These custom cards should be included along with any of the completed templates. (See below for suggested activity introduction for faith formation/youth ministry gatherings.)
7. If you have any questions or concerns, please don't hesitate to contact me:
Mike Jordan Laskey: [REDACTED_PHONE]; [REDACTED_EMAIL] | web | http://www.camdendiocese.org/wp-content/uploads/2017/03/Refugee-Welcome-Cards-Introductory-Letter.pdf | 0.487463 | {
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Washington Township School District
"Making a Difference"
District Central Office Brass Castle School Old Schoolhouse 16 Castle St. One East Front Street 30 Port Colden Rd. Washington, NJ 07882 Washington, NJ 07882 [REDACTED_PHONE] [REDACTED_PHONE] Jessica Garcia, Principal Keith T. Neuhs, Superintendent
Port Colden School Washington, NJ 07882 [REDACTED_PHONE] Michael Neu, Principal
April 25, 2017
Dear Parents/Guardians:
There is a suspected case of chickenpox (varicella) in our district. Chickenpox causes a skin rash of itchy, blister-like lesions all over the body. Often there is a fever before the rash. Chickenpox is usually not serious; however, it may cause more severe illness in some children leading to hospitalization. Chickenpox is very contagious. It spreads easily from person to person through the air by coughing and sneezing or by direct contact with the fluid from a chickenpox lesion. It usually takes 14 to 16 days to develop chickenpox symptoms after being exposed to someone with chickenpox, but symptoms may appear 10 to 21 days after exposure.
There is a Chickenpox vaccine (also known as varicella vaccine) available to help prevent chickenpox and it is recommended for persons 12 months of age or older who have never had chickenpox. Two doses of varicella vaccine are recommended, with the first dose given at 12-15 months of age and the second dose given at 4 to 6 years of age. Some persons who have received varicella vaccine may still get chickenpox, but is usually milder. The rash is less severe (sometimes only a few red bumps that look like insect bites) and there may be no fever in vaccinated individuals with chickenpox.
If varicella vaccine is given within three days of exposure to chickenpox, and possibly up to five days after exposure, it may prevent chickenpox or reduce the severity of disease. The Public Health Department recommends you contact your child's health care provider as soon as possible to obtain varicella vaccine for your child if they have not had chickenpox disease or have not received two doses of varicella vaccine. Children who do not have protection against chickenpox may be excluded from school as part of the NJDHSS outbreak control guidelines. Adults having contact with children attending school, who have not had chickenpox, should consider receiving varicella vaccine. If you have a newborn or are pregnant, it is advised that you contact your physician immediately regarding possible exposure to chickenpox.
If your child develops chickenpox, he/she should not attend childcare or school until the rash has crusted over. This is true even if your child was previously vaccinated. Please help us to protect your child and stop the potential spread of chickenpox.
Please call the Warren County Public Health Department at [REDACTED_PHONE], or your family medical provider, if you have any questions.
Sincerely,
Keith T. Neuhs Superintendent | web | https://www.washtwpsd.org/wp-content/uploads/2016/09/Chickenpox-Letter-4-25-2017.pdf | 0.515522 | {
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All Saints' Church of England Primary School
Our Vision Statement
We are a united, caring community of learners
Opening times
The School day : 8.40am - 2.50pm The classroom door will close at 8.50am prompt.
Absence
If your child is going to be absent from school, please call the office on 01274 415222 and the message will be passed on to the Reception Staff.
Parent consultations
Parent consultation meetings will begin where you will have the opportunity to discuss your child's progress and look at their learning journeys.
RECEPTION
Useful Information Headteacher:- Mr J. Davie Deputy Headteacher:- Mrs K. Shaw
Address :- 1 Little Horton Green
Bradford
BD5 ONG
Tel:- 01274 415222
Website:-
www.allsaints.bradford.sch.uk My BD5:- http://myBD5.org
The next holiday dates:-
School Closes – Friday 17th February
School Opens – Monday 27th February
Uniform sales every Wednesday morning in the Community Room.
Hazel, Lilac, Oak
This Half Term we are learning about
...
Up, Up and Away
Personal, Social and Emotional Development
In Reception we will be ...
- Sharing and taking turns
- Playing games
- Taking turns to listen and speak to each other.
We are very proud of all the children's achievements. Every Friday we celebrate this by going to achievement assembly. Some children will take home a certificate.
Maths
In Reception we will be...
- Counting, recognising and ordering numbers 0-20 & beyond
- Problem solving, adding and taking away
- Sorting objects for heavy and light
- Measuring height and length
- Counting back from 10-0
Literacy
In Reception we will be...
- Listening to and retelling stories
- Labelling pictures
- Handling books carefully
- Sounding out words to read and write
- Reading and writing simple
- sentences
- Remembering short sentences to write
- Using information books
Communication and Language
In Reception we will be ...
