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IOWA FINAL MONTHLY WEATHER SUMMARY JANUARY 2002
General Summary. January temperatures averaged 28.4° or 10.4° above normal while precipitation totaled 0.42 inch or 0.44 inch less than normal. This ranks as the 8 th warmest and 15 th driest January among 130 years of state records.
Temperatures. The very mild weather pattern that began in late October persisted through most of January as well. Daily temperatures averaged above normal on all but four days (1 st , 2 nd , 3 rd and 18 th ) of the month. Daytime highs in the sixties occurred as frequently as overnight lows below zero (six days each in some part of Iowa). The month's warmest day was on the 26 th when Webster City reached 72°. The Webster City reading was the highest January temperature ever recorded at that location and was only one degree shy of the state record for the month of 73° set at Keokuk on January 24, 1950. Monthly records were also set at Ames (67°), Atlantic (67°), Denison (68°), Hampton (65°), Rockwell City (70°), Sioux City (71°), Waterloo (65°) and Winterset (67°). On the other end of the spectrum Mason City reported the month's lowest temperature with a -9° reading on the 18 th . Finally, temperatures over the past three months have averaged 35.6° or 9.5° above normal. This makes the November through January period the warmest on record for Iowa (old record 34.4° Nov 1913-Jan 1914).
Heating Degree Days. Home heating requirements, as estimated by heating degree day totals, averaged 18% less than last January and 23% less than normal. Heating requirements so far this winter season are running 27% less than last season through January 31 st and 20% less than normal.
Precipitation. Iowa was on a pace to set a record for driest January until a large winter storm system moved into the state on the 30 th . An average of only 0.08 inch of precipitation fell across the state during the first 29 days of the month, falling in the form of 1.2 inches of snow. However, snowfall averaged 6.6 inches with the storm of the 30 th -31 st with a water equivalent of 0.54 inch. Snowfall from the late month storm varied from only an inch and one-half in the extreme northwest corner of the state up to 13.2 inches at Leon and 13.0 inches at Bloomfield and Fairfield. Prior to this storm the largest precipitation event of the month was a 1 to 3 inch snow on January 16 th which was restricted to the northern two tiers of Iowa counties. This was the state's driest January since 1987 with precipitation totals varying from only 0.08 inch at Mapleton up to 2.09 inches at Keokuk. NOTE: A portion of the late January storm precipitation fell after the last official January weather observation at many stations; thus some of this precipitation will be included in the February report. | web | https://publications.iowa.gov/7677/1/january2002.pdf | 0.424154 | {
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CHAPTER THREE
THE WORK OF CHRIST
Many have heard about the last events of Jesus’ sinless life on earth. He was condemned as a common criminal, hung from a cross until dead, and three days later he rose from the dead. But few people understand the meaning of these events.
In this chapter, you will explore Jesus’ life, his death, and his resurrection.
THE LIFE OF JESUS CHRIST
About 2,000 years ago, Jesus Christ was born in the obscure town of Bethlehem. While Jesus was an infant, Joseph and Mary took him to Egypt to escape the wrath of an irate king, Herod the Great. Then, while he was still a young child, they moved to Nazareth of Galilee.
1. When the angel announced his birth, what purpose did he give for Jesus coming into the world? *Matthew 1:21; Luke 1:31-33*
__________________________________________________________________________________________
__________________________________________________________________________________________
2. In what ways did Jesus develop as a youth? *Luke 2:52*
3. What are some activities of Jesus’ public ministry? *Matthew 4:23*
4. What was his purpose in selecting the twelve apostles? *Mark 3:14*
5. What characterized Jesus’ leadership? *Luke 22:25-27*
How can you follow Jesus’ example?
This study booklet merely touches on the events of Jesus’ life. At the end of the gospel of John we read, “Jesus did many other things as well. If every one of them were written down, I suppose that even the whole world would not have room for the books that would be written” (John 21:25). Some of the more familiar events of Jesus’ life are presented in the illustration on page 20.
THE DEATH OF JESUS CHRIST
6. What did Jesus predict would happen to him? *Matthew 16:21*
7. What kind of death did Jesus suffer? *Matthew 27:35*
With what kind of men did he die? *Matthew 27:58*
8. Did Jesus go to the cross voluntarily? Explain your answer.
*John 10:17-18*
9. What is man’s condition apart from Christ?
*John 3:18*
10. Look up 1 Peter 3:18. What did Jesus do to bring condemned men to God?
11. Can anything be added to Christ’s death to make you more acceptable to God? Why or why not?
*Hebrews 10:12-14*
12. After Jesus died and was buried, what was done to secure his tomb?
*Matthew 27:62-66*
13. Read Matthew 28:1-7. What was discovered at the tomb on the first day of the week? | web | http://sillnavs.com/resources/DFD1.3TheWorkOfChrist.pdf | 0.490767 | {
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Bubbles Prayer – (Centering/meditation)
Sit comfortably – shut eyes – be aware of sounds – be aware of breathing. (If distracted concentrate on your breathing)
Imagine
o A spot above your head – pause
o A spot below you – pause
o A spot in front of you
o A spot behind you
o A spot outside your right elbow
o A spot outside your left elbow
Keep these spots in mind
Join the spots with string or wire in your imagination
Keep this framework in mind – you can still look out or poke your finger through.
Now fill in the spaces with glass, fabric, wood or plastic.
You are now inside a bubble
Try now to imagine another spot - your own centre spot. Focus on that spot
- You now have the option of staying at this stage for a few minutes of simple relaxation
- You can invite participants to be aware of God's presence there at the centre of their being – they can rest in God's presence and listen or speak to God.
At the end (Slowly)
o Be aware of the bubble – take out the space fillers
o Disconnect the spots
o Rub the spot out
o Be aware of breath and sounds
o When ready open eyes, and you're back again
BUBBLES PRAYER 2
Give each participant a bottle of bubbles and encourage students to find different ways of making bubbles. Challenge them to discover what bubbles can tell us about God and/or God's creation. 'Bubbles are like God because ………'
Some examples to follow
o God's creation is fragile and must be handled with care.
o If we look close enough, we can see ourselves.
o We too are part of creation.
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The Impact of COVID-19 Disrupted Learning… And What You Can Do About It
Experts found a
The COVID-19 pandemic has created a disruption to nearly every aspect of life, including education. Research conducted by Acadience ® Learning revealed a dramatic impact on the development of students' reading skills. One of the largest impacts was on foundational early literacy skills assessed in earlier grades.
300% INCREASE
in the number of students who were Well Below Benchmark at the beginning of first grade.
HERE'S HOW EDUCATORS CAN TAKE ACTION:
GAUGE STUDENTS' SKILLS
TRACK STUDENT PROGRESS
➜ Immediately assess core early literacy skills
➜ Utilize universal screening to detect when students need extra support
➜ Assess using reliable and valid tests that are sensitive to effects of intervention
➜ Remember: progress monitoring and formative evaluation has the third-largest effect on student achievement out of 138 possible influences
➜ Adjust instructional elements when the data indicate it is needed
➜ Use data collection as a feedback loop for teachers and students
SET MEANINGFUL & ATTAINABLE GOALS
➜ Examine pathways for individual students and at the classroom level
➜ Set goals that reflect the need to accelerate learning
➜ Schedule time to review and act
UTILIZE FEDERAL FUNDS TO ADDRESS LEARNING LOSSES
➜ ESSER-II* money is available to schools for summer or after-school programs, assessments, instructional resources, and technology
*Elementary and Secondary School Emergency Response (ESSER)
WHERE TO BEGIN?
The Acadience ® Reading K–6 (previously published as DIBELS Next ® ) literacy assessment provides brief, formative indicators of the essential skills necessary for proficient reading in grades K–6. Acadience Reading K–6 is fast and easy to administer, detects when students need extra support, and supports the RtI/Multi-tiered model.
LEARN MORE »
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Your Total Knee Replacement
A Normal Knee
Cartilage is a white, elastic material that covers the contact points of the three bones making up the knee joint: the patella (kneecap), the femur (thigh bone) and the tibia (shinbone). It allows smooth and painless movement. A thin synovial membrane lines and lubricates the joint, muscles give the joint support and strength, and ligaments provide front-to-back and side-to-side stability to the joint.
A Problem Knee
Any type of arthritis can damage the cartilage "cushion" in the knee. As the cartilage is worn down, the bones become more exposed and rub together, resulting in pain, stiffness, swelling and sometimes a crunching noise. In osteoarthritis, this is the result of wear and tear, while in rheumatoid arthritis, initial damage to the synovial membrane destroys the cartilage.
Surgery
Knee replacement surgery is done with either general or spinal (epidural) anesthesia. The amount of surgery done depends on the condition of the joint and how much cleaning and resurfacing of bone surfaces must be done. Most knee replacements take about an hour and a half.
Pharmacia & Upjohn
Fragmin dalteparin sodium
Caring for Your New Knee
At home, your goal is to return safely and comfortably to your normal activities. Your exercises are designed to strengthen your muscles (particularly those in the thigh) and increase your knee's range of motion.\(^2-4\)
**Increase your knee’s range of motion\(^2\):**
Sitting in a high chair, slowly straighten your affected leg, then lower it and bend your knee as far as you can. Repeat ___ times; do this ___ times a day.
**Strengthen your muscles\(^2\):** Lying against a pillow, straighten the affected leg and lift it 20 to 25 cm (8-10") for two seconds. Slowly lower it. Repeat ___ times; do this ___ times a day.
**Keeping Your Knee Healthy**
- Walk and do your recommended exercises every day\(^2\)
- Avoid activities that could cause you to fall\(^2\)
- Avoid sudden-impact activities such as jumping or running\(^4\)
- Try to minimize stress on your knee in everyday activities\(^4\)
- Apply ice after exercising or whenever the knee is swollen or painful\(^2,4\)
- Follow your surgeon’s advice on using crutches, a walker or a cane to keep weight off your healing knee\(^2\)
- In general, your new prosthesis is designed for the activities of daily living, not for vigorous sports; ask your surgeon what is permitted\(^1\)
- Before dental work, tell your dentist that you have a prosthesis; antibiotics may be needed to prevent infection\(^1\)
- Arrange furniture and objects in your home so that you can move around safely and easily\(^2\)
**Home Safety\(^3\)**
Becoming more aware of possible hazards in your home can make your recovery easier and safer. If you’re going to be on your own for long periods, think about setting up a temporary living space (with a bathroom and kitchen) on one floor. Make sure you have wide, clear passage ways, telephones within easy access and good lighting so that you can see the floor clearly.
**Notes**
---
**References**
1. Scott WH, Conman C. Dr. Scott’s knee book: symptoms, diagnosis, and treatment of knee problems, including: torn cartilage, ligament damage, arthritis, tendinitis, arthroscopic surgery, and total knee replacement. New York: Fireside; 1996.
2. Silber I. A patient’s guide to knee and hip replacement: everything you need to know. New York: Fireside; 1999.
3. Allen RJ, Brander VA, Stulberg SD. Arthritis of the hip and knee: the active person’s guide to taking charge. Atlanta: Peachtree Publishers; 1998.
4. Gerbarini RE, Lucib S, editors. The Columbia Presbyterian osteoarthritis handbook: the complete guide to the most common form of arthritis. New York: Macmillan; 1997. | web | https://www.howdenmedicalclinic.com/wp-content/uploads/2018/03/TKA.pdf | 0.426106 | {
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To the inhabitants of Saanen
For the area surrounding weirs, i.e. the region which within 2 hours of a failure of a dam or of a reservoir overflowing has to expect some flooding, the leaflet "What to do in case of a water alarm for Lake Sanetsch and Lake Arnen" has been revised in cooperation with the canton.
Since the time for taking protective measures (e.g. evacuation) is limited, the affected parts of local authorities must know exactly what to do in case of an incident. This document can also be viewed on the local authority's website or printed out. The leaflet should be kept for a long time in a highly visible place (e.g. on the information board of multi-family dwellings, front door, refrigerator or pinboard). If you move, please ensure that the leaflet is accessible to the new occupants of the building.
Explanations about the leaflet:
The leaflet provides information on which areas could be affected in the event of an incident. The scenario with the greatest possible impact was chosen (total failure of the Sanetsch and Lake Arnen dams), meaning that the entire floodplain area would not necessarily be affected in every case (highlighted in colour on the map). The specified times until the arrival of the water are also based on the worst-case scenario, i.e. if the lake overflows or the dam fails. If there is any sign of an incident, the local population is made aware of the possible danger by means of the general alarm, unless time has run out (listen to the radio). At the latest if failure of the dam cannot be ruled out in the foreseeable future or an unexpected event occurs without warning (landslide), the "water alarm" is triggered.
This sign should be seen as a demand to leave the endangered area immediately!
The area from the local authority boundary with Gsteig to Moosfang (orange and yellow):
a) As far as possible, escape in a direction which is at a right angle to the River Saane and look for sites which are at least 20-30 metres higher up.
b) In a second phase, go to the "Chlösterli, Grundsagi or Moosfang" assembly point where more instructions on what to do will be given.
c) In a third phase, the affected persons can gather at the "Untergstaad" emergency assembly point. Should the destruction on the valley floor towards Gstaad be very extensive, some residents will have the possibility of evacuating via Eggli, Chalberhöni in the direction of Saanen.
Rütti Gstaad area, etc. green, light blue and dark blue:
Persons who are in these areas can go directly to the emergency assembly points (Untergstaad, Rübeldorf or Saanen Church).
As a rule, there is a bit more time available for the evacuation process than that specified on the leaflet, because if at all possible the water alarm is not only triggered when the incident has escalated. Private individuals must evacuate themselves. Even staying on one of the upper floors of a building does not necessarily offer protection, because undercutting and collapsing buildings have to be expected and accessibility to the flood area for rescue teams is likely to be extremely difficult later on. So the water alarm is the ultimate signal to leave the area. The non-affected parts of local authorities (white) provide neighbourly assistance if the situation calls for it.
Dams are considered safe. Although a complete failure of a weir is extremely unlikely, it is nevertheless essential to think the unthinkable. At any rate, major earthquakes or large rockslides can in unfavourable circumstances have serious consequences. In the last 100 years, several dozen such events have occurred worldwide. It is advisable to take the preparatory measures seriously in spite of the low level of risk, without giving rise to exaggerated fears.
Should you have any questions about the leaflet, the local authority office would be happy to help you. Just call Tel. 033 748 92 93.
Aldo Kropf President of the Local Council
Markus Oehrli
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PRESIDENT'S COLUMN
Libraries, Books, Readers, and Writers
by Donna Cote
P eople turn to library for access to information, nology, programs, exhibits, lectures, and much and in times like more than ever, they turn to us for a core service: books.
As the economy worse, I'm sure my library isn't alone in noticing that business is better than ever. More people are discovering libraries as a painless resource for cost savings. At public library, it's clear that people are spending reading more. Traffic at the Central Rappahannock Regional Library (CRRL) system is up 10 percent over last year. People are borrow ing books instead of buying them, and they're thumbing through the library's magazines instead of pay ing for subscriptions.
ciation Day. One of the high lights—next to the delicious potluck lunch, of course—is the author presentation. All of us who wrestle on most days with budgets, per sonnel issues, technology, problem patrons, and build ing breakdowns enjoy the opportunity to sit back for an hour and let ourselves be transported to the writer's world. Isn't this—enjoy ing and appreciating lit erature—why we became librarians in the first place?
This year at the CRRL
we were fortunate to have
Books offer shared experience; books are connectors.
Savvy library users are saving gas, too, placing holds online and only heading to the library when they've been notified that the items are ready for pickup. Requests for reserves are up so much from last year—13.5 percent—that we've had to add shelves to hold the reserves.
So, if hard times are bringing more people through the doors of our libraries, that's a good thing! Let them read books! Books help us rise up to who we can be. Books convey meaning, help us under stand the world. Books offer shared experience; books are connectors.
Speaking about literacy, educa
tion, and the economy to an ALA gathering in 2005, Senator Barack Obama said it all: "And so the moment we persuade a child, any child, to cross that threshold into a library, we've changed their lives forever, and for the better. This is an enormous force for good." 1
Libraries are the places where writers and readers meet, whether at library book clubs, at author talks and signings, or simply in the quiet moments when a reader sinks into a comfortable chair in a library nook and communes with a writer's work.
Like many public libraries, my library holds an annual Staff Appre
Pulitzer Prize winner and newly appointed Poet Laureate of Vir ginia Claudia Emerson read to the staff from her just-released book, Figure Studies.
She interspersed her reading with affectionate anec dotes about the people and places that inspired her poems, offering her listeners an intimate look into a poet's thought process.
She entertained audience ques tions afterwards, answering every thing from what she does about writer's block to her memories of her first published poem. She left us all with a wonderful story about her father, who anxiously advised her to drive carefully over Afton Mountain, ending with the admo nition that, if she came to a boul
der in the road, she should "just go around it!"
Just as librarians have a special place in their hearts for writers, so do writers for libraries. Claudia Emerson has been a loyal library supporter for years. She judges our annual teen poetry contest and appears at the awards ceremony to praise and introduce each of the winners. She proudly told the audi ence at Staff Day that one of the grand prize winners she selected has recently had her poetry pub lished in a major poetry magazine. To her, the library is an extension of her work as an English profes sor.
No doubt every VLA member could tell similar stories from their own libraries about the bond between readers, writers, and libraries. Whether writers are newly published or well established, we welcome them at our libraries for readings, book signings, and author talks. We feature them in book displays, on our websites, and in one-on-one conversations with readers looking for new books.
It's well and good that libraries are no longer just book reposito ries; we are, indeed, providers of access to information and cultural programming. But nurturing writ ers and promoting awareness and access to books is arguably the highest value libraries bring to
"Reading is an adventure like that of discovery itself. Libraries are our base camp."
our communities. In the words of Librarian of Congress James H. Billington, "Libraries are starting places for the adventure of learn ing that can go on whatever one's vocation and location in life. Read ing is an adventure like that of dis covery itself. Libraries are our base camp." 2
Books are, after all, libraries' core brand, transformational and escap ist in the best sense of the word. Long before focus groups, library user polls, and OCLC reports, Emily Dickinson sweetly put her finger on what librarians profess:
There is no Frigate like a Book
To take us Lands away, Nor any Coursers like a Page Of prancing Poetry.
Notes
1. Obama, Barack, "U.S. Senator Barack Obama Addresses the Ameri can Library Association, Monday, June 27, 2005: 'Literacy and Educa tion in a 21st-Century Economy,' Remarks as Prepared for Delivery Saturday, June 25th, 2005," Barack Obama, U.S. Senator for Illinois, http://obama.senate.gov/speech/ 50627-us_senator_barack_obama_ addres/ (accessed October 17, 2008). 2. Graffagnino, J. Kevin, comp., Only in Books: Writers, Readers & Bib liophiles on Their Passion (Madison, WI: Madison House, 1996), 21. VL | web | http://scholar.lib.vt.edu/ejournals/VALib/v54_n3/cote.pdf | 0.486802 | {
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Precision Driving 1, Standard Course #2
COURSE #2
1. Enter at a trot/intermediate gait.
2. Trot/intermediate gait through 4 cones (10 feet square).
3. Trot/intermediate gait serpentine (5 cones, 25' apart).
4. Walk with right wheel(s) between poles.
5. Trot/intermediate gait a Figure-8 (right then left).
6. Walk with left wheel(s) between poles.
7. Walk serpentine.
8. Walk into square, stop with front wheels between front cones, back four steps, return to forward position.
Stand quietly until dismissed by Judge or ringmaster | web | http://washingtonstatehorsemen.org/wp-content/uploads/2015/07/WSH-HSD-Precision-Driving-Pattern-2.pdf | 0.427858 | {
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National Credit Union Youth Month April 2019
The Future Is Yours: Picture it! Save for it! Share it!
Dreaming of our ideal future delights and inspires us. Children, with their fertile imaginations, are particularly good at dreaming. But to make dreams come true, you need to have clear goals and, very likely, save some money to make them happen. Credit unions can help their members on both counts.
The theme for Youth Month this April, is "The Future is Yours: Picture it! Save for it! Share it!" We're encouraging all members, particularly our youngest, to write down their dreams, create vision boards, and encourage each other. These activities will help lay the groundwork for their future success.
Putting your dreams and goals down on paper where you can see them every day actually helps you achieve them! Studies were conducted at Dominican University on the science of goal setting. The results revealed that writing down your goals on a regular basis makes you 42% more likely to achieve them than if you don't record them. They determined that using your imagination (right/creative brain) and writing those plans down (left/logical brain) engages your whole brain, including your subconscious. This makes it easier for you to find and seize opportunities that will help you achieve your goals, as well as keep you motivated.
Young members who begin a habit of envisioning and recording their goals are more likely to achieve future goals as adults. This year's Youth Month theme will give our members the encouragement they need to start this habit. | web | https://leroyfcu.org/promos/Leroy-FCU-April-Youth.pdf | 0.425467 | {
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Y3's Class News Autumn 2 Week 2 (November 8 th 2017)
Classwork
This week in literacy we have been looking at homophones and have been writing character descriptions from Beowulf, the class book we are reading. In numeracy we have been multiplying and dividing by 3, 4 and 8.
Stars of the Week!
Homework
Last weeks Star of the Week was Tobias Jaimon. Tobias was extremely apprehensive when the class went swimming as he'd never been swimming before. However Tobias conquered his fears by getting in the water and impressing everyone.
The Behaviour Award went to Aidan Barnes for always following the golden rules. We have been so impressed with Aidan's attitude and approach to his work.