- Listening to others
- Talking about space and what they know about planets
- Starting to ask questions
- Speaking in full sentences
Each class has a class bear who goes home every Friday. He has a special diary to record all the exciting things he does over the weekend. It would be lovely if you could include photos too!
Things to do with your child at home
- Talk about your family and things you see when you're out and about with your child
- If possible find out information from books and/or the internet anything that interests your child
- Sing, share and re-tell stories with your child
- Count a range of everyday objects with your child
- Order numbers 1 to 20
- Spot numbers and shapes in the environment
- Encourage your child to ask questions
- Draw pictures of things they do at home and bring them to school to share with the class
- Listen to your child read everyday
- Help your child to practice writing their name in the cursive script
- Help your child to do their homework and encourage them to have a go
Physical Development
- Moving in a range of ways, safely
- Forming letters correctly in the cursive script e.g. a, c, d
- Using tools such as scissors and play dough cutters
- Preparing food, cutting, chopping and spreading
Putting their own coats on and fastening them up by themselves!!
Expressive Art and Design
- Singing songs
- Exploring colour and texture
- Creating collages
- Making models
- Moving to music
Understanding the World
- Talking about what we notice around us e.g weather, sky etc
- Talk about space and planets
- Asking questions about things that happen and how things work
- Sharing Festivals & celebrations e.g Chinese New Year
- Exploring ICT equipment
- Exploring light and dark | web | https://www.allsaints.bradford.sch.uk/wp-content/uploads/2019/03/ACFrOgB1Dqm6O1EghPquFhrFB05Bc60g0kDjXeDywIDYG5ke4lVCHOiTHkcLIQUmnC50tEC3rE3QQTVRHRxMSKh6wxSn8frxix4rwmzzSioiOf3Lq8_d0KXP8qaHU0lNH-GZ7VS6fa5AdwTuQ_gp.pdf | 0.493125 | {
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Les intellectuelles ottomanes et la langue française
Seza YILANCIOGLU
Abstract: The purpose of this article is to show the importance of French culture and its significant role in the Ottoman Empire in the nineteenth and early twentieth century. The first part of this statement is developed around a historical overview of the French language in the Ottoman Empire, while the second part will be devoted to the impact of the French language on the empowerment of certain ottoman intellectual figures.
Throughout its history, France has been interested in the Middle East and the Far East as well as the New World. She played an important role for nearly two centuries during the Crusades. Under the effect of the latter, the structures of Anatolia and the Middle East have been heavily modified and upset.
From the second half of the eighteenth century, the Empire began to lose its power. In the nineteenth century, it began a modernization process through a series of reforms introduced by Selim III and Mahmut II. These reforms reached their peak in the era of the Tanzimat.
To show the important role of the French language on the female intelligentsia, the commitment of three women will be the subject of the second part: first, Fatma Aliye Hanım, the first female Turkish novelist, daughter of Djevdet Pasha, an Ottoman historian; second, Nigar Hanım, poet, daughter of Osman Pasha; finally, Nouriye Hanım, daughter of a high official of the Ottoman Empire, whose mysterious life was marked by her flight from Istanbul with her older sister, who became Rodin's friend and model in Paris.
Keywords: French language, Ottoman Empire, female intelligentsia, ottoman intellectual figures, Fatma Aliye Hanım, Nigar Hanım, Nouriye Hanım, Rodin. | web | http://arduf.ro/wp-content/uploads/2021/03/Yilancioglu_abstract.pdf | 0.467206 | {
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5. Some tips for giving negative feedback
Negative feedback can be hard to give and hard to receive. This could be because:
- We don't like to upset people
- We think it might make things worse
- We feel inadequate and embarrassed
- We think it's someone else's job
- We don't have the skills to give negative feedback
The following tips will help you to get the message to the feedback recipient that a change in their behaviour is needed, without demotivating or demoralising them.
Make negative feedback unusual
People stop caring if they feel the workplace is filled with criticism and complaint. Ensure that positive reinforcement is used to encourage behaviour that you want to continue; don't assume that people know they're doing a good job.
Don't stockpile negative feedback
Change is more easily achieved when negative feedback is addressed promptly and before the issue becomes overwhelming. Waiting for the 'right time' to address the issue will delay the required change and, in some cases, come too late for any remedial action to be effective.
Never use feedback to vent
Venting your frustration, criticism and complaints is unlikely to produce the changed behaviour required. It is more likely to create resentment and resistance.
Never email negative feedback
It may seem tempting to avoid confrontation by emailing negative feedback, but the message may be misinterpreted or misunderstood, thus making it difficult to achieve the behaviour change required. | web | https://pmcv.com.au/computer-matching-service/resources/1029-giving-negative-feedback/file | 0.45185 | {
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A Typical Strength/Speed/Explosion Class
***Group Gathering*** Welcome, Reinforce Focus and Intention, Motivate
* STRETCHING/MOBILITY
-Hips/Legs/Shoulders
* DYNAMIC WARM-UP
-prepare the body and the mind, increase the Energy!
* CORE SEGMENT
-Muscles of the truck and lower back support twisting, turning, jumping, lateral movement, they are the link which all movement passes.
*Local exercises to stabilize the core, protect from forces, improve posture
*Global exercises to transfer the load between upper/lower body, stabilize the pelvis
*Movement exercises improve concentric force production, eccentric deceleration during activities
* STRENGTH BUILD
- Lower body focus
- pushing and pulling exercises
- Balanced program
* PLYOMETRICS & BALLISTICS
- improve Power and Explosiveness
* Metabolic Conditioning
- all athletes need cardiovascular and muscular endurance/stamina
***SIDE NOTE***
A strength and conditioning coach devises workouts on a macro (yearly) cycle, though MODIFIED for youth, teens, junior athletes.
* Typically there is a phase for
- Building Phase- develop Strength
- Transition Phase- Sharpening, turning strength into Power
- Competition Phase-IN-SEASON of sport (Maintenance)
- Recovery/Repair/Balance/Stabilizaiton Phase
In addition, the coach incorporates metabolic conditioning, speed, agility, quickness, in a phasic pattern as well.
AT THE YOUTH/JUNIOR/TEEN level, it's about developing strength, speed, agility by BREAKING IT DOWN to a FUNDAMENTAL LEVEL; focusing on the mind/muscle connection, mechanics and safety via PROPER FORM.
to run fast, you've got to be able to lift you knees (one aspect of the run cycle), but to lift your knees you've got to have a strong core… no matter how hard you try, if the mechanics are not correct, and/or if your muscles are weak, you won't get faster! | web | https://www.dedicatedfit.com/_files/ugd/1e139a_581cd51a3102480f834c7d00f0d37221.pdf | 0.419841 | {
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Oxford Reading Tree: Level 5: Floppy's Phonics Fiction: Please Do Not Sneeze (Paperback)
By Roderick Hunt, Kate Ruttle
Oxford University Press, United Kingdom, 2011. Paperback. Condition: New. Mr. Alex Brychta (illustrator). UK ed.. Language: English . Brand New Book. Engaging decodable stories fully aligned to Letters and Sounds enable your pupils to practise their phonics skills with their favourite characters. Written by Roderick Hunt MBE and illustrated by Alex Brychta, award-winning creators of the Oxford Reading Tree. Six engaging stories at Level 5 provide focused practice of phonics at Letters and Sounds Phase 5. Books contain inside cover notes to support children in their reading. Help with childrens reading development is also available at There are 6 Floppy's Phonics Fiction titles available at Level 5: The Gale: There is a big gale. The family make their tent safe. Please Do Not Sneeze: Annena tells a story about a princess with a loud, funny sneeze. The Missing Crystal: Biff dreams that she and Wilma are in Egypt. Who has taken the missing crystal? Rowing Boats: Chip, Wilt, Craig and Floppy go out in rowing boats. Will they get soaked? Mr Scroop's School: The children find out what life was really like in Victorian times. The Haunted House: There are funny sounds coming from the old house. Is...
READ ONLINE [ 5.11 MB ]
Reviews
The book is fantastic and great. It was written really perfectly and useful. I discovered this pdf from my i and dad suggested this book to learn.
-- Dr. Cordie Upton III
It in a single of my favorite pdf: Yes, it is engage in, still an amazing and interesting literature. It is extremely difficult to leave it before concluding, once you begin to read the book.
-- Dr. Keeley Windler | web | https://lab11.eecs.umich.edu/tr6aqhitt18v/04-quincy-bernhard-sr/0198485360-oxford-reading-tree-level-5-floppy-s-phonics-fic-4-ox.pdf | 0.416786 | {
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Mawsley CP School Newsletter– Safeguarding at the Heart of Our Community
Welcome to the first Safeguarding Newsletter of 2022 – 2023, especially for all our new parents and carers. These termly updates are to inform everybody in our school community about safeguarding matters, which we hope you find informative and useful.
New Year, New Training
Everyone in our staff team family began this new academic year with our usual annual safeguarding training. This year, it focused on the changes to 'Keeping Children Safe in Education' for 2022 and provided opportunities for activities and discussion, in order to deepen our safeguarding knowledge and understanding. This helps to maintain everyone's safety and wellbeing in our school community, as safeguarding is everyone's responsibility.
Protective Behaviours
'Protective Behaviours' forms the basis of our PSHE curriculum, which is taught from Reception – Year 6. Main themes include the teaching of how to spot early warning sighs, creating a network hand that will help a child to access safe people and to know the biological names of body parts.