For Your Information
13 th November: Own clothes day.Bring in a new toy for the church fair children’s tombola.
20
th
- 24
th
November: Science Week
Saturday 18th November: Benedict's Church Christmas
Fair is held at St Benedict's School
24
th
November: Anglo Saxon Trip to Tatton Park
26 th November: St Benedict’s Church 10:15. Mass of Enrolment. Year 3 Sacramental Programme
Please make sure homework is completed to a high standard and handed in on Monday morning.
Literacy
Match the pictures with their homophones. Then cross out the incorrect homophone in the sentences on the sheet.
Cross out the incorrect homophone in the sentences on the sheet. Then write a sentence for each set of homophones in their homework books.
Complete the homophone test on the worksheet.
Numeracy
Work out the answers to the 3 and 4 times tables, then cut and stick the correct answers onto the house.
Draw bones around the multiples of 4 and then solve the multiplication and division problems on the sheet.
Solve the maths problems on the sheet and then try to crack the maths code.
Solve the maths problems on the sheets and then try to crack the maths code. | web | http://www.stbenedicts.cheshire.sch.uk/uploads/6/7/9/2/6792245/autumn_2_week_3.pdf | 0.513617 | {
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About the game
It can be easy to take our way of life and the resources that we have for granted. Sadly for people across the world, including those in Nicaragua, it can be a challenge just to survive from day to day.
We hope that by playing this game you'll gain an insight into the struggles faced by people in Nicaragua and how the lack of resources and opportunities can hold them back in life.
Making the game
1. Print out the four board pieces onto thin card. Cut them out, making two slits on each piece where indicated by the black lines.
2. Slide each tab into the corresponding slit on the neighbouring piece until all four pieces link together and form a large square. Use tape on the back to hold the pieces in place.
3. Cut out the player counters, the resource points and the opportunity points.
4. Print out the situation cards, using page 1 (Nicaraguan flags) for the fronts of the cards and pages 2-4 as the backs of the cards. Cut out the cards and place them, flag side up, on the situation card pile.
5. You will also need a die (not supplied) to play the game.
Playing the game
1. Each player should place their counter at the start of the board and collect 3 resource points and 3 opportunity points from the bank.
2. Everyone should roll the die and the person who gets closest to 6 goes first.
3. When it's your turn roll the die and move that number of spaces around the board:
a) If you land on a white space then your turn ends.
b) If you land on a orange space then you need to take a situation card from the pile, which you should read out to the rest of the group.
c) Follow the instructions at the bottom of the card, if you can, paying any points to the bank.
d) If you don't have enough points you will have to wait on this space for another turn. At the start of your next turn roll the die. Refer to the top-left of the board to find out how many points to collect from the bank. Now return to the previous step and try to complete your turn again.
5. The winner is the first person to reach the finishing space. | web | http://www.seed-trust.com/sift-sunday-resources/on_the_edge_game_instructions.pdf | 0.522496 | {
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FLOATER
RACHEL ADKINS
The year is 2075...
In the aftermath of a global water shortage that left millions of people to suffer through drought, major ecological disaster, the collapse of many major industries, and the complete upheaval of a western capitalist system, the world is slowly beginning to develop a new type of normalcy, where, despite the adoption of preventative measures, the possibility of future shortages continues to lurk.
While many people living in industrialized nations once again have sufficient access to water thanks to government interference and regulation, there is underlying anxiety regarding resource scarcity that continues to fester in many people. While the adjustment period is difficult for most, there are some people who now live their lives in constant fear of the next major water crisis. In some case, it is to the point significant effect on their ability to successfully assimilate into this new reality of ecological uncertainty.
ways in which we understand water in relation to human experiences...
social
introverted
people gather towards water and therefore each other; civilizations are born from water
indefinite
all of the water that occupies our planet is the same water that was been cycled for thousands of years; all people that have ever live are intrinsically connected to this cycle water can be accessed on an individual basis within private homes and public water amenities such as drinking fountains are dismissed as primitive and unclean; people feel they can self-sustain
limited
human demands have significantly strained global water supplies to a point of eventual exhaustion
Water as wear...
As a means of combating these severe cases of "water separation anxiety", the Floater device acts as a psychological safety vest that intimately connects the wearer to a tangible source of water that is their's alone. It assists in the rebuilding of a human-water relationship that has been damaged by years of ecological uncertainty.
Each Floater is custom made for its wearer, with water specimens taken from sources within the close vicinity of individual's primary home location to create a starting point of personal investment in their Floater.
It takes visual cues from a traditional life vest, but instead of providing support while in water, the Floater supports the wearer in environments and situations that may cause an individual to feel disconnected from water.
social
provides onlookers with visual information about local water resources and incites dialog ; acts as a location marker
indefinite
provides the comfort of a tangible resource that cannot be lost or endangered
introverted
the wearer has full control over their relationship with their Floater
limited
many of the water specimens used are in some way contaminated with debris or not safe for consumption; forces the wearer to "bond" with uncertain resources | web | http://grcd3021-f17.studiojunglecat.com/wp-content/uploads/2017/11/RachelAdkins_Floater.pdf | 0.472978 | {
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Extension: What Is the Internet?
Name
Date
Your Turn As a group, follow the "Group Work" directions to prepare definitions for your assigned terms. Then, individually, follow the "Solo Work" directions to ensure you understand all terms.
Group Work
Solo Work
As a group, you will be assigned one of the lettered subject areas below.
1. Read and discuss the explanations on pages 258–259 that relate to your group of topics.
2. Prepare a summary explaining your terms.
3. Choose a spokesperson to make an oral presentation of your terms to the class.
4. Request and answer questions as a group.
Group A: Computer Hierarchies
■■Terminals
■■Mainframes
■■ Servers
■■ Clients
Group B: Local Networking
■■Routers
■■Modems
■■LANs, WANs, and WLANs
Group C: Local Connection Types
■■Bluetooth
■■Ethernet
■■Wi-Fi
With each group presentation…
1. During the presentation, take notes about the terms covered.
2. After the presentation, ask any questions you may have.
3. After class, compare what you learned with the material on pages 258–259.
Group D: Internet Connection Types
■■Connections (cable and so on)
■■ISPs
■■Mobile Telephony
■■VOIP Telephony
Group E: Web-Related Terms
■■The Cloud
■■World Wide Web
■■DNS
■■ Transfer Protocols | web | https://k12.thoughtfullearning.com/sites/k12/files/inquire_extras/downloads/InquireHighSchool_TG_pg171.pdf | 0.421369 | {
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The « Lebanese Question »
Politics played a primary role in the Lebanese question. The Turkish commissioner brought around to his side a few countries, which enabled him to get rid of the valleys and cities and to restrict his attentions to the mountain areas that were deserted. The means of survival became so limited that the Lebanese had to travel abroad. Lebanese youths left Lebanon in order to earn a living not just for themselves but also for those who had stayed at home, the mothers, the brothers, the children. As white collar workers could no longer find work in the country, tradesmen, doctors, engineer, lawyers left the country. An expatriate Lebanese community then appeared throughout the world, which gave Lebanon a very good name. It is no exaggeration to say that Lebanon could only overcome hardship and deprivations thanks to its expatriates' labour. When, during the war, it was blockaded for two years, half its people died of hunger.
This fact had not escaped the notice of the Lebanese government who granted Lebanese expats the same rights as to those living in Lebanon. For this reason the election to the Administrative Council was free from restrictions and residency requirements. The expatriate could vote as soon as he arrived in Lebanon, as indeed he could if he were abroad.
Bayna al-qadim wa-l-hadith. Dirasat Kada'ya Mukarinat bayn nizam Lubnan al-qadim wa-l-jadid [Comparative juridical studies, between former and modern Lebanese regimes] Alexandria, 1922, p. 17. (Translated from the French). | web | http://hemed.univ-lemans.fr/wp-content/uploads/2021/04/mod01_c04_The-Lebanese-Question-1.pdf | 0.43957 | {
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Relational Awareness ~ Lesson 5 PowerPoint Notes
REVIEW
SO FAR, WE HAVE LEARNED ABOUT:
* Healthy vs Unhealthy Relationships
* Agape Love – Love Defined
* God's Idea of Submission – Mutual Submission
We looked at Marriage as A Godly Unit
How Marriage Operates as a Body
Head and body are dependent on each other. One part never tries to take advantage of the other or cause the other pain.
The Bible does not describe marriage as a corporation where the head has authority over others, where there is a hierarchy.
The Bible describes marriage as a physical body. All parts of the body are equally important.
Jesus is God and yet His role as Head is that of a servant. Biblical Headship = Servanthood
We looked at Marriage Designed God's Intention for Marriage
Male and female were made in God's image. One is not better than the other.
God told Adam and Eve to take dominion over the earth, not over each other. God's plan was never for one person to dominate another. Domestic Abuse is about one partner dominating the other.
Oneness in marriage does not mean we lose our separate identities.
Today's Lesson ~ Reverse the Curse
Genesis 3
This is The Beginning of Dysfunctional Relationships
The Blame Game – Adam blames Eve, Eve blames the serpent
In Dysfunctional Relationships, there is at least one person who blames others or circumstances for their own wrong-doing.
When Humans disobeyed God - Humankind was punished with 5 curses
1. Death – Adam & Eve (If you eat of the fruit you will die, physically and spiritually)
2. Pain – Eve (You will have greater pain in childbirth)
3. Desire – Eve (You will desire your husband)
4. Domination – Eve (Your husband will rule over you)
5. Hard Labor – Adam (The ground will have thorns and thistles)
The Relational Curses on Women
You will desire your husband - and he will rule over you.
Why do women stay in abusive relationships?
There are Many reasons… but… Perhaps one reason is because the curse of male domination is accompanied by the curse of desiring her husband in spite of mistreatment.
Notice:
The physical curses continue until the end of time while the spiritual and relational curses are broken by the death and resurrection of Jesus.
Victims living under the oppression of a controller feel as if they are living in death.
GOALS FOR THIS LESSON
1. To see that the curses on humans were never God's perfect plan
2. To recognize which curses have caused relational problems in
marriage
3. To see how these curses can be broken
As everyone dies because of Adam, so also everyone will be made alive because of Christ.
1 Corinthians 15:22 | web | https://img1.wsimg.com/blobby/go/5fe7bd12-a3ef-49ca-b884-3339f3be0c5c/downloads/18.%20PowerPoint%20Notes%20Lesson%205.pdf?ver=1663703824616 | 0.449498 | {
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Artifiction/Artifact Fun Teacher Guide
Objective: Students will use critical thinking skills to deduce what an object is, how it is used, where it came from, etc. They will use this information in language arts assignments and to create labels for artifacts. (See TEKS below)
Time: One to four class periods depending on which activity is presented.
Materials needed:
* Powerpoint (Artifiction)
* Artifiction worksheet 2.0
* Museum-Artifiction FT worksheet
* Pencil
* Paper
Procedure:
Grades 6-9:
1. Teacher needs to look over the things in the trunk. Complete the checklist, sign and date it.
2. Teacher would present the Powerpoint, stopping at the prompt for activity, and discuss with class.
3. Students will be grouped; each group is assigned an artifact. The groups complete the artifact practice sheet in their groups, talking it out and examining the pieces. The students are given time to present their artifacts to other groups and tell what they thought it was and answer the other questions on the sheet. After the group presents, the teacher should add any information in the guide book so the students know any history or additional knowledge about the items.
4. In the next activity, students will create an artifact label from one of the photos in the trunk. These are images of items currently on display at the Hall of Fame. Students need to make observations about the items in the picture and then on their own filling out the Museum-Artifiction FT worksheet. NOTE: We would love to see what the students said about these photographed artifacts. If we like their interesting perspective on these items, we would like to use them in our display to engage museum visitors. Please bring a copy or the originals to us when you return the trunk. If we select a student's remarks, we will contact you.
5. After all of the groups have presented, the students will get their own paper and pen or pencil and begin the next part of the assignment. The students will write original compositions based upon the artifacts. The students should understand that the compositions should look beyond what the item is and write from different points of view. This would be a good time to look at the rest of the Powerpoint; after seeing the examples in the Powerpoint, students should understand. This assignment can go as far as the teacher would like. Students could take their rough drafts and use editing techniques to bring their writing to a finished piece or just write to brainstorm in class. If pieces are to be finished, a good activity to follow up with is to share them in class.
TEKS | web | https://www.aqha.com/documents/82601/1589238/Artifiction+Fun+Lesson+6-9.pdf/2c82b071-8a7b-6cb9-7c34-2878d0d38aff?version=1.1&t=1586794368491 | 0.494249 | {
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Typing Skills
Keyboarding A - Z
What Can You Expect?
This course is designed for learners who have no previous experience in typing. This is a thorough and slow paced course which will provide the learner with basic foundational skills required to type accurately.
What Is Required From You?
Learners should be able to read and write in English. ABET or equivalent knowledge is essential for attending this course.
1 Day Course Content
Getting Started
- Using the KAZ Method
- Proper Keyboarding Posture
- The Keyboard
The Five Key Phrases
- Touch Typing
- Using the Space Bar
- Using the Enter Key
Words & Sentences
- The First Two Fingers
- The First, Third and Fourth Fingers
- Third and Fourth Fingers of the Left Hand
- Sentences
Capitalisation, Punctuation & Numbers
- Shift Key and Caps Lock
- Typing numbers
- Using Shift to type Special Characters
- Punctuation Keys
The Numeric Keypad
- Touch type the numbers on the Numeric Keypad
Speed & Accuracy
- Develop Speed and Accuracy using:
- Short Phrases
- Complete Sentences
- Speed Drills
What Will I Take Back To Work With Me?
When you walk out of the door with your certificate in hand, you will have a much better understanding of your keyboard. You will know where to find keys and how to type accurately. With continued practise, your speed and accuracy will improve too. | web | https://keybasepretoria.co.za/contents/2020%20Files/Computer%20Course%20Contents/PDF/Typing%20Skills.pdf | 0.497672 | {
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Action Plan #5: Citizenship
Improvement Goal:
All students will develop an understanding and commitment to the democratic ideals of human dignity, justice, and equality by focusing on productive citizenship in a democratic society.
Expectation(s) for Student Learning:
All students will demonstrate behavior expectations using 21 st Century Lifeskills.
All students will respect diversity while becoming effective and participating members of a democracy.
All students will have the opportunity to participate in school sponsored community service activities to experience personal, intellectual, and social growth.
All students will practice digital citizenship through ethical and responsible use of technology systems, information, and software.
Target Participants:
All students in Joan Martin Elementary School
Reproductive and Family Planning (4-5)
Interventions:
All students will develop positive personal and interpersonal skills using 21 st Century Lifeskills.
All students will develop positive leadership skills, ethics, school connectedness, and accountability.
All students will develop digital citizenship and practice acceptable technology usage.
All students will learn necessary strategies to keep themselves safe and healthy.
The school community will collaborate to provide a safe and secure facility.
Student Support:
All students will participate in Multi-Tiered Support System (MTSS) based on behavior.
Evaluation:
NSSE Stakeholder Opinion Surveys
Indiana Youth Survey
Discipline Data
Leadership Survey
Pivot Early Warning System
Timeframe for Implementation:
2017-2021
Joan Martin Elementary School
Target Area of Improvement: Citizenship - Life Skills, Diversity, Community Service, and Ethics
ACTIONS
activities.
lifeskills.
(PBIS)
Page | 2
-1st Grade:
-2nd Grade:
-3rd Grade
by Nancy
-Rachel's Challenge website and lesson book and curriculum.
-Fair Haven Curriculum -PIVOT
Students in 5
Story.
One Poster.
and software.
Page | 5
A. Grade 1:
Page | 6
-DARE Officer & Program
Coordinator programs to
Free
B. Grade 2:
C. Grade 3:
D. Grade 4:
E. Grade 5:
wellness.
I. Fire Safety
Stranger
Officer/School Counselor -Too Good for Drugs and
lockdown premises.
911.
behavior.
guidelines.
following:
playgroups
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the results was, that when a party of them had made an agreement to serve him they did not keep it, but ran away. He had engaged 185 of them, but only eighteen had adhered to him throughout the whole of the journey. He then described the great efforts he had been compelled to make in order that his caravans might be fed. He had only two guns, and with them he shot rhinoceroses, buffaloes, birds, &c. Afterwards his men became blind and stricken with fever, and it was months before they could proceed on their journey, and then only in detachments. In proceeding through one of the kingdoms he found the Sultan most anxious to detain him, in order that he might fleece him. The King of Uganda was their greatest friend. He and his people were not pure negroes. It appeared to him that there had been an immigration of the Abyssinian race, and the result was that the people had not the nose of the negro, but noses like Europeans. They were tall gaunt men, but they had the curly hair of the negro. They had lost their language, and they had also lost religion, for they had no idea of a soul. The King of Karagwé possessed a very inquiring mind. He asked about the stars and moon, and also what became of the old suns. He (Captain Speke) first taught the King to shoot. When he first handled a gun he placed it on his thigh and shot the cows in the courtyard. The King had given him a great deal of geographical information, and he was very much opposed to his leaving. Captain Speke then related several interesting anecdotes, and concluded amid the loud cheers of the Meeting.
The President then presented to Captain Speke the Gold Medal which the King of Italy had sent to him, and intimated that a similar medal was on its way for Captain Grant.* He therefore, in the name of the Society, offered their grateful thanks to the King of Italy for His Majesty's good will, and amid great applause called upon the distinguished Italian geographer, Signor Negri Cristoforo, who was present, to explain to the Meeting how deeply his Sovereign and his countrymen appreciated the arduous enterprise so successfully executed by Captains Speke and Grant.
Signor Negri Cristoforo returned thanks in an eloquent speech in his native language, which was much applauded.
The President having expressed a hope that some honours of the British Crown would be conferred on the discoverers of the Nile, concluded by moving that a cordial vote of thanks should be given to Captains Speke and Grant, which was carried amid the greatest enthusiasm, and the Meeting terminated.
* The medal for Captain Grant has since arrived, and bears the following inscription:—"Al Capitano Grant: divise col Capitano Speke gloria e pericoli."
the march between Uganda and Unyoro are the highest of the whole year. They are not, however, considered by Captain Grant to have been observed under circumstances favourable to accuracy. The maximum once reached 91°, and twice reached 89°. The Unyoro maximum was 86°; its minimum ranged between 61° and 72°.
Rain.—The annual rainfall is 49 inches,—an unusually small amount for an equatorial region, and inferior to that of many places in the British Isles. This deficiency is reasonably to be accounted for upon physico-geographical data. The outflow of water from every district must be ultimately supplied by clouds charged with vapour originally generated by evaporation of the water of the ocean. Now, the district of Lake Nyanza is peculiarly ill-situated for receiving rain-bearing winds from the African coasts. The vast desert of the Sahara cuts off all moisture from the north; and the easterly winds which were chiefly met with by Speke and Grant, must have deposited the larger portion of their load of water when they first impinged on the rampart-like eastern edge of the East African plateau.
The wind is variable during the rainiest season, at other times easterly winds prevail.
The sky was remarkable as being either very clear, with fleeting clouds, or heavily overcast, with low black clouds.
The wet and dry seasons are imperfectly marked in the Nyanza districts. Their most distinct manifestation was in the April and November rains, and in the comparatively dry weather that immediately preceded the former. It must be remarked that Speke's 21 days of "rain and slight showers," during March, in Uganda, corresponds to only 11 days during which enough rain fell at Karagwé to enable Grant to measure it. The frequency of these showers is, therefore, an imperfect criterion of the wetness of the month.
Taking the average of the whole year, there is rain of some description, whether heavy or slight, on two days out of every three. A sufficient rainfall takes place to be worthy of measurement by the gauge, on one day out of every two. About once a month a heavy burst of rain occurred, to the amount of one or two inches; and fully one-third of the annual rainfall was contributed by these occasional storms. The river-beds were often suddenly filled in consequence of partial deluges; and masses of tangled grass, with soil attached to them, were washed down to the Nile during the rainiest months; but there is no appearance of the level of the Lake Nyanza being affected by the different seasons in any considerable degree. Thus, in the sketch of the outflow of the Nile, trees of some years' growth are seen to clothe the promontories down to the water's edge. On the other hand, it is well known that the rainy and dry periods are sharply defined at Gondokoro, and even so far to the north of that place as Miani had explored, viz. to north latitude 3° 34'. We must, therefore, ascribe the rise and fall of the trunk stream of the Lower Nile to the periodicity of the rains that feed it south of the 3rd degree of north latitude, and, in a very inconsiderable degree, to the periodicity of the rains that fall upon the land whose drainage is into the Lake Nyanza.
### Climate of the Countries bordering Lake Nyanza, 1861-2.
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Week 3
Literacy: We are going to
Plurals, There and their, Punctuation, Embedded clauses
Thinking skills comprehension
Talking and listening – balloon debate preparation
Vocabulary activities
Concentration tasks
Numeracy: We are going to
Mental Arithmetic (identify the key words in question)
Count, understand, order and use negative numbers
Introduce the kilometre
Appreciate relationship between m and km
Calculate the perimeter of simple shapes
Thinking Skills and problem solving
Mathletics:
Area – hectares and square kilometres Yr6 Pge28
Interactive – Length, Perimeter & Area: Area of shapes
Number Facts:
Other Areas this week…
World Around Us: Household inventions, electricity and a comparison of life in two Peruvian villages focusing on electricity provision. (Global Learning)
P.E.: Netball and swimming
PDMU: To introduce the children to the concept of identity
ICT: Working on preparation for recording Inventors interview on iPads & carrying out relevant research about chosen inventor.
Notes for Parents
Wednesday 14 th March 2:30-3pm there will be a meeting for all parents regarding our trip to Ganaway. Important information will be given at this meeting with regards activities, equipment needed, timings, expectations etc…
Reminder that school is closed for pupils on Monday 19 th March.
Pupils should meet at the front door of Ganaway at 9.15am on Wednesday 21 st March and collected at 1.30pm, in the same place, on Friday 23 rd March.
Many thanks
Mrs McChesney [REDACTED_EMAIL] | web | https://s3.eu-west-1.amazonaws.com/jotter2.files/8452450?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dp6-2b-wk3.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20180924%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20180924T213205Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=14bbc40b040a64e65b660afe1e147471fcd71b55a1e82cd0ba44f03a52d12309 | 0.424786 | {
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1. Founding of Otterbein
In the early and mid-1800s, various Protestant denominations founded colleges across the state of Ohio:
- Denison (Baptist), 1831
- Oberlin (Presbyterian/Congregational), 1833
- Muskingum (Presbyterian), 1837
- Ohio Wesleyan (Methodist), 1842
- Defiance (General Convention of the Christian Church), 1850
- Heidelberg (German Reformed), 1850
What denomination established Otterbein? How did Otterbein become affiliated with the United Methodist Church?
What does this tell us about religion in Ohio in the mid-1800s?
2. Bishop William Hanby House
What did the Fugitive Slave Act state?
How did William Hanby respond when asked how a Christian minister could deliberately violate the law?
Why did Westerville's location make it a prominent stop on the Underground Railroad?
3. Temperance Row
How did the Anti-Saloon League spread its temperance message?
How was the Anti-Saloon League connected to earlier reform movements in Westerville?
Which Anti-Saloon League leaders lived in these houses? What role did they play in the Anti-Saloon League?
4. Otterbein Cemetery – Hanby Gravesite
Benjamin Hanby is most well-known as the composer of what three songs?
In the song, "Up on the Housetop" occurs the following line:
"Next the comes the stocking of little Will"
Who is little Will?
Although Benjamin Hanby died at a young age, his son Brainerd lived until what year? What does this tell us about the proximity of the Civil War era to our own era? (Are we that far removed?)
5. Otterbein Cemetery – Anti-Saloon League Leaders
Complete the following gravestones:
What can we learn from the size, shape and materials used in gravestones? | web | https://www.teachingcolumbus.org/uploads/1/8/7/3/18734206/amazingracequestions.pdf | 0.41874 | {
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Week 1
Ch. 1:1 James, a servant of God and of the Lord Jesus Christ, to the twelve tribes scattered among the nations: Greetings,
2 Consider it pure joy, my brothers, whenever you face trials of many kinds,
3 because you know that the testing of your faith develops perseverance.
Week 3
Ch. 1:7 That man should not think he will receive anything from the Lord; 8 he is a double-minded man, unstable in all he does.
Week 5
Ch. 1:11 For the sun rises with scorching heat and withers the plant; its blossom falls and its beauty is destroyed. In the same way, the rich man will fade away even while he goes about his business.
12 Blessed is the man who perseveres under trial, because when he has stood the test, he will receive the crown of life that God has promised to those who love him.
Week 2
Ch.1: 4 Perseverance must finish its work so that you may be mature and complete, not lacking anything.
5 If any of you lacks wisdom, he should ask God, who gives generously to all without finding fault, and it will be given to him.
6 But when he asks, he must believe and not doubt, because he who doubts is like a wave of the sea, blown and tossed by the wind.
Week 4
Ch. 1:9
The brother in humble circumstances ought to take pride in his high position.
10
But the one who is rich should take pride in his low position, because he will pass away like
a wild flower.
Week 6
Ch. 1: 13
When tempted, no one should say,
"God is tempting me." For God cannot be tempted by evil, nor does he tempt anyone;
14 but each one is tempted when, by his own evil desire, he is dragged away and enticed.
15 Then, after desire has conceived, it gives birth to sin; and sin, when it is full-grown, gives birth to death.
Week 7
Ch. 1: 16 Don't be deceived, my dear brothers. 17 Every good and perfect gift is from above, coming down from the Father of the heavenly lights, who does not change like shifting shadows.
18 He chose to give us birth through the word of truth that we might be a kind of first fruits of all he created.
Week 9
Ch. 1:22Do not merely listen to the word, and so deceive yourselves. Do what it says. 23 Anyone who listens to the word but does not do what it says is like a man who looks at his face in a mirror
24 and, after looking at himself, goes away and immediately forgets what he looks like. 25 But the man who looks into the perfect law forgetting what he has heard, but doing it – he
that gives freedom, and continues to do this, not will be blessed in what he does.
Week 8
Ch. 1: 19 My dear brothers, take note of this: Everyone should be quick to listen, slow to speak and slow to become angry.
20 for man's anger does not bring about the righteous life that God desires.
21 Therefore, get rid of all moral filth and the evil that is so prevalent and humbly accept the word planted in you, which can save you.
Week 10
Ch. 1:26 If anyone considers himself religious and yet does not keep a tight rein on his tongue, he deceives himself and his religion is worthless. 27 Religion that God our Father accepts as pure and faultless is this: to look after orphans and widows in their distress and to keep oneself from being polluted by the world. | web | http://lftf.org/assets/project_james_cards.pdf | 0.443948 | {
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CIVIL RIGHTS.
The term civil rights, in a comprehensive sense, might properly be applied to all classes of rights not strictly political, such as the right to acquire and hold property, to maintain suits, to obtain an education, and the right to worship according to the dictates of one's own conscience. But within the last eight or nine years the term civil rights has been used in a comparatively limited sense in connection with certain legislation that has been made to prevent unjust discrimination against our people. This brings before us a consideration of the late decision of the Supreme Court of the United States in the civil rights cases, which it is well that we all should thoroughly understand, in order that we may know just what our present status is in this particular since the rendition of that decision. On the 1st of March, 1875, an act of Congress was approved, the first section of which provided as follows: "That all persons within the jurisdiction of the United States shall be entitled to the full and equal enjoyment of the accommodations, advantages, facilities, and privileges of inns, public conveyances on land and water, theatres, and other places of public amusement, subject only to the conditions and limitations established by law, and applicable alike to citizens of every race and color, regardless of any previous condition of servitude." And section second provided a penalty of $500 for the violation of the first section, to be collected in a civil action in the United States District and Circuit Courts.
About three years ago eight cases, in which suits had been brought under this statute, were taken up from the United States Circuit Court in different parts of the country on writs of errors to the Supreme Court of the United States. These cases involved the equal rights of colored citizens in hotels, and theatres, and on railroads. It was claimed by the plaintiffs in error that this statute was unconstitutional and void, which formed the principal issue. Hence, when these cases were reached it was necessary for the Supreme Court to pass upon the constitutionality of the statute, and determine whether Congress was legally vested by organic law with the power that it exercised in passing the civil rights act. The majority of that court decided that the matters contained in the civil rights bill were exclusively within the legislative province of the various States, and that Congress had no power under the Constitution to pass that law; | web | https://omeka.coloredconventions.org/files/original/ea225fe6015df9f9bb36d56ffcfadc73.pdf | 0.489689 | {
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White-faced Storm-Petrel Pelegodroma marina
Two subspecies in NZ waters:
New Zealand White-faced Storm Petrel P.m.maoriana Australian White-faced Storm Petrel P.m.dulciae
Species Code: 124 Band: CP/C
Species Code: 136 Band: [CP/C}
Illustrations above are
P.m. dulciae.
P.m. maoriana has identical plumage except for a deeply forked tail
Morphometrics:
Ageing:
Differences between fresh plumaged Juveniles and Adults are as follows:
Adult
Juvenile
Birds do not return to breeding islands until at least 3 years of age, but age at first breeding is not known. Based on age of first return to breeding colonies, breeding birds can be aged as (3+).
Sexing:
Females may have slightly longer wings and tails than males Incubation by both sexes in alternative shifts. | web | https://absa.asn.au/wp-content/uploads/2021/12/White-faced-Storm-Petrel-BIH2-NZ.pdf | 0.451011 | {
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Michigan's Multi-Tiered System of Supports Technical Assistance Center August 2017 – Version 2.0
Critical Features Checklist: Behavior Expectation Lessons
This checklist is used to guide teams in the development of their school-wide behavior expectation lessons. It is also used to provide specific feedback on the behavior expectation lesson plans and delivery of the lessons.
Table 1 Critical Feature Checklist for Behavior Expectation Lessons – Place a check mark in the box if the feature was addressed or is evident in the behavior expectation lesson plans and/or when observed during delivery of lessons.
Michigan's MTSS Technical Assistance Center is funded by the Michigan Department of Education and the U.S. Department of Education, Office of Special Education Program. | web | https://mimtsstac.org/sites/default/files/Documents/TASupports/IntegratedMTSSSequence/ElemSWPBISDay2/LiveZoom/06_Critical%20Features%20Checklist_Behavior_Expectation_Lessons.pdf | 0.43845 | {
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On Thursday, October 4, the Sierra Club will present *Cultural & Human History of the Pisgah and Nantahala Forests*, a lecture by Marci Spencer. Spencer has authored several books on area forests, the most recent of which is about the Nantahala National Forest. Her presentation will highlight conservation groups, activists, U.S. Forest Service staff and individuals that have worked to protect our natural spaces.
“The scenic natural environment of WNC attracts the hearts and minds of a diverse range of personalities and interests,” Spencer says. The free lecture will be held from 7–9 p.m. at the Unitarian Universalist Congregation of Asheville.
Spencer started volunteering for Great Smoky Mountains National Park after she retired from a career in nursing. Her interactions with the park’s many visitors acted as inspiration for her first book, *Clingmans Dome: Highest Mountain in the Great Smokies*. This book was followed by a biography of Mount Pisgah, where the author has spent many happy days hiking. Spencer also volunteered for the U.S. Forest Service monitoring the use of Pisgah’s backcountry campsites and for the NC Wildlife Resources Commission, reintroducing the endangered peregrine falcons into Pisgah’s high country. “Writing the history of Pisgah National Forest felt like coming home,” she says. After History Press published her book on Pisgah, local historians, residents and retired USFS agents in the most western counties of North Carolina encouraged Spencer to write the history of their national forest. *Nantahala National Forest: A History* was born.
Spencer’s long-held fascination with these preservation efforts make her a popular choice for presentations across the region. “My presentations provide a reawakening of the historic roots of our WNC forests,” she says. “The current landscape legacy is the result of the labors and passions of the conservationists, users and public land managers of the past. Perhaps, by visiting the human and natural history of Pisgah and Nantahala National Forests, we can make sound decisions about the future management and use of our forestlands, so the next generation can love and enjoy them as we do.”
The UU Congregation of Asheville is located at 1 Edwin Place. For more information, contact Judy Mattox at [REDACTED_EMAIL] or call [REDACTED_PHONE]. | web | http://www.wenoca.org/wp-content/uploads/2018/10/Laurel-Scan-2.pdf | 0.485909 | {
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CFR 0149
Mr. A. L. Ferns
U.S. Census Definition of a Farm: 10 acres or more with agricultural sales of $50 or more a year; or, if less than 10 acres, sales of at least $250 a year.
APPLICATION FOR CENTURY FARM HONORS--1973
(Rules attached)
Deadline for filing application: July 27, 1973.
PLEASE PRINT
Your name (Mr., Mrs., Miss) Mr. A.L. Ferns
Your address: Route _______________ P.O. Box ____________ Town ____________
Location of farm: 4230 Fern Valley Rd. Medford, Jackson
(Address) Oreg (County)
Acres in your farm today: 168 Acres in original farm: 507
Does your farm comply with U.S. Census definition at top of page? yes
Name of founder of farm (please print): Ebenezer W. Carver
Year founder settled on farm? 1868 Where did he come from? Iowa
How many families have farmed this land? 6
Are any of original buildings still in use? no
Who farms land today? You? ✓ A renter? ___ A manager? ___ Other? Sons
If you own the farm but live in town, do you manage the farming operation? no
What relation are you to the original owner? great grandfather
If you know crops or livestock raised on farm 100 years ago, please list grain hogs, cattle
What do you raise on farm today? hay and cattle
How many generations live on the farm today? (Names) three
A.L. Ferns R.A. Ferns L.T. Ferns - L.H. Ferns - E. Hervey
Has the farm ever been rented? no How many times has original farm been divided? 12
PLEASE list on separate page attached other historical facts you know about this farm.
Do you declare that the statements made above are accurate and correct to the best of your knowledge? yes
Signature of Owner
Mail to: State Dept. of Agriculture
Agriculture Building, Salem, Oregon 97310
CERTIFICATION OF OWNERSHIP OF CENTURY FARM
I hereby certify that the farm for which Archie L. Ferns
Owner's name and address
4730 Fern Valley Road
Medford, Oregon
is applying for Century Farm honors,
has been in his family continuously for 100 or more years.
*County Commissioner Recorder
JACKSON COUNTY COMMISSIONER
Date: July 10, 1973
*Please strike office not applicable
Phoenix Area Ranch Honored As Century Farm In Oregon
By JOE COWLEY
Mail Tribune Staff Writer
The Ferns' farm on Fern Valley Road in the Phoenix area, will be one of the honored century farms celebrated with special ceremonies Friday, Aug. 31, at the Oregon State Fair in Salem.
But, Archie Ferns, well known livestock man of Jackson County, doesn't plan to be there, he said.
"I'm too old and too busy," he commented.
Two of his sons, Robert and Lloyd Ferns, are running the hay and cattle ranch now. The two sons have 100 head under contract and giving them a little help with their milking.
Ferns' great-grandfather on his mother's side, Eleazer W. Ferns, operated a small, little under 1,000 acres in 1888. Later the original ranch was acquired by the Ferns family. A. L. Ferns said he added to his holdings so much that in 1907 he had 3,000 acres. He has three boys and two girls. The three boys and one girl are still living and working on the place, about 500 acres of the original ranch.
Ferns' Circle "F" Brand
He said about 120 acres is irrigated for hay. The rest of the land is pasture. They use a brand with a quarter circle over it as a family ease to identify their stock. Ferns has been a member of the Jackson County Stockmen's Association since 1946.
Ferns' mother and father came here from Iowa in 1888. They brought everything they could into part of an old covered wagon. Ferns was two years old when his father died. Did he start farming then?
"No, I was pretty young."
"Pretty young as big in any kind of way," he replied. "I started milking cows when I was about 10 or 11."
"When I first came here mostly everything was in grain. Ferns' father had their main ranch two four miles in the Ashland area, one of the foot of the mountains and a lane, I believe, was at what is now called Water Street. All farm work then was by horse and wagon."
Five Cents A Pound
During the Great Depression of the 1930s, Ferns sold shirley cows for beef at five cents a pound. He was then milking both 20 cows and had 400 sheep. About 10 years ago coyotes and dogs had killed so many of his sheep that he dropped the sheep business and turned to beef animals. He trapped a lot of coyotes and dogs, he said, but most of the work of a government trapper reduced the number of coyotes in the area. He believes there aren't nearly as many coyotes now in his area. At least, they don't bother his 200 head of stock cows.
Current prices of beef are the highest he has known. There are the prices cattlemen have been receiving a long time ago, he said.
Thirty-seven Oregon families still own land where their ancestors settled a century or more ago and represent 17 Oregon counties according to a State Department of Agriculture news release. The Ferns' farm is the only century farm in Jackson County being honored this year. | web | https://oregondigital.org/downloads/f0df71cj036 | 0.488309 | {
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MEDICATION…FINDING THE HEALTHY BALANCE
Do you ever feel dizzy or lightheaded? If this happens to you often, it could be a sign of a balance problem—and if you have a loss of balance, you're not alone. Balance problems are among the most common reasons that older adults seek help from a doctor. There are several possible reasons for balance loss. One of the main causes of balance problems among older adults can be medications.
Using multiple medications (4 or more) or using medications incorrectly may lead to dizziness, weakness, and other side effects. Some medicines, such as certain sedatives and anti-depressants and those that help lower blood pressure, can also make a person feel dizzy. You should check with your health care provider if you notice a problem while taking a medication. Ask if your medications need to be adjusted or reduced. Your doctor or pharmacist should be able to get you the medication you need while trying to reduce unwanted side effects. In fact, each year you should gather up all your medications and take them to your doctor or pharmacist to review. ✃
TIMES TO TAKE
MEDICATION
DOSAGE
TAKEN (X) TIMES A DAY AM/PM AM/PM AM/PM AM/PM
NOTES:
NOTES:
NOTES:
NOTES:
NOTES:
TAKEN ___ TIMES A DAY
TAKEN ___ TIMES A DAY
MEDICATION TRACKER
Keep this weekly medication tracker handy! Make copies, and put one on your refrigerator each week, so you can keep track of all your medications. It will serve as a daily reminder for you as well to take your pills.
®
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Proposal, ICMEMO Annual Conference 2016
Title: Artificial Landscapes and Meaning
Author: Jane E. Klinger, Chief Conservator
U. S. Holocaust Memorial Museum
Abstract
Historic landscapes may be conceptualized as a text written and read by individuals and groups for different purposes and with very different assumptions and interpretations. Such interpretations can change both over time and when the context of analysis changes from the specific site of an event to one that is geographically remote. The Permanent Exhibition of the United States Holocaust Memorial Museum was developed roughly twenty-five years ago to describe events that took place far from the location of the museum to a population that had little to no knowledge of or direct experience with the broader landscape of the Holocaust and World War II. While the number of visitors has remained high, at nearly two million visitors per year, and the exhibition continues to be viewed as highly effective in presenting such a difficult history, there has been a movement within the institution toward creating a discourse through special exhibitions on other atrocities that have occurred during different historical periods and in different locations. This presentation will focus on the reasons driving the new initiative and its relationship to the Permanent Exhibition.
Brief bio: Jane E. Klinger is the Chief Conservator of the U. S. Holocaust Memorial Museum. She earned her Masters of Conservation at Rosary College in Florence, Italy and is currently a Coremans Fellow at the University of Delaware working towards a Doctorate in Cultural Heritage Preservation. She has lectured and written extensively about the conservation of cultural heritage. | web | https://icmemo.mini.icom.museum/wp-content/uploads/sites/17/2019/01/Jane_Klinger.pdf | 0.427542 | {
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Marian Cheek Jackson
Marian Jackson, as a child living in a one- hundred-year-old house in Carrboro, early knew the importance of community. Her grandfather, a mason who had once been a slave, built the house for his family. Many of the University's and Chapel Hill's old stone walls reveal his skill. When Marian's father Kennon Cheek grew up, he also found a job at the University and later established the Janitorial Association of the University. The family was among the founders of St. Joseph's Christian Methodist Episcopal Church. Eighty-nine years ago, as an infant, Marian became a member of that church.
Marian's father helped found the Northside School which Marian attended. She dreamed of going to college and becoming a social worker. When her father died in 1930, her dream seemed impossible. A professor helped Marian's mother keep the family home. A neighbor, Walter Riggsbee, checked on the little family. Professor William Coker had married an Episcopalian, Louise Venable, and both wanted to support education. When they found out that Marian wanted to go to college, they decided on St. Augustine's College, an Episcopalian school. In 1941, with help from the Cokers and a $500 scholarship, she entered St. Augustine's as a work-study student. She loved being at the college. When she graduated, she was offered a job at North Carolina Mutual. She gave up a scholarship for graduate work at Spellman College and took the job because her mother and grandmother needed her at home. She began a life of leaving each morning to work in Durham and of returning to her home in Chapel Hill each evening. She married her high school sweetheart and the couple had two sons.
She was the church secretary and St. Joseph's was the center of her life. It was not just a church, but also a place to learn and to feel a part of a community. The church hosted a choir of children who performed each year in the University auditorium. A group of adults came to St. Joseph's to learn to read and write. And social events were held regularly. In summer the whole church went on picnics. For all of the activities, Marian Cheek Jackson organized, took care of problems, and then kept organizers for the next program on track. Her titles suggest the variety of her deeds: Director of the Board of Christian Education, Secretary of the Missionary Society, at local and district levels. Each year, on the anniversary of the church's founding, as church historian, she writes the history of the church for that year and presents it. "Without a past, no future," she said. "All of this is a way to give to others and to make a way for others to follow." She has a little prayer she offers daily, "If I have caused one person to go astray, dear Lord, forgive me" as well as her favorite scripture passage, the Twenty-third Psalm.
Marian Cheek Jackson has enjoyed the warmth of community, the feeling of being a part of a long history, and of belonging to this part of the world. Her church and the University have been the pillars which supported this. A center for recording oral histories of ordinary townspeople is named after her: The Marion Cheek Jackson Center for Saving and Making History. She said some things have changed for the better in Chapel Hill-Carrboro: race relations are better because things are not as separate and divided as they used to be. Nevertheless, she declared, there is still room for a lot of improvement in race relations. | web | http://chapelhillhistoricalsociety.org/en/2011/pdf/jackson1_2015.pdf | 0.427801 | {
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How to Leave a LongLasting Impression
10 Point Checklist
Carmen Simon
Want to gain as much knowledge as possible out of Marketing Speak? Read on below for a 10 point checklist that gives the next, real steps you can take to elevate your marketing to the next level.
© 2020 Stephan Spencer
10 STEPS YOU CAN TAKE TODAY
Want to step up your marketing game?
Here are 10 steps that can move you closer to your goals – today.