A question that some parents ask us is: Why are children taught the names for body parts? Is it really necessary? Sadly, previous serious case reviews have documented incidents where children who had experienced abuse, tried to tell an adult, but unfortunately because they had nicknames for body parts, nobody understood that the children were trying to report abuse and their voices were not heard. For example, references to, 'touching my friend's lollipop' could be easily misunderstood by adults. Therefore, we empower our children to have full knowledge of their bodies, and in order to safeguard them, they learn all the biological names of their body parts, so they can clearly tell trusted adults in their lives about any potential abuse. This is alongside teaching children that people must consent to be touched by others e.g. when giving a hug or a kiss.
New Families – Welcome!
This is our Mawsley CP School safeguarding team.
Miss Harris is our school's Designated Safeguarding Lead, and all other staff are Deputy Designated Safeguarding Leads.
Please contact the school, if you would like to speak to a member of staff about a safeguarding issue.
Our Safeguarding Leads:
Miss Harris: Headteacher and Designated Safeguarding Lead
Miss Cox: Deputy Headteacher & Deputy Designated Safeguarding Lead
Mrs Tedore: Assistant Headteacher & Deputy Designated Safeguarding Lead
Mrs Groom: Family Support Worker & Deputy Designated Safeguarding Lead
Mr Weston: Deputy Designated Safeguarding Lead for Online Safety
Mrs De La Salle: PSHE Lead & Deputy Designated Safeguarding Lead
Miss Pattle: Foundation Stage Leader & Deputy Designated Safeguarding Lead
'The well-being of pupils is at the heart of all the school does. As a result, there is a strong culture of safeguarding.'
Mawsley CP School Ofsted Report 2022
Out of Hours Safeguarding
If you are concerned about the safety or welfare of a child outside of school hours, please contact the MASH team on 0300 126 1000 (option 1) or e-mail them at [REDACTED_EMAIL]
If you think a child is in immediate danger or missing, please contact the police and/or an ambulance directly by phoning 999 | web | https://www.mawsleyschool.co.uk/_files/ugd/aed084_2f6ff54e71e343b5b28203a166464a99.pdf | 0.501055 | {
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End of the Lane
Assessing Inequities in Boston's Bicycle Infrastructure
Introduction
An often overlooked aspect of transportation in the past, bicycle networks have undergone a renaissance in cities across the US as a way to fight climate change, improve health, and make the roads safer for bicycle commuters. Building better bicycle networks not only makes existing commuters safer, but actually encourages more people to commute by bicycle. Projects like Vision Zero have been undertaken in cities all over the world, including in Boston, to make roads safer for all. In the past decade, the mileage of bike networks in Boston has more than doubled, from 55 miles in 2008 to 195 last year. However, there are disparities in bicycle infrastructure construction that often deprive environmental justice communities of adequate bike networks, despite these communities being the most likely to benefit from them.
Questions
1. In what areas do we see inequities in bike infrastructure?
2. How does this relate to Environmental Justice communities?
3. Do areas with less quality bike infrastructure have higher accident rates?
Analysis
Spatial analysis indicates that the areas from Roxbury to Dorchester with high environmental justice populations tend to have a concentration of underserved tracts. This area falls within the cluster of high local access score, but is still lacking in quality bicycle infrastructure. This area also has a much lower share of bike commuters compared to the areas around it. This makes sense considering the comparable lack of quality bike infrastructure. It is also notable that this area, along with Mattapan, has a higher density of bike accidents, particularly in areas where streets with good bike infrastructure transition to streets without any. This can be explained by both the inverse relationship between bike counts and accident rates that has been observed in many cities, as well as the safety hazard resulting from the sudden termination of a bike.
References
Cartographer: Jackson McGlinchey
Class: UEP 232 Intro to GIS
Coordinate System and Projection: Massachusetts State Plane; Lambert Conformal Conic
Data Sources:
- U.S. Census Bureau, 2017 American Community Survey 1-Year Estimates
- "Existing Bike Network - Analyze Boston," January 1, 2019.
- "Local Access Scores." Metropolitan Area Planning Council. September 30, 2016.
- "Vision Zero Crash Records." Analyze Boston. May 1, 2018.
- "2017 Boston Bicycle Counts." Boston.gov. February 12, 2018.
References:
- "Choosing an All Ages & Abilities Bicycle Facility." National Association of City Transportation Officials. December 6, 2017.
- "Environmental Justice Communities in Massachusetts." Mass.gov. Accessed May 3, 2019.
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TOOLBOX SAFETY TIPS
TST #197
Working in Cold Conditions
Prolonged exposure to cold, wet and windy conditions while cutting concrete—even when temperatures are above freezing—can be dangerous. Extreme cold conditions exist when the equivalent wind chill temperature is at or below -18° F (-28° C). Wind chill temperature is a function of the actual temperature and the estimated wind speed. Under windless conditions, air provides an invisible blanket around the skin. As wind speed increases, this layer of heated air is carried away from the body at an accelerated rate, resulting in ambient temperatures well below the air temperature. There is no universally-agreed standard for calculating wind chill, but the following table provides wind chill information based on a recognized formula.
When working in cold weather, concrete cutters can take a series of simple precautions to avoid conditions associated with extreme cold weather. Here are some examples.
* Wear gloves and a warm wool hat or a helmet liner under a hard hat. Forty percent of a person's body heat can be lost from an uncovered head. Ears should also be covered.
* Wear several layers of clothing rather than one thick layer.
* Wear synthetic or cotton clothing next to the skin to wick away sweat.
* Wear a scarf or face mask in cold, windy weather.
* Wear warm footwear with one or two pairs of thick socks. Footwear should not fit too tightly as it can restrict blood flow.
* Take frequent short breaks in a warm shelter to allow the body to warm up.
* Drink warm fluids and avoid drinks with caffeine or alcohol.
* Avoid exhaustion or fatigue, as energy is needed to keep muscles warm.
* Eat warm, high-calorie food such as pasta dishes.
Working in Cold Conditions Quiz
The following statements should be answered with "True" or "False." Answers below.
1. Wind chill takes into consideration the actual temperature and the estimated wind speed.
2. A person can lose up to 40% of their body heat from an uncovered head.
3. Footwear and clothing should be as tight as possible to keep the person warmer.
4. Wearing one thick layer of clothing is as effective as wearing several thinner layers.
5. Drinking warm drinks, free of caffeine and alcohol, will help while working in cold conditions.
Employee Name: _____________________________________
Signature:
_____________________________________ Date: ______________________
Answers:
1. True
2. True
3. False
4. False
5. True | web | https://icsdiamondtools.com/wp-content/uploads/2018/03/TST_197_Cold_Weather_Conditi.pd_.pdf | 0.473416 | {
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Total Pages : 7
BCA-19
Web Technology
Bachelor of Computer Application (BCA-11/16/17)
Six Semester Examination, 2019 (June)
Time : 3 Hours]
Max. Marks : 80
Note :
This paper is of Eighty (80) marks divided into three (03) sections A, B and C. Attempt the questions contained in these sections according to the detailed instructions given therein.
SECTION–A
(Long Answer Type Questions)
Note : Section 'A' contains four (04) long answer type questions of Nineteen (19) marks each. Learners are required to answer any two (02) questions only.
(2×19=38)
1. Design a HTML form for a student school Registration form with following details:
First Name (Max 30 Characters a-z and A-Z), Father Name (max 30 characters a-z and A-Z) , Address sex (option
[P.T.O.
buttons male and female ) State (In combo box), District (in combo box), city (combo box), pin code (six digits number), course (in combo bosx), email id, date of birth , Mobile number, Submit and reset command button.
2. Write the HTML code to create a framed web page in the following format:
S-572-BCA-19
3. Explain the differences between POST and GET when sending HTML form data.
4. What is PHP ? Discuss various data types, control statements, string functions and server variables used in PHP in detail.
SECTION–B
(Short Answer Type Questions)
Note : Section 'B' contains eight (08) short answer type questions of eight (08) marks each. Learners are required to answer any four (04) questions only. (4×8=32)
1. Explain various control and looping structure used in java script.
2. Explain different types of Client/Server model.
3. Explain the frames and table tags of HTML with suitable example.
4. Describe HTML text formatting tags with example.
5. Write about the HTML LISTS :
(a) Unordered Lists
(b) Ordered Lists
6. What is the difference between external and internal hyperlink? Explain with help of an example.
7. What is ODBC? What is the significance of ODBC in web technology?
8. Write the following tag format of HTML :
(a) Hyperlink.
(b) MARQUEE.
SECTION–C
(Objective Type Questions)
Note : Section 'C' contains ten (10) objective type questions of one (01) mark each. All the questions of this section are compulsory. (10×1=10)
1. What was the document form proposed by Tim-Berners Lee at CERN when he made his proposal (choose One)?
(a) Hypertext
(b) PDF
(c) Postscript
(d) SGML
2. To refer to an external CSS file within an HTML document, use:
3. A program running on server machine, is called
(a) Web server
(b) Web application
(c) Web process
(d) Web program
4. Communication between browser and web server takes place via
(a) GUI
(b) HTTP
(c) ASP
(d) JSP
5. Parsed HTML code of in-memory tree structure is defined by a standard, called
8. Internet is a.
(a) Local computer network
(b) Worldwide network of computers
(c) An interconnected network of computers
(d) A worldwide interconnected network of computers which use a common protocol to communicate with one another.