Add an element of surprise to the way I engage with people. Whenever a conversation gets predictable or boring, the audience's attention usually tends to wander. This makes them lose focus of what's being talked about.
Use visual cues for better memory retention. Images are easier to remember. The more vivid and detailed they are, the more likely people will retain the information.
Evoke emotion in my talks. When my audience becomes emotionally engaged, they have a better chance of remembering my key points.
Only influence others with good intentions. I can sway people to remember my brand or to sell a product. But it's never ethical to be manipulative.
Use repetition. When trying to remember something, like a phone number or address, for example, recite it repetitively, out loud, and then write it down. That way I can remember it auditorily and visually.
Switch things up in my presentation. For example, If my audience is used to a light-colored template for a company's branding, change it to a darker hue. The slight difference will create a tiny cognitive dissonance that will push their brain to retain information better.
Utilize the five senses when speaking on stage or even in a meeting with several people. Adding an element of taste, smell, and touch to a presentation gives a more dynamic approach.
Implement a pattern-interrupt. In behavioral psychology, this technique is used when a person wants to evoke change in an environment.
Switch from complex to simple information so that the brain has time to process it better. This also avoids the TMI (too much information) syndrome.
Check out Memzy.com to learn more about how brain science can help businesses and organizations improve memory retention and secure their audience's attention.
© 2020 Stephan Spencer | web | https://www.marketingspeak.com/wp-content/uploads/2020/04/Carmen-Simon-Checklist.pdf | 0.436175 | {
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The strawberry grows on a farm in Baja California, New Mexico.
It is carried by lorry to a packing plant in Arizona, USA.
Once packed, it is imported to the UK by a well known supermarket. This particular strawberry is destined for a Birmingham supermarket, but is first flown to London.
Finally, Mrs Jones buys the strawberry (along with a few more) and makes them all into her delicious strawberry jam!
A lorry delivers the strawberry to a supermarket.
The strawberry is taken by train to a depot on the outskirts of Birmingham.
FOODWORLD
DEPOT | web | https://www.rgs.org/CMSPages/GetFile.aspx?nodeguid=44cee507-7636-411d-a83e-90699ad9ccc2&lang=en-GB | 0.452708 | {
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Hurricane Preparedness
Who's at risk?
If you live in on the Atlantic or Gulf coast of the U.S., chances are you'll experience a hurricane at some point. Hurricane season runs from June through November, with activity peaking early to mid September. However, hurricanes can hit outside the season, and some can spawn damaging wind and rain far inland.
How to Prepare for a Hurricane
Hurricanes, unlike tornadoes and earthquakes, can be forecasted several days ahead of landfall. Although we can't predict exactly when or where a hurricane will hit, or how destructive it will be, you should have time to prepare.
- If you have to evacuate, know where to go and how to get there. Contact your local emergency management agency for information.
- Educate yourself on procedures for recovery and safe clean-up. Ask your local authorities or visit www.cdc.gov.
- Establish an assembly point for family members to meet if separated. And choose one person everyone can contact with their whereabouts and status.
- Know how to shut off your home's utilities.
- Board up windows and secure loose items like patio furniture, grills, etc.
- Stock your home with emergency supplies, including canned food, bottled water, medications and personal hygiene items, in water-tight storage bins.
Riding the Storm Out
- If you still have power, monitor conditions on TV or radio.
- Listen for warning sirens.
- Stay indoors until authorities tell you it's safe to go outside.
- Stay away from windows and exterior doors. Seek shelter in a bathroom or basement.
- Be prepared to evacuate if necessary.
- If you're evacuating, don't walk through moving water more than six inches deep. And never drive through flooded roads. | web | http://www.nsc.org/NSCDocuments_Advocacy/Fact%20Sheets/Hurricane-Preparedness.pdf | 0.527258 | {
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SAMPLE LETTER THAT YOU CAN USE TO WRITE TO YOUR LEGISLATOR
(Month) (Day) (Year)
The Honorable (First name) (Last name) (Room Number), State Capitol Madison, WI (Zip Code)
RE: (Funding for mental health services for Hard-of-Hearing, Deaf, and Deaf-Blind people)
Dear (Assembly Member/Senator) (Last name):
My name is (your first and last name) and I am a (Hard-of-Hearing/family member /service provider/advocate/community member) who resides in your district.
(State why you believe that Wisconsin needs to fund mental health services for Hard-of-Hearing, Deaf, and Deaf-Blind people. State one, two, or three points that support your position and state them clearly.)
(Include a brief personal story. Tell your representative why the issue is important to you and how it affects you, your family member, your friends, your co-workers, or your community.)
(Ask your representative to support funding for mental health services in the current state budget. Ask for a response from your representative.)
Sincerely, SIGN YOUR NAME
Print your name Street address City, State, Zip code Be sure to also print this on the envelope. | web | https://www.hlaawi.org/uploads/6/6/8/0/66803257/sample_letter.pdf | 0.431822 | {
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Fall Color Display
Is it really October? Where has this year gone? Fall is here which usually means cooler temperatures. I love being out in my yard this time of year, and what Ireally like about this time of year are the fall colors.
People always ask me when will be the best time to view the spectacular show put on by Mother Nature, but leaf color predictions can be tricky. The environmental factors that influence leaf color are difficult to predict, so knowing when the colors will peak is an annual mystery. Many of the factors that influence leaf color are related to weather conditions prior to and during the leaf color change. As we all know, specific weather conditions are very difficult to forecast in advance.
But you can depend on certain fall events to take place. The change in leaf color is triggered by shorter days of sunlight (photoperiod) which is constant from year to year. Temperature and moisture have an influence on the color change as well. Certain weather conditions generally yield these results:
* Warm, dry weather with extended drought – These conditions lead to fall color that is not vibrant, is short lived and the timing can be delayed a week or more.
* Cool nights and warm days – Cool nights with temperatures in the 40s and low 50s with daytime highs in the 60s and 70s tend to cause leaves to retain color longer. In the presence of these conditions the colors are more pronounced, especially if the days are sunny
* Sunny days vs. overcast days – Sunny days create more vibrant leaf color. Several rainy or overcast days in a row when leaves are turning color will cause them to be duller.
* Adequate moisture – A little rain will yield a longer period of leaf color
* Freezing overnight temperatures and early frost – Flashy forest fashion will quickly fade, leaves will turn brown and die
Leaf color changes occur first at the higher elevations where it is cooler, then progresses to the valleys at the lower elevations. Color in the mountains of East
Tennessee usually begins during the second week of October and advances to the valleys and the coastal plain of West Tennessee by the end of October. The colors may even last into the first two weeks of November.
I am heading to Knoxville later this month for a meeting. I am looking forward to seeing the beautiful fall colors in their full glory. Until next time, happy gardening! | web | http://memphisareamastergardeners.org/resources/fall_color_display.pdf | 0.506239 | {
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Preterite vs Imperfect: Two Aspects of the Past Tense
Both the preterite and the imperfect are used to narrate in the past. The difference is in the aspect of the past which they are responsible for describing. The preterite is used to describe punctual events. That means actions or states that are describes as specific points in time in the past. The imperfect is used to describe states and ongoing activities in the past.
THE PRETERITE
The preterite describes what happened. The speaker is trying to communicate to his/her listener that these events began and/or ended in the past.
I. a single instantaneous event or action
Cerré la puerta.
¿Oíste ese ruido?
I closed the door.
Did you hear that noise?
Me puse la camiseta.
*Empecé a llorar.
I put on the t-shirt.
I began to cry
* While the activity may be continuous after it begins, the moment it begins is an instantaneous event.
II. an activity or state of limited duration
Leímos el libro por veinte minutos.
We read the book for 20 minutes.
Estuve enferma ayer, pero hoy me siento mejor.
I was sick yesterday, but today I feel
better.
De niño, vivió en España.
As a boy, he lived in Spain (but now he doesn't).
Andaba de compras hasta que se me acabó el dinero.
I was shopping until I ran out of money.
Asistió a la universidad desde 1986 hasta 1990.
She attended the university from 1986 until 1990.
En ese momento, pensó que iba a morir.
At that moment, he thought that he was going to die
III. an action repeated a specific number of times
Me llamó cinco veces.
He called me five times.
Este hombre ganó las elecciones en 1992 y en 1996.
This man won the election in 1992 and 1996
IV. a series of completed events (each one completed before the next begins)
Me levanté, me duché, comí una manzana y salí para clase.
I got up, took a shower, ate an apple and left for class.
Se arrodilló y le dijo a Beatriz que la quería. Luego, le mostró un anillo y ella sonrió. Finalmente, Jorge le puso el anillo en el dedo de ella.
He knelt down and told Beatriz that he loved her. Then, he showed her a ring and she smiled. Finally, he put the ring on her finger.
V. a reaction showing a beginning/ end of a state or activity (marking the beginning/end point)
Cuando los vi, me puse triste.
When I saw them, I became sad.
De repente, supe la verdad.
Suddenly, I found out the truth.
Cuando me dijeron eso, me enojé.
When they told me that, I got angry.
VI. **some special verbs to remember**
Three verbs are special for a variety of reasons. First, several of them have alternative English translations in the preterite. Second, some of them reflect a change in a state rather than simply describing the state.
Haber (hay): Hubo un accidente. There was (occurred) an accident.
Saber:
Supe que iba ayer.
I found out that he was going yesterday
Conocer:
La conoció anoche. He met her last night.
Querer:
Quisohacerlo.
She tried to (attempted to) do it.
No quise ir con el.
I refused to go with him.
Poder:
Pude leerlo ayer.
I could (and did) read it yesterday.
No pudo recordarlo. He couldn't (and didn't) remember it.
Tener (que): ¿Tuvisteuna prueba
Did you have a quiz yesterday? (Did it take place?)
ayer?
Cuando vi el perro, tuve miedo.
When I saw the dog, I got scared.
THE IMPERFECT
The imperfect describes what something/someone was like and what was happening. The speaker is trying to communicate the existing conditions when something took place in the past (which is communicated by the preterite). Though it is in the past and so must have begun and possibly ended before the present, the focus of the moment that the speaker is describing is on the duration, or ongoingness, of the state or activity. Some have made the analogy that the preterite is the action being played out on a stage. In such an analogy, the imperfect could be described as the setting or stage direction. But remember that the imperfect does have other functions. OJO: The imperfect in English is sometimes represented with a preterite verb form. Think about the meaning of the verb, not the form.
I. to describe states of being or an ongoing activity
*Eran las cinco de la tarde.
It was five p.m.
Hacía muchísmo frío.
It was very cold.
*Tenía dieciséis años.
She was sixteen.
Leía una revista cuando sonó el teléfono
I was reading a magazine when the telephone rang
Yo estaba cocinando mientras él estaba lavando los platos.
I was cooking while he was washing the dishes.
*You can measure time, but it is not constantly beginning and ending –it is continuous. Therefore, the imperfect is used with expressions of time and age.
II. habitual or repeated action (often expressed in English by used to)
No me gustaban las películas. de horror.
I didn't use to like horror movies.
Visitaba a mis parientes todos los veranos.
I visited my relatives every summer.
III. to talk about a future moment from the perspective of the past
Sabíamos que iba a ser una boda inolvidable.
We knew that it was going to be an unforgettable wedding.
Me dijo que Elena pensaba venir.
He told me that Elena was planning on coming.
IV. SOME SPECIAL VERBS
Remember those special verbs that were listed in the preterite discussion? In the imperfect they retain their base meaning that you saw in the present tense.
Haber (hay): Había mucha gente. There were (existed) a lot of people.
Saber:
Sabía donde vivía.
I knew where he was living. (I was in a state of blissful knowledge.)
Sabía tocar bien
He knew how to play the piano well.
el piano
Conocer:
Conocía a Guille.
She knew Bill. (She was in a state of acquaintance with him for the moment in which she met him.
Sí, conocía el café.
Yes, I was familiar with the café.
Querer:
Quería ir al cine.
I was wanting/wanted to go to the movies.
No quería ir con él.
I didn't want to go with him.
Poder:
Podía recordar.
I was able to remember.
Tener (que): Tenía que estudiar.
I had to study. ( I was under a personal obligation to study.
Tenía un gato.
I used to have a cat.
¿Tenías miedo?
Were you scared?
SIEMPRE AND NUNCA WITH THE PRETERITE/IMPERFECT
While one may think that siempre/nunca would be used almost exclusively with the imperfect, just the opposite is true. Siempre and nunca are almost always used with the preterite, the only exception being siempre when the verb of the sentence/clause has a habitual meaning.
Nunca me gustó el hígado con cebolla. I never liked liver and onions.
Siempre tuve muchos amigos.
I always had a lot of friends.
Siempre jugaba con mis amigos después de la escuela.
I always played with my friends after school. | web | http://sun.iwu.edu/~cisabell/courses/spanish203/handouts/rules_pret_imp.pdf | 0.476662 | {
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By Nathaniel Wattenmaker on Oct 3, 2012
Special device lets Swiss cows sext
Image Credit: Daniel Prudek/Shutterstock
You probably haven't received a text message from a cow lately. If you had, you could be in for an (unpleasant?) surprise. The new system, developed for the immense Swiss dairy industry, lets farmers maintain a direct SMS connection with a device implanted into a cow's genitals.
Don't worry; there is a point to all of this. Switzerland's dairy industry is predicated on milk production. Given price pressure in the market, farmers are pushing their herds to produce as much milk as possible. This stresses cows, reducing their outward signs of being in heat and making it much more difficult for farmers to know when cows are ready for artificial insemination.
The solution, as imagined by clear-eyed Swiss researchers, is to use two sensors to detect a cow's friskiness rather than reducing the stress levels of the animals. The two sensors — a thermometer and transmitter in its genitals, as well as a motion detector and SIM card slot around its neck — work in tandem to let farmers know when the special moment has come. The readings go from the cow's privates, to her neck, straight to your smartphone.
The expected cost of the system will start around $1,400. And no, we don't know if that comes with free installation.
The New York Times via io9 | web | http://anemon-sa.ch/uploads/dvice_2012-10-03.pdf | 0.440032 | {
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Movements and Habitat Use of Northern Saw-Whet Owls During Fall Migration
Katharine R. Stone*, Ecologist, MPG Ranch, Florence, MT William Blake, Biologist, MPG Ranch, Florence, MT
We used radio telemetry to track the movements and habitat use of Northern Saw-whet Owls (Aegolius acadicus) as they traveled south through the Bitterroot Valley during fall migration. We deployed 38 units over the course of 3 weeks in late September and early October 2014. We hypothesized that owls would use the Bitterroot River floodplain as a travel route, because this landscape feature offers continuous vegetative cover the whole length of the Bitterroot Valley. Instead, many owls traveled along the periphery of the valley, through the forested foothills of both the Bitterroot and Sapphire Mountains. In many cases, their locations suggested that they crossed over landscapes offering little vegetative cover. Our greatest nightly distance moved was 26 miles. We tracked one owl a distance of approximately 60 miles from the banding station. Many owls exhibited stopover behavior, staying in the same general area for several days between movements. Some owls did not
migrate; we do not know if these individuals were year-round residents or overwintering owls arriving from other areas. Our ability to document roost-site characteristics of both migratory and resident owls was constrained by the common use of tall ponderosa pines for roosting, limiting our ability to precisely locate owls, even with telemetry equipment. This result suggests that methods relying on passive observation to detect owls and/or roost sites likely miss the majority of roost sites, at least during migration. We documented one communal roost containing at least three individuals.MPiFMTLisWiisiiHbiCisisHMsiM | web | https://arc.lib.montana.edu/ojs/index.php/IJS/article/download/814/658 | 0.438749 | {
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In 1814 British troops landed at Pensacola to begin operations against the United States. In retaliation General Andrew Jackson captured the place, but in a few days withdrew to New Orleans. The British then built a fort on the Apalachicola River and there directed expeditions of Indians and runaway negroes against the American settlements which continued long after peace was concluded in 1814. In 1818 General Jackson, believing that the Spanish were aiding the Seminole Indians, and inciting them to attack the Americans, again captured Pensacola. By the Treaty of 1819 Spain formally ceded East and West Florida to the United States; the Treaty was ratified in 1821 when the United States took formal possession, but civil government was not established until 1822. | web | https://omeka.stmarytx.edu/omeka-s/files/original/8717af94084987024691d59ff082c66a4679c8f7.pdf | 0.432785 | {
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PENINSULA RIBBON SNAKE (LOWER KEYS)
Lower Keys population
Thamnophis sauritus sackenii,
Order:
Squamata
Family:
Colubridae
FNAI Ranks: G5T1Q/S1
U.S. Status:
None
FL Status:
Threatened
State-protected status applies only to ribbon snakes in the Lower Florida Keys.
Description: A medium-small (to 40 in. = 102 cm), slender snake with a pair of light longitudinal stripes on the sides, and usually a pale mid-dorsal stripe on the back. The dorsal stripe may be yellow, orange, or brown, often bordered by black. Dorsal groundcolor olive to brown; belly pale yellow. Small white spot in front of eye; lip scales whitish. Scales on back and sides keeled; anal scale undivided. Tail, as measured from behind vent, is long and narrow, comprising nearly one-third of the snake's total length.
Similar Species: No other striped snakes occur in the Keys. On the mainland, the closely related eastern garter snake, Thamnophis sirtalis, is similar but has a heavier body and shorter tail, usually less than one-fourth of total length.
PENINSULA RIBBON Thamnophis sauritus sackenii, SNAKE (LOWER KEYS) Lower Keys population
Habitat: Generally near water, including mangroves and spartina marsh as well as freshwater depressions and ditches.
Seasonal Occurrence: Few data, but presumably less active in winter.
Florida Distribution: The state-protected Lower Keys population is known from No Name, Big Pine, Middle Torch, Cudjoe, and Upper Sugarloaf keys; may occur on others.
Range-wide Distribution: T. sauritus, the eastern ribbon snake, inhabits non-mountainous areas throughout the eastern U.S. The peninsula ribbon snake, T. s. sackenii, ranges from southeastern South Carolina through Georgia and the Florida peninsula to the Keys.
Conservation Status: Key Deer National Wildlife Refuge protects some habitat, but much habitat is threatened by development and drainage.
Protection and Management: Protect all Lower Keys wetland habitats,from drainage, pollution, and disturbanc by surrounding them with broad, terrestrial buffers. Protect underground freshwater lens from overconsumption, which would lead to salt water intrusion.
Selected References: Ashton and Ashton 1988b, Conant and Collins 1991, Ernst and Barbour 1989, Lazell 1989, Moler (ed.) 1992, Tenant 1997. | web | http://www.kousebandslangen.nl/thamnophis/wp-content/uploads/Peninsula-Ribbon-snake-Lower-keys-Thamnophis-sauritus-sackenii-Lower-Keys-population.pdf | 0.425928 | {
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Berthollet's Press review
Timothée, Julien, Adélie, Matias, Nicola, Liam
SCIENCE AND TECHNOLOGY :
03/03/2023 BBC News
Scotland first to ban environmentally harmful anaesthetic
Scientists found that some anaesthetic (drugs given during surgery to make the patient unconscious) had a significant impact on the environment, a lot more than carbon dioxide. That's why Scotland decided to ban some of them from its hospital. The UK planned to follow this measure for the entire country.
Health specialists believe that there still is much progress to be made in the NHS (National Health Service) and it could have a major influence on carbon emission from the country. For example the anaesthetics banned had a similar effect than 1,700 houses in a year.
https://www.bbc.com/news/health-64347191
SOCIETY:
March 5 th 2023
BBC
The High seas treaty
Last Saturday night in New York, a historic treaty to protect the high sea has been adopted at the UN headquarters: "The High Seas Treaty". After more than ten years of negotiations, this treaty has been found to protect 30% of high seas areas by 2030. To compare the last agreement dates ack to 1982 and only protected 1.2% of international waters.
https://www.bbc.com/news/scienceenvironment-64815782
SOCIETY :
March 4, 2023
The Guardian
'Everyone should be concerned': Antarctic sea ice reaches lowest levels ever recorded
Thanks to satellite observations, scientists observed last week that there had never been so little ice in Antarctica. It was still at its lowest level in the summer of 2022, but by February 12 of this year, the record had already been broken. Polar scientists study the phenomenon and try to predict its environmental consequences but the continent is hard to study. The natural cycles of nature and the environmental upheavals caused by global climate change must be differentiated.
'Everyone should be concerned': Antarctic sea ice reaches lowest levels ever recorded | Antarctica | The Guardian
SOCIETY :
March 4 th 2023
BBC News
Record cocaine seizure bound for Australia
In November of last year, Australian police intercepted more than 2.4 tons of cocaine, which is equivalent to US$700 million. The capture operation took place off the coast of South America with the help of the U.S. Coast Guard. This would be the largest catch in Australia's history. Besides, 12 thugs were charged with drug trafficking.This information is only now coming to light because it has just been declassified by the Australian government.
https://www.bbc.com/news/av/worldaustralia-64847242
POLITICS:
23 February 2023
By Kim Willsher ,The Guardian
Emmanuel Macron criticized for giving Légion d'honneur to Jeff Bezos
Macron did a ceremony to give Bezos the Légion d'honneur he earned 1à years ago. The revelation of this ceremony caused anger, because it was as the same time as demonstrations for retirement. Macron was called the president of the rich and some peoples of the leftwing "La France insoumise" even sayed that the president was punishing poor people and rewarding rich peoples.
https://www.theguardian.com/world/2023/feb /23/emmanuel-macron-criticised-for-ceremonygiving-jeff-bezos-legion-dhonneur
SPORT :
March 1, 2023 BBC News
Red Bull to dominate? Have Mercedes stalled? What should you look out for 2023?
After a campaign of domination, Max Verstappen is back to Bahrain to begin this new campaign with a win this sunday. The pre-season testing show a domination of Verstappen but if the Mercedes is disappointing, Aston Martin can pretend to be a serious actor of the season with his spanish driver Fernando Alonso. And the penalty given by the FIA at Red Bull for a exceeding budget can change the domination of the Austrian team.
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Kathmandu and Pasadena, Calif., helped purchase $3,600 of computer equipment.
"Nepal is one of the poorest countries on earth," says Roy Kline, a charter member and incoming president of the Kavre-Banepa club. "So the needs are great for both Tibetan refugees and the Nepalese themselves."
The plight of the Tibetan refugees has attracted support from several clubs around the world. Among them, the Rotary Club of Sunshine, Australia, funds a tuberculosis control program for Tibetan refugees at Delek Hospital in Dharamsala, India. Rotary clubs in Dharamsala, along with clubs in The Netherlands, raised more than $24,000 to help provide furniture and school supplies for the TCV Chantra School, serving Tibetan orphan refugees in Himachal Pradesh, India. A Matching Grant from the Foundation brought the project's total funding to nearly $49,000.
**Relief in the desert**
As a nonpolitical organization with members in 168 countries, Rotary is in a unique position to help refugees as humanitarian crises develop. In 2003, for example, Rotary International and the office of the UN High Commissioner for Refugees (UNHCR) completed a US$1.9 million relief program for Afghan refugees in Pakistan. Launched after a special appeal to Rotary clubs around the world, the program assisted more than 50,000 Afghan refugees living in camps in Pakistan. It was the largest contribution by a private organization to UNHCR's relief effort in the country.
"Rotary International stepped in when the need was greatest and through the generosity and hard work of its members, the lives of many Afghan refugees were improved," says Philip Karani, acting UNHCR representative in Pakistan.
Through the program, residents of the Shalman and Mohamed Kheil-2 refugee camps received aid packages that included blankets, jackets, soaps, tea, dates, water storage tanks, medical supplies, educational materials for children, kerosene lamps, and oil. The Rotary initiative also set up basic skills-training schools to prepare the refugees for gainful employment.
Past RI Vice President Wilf Wilkinson and Past RI Director Lymar Brock played an active role in building support for Afghan refugees, and clubs around the world responded to the call for resources. The Rotary Club of Liège-Sud, Belgium, is raising funds to provide a dormitory for working children, child soldiers, and war-affected children in Jalalabad, and the Rotary Club of Chinon, France, has collaborated with the nongovernmental organization Amite Franco-Afghane to upgrade resources at the University Library in Jalalabad.
The first Rotary Club of Kabul (founded in 1968) closed in 1979, when the Soviet Union invaded Afghanistan. In 2002, the impetus to start again came from a Rotary club in California made up mostly of Afghan immigrants. The Kabul club's revival has enabled resources for Afghani projects to be channeled directly into the country.
But in many war-torn areas, clubs in countries bordering those producing large numbers of refugees are often best suited to deliver resources provided by the international community of Rotarians. Before the Kabul club formed, for example, some Afghan refugee relief was channeled through the Rotary Club of Uni Town Peshawar, Pakistan.
Zamarud Shah, past president of the club, met Fary Moini, a member of the La Jolla Golden Triangle club in California, while the two were working in refugee camps in Peshawar in early 2002.
"I was working as a nurse," says Moini, "but I thought education was another thing the refugees were missing, especially the children and especially the girls. They would all be returning to Afghanistan, where women have..."
been essentially prisoners in their own homes, and there was no access to education at all.”
Moini returned to California with an ambitious plan: She would lead an effort to finance, build, and furnish a school near Jalalabad, Afghanistan. Between 2002 and 2004 she shuttled back and forth between California and Jalalabad, often joined by other Rotarians from her club. Beyond her own club, Moini received support from The Rotary Foundation and other foundations, as well as many private contributors – more than 400 sources in all.
“I will tell you one thing about my club,” said Moini, “I love them to death. When I was over there and we were just getting the thing off the ground, I needed $700 to buy a generator. I sent an e-mail asking for the money, and do you know how much they gave from their own pockets? They sent $7,000!”
Support from the Uni Town Peshawar club was instrumental in navigating the many logistical roadblocks that humanitarians encounter when working in a developing, war-torn country.
“Zamarud Shah and his family were great hosts,” says Moini, “and fearless supporters.” Shah traveled each week through the Khyber Pass to Jalalabad to keep the project on track, delivering construction materials, skilled labor, and funds for workers.
In 2004, after nearly 18 months of construction, the Najmul Jahad School was completed. Situated about 12 miles from the center of Jalalabad, the school has 20 classrooms, a library, a clinic, and a multipurpose room – all of which accommodate some 2,000 children, who attend in two shifts.
The school cost $220,000 to build and an additional $45,000 to furnish. “But,” says Moini, “to see hundreds of beautiful girls and boys there in their uniforms, smiling and singing and learning, was worth millions.”
Tom Clynes is an award-winning journalist and a frequent contributor to *The Rotarian*. | web | http://stevebrownrotary.com/Afghanistan/MediaCoverage/Rotarian%20Magazine%2009%2005%20Afghan%20Refugees.pdf | 0.478353 | {
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Assessing need in people with autism
NASCA Conference
2nd September 2015
Catherine Trezona
Tailor made workshops include:
- Introduction to Autism
- Autism-friendly environments
- Supports and Services
- Behaviour Supports
Assessing need in people with autism
NASCA Conference
2nd September 2015
Catherine Trezona
What does autism look like?
- Social interaction challenges
- Inflexible thinking / behaviour
- Communication challenges
What does autism look like?
- Social Interaction challenges
- Inflexible thinking / behaviour
- Communication challenges
- Sensory
The seven senses
People with autism might...
- Have language delays
- Be non-verbal
- Have unusual ways of communicating
- Have difficulty understanding others, appear to ignore or not hear
- Use language in unusual ways
People with autism might...
- Not join in with play or social opportunities
- Prefer to do things alone
- Not respond to others’ greetings, smiles or waves
- Not share interests with others
- Have difficulty with social situations
Thinking or Behaviour
- Need unusual rituals
- Get upset when switching tasks
- Stim
- Overreact to noises, smells, taste or textures
- Have poor problem solving skills
- Have a special interest
- Have poor coordination or motor skills
Stim
Concern for whom?
Safety
Now or in the future?
Common behaviours that might be either
- Flapping
- Rocking
- Lack of eye contact
- Echolalia
- Non-verbal communication
- Repetitive ritualistic behaviours
9 year old boy
- ADHD
- Poor parenting?
- Ritualistic behaviours
- OCD
At aged 12
- ODD
- Medication
- Psychosis
4 year old boy
- Puts hands over ears
- Only uses 2 words
- No eye contact
- Loves dinosaurs
- Supermarket meltdowns
- No eating issues
- Delayed potty training
- Lines up cars
- Ignores mum in play
- Poor motor skills
8 year old boy
- Recent new behaviour - stripping leaves off trees
- Mum teaches him weaving
- Caretaker protective of trees
- Mum loses it!
Be especially attentive when working with families of other cultures.
Consider attitudes of
- self-reliance
- stigma
- supernatural
- Can start as young as 9
- Emotional immaturity + physical maturity = challenges
- Aggression?
- Withdrawal?
- Anxiety and depression common
- Listen to the parents!
• Growing awareness of the gender differences in autism
• In girls especially, watch for withdrawal and mental health concerns
- Quirky behaviour copied especially by younger siblings
- Tough on parents
Concern for whom?
Safety
Now or in the future?
Summary
• Behaviour is communication
• Listen to families/whānau
• Poor parenting does not cause autism!
Contact Us On:
[REDACTED_EMAIL]
0800 ASD INFO
0800 273 4636
www.altogetherautism.org.nz | web | https://www.nznasca.co.nz/download/catherine-trezona-altogether-autism/?wpdmdl=3328&ind=Q2F0aGVyaW5lIFRyZXpvbmEgLSBBbHRvZ2V0aGVyIEF1dGlzbS5wZGY | 0.427407 | {
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Mistake proofing
and how it develops a culture of continuous improvement
Are you naturally mistake tolerant or mistake intolerant
Archie Cochraine's angry colleagues suggest that most people are mistake intolerant
Warning: Lots of small mistakes add up to make a big impact
Approaches to mistake proofing
Content
An ideal mistake tolerant culture
Elimination
Prevention
Detection
Common
Ideal Lean
Time spent
Ways to mistake proof
Elimination Stops mistake from happening
Prevention
Detection
Corrects mistake for you
Tells you there's a mistake
Zero impact
Learn from mistakes
Avoid a blame culture
Psychological safety
Audits Checking Supervision Inspection
When inspections are the only way...
Single self check
Mistakes don't have a negative effect
Rely on the next person to check is the most effective option
No one checks it properly
Missing pins in a hand grenade factory
In a bank, one person wrote a letter. After NINE checks, it still had mistakes.
More checks you introduce More ineffective mistake proofing
Q A
Four takeaways for how to create a mistake tolerant culture
Discuss possible solutions every day
Use the tools to pre empt failures
Share your own failures
Go and see to identify failures
React to mistakes
Label mistake, not the person
Continuous improvement culture
Proactively prevent mistakes
Detection checks . People still died
Prevention Grenade had to hang by the pin on a rack. Zero accidents.
See upcoming events at ad esse.com events
Tools to help you
Failure prevention analysis Solution effects fishbone | web | https://ad-esse.com/wp-content/uploads/2022/07/Sketch-notes_Mistake-proofing.pdf | 0.438135 | {
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Piles
Published: Tuesday, 27 May 2008, 4:32PM
Commonly referred to as piles, over half the population will suffer from haemorrhoids at some stage and tens of thousands will undergo painful surgery. Piles are incredibly common - at least 50 per cent of people suffer with them at some time.
What are piles?
People often think that piles are varicose veins in their bottom, but they're not. We have three 'cushions' - pads of tissue - in the anal canal which swell and contract, working as a valve to seal the end of it. If these become dilated and swollen, they may project into the anal canal to form visible swellings.
Symptoms
Itchy discomfort is experienced at the mild end of the spectrum. But as they worsen, they can become prolapsed, in other words pushed down below the back passage. At this stage they can tear and bleed and become increasingly uncomfortable.
Remedy and prevention
The first step to take is dietary - increasing fluid and fibre intake. This is vital. Your GP might also recommend suppositories and creams. For piles which bleed more frequently and prolapse, patients are often referred to a hospital consultant.
Operations
Band ligation - a small rubber band is used at the base of the pile to strangle it and cut off the blood supply. This shrivels up the piles, returning the swollen pads of tissue to their original size.
Haemorrhoidectomy or a stapled haemorrhoidectomy - the piles are cut off and the wounds left open inside the body. This can be very painful for up to three weeks until they heal.
HALO - first introduced to this country four years ago. No cuts are made, it causes far less pain than other haemorrhoid operations and it has a very low complication rate. Also, general anaesthetic isn't necessary and the whole procedure takes about 20 minutes. | web | http://halocentre.com/documents/thismorning.pdf | 0.448537 | {
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REMOTE LABS: Different approaches
Responsible: Prof. G. Torzo , ICIS-CNR and University of Padova, Italy
Introduction and Scenario
Laboratory classes play a crucial role both in schools and universities. On the other hand, laboratory management can be resource-intensive, requires a qualified staff and imposes significant logistics constraints to both managers (schools) and users (teachers and students). As a consequence school laboratories are rarely available to students out of the teaching hours.
Internet based Remote Labs (RL) may partially overcome these problems.
Suitable for RL are all the equipments locally controlled by a computer. But different strategies may be adopted, depending both on the type of the controlled hardware (totally or partially automatized), on the type of user (highschool or university students), on the level of freedom in use (predefined path through several choices, or free use with interaction with local operator)
The workshop, coordinated by G. Torzo, after an introduction by A. Longo, will propose three examples, which differs in flexibility, cost, complexity and efficiency, whith the goal of stimulating a broad discussion on the various aspect of RL.
The final discussion will be moderated by H. Jodl.
Contributions Summary
Prof. M. Bocchicchio and Ing. A. Longo from University of Salento , Italy will present WeColLab, a general, scalable and reusable framework, to put online a laboratory equipment in a collaborative virtual environment. Our goal is "not to reinvent the wheel" each time a device goes online, but trying to define some guidelines for a standard approach in the design of remote lab, with the aim of permitting the definition of a satisfactory and effective user experience. This is important when we need to put on line different lab equipments (like in remote labs for schools) or to interact with a number of remote equipments at a time (e.g. to observe the same celestial body with two or more telescope at the same time, etc.). They also will present the results of WeColLab's usability tests they have performed in secondary school students during nocturnal astronomy lessons.
Proff. H. Jodl and S.Gröber, University of Technology Kaiserslautern, Germany will illustrate Remote Controlled Labs (RCLs) : real experiments which can be executed through the internet. Controlling the experiment is enabled by accessing an interface and a web server. Web cams allow the user to observe the on-going experiment.During the WS a particular example of RCL (diffraction and interference of light) will be used to demonstrate the general features of this approach.
Proff. G. Torzo and P. Peranzoni, ICIS-CNR and University of Padova, Italy will present an example of remotely controlled Scanning Probe Microscopy (SPM) . This is an essential topic in nanotechnology teaching courses, but the high cost of SPM apparatuses makes hard the introduction of this topic in many situations.
A <live> example illustrates the use of very simple web-based remote control tools: Windows-PC equipped with Tight-VNC server and a webcam. A Skype audio-video connection allows a fast communication between remote and local operators During the RemoteLab session, the students, use a common web browser and ADSL connection, to take control of the PC driving the SPM hardware, and use the webcam audio/video to interact with the technical staff in the laboratory hosting the device. The students choose the sample to be analyzed and then perform by themselves the measurements and the analysis in remote mode.
Goals of the RCL project are: 1) to setup experiments, which encourage play, to excite curiosity, and to stimulate motivation. This kind of RCL is devoted to pupils and undergraduate students as well as to interested lay people. In particular, this kind of RCL is a well suited prototype model to build-up own RCL in school projects: 2) to setup important physics experiments , which can be immediately used in teaching and learning (school or university), e.g. electron diffractio, light diffraction and interference, photoelectrical effect.
Essential features of such RCLs are: intuitive and easy operation,interactivity, observation of experiment via web cams, transfer of data to the user, provision background information.
During the WS an example of RCL on diffraction and interference will be illustrated | web | http://www.fisica.uniud.it/URDF/mptl14/ftp/ws/REMOTELABS.pdf | 0.423342 | {
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Youth Mission Trip to Dominican Republic – August 2012
I had the privilege of taking nine of our young people from St George's on a short term mission this summer to The Dominican Republic. Working with Mission Direct we helped to build houses for refugees from Haiti - our team sponsored and help build 5 homes and so by the end of our trip over 25 people moved from living in cramped squalor to having space and dignity in a new home.
The work on the building site was tough in extreme heat but it was great to make even a small difference as we shovelled dirt, painted windows and carried bricks around. There was a wonderful team spirit on the building site as we worked with one another and with the local people.
In the afternoons we visited local projects including schools, orphanages and clinics. We did a couple of Juice Ministries where local village children came to hear songs in English and Spanish, along with a drama and then we gave them simple gifts, bread and a special juice drink that contains much needed vitamins for good health. This ministry was similar to a mini Holiday Bible Club and the benefits of making a difference to a child's day were heart-warming.
We fed the severely disabled children in a local orphanage and helped put them to bed for their afternoon nap and were touched by the amount of love shown to these children who have been abandoned and orphaned. There is little funding for the orphanages and the people who work there are extremely hardworking and dedicated
We met so many inspiring people who have given their lives to helping and serving others, we came face to face with the sick and the dying – AIDs and TB is very common in this area. We saw poverty that you can only imagine exists, we worked together as a team and shared food and clothing and medical supplies with those who literally have nothing.
This trip was a life changing experience – hopefully for those who received a new home or benefited from an act of kindness , but also for us as we were blessed and inspired and as we learnt to trust God in new ways.
We received so much support - through fundraising events, through giving gifts of aid and money, through grants from the URC, through practical help and prayer support and we are thankful to everyone for their support. It was also extremely encouraging to see over 100 people come to our church and hear about our trip when we got back, we enjoyed sharing our thoughts, stories and photos with you all.
I would thoroughly recommend short term mission for all young people, it was a real eye opener and an experience that we will never forget. A two week mission trip will never change the whole world but I would say that for us it touched our hearts and changed us in a way that hearing about poverty never could and I am sure the young people will be different people because of this trip. I would like to thank the URC for the grants that they made which really helped to make this trip possible.
Angela Such | web | https://urc.org.uk/images/Discipleship/Children2015/files/Youth_Mission_Report_Dominican_Republic_for_URC_-_A_Such.pdf | 0.479306 | {
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CONCUSSION RECOGNITION AND CONDITIONING
Proper preparation using sport-specific training techniques, combined with knowledge of the rules, are essential to improving performance and preventing injury in lacrosse.
Generally, lacrosse is considered to be a moderate risk sport in which the vast majority of injuries are minor strains, sprains, and bruises. However, more significant injuries can occur.
Overtraining and specialization are becoming serious issues in youth sports today, and athletes who overtrain can suffer serious injuries. It is important that parents and coaches remember that young athletes are still growing. Each team will have athletes of varying levels on it and care must be taken to train each player at his or her appropriate level, using sport-specific and training techniques based on modern research.
Parents and coaches should encourage players to take some time off from lacrosse, especially if they've been playing in multiple leagues or consecutive seasons. This can prevent burnout and overuse injuries, which is extremely important at the youth level.
Children and adolescents should play on only one team per season (of any one or multiple sports) and take a vacation of 2-3 months from a specific sport (not all sports necessarily) each year. | web | https://ashevilleempire.com/wp-content/uploads/2018/04/CONCUSSION-RECOGNITION-AND-CONDITIONING_Helpful-Link.pdf | 0.4306 | {
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"Two Lambs and Two Posts"
John 1:29-36; Exodus 1-12 March 1, 2015
29 The next day John saw Jesus coming towards him and said, 'Look, the Lamb of God, who takes away the sin of the world!
A lamb's blood on a doorpost saved a family. THE LAMB'S blood on another post saved humanity.
In our passage, John the Baptist, twice described Jesus as "the Lamb of God". (1:29 & 36). Many today would not grasp the significance of these four words but in the context of the Passover, the lamb literally represented life and death!
The Passover can be summarized in a GOAL, a PROBLEM and an INTERVENTION.
The Goal
SEPARATIONForWORSHIP
God said "let my people go"
The PROBLEM
BONDAGE To ANOTHER Pharaoh said, “no, no, no.”
Intervention TheBLOOD Of A LAMB
God finally says, "No more no!"
As THE Lamb Of God, Jesus Christ was our FINAL sacrifice..
In both cases, the lamb means FREEDOM!
FREEDOM to separate, from the BONDAGE of our " EGYPT (PHARAOH) " and WORSHIP our God.
The "rest of our story"
"Egypt" may still chase but we can win the race!
We may fail but through Christ we can repent and prevail! | web | http://www.onlinechurchsolutions.com/folders/HFM/files/March%201,%202015%20Sermon%20Outline.pdf | 0.422454 | {
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Jami Joelle Nielsen Artist Bio
Jami Joelle Nielsen is a Santa Barbara, CA based self-taught artist who was born in Kansas City, Kansas, and received her Bachelor's degree in Environmental Science at the University of Kansas. She is influenced by her many passions, including working as an elementary school outdoor art and science educator in Isla Vista, CA, as well as being a naturalist, habitat restoration specialist and in wildlife rehabilitation, and a writer, poet and advocate for the disabled community. She's been exhibiting art nationally since 2007. Her body of work combines a reverence for nature and the human experience. Jami Joelle creates assemblage, paintings and collage, using found, recycled, man-made materials, as well as elements from nature. Operating within the intersection of art, science, and social change, she strives to develop powerful works that speak to social and environmental concerns while encouraging dialogue, education and collaboration in an inclusive community, connecting us to each other and the broader universe. Her art narrates the disconnection that exists in humanity's relationship with its source, and explores deeper dependencies therein. The result pays homage to symbiosis, transformation and hope. Jami Joelle has shown art in over 60 exhibitions nationally, including the Museum of Contemporary Art Santa Barbara and has art on permanent display at the University of California, Santa Barbara. She completed a Digital Residency in 2021 with Marin County's Youth In Arts, a primary site for the Kennedy Center's Very Special Arts Program, where she developed Art & Environmental Science lessons for Elementary School students. Her artwork is featured in the Women's & Non-binary Print Issue #34 of Create! Magazine published in early 2023.
Jami Joelle Nielsen Artist Statement
As a disabled artist with Ehlers-Danlos Syndrome, a painful genetic degenerative joint and neurological disease, I must spend most of my life in bed within a small world, constrained by the same 4 walls. It is in my bed where I use recycled materials, relevant to science, nature and humanity, to test spatial boundaries and construct analog papercut and mixed media collage "Otherworldly Landscapes", surreal worlds and places of wonder which I can imagineer and explore. From thousands of potential components, I deconstruct and reconstruct materials into a "puzzle" that has never existed, experimenting and manipulating materials until a destined new world is revealed as whole and complete. These artworks are both of this earthly realm and the human experience, as well as beyond it. I invite the viewer to interpret and explore these fantastical worlds with me while reimagining their own place and futures. | web | https://img-cache.oppcdn.com/fixed/21638/assets/XO2CXmWfCPpeBgyc.pdf | 0.478394 | {
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Field Uniform Washing Instructions
1. Blue field uniform shirt- this part is easy, simply wash in the washer, use delicate cycle, and hang to dry.
2. The next several steps are for the bloomers--here goes: Get your supplies together, bowls (one of soapy water and one of fresh water) and a towel.