(a) Dynamic obtained model
(b) Document obtained model
(c) Dynamic object model
(d) Document object Model
6. Given a for loop counter of for (var i=1; i<=5; i+=2), the counter values are_____.
(a) 1 and 3
(b) 1,3 and 5
(c) 5,3 and 1
(d) 1,2,3,4 and 5
7. Which protocol is ideal for transmitting large files ?
(a) HTTP
(b) FTP
(c) SMTP
(d) RTP
S-572-BCA-19
[ 6 ]
9. XML Stands for
(a) Extra Markup Language
(b) Excellent Markup Links
(c) Extended Markup Language
(d) Extended Marking Links
10. In order to interpret XML documents one should
(a) Use standardized tags
(b) Have a document type definition which defines the tags
(c) Define the tags separately
(d) Specify tag filename | web | https://www.uou.ac.in/old-papers/june-2019/BCA-19.pdf | 0.424835 | {
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LearnEnglish Professionals
WORLD MUSIC AUDIOSCRIPT
Listen to a lecture on music from the African continent.
Optional listening activity:
While listening, decide if these sentences are true or false.
(You will find the answers at the bottom of the page).
Good evening and thank you for coming. This evening I'm going to give a short introduction to music from the African continent. I would first like to point out that there is no such thing as African music. By this I mean that there is a great diversity of styles of music originating from Africa, but no one style that can be called African music. I'd like to illustrate this by introducing you to several types of music from different African countries.
This first extract is an example of Highlife. Highlife first appeared in Sierra Leone and Ghana during the 1920s, but soon spread throughout West Africa. It's actually a fusion of traditional West African rhythms and melodies with European and North American sounds. Highlife was extremely popular during the 1950s and 60s, but went into decline in the 1970s. The instruments used in Highlife include drums, guitars, harmonicas and accordions.
Now I'd like to play a short extract of Soukous. Soukous originated in Zaire and Congo, and is traditionally played on the likembe, or thumb piano, guitar and bottle. It can be traced back to the beginning of the 20th century, and in the 1970s it became popular in France and the UK. One of its most successful international performers, Papa Wemba, is now based in Paris.
The next example I'd like you to hear is Juju, which comes from Nigeria. Juju is based on a traditional form of Nigerian music, but instead of being played only on drums, guitars, keyboards and pedal steel guitars are also used. Juju started out in the 1950s, and is still popular today, thanks to internationally renowned performers such as King Sunny Adé.
Activity answer:
The United Kingdom's international organisation for educational opportunities and cultural relations.
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Eating Well When You Are Older Checklist
Often as we age, appetite and food intake become smaller. Many people feel that they don't need to eat as much as they did when then they were younger.
However, older people need more of certain vitamins and minerals, such as calcium and B vitamins, so it is very important to have a good quality diet.
Eat a variety of food by filling your plate with colourful food.
Eat three meals a day, and make sure one is a hot meal. Remember, missing meals is bad for your health.
If you only eat two meals a day, make sure one is a hot meal and eat two healthy snacks.
Have protein-rich foods at every meal:
red meat
fish
pork
chicken
eggs
cheese
liver
milk
Eat fruit and vegetables every day. Frozen vegetables and tinned fruit are good, too.
Eat four servings of dairy foods every day. One serving is the same as:
200mL glass of milk
1 cup of custard
2 slices of cheese
20g can of salmon with bones
200g tub of yoghurt
6 sardines with bones
Eat healthy snacks during the day.
Drink at least six cups of fluid each day:
water
juice
cordial
Keep active to maintain muscle strength
Prepare and store your food carefully and hygienically.
legumes
nuts
tea coffee | web | https://www.mhcs.health.nsw.gov.au/publications/ahs-9625/ahs-9625-eng.pdf/@@display-file/file/AHS-9625-ENG.pdf | 0.44114 | {
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1
Keep track of your answers by clicking the bubbles next to your choice. At the end of the quiz, you will find an answer key so you can see how you did. Good luck!
When choosing exercises for your routine, it is recommended to: 3.
Using aids such as walking poles or braces during exercise can: 4.
Select exercises that you find challenging a)
Increase joint instability a)
The purpose of warming up before exercising is to (please select all that apply): 2.
Ignore your overall fitness level b)
Worsen joint pain b)
Choose exercises you can fit into your daily routine c)
Support your joints and reduce discomfort c)
Only focus on exercises that target a specific joint d)
Lead to muscle imbalances d)
When designing an exercise plan for arthritis, it is important to (please select all that apply): 1.
Focus only on high-intensity exercises a)
Increase joint stiffness a)
Start slowly and gradually increase intensity b)
Target specific joints and muscles you will be using during exercise b)
Incorporate exercises that cause joint pain c)
Prepare the muscles and joints for activity c)
Consult with your health care provider d)
Increase blood circulation d)
Lesson 3 - Quiz
2
Answer Key
You can check your answers here. Each question is worth one point. Record your score by filling out the box on the bottom right.
Sc or
e
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1) Super-power alert! You should be able to proof-read and improve your work without being asked.
4) Paragraphs: start a new one if the time, place or topic changes.
5) Look in a thesaurus to find impressive vocabulary.
7) Prepositional phrases tell us where: The sandwich was on top of the table. The monster hid behind the terrified child.
9) Subordinate clause begins with a subordinating conjunction:
14) Prefixes:
15) Suffixes:
16) Use year 3 and 4 vocabulary. Either words you have been practising or examples from this list:
17) Neat, joined handwriting. | web | https://www.ravenscote.surrey.sch.uk/attachments/download.asp?file=1658&type=pdf | 0.482341 | {
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1. 中文教學目標 (Chinese Teaching objectives)
本課程目的在於透過各種不同長度的翻譯單位，進行英譯中和中譯英的初階翻譯練習，使學生能由淺漸深，來了解各種中英翻譯技巧的運用。同時也使學生熟悉基本的翻譯原理，以及中英語言結構和文化差異，為未來更高階的翻譯技能先作準備。
2. 英文教學目標 (English Teaching objectives)
The purpose of this course is to conduct introductory translation exercises from English to Chinese and vice versa through translation units of different lengths, so that students can engage in the application of Chinese-English translation skills in an incremental manner. At the same time, students are familiarized with English-Chinese cultural and linguistic differences in preparation for higher-level translation skills in the future.
3. 中文教學綱要 (Chinese Course Description)
本課程以英譯中、中譯英雙向練習為主，從詞彙的翻譯，到句子、段落、上下文等處理，以及熟悉中英文語序之不同。接著再介紹各種翻譯策略；最後進行總複習。
4. 英文教學綱要 (English Course Description)
This course first focuses on the exercises in both English-to-Chinese and Chinese-to-English translation, from the translation of vocabulary and terminologies to the processing of sentences, paragraphs, and contexts. This is followed by introducing various translation strategies; finally, a general review will be conducted.
5. 中文核心能力
| | |
|---|---|
| 英文閱讀寫作能力 | 培養中高級英文閱讀、寫作能力，藉由連續性及完整性之教學設計，讓學生具備吸收國際化與全球化市場多元資訊的閱讀、書寫溝通能力。 |
| 口筆譯能力 | 訓練學生之翻譯實務能力，並培養學生具有國際視野、跨文化認知、與廣泛背景知識，以助學生在職場能勝任隨行口譯或商務口譯等傳譯工作、翻譯各類型文件。 |
無英文核心能力資料。
### 7. 教科書
中文書名：英中筆譯Ⅰ
英文書名：
中文作者：廖柏森等合著
英文作者：
1 中文出版社：眾文圖書公司
英文出版社：
出版日期：年月
備註：
### 8. 參考書
中文書名：英譯中基礎練習：18種翻譯技巧實戰演練
英文書名：
中文作者：李姿儀等合著
英文作者：
1 中文出版社：眾文圖書公司
英文出版社：
出版日期：年月
備註：
### 9. 教學進度表
### 10. 中文成績評定 (Chinese Evaluation method)
1. 課堂出席率：25%
2. 課程參與度和課堂表現（含作業、課堂小考或報告等）：35%
3. 期中考試：20%
4. 期末考試：20%
5. 本課程注重出席率。點名未到即視為曠課。每次缺席必須以電子郵件提供就醫或其他相關證明（不論事前事後於校務系統上請假或否），或事先獲得教師許可。三次以上缺席將嚴重扣分；五次以上缺席以學期成績不及格計算（除非每次事前已獲教師許可）。
6. 以不當複製為課業或考試呈交內容，該次以零分計；相互不當複製則均以零分計。
### 11. 英文成績評定 (English Evaluation method)
1. Class attendance: 25%
2. In-class participation & performance (including assignments, quizzes, in-class presentations, etc.): 35%
3. Midterm Exam: 20%
4. Final Exam: 20%
5. This course values attendance rate. Failure to be present upon attendance taking will be considered as absence. Must provide medical certificate or other relevant documentation (regardless of having registered for leave of absence on school system prior or later) by email, or obtain permission from the instructor for each absence. Points are heavily deducted for over three counts of absences; over five absences will result in failing the course (unless permission already obtained from the instructor for each absence).
6. Inappropriate copying will result in no points (0%) for the exam or assigned work; parties involved in the copying will all receive no points as well.