3. Hold the bloomers by the back so the fringe hangs down.
4. Gather the fringe in one hand. This will help you keep it out of the water.
5. Dunk several times in mildly soapy water, then wring out. (I use woolite)
Field Uniform Washing Instructions
6. Dunk several times in fresh water, then wring excess water out.
7. Lay wet bloomers on a towel, with the fringe up towards waist band. Fold the towel over the lower part of the bloomers, then brush fringe down.
8. Roll up the towel with the bloomers inside, and wring out (I step on the towel to help)
9. Take out and hang up to dry! (I'll hang stuff outside if the weather is nice). | web | http://www.silvies.com/wp-content/uploads/2016/09/silvie-field-uniform-washing-instructions1.pdf | 0.465152 | {
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"Engineering Design" – brief overview
Senior Design is:
Culmination of EE/CpE Education and Training
Process to final product
Team-based problem solving.
Senior Design is NOT:
Further expansion of a class project
Final product only
1
"Engineering Design" – Full Definition : ABET
"A ( ) of devising a system, component, or process to ( ) desired needs," which involves "a ( ) process to convert resources optimally to meet the stated needs" by applying ( ), ( ) and ( ), with adequate consideration of ( ), ( ), and ( ) in the subject related to the electrical/computer engineering discipline."
2
"Engineering Design" – Full Definitions: Industry
"Determine that a ( ) exists with customers for specific goods or services and
how much those customers are able and willing to ( ) for it.
Then determine if the product or service is ( ) with the competencies of the company and if it can be manufactured at a ( ) that is less than the customers will pay.
If so, proceed by designing to match the company's ( ) to manufacture,
Finally, prior to full implementation, prepare a pilot ( )"
3
"Engineering Design" – graphics
4
Engineering Design in 3 phases
1. Problem Formulation
Formulation of
Recognition of
Determine the
Know the
2. Problem Solving
Generate
Analyzes
Generate
Makes Decision
3. Solution Implementation
Creates an
Follows the
Evaluates
Agile Development:
Characteristics of Design
Design is (rather "Should be"):
```
A ( Process Cycle ) through the 3 phases of ( ), ( ), and ( ). ( ), not trial-and-error ( ), not a recipe (nor a cookbook) ( ), not an event or product ( ), back to earlier phases ( ), to faithfully execute planned activities
```
6
5
Characteristics of Design
Design should: (Focused on External Factors) (cf. Previous page – internal and design itself)
( ) with regulation, codes, rules, standards, etc
Work under multiple and sometimes contradictory ( ):
Money, time, socio-cultural, etc.
Perform with ( ) behavior and responsible action
Understand and exercise ( )
Rights
Elements of Unsuccessful Design Projects: Lessons from Past Design Teams
Same skill sets of team members
Only EE or CpE students in a team
No balanced H/W and S/W experience
Slow in learning new skills
Did not overcome technical difficulties
Weak Team Dynamics
Failure in Relationship building
Leadership Problem
Lack of commitment
Tasks not achieved
Frequent Changes in Design
Sought easier path for implementation
Focused only on each component - Did not consider the entire system - System Integration
Frequent design/component change
8 | web | https://mwftr.com/4014FY2324/401_02_DesignProcess_POST.pdf | 0.494305 | {
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Guide and lesson plan examples with suggested activities and resources – promoting social skills among students.
Kuvaus
The 'Guide and Lesson Plans' toolkit provides practitioners with concrete activities and resources when developing strategies to promote social skills among learners.
Beneficiaries
Practitioners in secondary education (also VET) would use the tool as a guide and reference document when developing their strategy to enhance social skills.
Maat
Italy
Bulgaria
United
Kingdom
Poland
Denmark
Country/ies or organisation that developed the tool
ASEV Agenzia per lo Sviluppo Empolese Valdelsa Spa (IT) "Bruno Ciari" Studies Center (IT) Association "Qualification and Career Development" (BG) Canterbury Christ Church University (UK) The Academy of Management in Lodz (PL) VIA University College (DK)
Date of creation of toolkit and periodicity of updates
July 2011
Purpose of the toolkit
Guidance on what works (to help improve the design of policies and practices)
The theory, materials, articles, activities and links provided here are intended to support the practice of professionals who value the promotion of social skills in their widest and most positive sense.
Description of each of the tools
The tool is a guidance document containing examples and suggested activities and resources. It's divided into 2 main parts:
Project context with examples of theory and support –
European priorities and framework in relation to social skills.
Background information and relevant definitions provided by each partner.
Lesson examples with classification by theme –
Chapter 1 - lesson plans on development collaboration, assertiveness and integrity; working with
others in teams; negotiating, creating confidence & feeling empathy.
Chapter 2 – lesson plans on developing maturity as an individual: coping with stress/frustration constructively; understanding and dealing with the difference between personal, public and work contexts.
Chapter 3 – lesson plans on taking an interest in socio-economic development; intercultural communication and developing the ability to communicate constructively in a range of different environments.
Chapter 4 – lesson plans on the value of diversity, respecting others and being prepared to overcome prejudice and show tolerance; expressing and understanding different viewpoints and learning to compromise.
The lesson plans generally include the goals/ aims, resources needed, templates of exercises, activities and questionnaires.
Type of indicators used in the identification of learners at risk of early leaving
N/A
Type of guidance given to users
It's a guide for lessons and activities and is intended to provide adaptable exemplars for users to customise for their own contexts.
Source of information of the different tools
Developed by each partner (colour-coded accordingly).
Link/s to the toolkit and further information
http://www.pss-comenius.eu/doc/guide_en.pdf
The toolkit is in PDF format.
Related intervention approaches
Developing employability skills
Lataukset
Guide and lesson plan examples with suggested activities and resources
https://www.cedefop.europa.eu/fi/toolkits/vet-toolkit-tackling-early-leaving/resources/guide-and-lesson-plan-
Lähde verkko-osoite: examples-suggested | web | https://www.cedefop.europa.eu/fi/printpdf/toolkits/vet-toolkit-tackling-early-leaving/resources/guide-and-lesson-plan-examples-suggested | 0.434277 | {
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Ohio Environmental
Protection Agency
Recommendations for Water Supply Flushing for Reopening of Buildings Under Statewide COVID-19 Transition Plan
Dear Building Occupants, Owners and Tenants,
In accordance with Ohio's statewide transition plan announced April 27, 2020, and as buildings re-open that have had little to no water usage during the Stay at Home Order due to the COVID-19 pandemic, it is important to flush water that has been stagnant in both cold- and hot-water distribution lines and fixtures. Low water usage can contribute to bacterial growth, including Legionella which can cause a serious type of pneumonia called Legionnaires' disease. It can also cause other water quality issues with potential health risks due to the build-up of lead and copper in stagnant water that's been collecting in older pipes and fixtures.
As buildings reopen, it is critical to drain, flush, and if necessary, based on a review of building conditions, disinfect the hot and cold-water systems to remove harmful contaminants. Devices that store water, such as drinking water fountains, water heaters, storage tanks, and any droplet or mist-forming devices such as cooling towers, humidifiers, showerheads, and certain medical and manufacturing devices and process equipment should also be flushed and disinfected in accordance with manufacturer's recommendations or industry best practices.
The Ohio Department of Health and the Ohio Environmental Protection Agency have issued the "Guidance for Premise Plumbing Water Service Restoration."
Please note that this guidance applies to the water systems of all types of buildings that are unoccupied or partially occupied during the COVID-19 pandemic, including but not limited to office buildings, manufacturing facilities, medical offices (e.g., physician and dentist offices, ambulatory surgery centers, outpatient centers, etc.), government facilities, and religious institutions. If you are a tenant of a building, we recommend that you share this information with the building owner, building manager, or management company and ask them to consider taking these precautions.
If you have any questions, please contact:
Ohio Department of Health Bureau of Environmental Health & Radiation Protection ([REDACTED_PHONE] [REDACTED_EMAIL]
Ohio Environmental Protection Agency Division of Drinking and Ground Waters Emerging Contaminants Section ([REDACTED_PHONE]
Sincerely,
Amy Acton, MD, MPH Director Ohio Department of Health
Laurie Stevenson
Director
Ohio Environmental Protection Agency | web | https://www.lordstown.com/documents/RecommendationsforWaterSupplyFlushing.pdf | 0.428191 | {
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Object Recognition Based UAV Control
Vasconcelos, Francisca
A new approach to UAV control, combining computer vision and control techniques, is introduced. Objects are detected using a UAV camera. The distance between the object center of mass, in the image plane, and the image center is measured. This distance is used as an error signal to control the UAV velocity. The feedback loop is implemented with a proportional-integralderivative (PID) controller. The computer vision techniques used for object detection are inspired by the attention mechanisms of human vision, exploiting a combination of bottom-up and top-down saliency cues to speed up recognition. The saliency mechanisms are implemented with a combination of the Harris interest point detector and an object detector cascade. They enable recognition at video frame rates. Although computer vision has previously been used in UAV literature, the emphasis has been on motion computations (optical flow) for navigation and obstacle avoidance. The techniques now introduced enable the UAV to recognize specific objects and react to them. In particular, the UAV can track a person wearing an object, such as a piece of clothing or patch. Unlike current GPS-based methods, the behavior of the UAV can vary according to the object being tracked. UAV programming thus becomes as simple as changing your clothes (or pattern). The UAV is also much more precise in its interaction with the user and works both in and outdoors. Many applications could follow from this technology, including a UAV that behaves as an older brother that watches a child from above, a personal cameraman that follows an athlete on the field, an additional pair of eyes that allow a bike rider to "look around the corner,'' or a sitter that watches a pet as it roams around the park.
Awards Won:
European Organization for Nuclear Research-CERN: Third Award $500 Fourth Award of $500 | web | https://abstracts.societyforscience.org/Home/PrintPdf/12797 | 0.478947 | {
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Research and Extension - TECA Webinar
RICE-FISH INNOVATIONS: Good practices for small agricultural producers
|10:30 – 12:00 CET (Rome time)
|17:30 – 19:00 北京时间
Tuesday 15 February 2022
Interpretation English - Chinese
Registration link: https://fao.zoom.us/webinar/register/WN_xs__il3sRkC8sVZJ7kzCCg
AGENDA
SESSION I: Introduction
Rice and fish are one of the main sources of nourishment and income for many people around the world.
− Rice-Fish Innovations: Application, importance & impacts Xinhua YUAN, Team Leader, Aquaculture Technology and Production Team of Fisheries and Aquaculture Division (FAO).
− TECA - Technologies and Practices for Small Agricultural Producers Selvaraju RAMASAMY, Senior Agricultural Officer & Head of Research and Extension, Office of Innovation - Food and Agriculture Organization of the United Nations (FAO).
− Q & A session
SESSION II: Good practices for smallholder agricultural producers
− Complex Rice Systems (rice, fish, duck, aquatic plants) in Indonesia Uma KHUMAIROH, Researcher and lecturer at Faculty of Agriculture, University of Brawijaya, Indonesia, partner of WorldFish Center.
−
Rice-Fish Culture System (RFC)
Moucheng LIU, Associate Professor of Institute of Geographic Sciences and Natural Resources Research (IGSNRR), Chinese Academy of Sciences (CAS), partner of FAO-Globally Important Agricultural Heritage Systems (GIAHS).
− Nutrition Sensitive Fish Production in Homestead Ponds in Bangladesh Benoy Kumar BARMAN, Senior Scientist, WorldFish Center, Bangladesh.
− Q & A session
Key messages and Conclusion:
Matthias HALWART, Team Leader, Global and Regional Processes Team of Fisheries and Aquaculture Division (FAO).
TECA (Technologies and Practices for Small Agricultural Producers) is an online FAO platform that gathers successful agricultural technologies and practices from various partners to facilitate knowledge exchange.
The TECA platform fills the gap in knowledge sharing and provides practical information on proven agricultural technologies and practices, promoting sustainable agriculture and contributing to achieve the Sustainable Development Goals (SDGs) of FAO.
Standing water in rice fields promotes the development of a teeming ecosystem with aquatic life such as fish, where fish are grown concurrently or alternately with rice.
This system called 'Rice-Fish Culture System' offers many social, economic and environmental benefits.
Farmers can increase their income because the rice yield is higher, and an additional income is generated from the fish sales.
Environmentally, with this practice farmers save on fertilizers and pesticides because fish eat insects maintaining a perfect ecological balance that improves biodiversity.
This webinar highlights the benefits of implementing rice-fish culture system.
The TECA Platform contains a wide range of practices that promote field practices from different parts of the world. All practices have been tested by farmers on their farms for several years with positive results.
For further information:
[REDACTED_EMAIL] https://teca.apps.fao.org/teca/en | web | https://www.fao.org/3/cb8460en/cb8460en.pdf | 0.494331 | {
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______________________________________________________________________________
Lesson Four: The Goodness of God
Day One
Read James 1:13.
What is God's relationship to evil? God cannot be tempted with evil, nor does He ever tempt anyone to evil.
What do the following verses describe as holy?
Leviticus 22:32 God's name
Psalm 77:13 God's actions (ways)
Isaiah 57:15 God's name and the place where God dwells
Day Two
According to the following verses, what should be your response to the holiness of God?
Isaiah 6:1–5 I should see my own sinfulness more clearly
Revelation 15:4 I should fear the Lord and worship Him
1 Peter 1:16 I should be holy
Day Three
According to the following verses, what should you do to praise God because of His holiness?
Psalm 99:9
Exalt and worship Him
Psalm 98:1 Sing a new song to Him
Psalm 30:4 Sing and praise His name
Day Four
In the following verses, what or who is said to be truth.
Psalm 119:160 God's words
John 14:6 Jesus Christ
______________________________________________________________________________
John 17:17 God's Word
Day Five
What attribute of God is described in 1 John 4:8? Love
Read Romans 5:8.
How did God demonstrate His love for sinners? His Son died for us
Read Hebrews 12:5–8.
How does God express His love for believers? He disciplines us
Read John 14:15.
How does the believer demonstrate love for God? Through obedience to God's Word
Day Six
Read Jeremiah 9:24.
In what things does God delight? Kindness, justice, and righteousness
In Leviticus 19:35–36, what items does God require to be righteous (NIV, "honest")?
He requires honest measurements of length, weight, and quantities
Point to ponder: How can these items be considered "righteous?"
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St John's Honour Roll Memorials
Roland Ward
Enlistment address: 37 Wharf Road
World War One
A bank clerk prior to enlisting, he embarked from Sydney on 13 April 1915.
According to Wisden on the Great War: The Lives of Cricket's Fallen 1914-1918, he played cricket for Balmain, and was considered a promising first-grade batsman in Sydney cricket.
He was killed in action at Gallipoli, Turkey, on 27 August 1915, aged 23. He has no known grave and is remembered with honour on the Lone Pine Memorial, Gallipoli, Turkey.
On August 27th, 1916 Sgt Grant Ward's mother gave a memorial Altar Cross to the church during the morning Communion Service – which is still there today.
At the evening service, members of his 13th Battalion who were in Sydney, attended to pray for their comrade who had been killed the previous year. | web | http://www.stjohnsbalmain.org.au/uploads/4/4/9/2/4492119/roland_ward.pdf | 0.442318 | {
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Under the influenza
thedailycougar.com /2013/01/17/under-the-influenza/
News January 17, 2013 // by
With the nation facing the worst influenza epidemic in years, physicians are urging people to get the flu shot to protect themselves and others.
"The flu vaccine is available here in the (University) Health Center and the charge is $25," said Floyd Robinson, assistant vice president for Student Affairs/Health and Wellness. "It is not too late to be vaccinated."
"It's important to remember that it takes at least two weeks to build up immunity to the flu after receiving the vaccine."
According to Robinson, there is no excuse not to get the vaccination.
"The vaccine is an inactive virus, so there is no chance of contracting the flu from the vaccine," Robinson said.
UH has not confirmed any cases of the flu, but the Health Center has treated multiple patients for upperrespiratory infection.
"We utilize the influenza rapid test for confirmation, as issued by the city health department," Robinson said.
Health Center chief nurse Jennifer Nguyen has simple advice for students worried about the flu.
"We follow all the good suggestions given to us by our mothers," Nguyen said. "Eat healthy, get plenty of rest, drink fluids and contain your coughs and sneezes."
More important, Nguyen cautions, is regular hand washing.
"When washing hands, wash with warm water and soap for the duration of singing 'Happy Birthday' one time. This will give adequate time to kill most germs," Nguyen said.
Hand washing is important to business junior Joshua Perez, yet he still fell ill. He suggests additional measures for keeping healthy.
"Just cover up and take Alka-Seltzer," Perez said. "I would take that before class to keep healthy."
According to Perez, you should avoid friends and family if you contract the flu.
"I just didn't see my friends for a week," Perez said.
While Perez knows he should get the vaccine, he probably will not.
"It's not a thing that I wake up and think 'Hey, I should get a flu shot.'" [REDACTED_EMAIL]
Contact the editor with questions, comments and concerns.
Back to Top ↑ | web | https://nataliejharms.files.wordpress.com/2014/08/thedailycougar-com-under_the_influenza.pdf | 0.491257 | {
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Take a Moment to Connect
Here are a few simple ideas to help you connect with God in nature.
1. Read the landscape.
Take a walk and find something in the natural environment. Look for signs where the natural features have adapted to natural or human impact. Why do trees lean or fall? What signs can you see of where water has created an impact in the earth, or lack of water? What signs of human activity do you see that have affected the environment you are in? How does nature adapt to change? What are some things you can do to better care for God's creation? Can you commit to do an action step for 30 days?
2. Use your imagination.
Pick up a blade of grass, leaf, stone or piece of bark. Smell it, feel it, look at it very slowly and closely. Imagine you can shrink yourself and go into the leaf itself. Go as far as you can in your imagination…all the way down to the atoms that make up the leaf. Then start moving outward. Imagine stepping further and further back from your object until you are high above the earth. Keep moving as far as your imagination will take you. What do you experience in your body as you go in close? As you move far out?
3. Use your senses.
Find a natural location near water or after a fresh rain. Close your eyes, relax, and breathe through your nose for 10 minutes. Listen, smell, and touch the water if you can. Feel it slip through your fingertips. Smell how it changes the air. Feel, and be aware of, how the moisture in the air wets your breath. Imagine water flowing through your body – in your blood, in your organs, in your breath, in your stomach, in your skin. Offer gratitude for the water that keeps you alive.
From Connecting Nature, Spirit and Health: A Spiritual Guide for Encountering Nature.
Wishing you joy and good health, Mary Bohlen RN [REDACTED_EMAIL] | web | https://ecatholic-sites.s3.amazonaws.com/15066/documents/2018/6/6-24-18%20God%20%20Nature2.pdf | 0.492111 | {
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New appliances - economical and therefore good for environment and climate?
"New appliances are more economical than old ones - and therefore also good for the environment and the climate." You hear this a lot. Unfortunately, it is only partly true. On the one hand, you have to consider whether the savings are really that great, and on the other, the production of new appliances and the disposal of old ones have a significant impact on the environment. That is why we should use working appliances as long as possible and repair broken ones! If all household appliances in the EU were used for one year longer (than is currently the case), four million tonnes of carbon dioxide could be saved each year!
The production of appliances requires raw materials. Mines for copper, iron, bauxite (aluminium) and other metals destroy forests and pollute water. People and animals lose their habitat.
Turning oil into plastics and ores into metal products releases many pollutants. Making a fridge, washing machine and other electrical appliances also requires a lot of electricity in factories. Much of this electricity is produced by burning coal, especially in Asia (where most appliances come from).
Toxic waste is produced during the manufacturing process. This waste is often dumped untreated into the environment. In addition, huge amounts of toxic marine diesel are burned during the long transport to Europe (4-6 weeks). A large container ship burns over 6 tonnes of it – per hour!
Disposal – an environmental problem
Not only is the new appliance an environmental problem. The old one also has to be disposed of. Although metals and plastics can be recycled almost completely in Austria, there are three problems:
- Recycling also uses energy
- Old electrical appliances often contain toxic substances that are difficult to remove
- The amount of electronic waste is growing rapidly
In recent years, there have been repeated reports of illegal exports of waste to Asia and Africa, where electrical equipment is dismantled - often by children. For example, strong acids are used to separate parts, or plastic parts are burned. Protective clothing is rarely used, and unusable waste ends up in open dumps. This treatment of electronic waste is extremely harmful to people and the environment!
Repair instead of new!
It is often possible to repair a broken appliance. Before buying a new one, this possibility should be considered. The Austrian government supports repairs with the so-called repair bonus - Reparatur Bonus (as of summer 2023). If you have your appliance repaired by a specialist, a large part of the costs will be reimbursed! For details see: https://www.reparaturbonus.at/
When is it worth buying a new appliance – financially and for the environment and climate?
A new appliance is worth buying if the old one uses a lot more electricity than the new one. To find out how much energy the old appliance uses, it has to be measured. Refrigerators are monitored over several days, while washing machines are measured per wash cycle. The readings can then be compared with the information provided by the manufacturer of a new appliance. Simple electricity meters can be bought second-hand for 10-20 euros or by mail order. If you would like to know more about measuring the electricity consumption of electrical appliances, feel free to contact EB Plus.