### 12. 中文課堂要求 (Chinese Classroom requirements)
本課程注重課堂參與和表現。授課之外，學生在老師的指導下，針對課程內容和/或在家作業，進行相互修正和討論。學生會在課堂討論中對課程內容及彼此的成果提出看法。此外，學生根據授課內容、作業或課堂練習進行課堂報告。課堂中除課程討論外，請勿交談或進行影響其他學生上課之行為。課堂中手機設定為靜音。
### 13. 英文課堂要求 (English Classroom requirements)
This course values in-class participation and performance. In addition to lectures, students will engage in peer review and discussion of course materials and/or homework exercises under the guidance of the instructor. Students are expected to comment on course content as well as each other’s output during class discussions. In addition, students will also engage in in-class presentations based on lecture content, assignments or classroom exercises. Apart from course material discussions, do not talk or engage in other activities that may interfere with other students in class. Mobile phones are to be set to silence mode during class.
### 14. 本課程與SDGs相關項目 (This course is relevant to these of SDGs as following)
「遵守智慧財產權」；「不得非法影印」！ | web | http://oia.nkust.edu.tw/images/upload/files/Translation%20Practice%20II%20Mon%20(5-6).pdf | 0.476902 | {
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Keywords: discoveries, exoplanet, dark matter, dark energy, exoplanet, Hubble constant, Deep Field, black hole
Hubblecast Episode 99: Hubble's biggest discoveries part II
Visual notes
00:00
1. To many, Hubble is best known for its stunning images of celestial objects. But among astronomers, it is admired for the valuable data it delivers, which have helped revolutionise many areas of astronomy over the past 27 years.
This is the second part of an exploration of some of Hubble's most important discoveries throughout its history.
00:28 Intro
00:39
[Narrator]
In the first episode we saw how Hubble had explored the early Universe, calculated its age and helped in the search for the elusive dark energy.
Dark energy, however, was not the only invisible thing Hubble helped to reveal. The telescope carried out a survey to study a huge swathe of the night sky, searching for clues about the equally mysterious — but unrelated — dark matter.
Astronomers used Hubble to create a map of everyday, visible matter, from which they could trace the large-scale distribution of dark matter by studying how its gravitational presence distorted light in the images.
Maps like these are a key step in understanding this mysterious component of the Universe.
01:39
[Narrator]
7. While dark matter is still a mystery, Hubble lifted the veil surrounding the cosmic monsters that lurk at the centre of most galaxies: supermassive black holes.
Using its spectroscopic observing capabilities, Hubble peered into the galaxy cores and found that the stars there moved in tight orbits at enormous velocities. This strange behaviour indicated the presence of a truly colossal gravitational field — produced by a supermassive black hole. This was the first solid proof of their existence!
Today it is known that black holes are located in the centres of almost all galaxies. Some of them are very
active, consuming gas from their surroundings — and even whole stars!
02:40
8. In 2008, Hubble made something else visible for the first time. While studying the bright star Fomalhaut, the telescope discovered a tiny point of light in the extensive dusty ring surrounding it. Hubble turned its attention to planet hunting, taking the first direct visible-light image of a planet in another star system.
While not one of its original science goals, Hubble has since made a name for itself as an exoplanet explorer — in particular studying exoplanet atmospheres.
The chemical makeup of a planet's atmosphere leaves a unique fingerprint on the starlight that passes through it. In this way, Hubble analysed for the first time the atmosphere of a super-Earth, 40 light-years away. And in the future, Hubble could possibly find hints of life in one of these fingerprints.
03:50
9. Beyond discovering and imaging exoplanets, Hubble has also revolutionised our overall understanding of planet formation.
Studying the Orion Nebula, Hubble made the stunning discovery that at least half of the stars in the region were surrounded by vast discs of rotating gas and dust — the raw materials necessary for the formation of planets.
Prior to Hubble's work, just one planetary system had ever been confirmed. Hubble's observations showed that planets are being formed around many more stars than previously thought, increasing the possibility that life could exist somewhere out there.
04:41
Alongside planet formation, Hubble has always been interested in the birth, life and death of their parent stars.
Hubble's high resolving power has been crucial in the investigation of star formation regions, both in the Milky Way and in other galaxies; and its infrared capabilities have allowed it to peer through the thick clouds of dust and gas present in these regions.
The death of a star can be as beautiful and interesting as its birth. Hubble has observed both Sun-like stars as they come to the end of their lives in the form of planetary nebulae, and massive stars experiencing explosive deaths as supernovae.
By studying them at different times in their lives, Hubble has allowed us to paint a more complete picture of stars, the building blocks of galaxies.
05:57
10. Throughout the last 27 years, Hubble — and nature itself — have continued to surprise us beyond our wildest imaginations. And there is no doubt that they will continue to do so in the future.
Ends xx:xx | web | https://esahubble.org/media/archives/videos/script/hubblecast99a_en.pdf | 0.512014 | {
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