Illustrations:
1. Photovangel / Freepik
2. Freepik
3. kakteen / shutterstock
4. Artic_photo / shutterstock
5. Gts / shutterstock
6. wonderland / shutterstock
7. callmetak / Freepik
8. Freepik
9. Gerardo C. Lerner / shutterstock
10. zinkevych / Freepik
11. EB Plus
Other sources:
1. European Environmental Bureau (2019): Coolproducts don’t cost the Earth – Report (https://eeb.org/library/coolproducts-report/)
2. Domizlaff, Svante (2013): Frankfurter Allgemeine Zeitung (online), 28.3.2013. Einmal Volltanken für 5,3 Millionen Euro. https://www.faz.net/aktuell/technik-motor/technik/containerschiffe-einmal-volltanken-fuer-5-3-millionen-euro-12127092-p2.html
Hergestellt durch EB Plus – Arge Energieberatung und Umweltbildung (www.ebplus.at) im Auftrag der Caritas Österreich 2023. Autor: Jörg Jozwiak. Ermöglicht durch die Förderung der Rexel Austria GmbH. | web | https://www.ebplus.at/fileadmin/medien_ebplus/media/energieberatung/pdf/Graue_Energie_EN__070823_.pdf | 0.446685 | {
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Horticultural Highlights – Early May 2022
Roses – Bicentennial Rose Garden
Get out there, and get out there now! It is a riot of color and fragrance.
Satsuki Azaleas – Airport Berm, Garden Wide
This group of azaleas are the last to bloom for the season. Satsuki means fifth month in Japanese, which is appropriate for these azaleas as they always bloom in May. In general, Satsukis are lower, wide spreading, have large single flowers, and can come in unusual color combinations.
Kousa Dogwood – Garden Wide
The other dogwood (Cornus kousa) is an Asian cousin to our own flowering dogwood and state tree (Cornus florida), but with notable differences. Kousa dogwoods get their leaves first, then the flowers appear afterwards, seeming to float atop the branches. They are also somewhat easier to grow than our native, being more resistant to insects and diseases. Like our native, the flowers are beautiful; the fruits are eaten by local wildlife; and in fall their foliage turns handsome colors before dropping to reveal attractive bark.
Mayapple – Mirror Lake, Enchanted Forest
This unusual native perennial (Podophyllum peltatum) loves to live in shady places, and will spread slowly to form large lush patches. The foliage is very handsome, as are the flowers hidden underneath. Mayapples rely on eastern box turtles to disperse their seeds, and traveling through the digestive system of the turtle increases the seeds' germination rate substantially, enough so that we would likely not have the plant without the eastern box turtle.
Japanese Maples – Japanese Garden, The Glade, Rhododendron Garden
Though they are typically associated with beautiful fall color, the spring foliage of Japanese maples (Acer palmatum) can be just as colorful, if not more so on some varieties. NBG has over 100 different varieties of this elegant tree.
Rhododendron – Rhododendron Garden
These azalea cousins have a reputation for being difficult to grow in Coastal Virginia. However, if you can provide them with very well drained soil in dappled shade you will be rewarded with great clusters of color and evergreen foliage.
Wildflower Meadow
This are of the garden is one of the most picturesque right now, and a great place to picnic!
Pomegranate – Japanese Garden, Sensory Garden
Even if pomegranates (Punica granatum) never provided deliciously tart fruit, high in anti-oxidants, it would be worth growing for its orangiest of orange flowers. So rich and bright that sun glasses are recommended.
Japanese Snowbell – Discovery Grove, Flowering Arboretum
This elegant tree (Styrax japonica), is covered in pendulous bell-shaped white flowers that hang from its wide-spreading branches. Where the Flowering Arboretum meets Shady Woods and Discovery Grove are two very impressive specimens, including the Virginia state champion!
Red Buckeye – Flowering Arboretum, Enchanted Forest, and other places
The ruby throated hummingbirds are returning from their winter retreats in warmer climates, and they need some food. They are fond of tubular shaped flowers full of nectar, and our native red buckeye (Aesculus pavia) provides welcome sustenance.
Star Jasmine – Circle Garden
This Southern favorite (Trachelospermum jasminoides) is one of the most fragrant vines filling the air with its vanilla-like fragrance. It is evergreen, thrives in heat and humidity, but Coastal Virginia is about as far north as it will tolerate.
Mountain Laurel – Mirror Lake
This native plant (Kalmia latifolia) is one of North America's loveliest shrubs. The flowers come in shades of pink, white, and red, and their unusual buds and blooms are best appreciated up close. Although they have a reputation for being difficult to grow, where they are happy they are prolific – like Mirror Lake.
Bonsai Collection – Transition Garden
Our bonsai collection has recently come out of protective storage for the winter and is now on display in the Transition Garden. NBG is somewhat unique that our collection is managed by a group of dedicated and passionate bonsai volunteers. Over the past few years they have been able to substantially grow our collection and it now includes some amazing pieces, many of which were created from ordinary garden plants growing in our gardens or nursery.
Wildlife Watch – The eastern bluebirds are taking advantage of the bluebird houses that are placed around the Garden. We have numerous new chicks enjoying what NBG has to offer.
Les Parks, Director of Horticulture | web | https://norfolkbotanicalgarden.org/wp-content/uploads/2023/02/may-horticulture-highlights-list-.pdf | 0.493111 | {
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LITTLE HUGHES LAKE
*Only one Secchi disk measurement taken (September 2018).
Brief Summary of 2021 Results:
* Transparency of 5.7 metres characterizes clear water (oligo-mesotrophic state);
* Phosphorus level indicates that the lake is slightly enriched by phosphorus (oligotrophic);
* Chlorophyll level shows a very low biomass of microscopic algae in suspension (ultra-oligotrophic);
* Dissolved organic carbon level indicates that the water is not very coloured (from organic deposits) and this colour would likely have very little effect on the transparency of the water;
* Overall, Little Hughes is considered to be in an oligotrophic state with little or no signs of eutrophication. This is the second best out of the seven classifications of trophic levels.
---------------------------------------------------------------------------------------------------------------------
The Government of Quebec uses a scale of 7 different classes along a spectrum from "ultraoligotrophic", which indicates a lake of exceptional quality, to "hyper-eutrophic", which indicates a lake in serious trouble.
Seven Classifications of Trophic Level of Lakes:
1 = Ultra-oligotrophic (exceptionally good state)
2 = Oligotrophic
3 = Oligo-mesotrophic
4 = Mesotrophic
5 = Meso-eutrophic
6 = Eutrophic
7 = Hypereutrophic (extremely poor state) | web | https://www.gora-argo.org/_files/ugd/cb4cac_c84ebd0d1565425da7fa1f5b8d95f40f.pdf | 0.481526 | {
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Breathe in to Boost Performance!
Training The Inspiratory Muscles Can Improve Swimming Performance
Competitive swimming is one of the ultimate challenges for breathing. Swimmers competing in 100m events breathe very little. For example, they may breathe as little as eight times during a race that lasts almost a minute - taking one breath in the first 25m, three in the second, three in the third and one in the final 25m!
"When they do breathe, swimmers have to inhale as much as possible in the shortest time possible so that they can return their bodies to the optimal position for generating propulsive force", explains sports scientist and respiratory physiologist, Dr Alison McConnell. "This creates an enormous strain on the inspiratory muscles (muscles used to inhale) and it is no surprise to find that swimmers experience significant fatigue of these muscles".
McConnell continues, "Our research has shown that swimming just 200m at 90-95% of race pace is sufficient to induce a significant level of breathing fatigue (a 20% fall in strength) in competitive swimmers. The situation is worsened by the fact that when you are lying horizontal in the water, your breathing muscles are up to 16% weaker than when you're upright - this means that they are less able to generate the forces needed to breathe in quickly. I was very surprised that such a profound fatigue occurred after such a short time (2 minutes 40 seconds), and when I calculated the number of breaths that the swimmers took during the 200m, I was even more surprised - it was only 70 breaths. This conveys a very strong message to me that swimmers are at great risk of developing breathing fatigue".
But why should this matter? "Breathing sends very strong signals to the parts of the brain that tell you how hard you are working. It's well known that when muscles fatigue, the sense of effort associated with using them increases, and this, in turn, makes your overall sense of effort greater. Furthermore, research has shown that fatigue of the breathing muscles reduces blood flow to the other exercising muscles and this can slow you down by reducing the flow of oxygen to those muscles", Alison explains.
So what can be done? "Our research on rowers and cyclists has shown that if you make the inspiratory muscles stronger by training them, you reduce the extent of the fatigue that is induced during heavy exercise
- in fact it almost disappears completely. This research also showed that the performance of rowers and swimmers increases by up to 3.5%!
Alison McConnell is an expert on breathing during exercise and, whilst based at Birmingham University, her research team developed a drug free training device that specifically targets the breathing muscles - POWERbreathe ® . You breathe through the portable, handheld device for 30 repetitions (this takes 3 minutes) twice daily, and the strength of your inspiratory muscles increases by around 3050%. McConnell's research team have also proved the ergogenic effect of the POWERbreathe in other sports, including cycling.
The product uses the basic principles of resistance training. Just as you might use weights to strengthen your arm muscles, breathing in through POWERbreathe ® for a few minutes twice daily, makes your inspiratory muscles (the muscles we use to breathe in) work harder - thereby increasing their strength and endurance.
Improvements in exercise duration and effort sensation during fixed intensity cycling
From: Caine & McConnell, 1998
Time (min)
Improvements in time trial performance after POWERbreathe training
So if swimming just a few lengths leaves you breathless, or you're a competitive swimmer looking for a legal edge, POWERbreathe ® may be just what you need.
1. Romer et al. J Sport Sciences, 20: 547-562, 2002
2. Volianitis et al. Med Sci Sports & Exerc, 33: 803-809, 2001
3. Rowing finals - average gold vs. silver, 2004 Olympic Games | web | https://www.powerbreathe.com/wp-content/uploads/2021/03/IMT_Swimming_Performance.pdf | 0.436252 | {
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What should you read this summer?
Middle Grade
I wanna read about . . .
- Magical realism!
- A classic tale: *Tuck Everlasting* by Natalie Babbitt
- or a new favorite?: *All the Impossible Things* by Lindsay Lackey
- Ordinary kids in extraordinary worlds!
- Magical mail train: *The Train to Impossible Places* by R.G. Bell
- or spell-casting scouts?: *Arlo Finch in the Valley of Fire* by John August
- Myths and legends!
- Norse mythology: *Thunder Cluck! Chicken of Thor* by Paul Tillery IV & Meg Wittwer
- or Greek gods?: *Zeus: King of the Gods* by George O'Connor
Young Adult
I’d like a book about . . .
- A fairy tale told in a new way.
- Reimagined Red Shoes: *Dark and Deepest Red* by Anna-Marie McLemore
- or cyborg Cinderella?: *Cinder* by Marissa Meyer
- A strong-willed heroine navigating her power.
- Soul magic: *All the Stars and Teeth* by Adalyn Grace
- or tooth magic?: *The Merciful Crow* by Margaret Owen
- A fantasy told from multiple perspectives.
- Dueling protagonists: *We Hunt the Flame* by Hafsah Faizal
- or ensemble cast?: *There Will Come a Darkness* by Katy Rose Pool
Visit SummerReadingisMagical.com to learn about even more great books! #ReadingisMagical
Discover these great books for reading wizards of all ages!
**MIDDLE GRADE**
- *A Wrinkle in Time* by Madeleine L'Engle
- *Bob* by Wendy Mass & Rebecca Stead
- *Swapdragon* by Kat Leyh
- *Wishtree* by Katherine Applegate
- *Nico Bravo and the Hound of Hades* by Mike Cavallaro
- *Quintessence* by Jess Redman
- *Mighty Jack* by Ben Hatke
- *The Magical Unicorn Society Official Handbook* by Victoria Forester
- *The Book of Fatal Errors* by Dashka Slater
- *This Was Our Pact* by Ryan Andrews
- *Scary Stories for Young Foxes* by Christian McKay Heidicker
**YOUNG ADULT**
- *The Midnight Lie* by Marie Rutkoski
- *The Shadow Hero* by Gene Luen Yang & Sonny Liew
- *Summoner* by Taran Matharu
- *King of Scars* by Leigh Bardugo
- *The Kiss of Deception* by Mary E. Pearson
- *Black Girl Unlimited* by Echo Brown
- *The Beast Player* by Nahoko Uehashi
- *A Blade So Black* by L.L. McKinney
- *Children of Blood and Bone* by Tomi Adeyemi
- *Daughter of the Pirate King* by Tricia Levenseller
- *Beyond the Black Door* by A.M. Strickland
- *Boneless Mercies* by April Genevieve Tucholke
Visit SummerReadingisMagical.com to learn about even more great books! #ReadingisMagical | web | http://www.mackidsschoolandlibrary.com/wp-content/uploads/2020/05/Reading-is-Magical-Poster_v4.pdf | 0.418007 | {
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Monrovia Elementary Literacy Newsletter
K-3 | November 2020 |
Morris Message:
What an interesting first nine weeks! Even in the midst of challenges, student learning is happening! I want to thank you, parents, for your dedication to your child's education. You have gone above and beyond! We appreciate you!
Besides learning, we've been assessing student reading skills to inform our next instructional steps. Our district reading assessment is mClass. See the article on page two for details.
You will also find a Home Highlights section that will give you some fun reading strategies that you may do at home to keep the learning propelling forward!
PARENT TEACHERS
ASSOCIATION
20XX
Morris Mail
Connection
Home Highlights
Captivate your child at home with some fun multi-sensory activities! Multi-sensory activities engage more than one sense at a time. There are many ways a parent can help a child by using some multi-sensory techniques.
sounds. Students start with a handful of sand on a cookie sheet or a dollop of shaving cream on a table. Then they spread out the sand or shaving cream and use their finger to write a letter or word in it. As they write, students say the sound each letter makes. They then blend those sounds together and read the whole word aloud.
Using sand or shaving cream allows students to use sight, touch, and sound to connect letters and their
Here is a link with more information about the benefits of multi-sensory techniques.
Did you know that when a child writes, the brain's phonological, orthographic, meaning, and context processors are ALL activated?! Learn more in the next Morris Mail Home Connection edition!
Formative assessments INFORM the teacher, student, and parent the next steps needed to achieve success.
For the past month and a half, teachers and staff have been busy administering Madison County's reading assessment, mClass/DIBELS for grades K-3. This assessment measures indicators of basic early literacy skills, such as letter naming, phonemic awareness phonics, and fluency.
Finally, reading fluently is an important skill that is assessed. To read fluently means that your child can read at an appropriate rate, with prosody (expression), and, most importantly, with accuracy.
Letter naming fluency is simply being able to identify the letters in the alphabet, in random order, quickly and correctly.
Phonemic Awareness is the ability to hear the sounds or parts in a word. A parent can practice this while driving! Say a word and have your child tell you the sounds in the word!
There are other skills such as vocabulary and comprehension that are also measured by mClass.
1 st – 3 rd grades should have received a Home Connect letter attached to the first nine week's report card. It will indicate grade level expectations for each measure and your child's performance on each.
Phonics, on the other hand, is knowledge of the sound symbol correspondence and blending those sound representations to read words. The mClass assessment uses Nonsense Words to assess this skill.
Here is a quick video on understanding the parent reports. Here is a resource for Home Connect Activities!
Please feel free to reach out to Ms. Morris at [REDACTED_EMAIL] or your child's teacher for more information.
The research of the past two decades demonstrates quite clearly that students who read orally with good expression are more likely to comprehend deeply when reading silently (Rasinski, Reutzel, Chard, & Linan-Thompson, 2011).
Website:
www.bellowscollege.com
Contact:
[REDACTED_PHONE]
Email:
[REDACTED_EMAIL] | web | https://al50000446.schoolwires.net/cms/lib/AL50000446/Centricity/Domain/21/Morris%20Mail%20-%20November%202020.pdf | 0.443617 | {
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Barry Lawrence Ruderman Antique Maps Inc.
7407 La Jolla Boulevard La Jolla, CA 92037
([REDACTED_PHONE]
www.raremaps.com [REDACTED_EMAIL]
Sketch Map of the Province of British Columbia Showing Mining Divisions.
Stock#: 84620
Map Maker: Department of Mines, Canada
Date:
1907
Place:
Victoria, British Columbia
Color:
Color
Condition:
Size:
20.25 x 18.5 inches
Price:
$ 1,200.00
Description:
Recording the Birth of Naramata in the Okangan Region of British Columbia
Rare second edition of this separately published map of British Columbia focusing on mining regions, with early annotations promoting the area around Vernon, including an early reference to Naramata, British Columbia.
The map shows mining record offices and sub record offices. It also shows wagon roads and trails.
The annotation at the bottom states:
Vernon is not really on the lake a shown but the C.P.R. goes right through it five miles to Okanagan Landing at the head of the Lake.
the little cross at letter r of Vernon is Ok[anada] centre -- the mark on the west of the liake is Summerland & opposite it is the new place Naramata where land has been $200 an acre no less from the opening.
The map was uitlized by an early pioneer in the area around Vernon and Okanagan. The user was clearly
Drawer Ref: Canada
Barry Lawrence Ruderman Antique Maps Inc.
7407 La Jolla Boulevard La Jolla, CA 92037
([REDACTED_PHONE] [REDACTED_EMAIL] www.raremaps.com
Sketch Map of the Province of British Columbia Showing Mining Divisions.
one of the earliest people to witness the boom in Naramata. In November 1906, John Moore Robinson purchased the area around Narmata, which at first was called Nine Mile Point, then East Summerland and Brighton Beach, and finally to Naramata within the first year. By March 1908, a ferry service was established and the Railroad created via the Kettle Valley Railway in 1914. Robinson sold parcels of land to people from other parts of Canada and Britain, and Naramata became known as a cultural hub, where people would come from across the region by boat for concerts, plays, operas, regattas- and as Robinson and his wife were spiritualists-seances. Paddlewheelers regularly stopped at the local wharf carrying freight and passengers up and down Lake Okanagan.
Vernon and Okanagan Region
In 1811, fur traders began travelling around the area. After one of these, David Stuart, began working with the Pacific Fur Company, which was bought out by the North West Company,
Luc Girouard became the first white settler in the area. Fur traders decided to camp in Vernon, but the town really began to develop in 1863, following the discovery of gold in the area. Centreville, the original business district, was established in 1885, as were a post office, hotel, general store, and school house, followed by a Hudson's Bay Company store in 1887, in a rough wooden structure.
In 1891, the Canadian Pacific Railway reached the area, including Okanagan Landing. The S.S. Aberdeen sternwheeler was launched by the Canadian Pacific Railway for use on Okanagan Lake in 1893 connecting Vernon to Penticton at the south end of Okanagan Lake, and points between and a canal was created in the area in 1906.
Detailed Condition:
Backed on linen mending fold separations. Early ink manuscript in the lower-right corner.
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Improving Everyday Journeys for People with IBS
Irritable Bowel Syndrome (IBS) is a common health condition but little is known about it, and symptoms can impact people's everyday lives. Accessible toilet facilities facilitate everyday journeys. Knowledge and availability of toilets as part of travel and journeys can improve comfort and social participation for people with IBS.
The Research
Research from The University of Sheffield explored what it means to live with the common condition, irritable bowel syndrome (IBS).
25 people who identified as living with IBS took part in the research by completing a daily diary and a follow up qualitative interview.
They were asked how the condition affected the places people could or couldn't go, the routines of their day, and interactions and relationships.
Findings
Those with IBS explained how knowledge and availability of toilets were paramount in facilitating everyday journeys. This included:
- having a mental map of toilet locations based on comfort and convenience;
- a reliance on commercial spaces for toilets and encounters of inaccessibility for hidden conditions such as IBS; and
- discomforts of toilet provision (or lack of) on transport services.
"I find travelling difficult. I think I'm ok with my commute now, its 25 minutes so I'm not too bad. I generally know that I've got time to get to work and be able to get to the toilet if I need to, but I do find that a longer journey or travelling abroad because you're up at different times can put my stomach on edge."
Recommendations
Ensure toilets are always FREE to use and always OPEN
Easy to access information of toilet facilities when planning journeys
Facilitate training and awareness into radar keys and Can't Wait Cards for those with invisible health conditions to improve access
Improve toilet access and provision on public transport and in transport hubs
FIND OUT MORE: Contact Lead researcher Lauren White
✉️ [REDACTED_EMAIL]
🐦 @laurenwhite184
White, L. (2021). 'I have to know where I can go': Muncane mobilities and everyday public toilet access for people living with irritable bowel syndrome. Social and Cultural Geography. DOI: 10.1080/1746496X.[REDACTED_PHONE]
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Myth
High-stakes testing boosted Massachusetts from the middle of the pack to the top among all 50 states.
Myth
DESE and BESE need the MCAS to identify schools and districts that need assistance or intervention from the state or those that are exemplary.
Fact Checking the Myths about MCAS Testing
Fact check
Our scores were near the top before high-stakes testing began. During the first years after the Education Reform Act of 1993, when state aid rose dramatically, test scores rose slightly, then leveled off. But parents have never sent their children to school to prep them for getting the highest possible test scores. Surveys of every social class, ethnic group, and occupation show that parents want their children to learn to work together, communicate effectively, show initiative, learn history, art and music, and develop their physical bodies, in addition to learning English and math. Yet schools have cut back on everything but test prep because test scores dominate the state ratings. In many schools, kindergarteners are doing math worksheets. This is not the way to build an educated society.
Fact check
Standardized tests are a poor indicator of educational quality because they measure just a narrow slice of student learning. Using the results to make high-stakes decisions means you get less reliable information because teachers feel pressure to boost scores by narrowing curriculum to what's on the test. Meanwhile, important learning is left out. Schools identified by low MCAS scores are inevitably lowincome, usually have many immigrant youth, and are poorly funded. What the state needs to do is provide real help, not punish schools for educating needy youth.
Myth
Test results offer teachers useful information on what parts of their curriculum are effective and where instruction needs to be strengthened.
Myth
Tests offer parents objective feedback on how their children are doing.
Myth
Before the MCAS graduation requirement, too many students, especially in our larger, poorer cities, received diplomas without having mastered baseline skills and knowledge.
Myth
If we didn't use MCAS, we'd have no way of assessing student learning or school quality.
Most teachers do not find standardized test results very useful, according to surveys. The tests do not help a teacher understand what to do next when working with a student because the scores do not indicate how the student learns or thinks or why a student may be having difficulty. The results also come back too late to offer any help to students. Good evaluation provides useful and timely information to teachers and students.
For reasons similar to why scores are not useful to teachers, they do not provide valuable feedback for parents. Good teacher observation, documentation of student work, and performance-based assessment, which involve evaluation of real learning tasks, are better for parents, teachers and students.
We have great schools in this state, but there's no question we also have some that must do better. But the results of MCAS are in: Whatever failures our system had before MCAS, they're still with us. Overall scores are up very slightly, and they've recently started to slide. Achievement gaps are mostly the same as before MCAS and are among the widest in the nation. High-stakes testing has only given us the comforting illusion that we've fixed the problem, but we haven't.
There are alternatives that promote more engaging, deeper learning, without the negative consequences of highstakes testing. The MA Consortium for Innovative Education Assessment is exploring alternatives to standardized tests and the test-based accountability system in seven districts. | web | https://www.citizensforpublicschools.org/wp-content/uploads/2019/04/Myth-FactCheck.pdf | 0.506666 | {
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Lesson: Experimenting with Art
5 th Grade
STANDARDS: California
6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
b. Develop a testable question.
c. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.
d. Identify the dependent and controlled variables in an investigation.
e. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.
f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.
g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.
h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.
i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.
2.0 Writing Strategies:
2.3 Write research reports about important ideas, issues, or events by using the following guidelines:
a. Frame questions that direct the investigation.
b. Establish a controlling idea or topic.
c. Develop the topic with simple facts, details, examples, and explanations.
Science: Writing Research Reports on Colors
Motivation: How many colors are there? How are all these colors produced? Discuss how humans see color and the different ways in which we make more colors out of red, yellow, and blue.
Group Activity: Watch Creating Color in My Studio in Painting with Elizabeth Murray. Ask students to pay attention to the ways in which Murray describes color. She doesn't just talk about hue – she also talks about texture, for example. Ask students to look around the room and identify different kinds of colors. Ask them to write short descriptions of these colors using the five senses to insert details.
Independent Activity: Ask students to come up with a testable question about making color. It may be about texture or hue. For example, what makes a color lighter? How thick can a color be before it changes into a new color? How can you tell whether two colors are the same or different? Tell students to design experiments to test their hypotheses. If time permits, allow students to create art using the colors they have mixed.
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This zine is about trigger warnings.
Learn more
TRIGGER WARNING.
Accept Deny
CONTENT WARNING.
Accept Deny
A warning at the start of a piece of writing, video, etc., letting the viewer or reader know that it contains potentially distressing material.
People may choose to still watch or read the media, or they may be turned away. It is necessary and polite to give people these options.
1 Censorship
5 MPAA ratings
11 Excuses
15 Staying informed
21 Mistakes
25 Content warnings
You will not see what is hidden, but you know what it is from context.
A warning is not usually needed because the graphic content is hidden.
You can see what is hidden, but only if you choose to.
A warning is needed so that people don’t have to see it if they don’t want to. They will also be more prepared if they do look.
There are different systems for rating and evaluating the maturity level of content all around the world.
In the U.S., we have MPAA (Movie Picture Association of America) ratings, and children under 17 must be accompanied by an adult to see anything rated R.
TV Ratings
TV-Y: all children
TV-Y7: older children
TV-Y7 FV: older children, fantasy violence
TV-G: general audience
TV-PG: parental guidance suggested
TV-14: parents strongly cautioned
TV-MA: mature audience only
Movie Ratings
G: general audiences
PG: parental guidance suggested
PG-13: parents strongly cautioned
R: restricted
NC-17: clearly adult
These symbols are ingrained in our society, but they are aimed at parents and children.
All ages need warnings.
Help us out—is this sensitive content?
Yup | Nope
Many people argue that trigger warnings will provide ‘excuses’ to not read/watch certain media, especially with students and classwork.
This argument shows that they place the media above the health and safety of other people.
Do you care about your students?
Yup
Nope
about 3.5% of adults in the U.S. have PTSD. By not letting them decide what they read or watch, you are forsaking their and others’ wellbeing.
Nobody chooses to have triggers.
They usually develop due to traumatic experiences.
It is not appropriate to ask about trauma or triggers.
It is better to plan for any possible triggers rather than specific ones people may have.
We live in a violent world.
The news will always contain horrible stories, which are made more horrible by sensationalist journalism.
For those who make an effort to stay informed, the news is unavoidable.
Many feel that they have to choose between awareness and safety.
Ignorant but mentally safe
Knowledgeable but mentally scarred
Social Media
@Person123
Sensitive Content
This photo contains sensitive content which some people may find offensive or disturbing.
See Photo
we won’t say what’s in the photo, but it can’t be *that* bad, right?
It’s probably something important. If you don’t click it, you’ll be uninformed.
Hey, this post may contain adult content, so we've hidden it from public view.
Learn more
Hey, this post may contain adult content, so we've hidden it from public view.
because adults can't be triggered too?
learn all about how everyone reported our edit for racist content. In response, we banned any hint of nudity but kept the racism.
AN EXPERIENCE WITH TWO TEACHERS
The first teacher said “this will be hard to watch.” He showed us a slideshow of graphic, gory pictures.
He did not tell us we could leave. Many people were crying.
When we asked him to include warnings, he said “this is my class, and I can teach how I want.”
The second showed a movie with similar graphic depictions of violence. It did not occur to him to warn us.
After, he asked what we thought. We asked him to include warnings next time.
This teacher apologized, asked if we were okay, and told us what the content included from then on.
In conversations, everyone can make mistakes.
On social media, what's important is apologizing.
In front of a classroom, and doing better in the future.
On December 17, 2018, our Community Guidelines will change and adult content will no longer be allowed.
Sometimes people use Content Warnings instead of trigger warnings.
Trigger warnings imply that the content is negative, which is usually true.
But sometimes warnings are used for positive or neutral content.
For example:
food,
eating,
spoilers,
flashing/strobing lights,
small holes,
water,
eyes,
etc.
The reasons for these warnings vary, but they are polite and easy to include.
These would need content warnings, not trigger warnings. The connotation of the warning impacts how the viewer absorbs the content.
If this had been a trigger warning, people might assume the spoiler is graphic in nature. Now they know it’s just a spoiler.
Food is a difficult subject sometimes. It should not be framed as something negative, but it could still have a negative impact on someone. Because you never know who your audience is, it’s best to let people decide if they want to see your post or not.
If you have been shown or told something distressing without your consent, you know how awful it feels.
We should be working together to prevent this from happening. Educating is the first step. Accountability is the second. Let people know how they can be more respectful.
There is much more to be said about this topic. But it all boils down to RESPECT.
If you respect people, let them know what you’ll be talking about. It’s as simple as that.
ARBOR
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Livonia Public Schools
Social Media Guidelines for Students
In the Livonia Public Schools, our Shared Vision puts forth that we want a school district where we "respect, value, empower and trust one another" and where we want students to be "persons of character who are contributing members of society and life-long learners." To that end, the District has developed a series of social media guidelines for students, designed to promote "positive digital citizenship" and help students better navigate the everchanging social media landscape. These guidelines are designed to empower our students, helping them leave a positive digital footprint and powerfully enable them to be prepared for "future education and career opportunities."
Be empowered. Share with us your ideas and talents. Amaze us, amaze the rest of the world.
Be respectful. Follow the school's code of conduct when writing online. It is acceptable to disagree with someone else's opinions; however, do it in a respectful way. What is inappropriate in the classroom is inappropriate online.
Be aware. Make smart choices and be cautious about what you post and always keep your safety and the safety of others in mind when posting. What you contribute leaves a digital footprint for all to see. Once something is online, it's out there and can sometimes be shared and spread in ways you never intended.
Be safe. Never give out personal information. Use good judgment. Regardless of your privacy settings, assume that all of the information you have shared is public information.
Be thoughtful. Not everything you think has to be posted to the world. Take the extra second to think if you really want to say this to the world, for all time. Is it something you'd be prepared to defend tomorrow, in the presence of the person you're saying it about?
Be kind. Life is too short for wasted anger. The written word has a permanence the spoken one may not. Do not let a moment of anger become a situation that lasts a lifetime.
Be reasonable. Tone and intent can be hard to understand sometimes in a written form. Take the extra moment to make sure that you understand what the other person meant, not just what they wrote.
Be authentic. Users should not take credit for things they didn't create themselves, or misrepresent themselves as an author or creator of something found online. Research conducted via the Internet should be appropriately cited, giving credit to the original author. It is a violation of copyright law to copy and paste other's thoughts. Additionally, pictures may also be protected under copyright laws. Verify you have permission to use the image or it is under Creative Commons attribution.
Be inquisitive. The landscape of social media is always changing. Stay ahead of the changing trends to make sure that these guidelines are a beginning, not an ending.
Be yourself. Genuinely represent yourself in public in a way that you will be proud of today, tomorrow, and every day down the road.
It matters…. Be a good digital citizen! | web | https://www.livoniapublicschools.org/site/handlers/filedownload.ashx?moduleinstanceid=10963&dataid=3085&FileName=Social_Media_Guidelines.pdf | 0.487477 | {
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ENGLISH
CLASS IV
answers of simple
in cursive way
*To introduce
Puzzles
*To write words
Model of a Clock related to Clock
proper context
*To show
sequences im
*To re- write the
Able to identify
Visuals on
many ,What are , Where
*To recite
question-answer activity to test
the story in right sequence
imaginatio
(Poem)
games in which cards
n curiosity, they become
Develops
Why, Have , Do
dry?
each other
information
1.Compound
*To recite the rhythm
words poem with
Flash cards on
speaking and
*To depict the writing
pronunciation
Language and pause
Able to be
Self Reliance
news in their use them
own words properly
read stories of some
I'd/He'd
October
Milkman's
*Children to
Able to read
Social Value----
9
Cow read the story
and
Dignity of labour
short passage
lingualism
*Children to
Able to talk narrate their
about various
*To write picture
Able to use
3 adverbs question-answer
4 articles –
activity to test
write the articles they would like
existence e. g. Knit
silent words of life
plant and identify different parts.
items
5.
.
compound , weekly watering
*To conduct items in
Interview with proper context
of books items in
proper context
hand
.
*To write down
Suffix
Panchantra and class library
children to
Able to
*At the end of each lesson, the learners understand and learn the use of suggested language items and new words in proper context.
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The Keeshond…A Smiling Touch of Dutch
By origin, it is a member of the spitz family of dogs and is related to the Norwegian Elkhound, The Chow Chow, the Finnish Spitz and the Pomeranian. The Spitz breed is characterized by a long, dense coat, erect, pointed ears and a tail that curls over the back. The Keeshond takes its name from "Kees" a dog owned by Cornelius de Gyzelaar (Kees
was the nickname for Cornelius). Gyzelaar was the leader of the Patriot Party in politically torn, 18 th century Holland. Because Kees was Gyzelaar's constant companion, the dog became the symbol of the Patriot Party. The Pug was the official dog of the ruling opposition - the House of Orange. This decree occurred in 1572 after one saved the live of Prince William at the battle for Hermingny. The Pug woke up the sleeping prince by barking just before the enemy attacked. After the House of Orange successfully quelled a revolt by the Patriot Party, most Dutch no longer were eager to be associated with the rebellion of the defeated Patriot Party. Fearing for their own well-being, they abandoned their Keeshonden. A few farmers and barge captains kept their dogs. Unfortunately , the breed's safe haven aboard the barges was short lived. With the development of larger vessels, larger breeds could be accommodated aboard them. Thus the Keeshond population further declined to the point of near extinction by the early 19 th century. The Keeshond finally enjoyed a revival in popularity in the 1920's at English shows were bred by J.D. van der Blom. Her dogs were the result of cross breeding between the Dutch Keeshonden and the German Wolfsspitze.
Among the characteristics that recommend the Keeshond is the sunny disposition that underlies their "smiling" expression, causing them to view everyone as their friend. Therefore, although they announce visitors by barking, they almost never are aggressive because they love to meet new people. Keeshonden are highly adaptable. They can live in almost any setting, but because they are compact, they adapt especially well to small spaces. While a daily walk of between 20 to 30 minutes is optimally desirable, the breed readily adjusts to the sedentary lifestyle of inactive owners. They are very intelligent and train very easily. Keeshonds require only a soft gentle correction due to their strong desire to please. Keeshonds live for their owner. They want to be wherever you are. They will follow you as you journey throughout the days routine. The Keeshond is appealing not only because of its "bred to be a companion" personality, but also because of its distinctive, elegant appearance. In particular, it has one of the plushest marked coats in all of dogdom. Colorwise, its coat is a mixture of cream, black and gray. The undercoat is pale gray or cream but never tawny (many wool spinners use this undercoat to spin wool for making soft clothing). The outer coat is tipped in black, creating an overall shaded effect. Its trademark "spectacles" are the result of markings and shadings around the eyes. A thick ruff at the neck, feathering on the front legs, trousers on the hind legs and a plumb like tail give the breed a sumptuous appearance. From a practical point of view, its long, straight, harsh outer coat and thick downy undercoat effectively insulate the breed from all weather conditions. Weekly grooming of a Keeshond's fur with a pin brush and slicker brush is required to maintain a healthy coat and continued sumptuous appearance.
Potential owners should consider the following:
-
o Are you willing to groom you Keeshond in order to keep shedding under control?
o Are you willing to train your Keeshond to control excessive barking?
These are the two primary reasons cited for abandonment by owners.
Unless barking is under control, a person who resides in an apartment complex definitely is not the right type of owner.
You must want to be a companion to your dog. When Keeshonds do not get enough attention, they're destructive like any lonesome dog.
Kenneling is not recommended. Keeshonds are house dogs that require touching and cuddling and social contact with their owners.
Keeshonds are bred solely to be a companion. Those who have neither the time nor inclination to make their dog an integral part of their lives should think twice before adding a Keeshond to their families. | web | http://pckcclub.com/about_keeshonds.pdf | 0.446266 | {
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Kansas Monarch Butterflies Face Uncertain Future
The monarch butterfly is one of our most familiar and engaging wildlife species. Monarchs bring movement and color to our home gardens, roadsides, and rural pastures as they flutter and glide on the Kansas breeze. They are also important contributors to the pollination of our native wildflowers and garden plants. However, the number of monarch butterflies across the central United States has decreased by more than eighty percent over the last twenty years, and if the current trend continues, these colorful prairie drifters could disappear in Kansas altogether.
Monarchs recognize and specifically choose milkweed plants on which to lay their eggs. Once the caterpillars have hatched, they feed on the leaves, ingesting the natural toxins present in milkweed. As caterpillars eat and mature, the toxins in their system build up to the point that many would-be predators looking for a meal bypass the adult butterfly, heeding their bright orange coloring that warns, "If you eat me, you will feel sick." In recent years, the amount of milkweed growing wild in Kansas has drastically decreased. This reduction results in fewer places to lay eggs, and thus fewer monarch caterpillars and adults.
A closely-related problem for monarch butterflies in Kansas is that the decrease in milkweed has gone hand-in-hand with an equally dramatic overall decline in native wildflowers. Flowering plants produce nectar, which is the adult monarchs' primary natural food source. Heavy reliance on herbicide use in agriculture has been cited by many researchers as a reason for the decline in both wildflowers and monarch numbers in recent years. Many commonly-used herbicides kill not only the weeds in farm fields, but drift over to neighboring wildflowers as well. Simply put, with fewer flowers, monarchs have less food.
One of the most fascinating traits of monarch butterflies is their long migration in the fall. The story actually begins in a forest in the mountains of south-central Mexico, where monarchs that successfully migrated last year spent the winter. When spring arrives, these aging survivors take to the air on faded, ragged wings and fly northward on the final voyage of their lives. As they arrive in northern Mexico and the southern U.S., the females lay eggs on milkweed plants and die shortly afterward. When these eggs hatch and the resulting caterpillars mature, an entirely new generation flies farther north and lays their own eggs. This process repeats throughout the late spring and summer until three to four successive generations have been produced, each farther north than the last. These northward-spreading monarchs live only about four weeks as adults.
The final generation of the year hatches and matures in southern Canada and the far northern reaches of the United States. This group, although identical to the previous generations, will live much longer – up to eight months. It is this generation, the "super generation", that migrates in the fall. Weighing about the same as a tissue, these delicate animals embark on an epic 3,000 mile journey, instinctively traveling to a place they have never been. Flying alone, they find their way south across the central plains, facing many hazards on their migration route. Although protected somewhat by their toxicity, predators kill monarchs as they work their way south. Many will be struck by cars and trucks. Others will be killed or injured by severe weather such as high wind and hail. All along the way, monarchs must still feed on the nectar produced by flowers, and as summer turns to fall, fewer and fewer flowers are in bloom.
Those individuals that do successfully find their way to the wintering grounds in Mexico rest and recuperate from their journey and wait for warmer weather. The trees in the wintering area often appear to be orange-colored from the huge numbers of monarchs roosting on their branches and trunks. When the next spring finally arrives, these old veterans begin their own final journey northward to lay eggs that will start the cycle all over again.
We can do our part here in Kansas to protect these unique and beautiful members of our wildlife community as they make their northward expansions and southbound migrations. Many different conservation practices can be used alone or together to help give monarch butterflies a fighting chance. Planting dedicated pollinator plots helps create concentrated food sources for monarchs and other beneficial pollinators. Adding recommended milkweed species into these plantings adds vital breeding habitat. Implementing conservation plans that reduce or eliminate herbicide usage protects stands of wildflowers. Managing native rangeland through prescribed burning and responsible grazing practices encourages native wildflower populations to increase and stay healthy throughout the growing season. Even the removal of invasive trees helps monarchs by adding more space for flowers to grow.
Butler County has now been included in a special monarch conservation program that offers enhanced cost share options for landowners and agricultural producers. To learn more about this program and its incentives, please contact the El Dorado NRCS office at [REDACTED_PHONE], or drop by 2503 Enterprise Ave. Suite B in El Dorado. | web | https://img1.wsimg.com/blobby/go/f6bef3b2-4e97-4c55-a54f-919056bce444/downloads/Monarch%20Butterflies%20Face%20Uncertain%20Future.pdf?ver=1655162555987 | 0.489724 | {
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Unit C - Lines in a Plane
Overview
In this unit we de-emphasize two column proofs and concentrate more heavily on diagram type problems and the notion that there are other ways to make a mathematical proof including verbal and paragraph arguments but the idea of a clear, logical argument with mathematical justification for each step remains constant. .
A major focus in this unit is on quadrilaterals. Properties of quadrilaterals are introduced through various discovery activities in order to build a quadrilateral tree and to be able to classify the special quadrilaterals. Parallelograms are explored in further detail as students learn about sufficient conditions for parallelograms. Coordinate plane geometry is incorporated frequently to bridge Algebra and Geometry concepts.
21st Century Capacities: Analyzing | web | https://www.madison.k12.ct.us/uploaded/Curriculum/stage-One/MS_HS_Math/units/Geometry_L2/Geo_L2_UC.pdf | 0.47232 | {
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GIREP 2008
INTERNATIONAL CONFERENCE
MPTL 13th Workshop
Physics Curriculum Design,
Development and Validation
Program and Book of Abstracts
August 18 - 22, 2008, Nicosia, Cyprus
Learning in Science Group
University of Cyprus
emphasize the development of scientific competencies such as structured problem solving. At GW we have developed a ‘thinking-skills’ curriculum that aims to develop higher-order cognitive processes in students, using a framework based on Marzano’s recently completed New Taxonomy of Educational Objectives. Based on a new taxonomy of physics problems being developed by Teodorescu et al. (TIPP: Taxonomy of Introductory Physics Problems) students experience the same physics concept with increasing cognitive complexity across the curricular units, such as reading quizzes, ConcepTests and numerical examples in class, cooperative group problem solving in recitation, lab activities and homework problem solving. This approach allows us to explicitly link physics problems and exercises to the higher-order thinking skills we want the students to develop, thus addressing the common student complaint that the various course elements, such as textbook readings, lecture materials, homework problems and lab exercises, appear disjointed and unrelated to each other. Our framework can easily be adapted to many curricular settings and can be continuously adjusted throughout the semester. We will present preliminary results on improving students’ thinking competence, their understanding of physics concepts and their problem-solving proficiency. We will also discuss the pattern of student problem solving behavior that we discovered.
**Building curricula - What to do and what not to do? Examples on electromagnetism from recent polish textbooks**
*Andrzej Karbowski, Grzegorz Karwasz*
*University Nicolaus Copernicus, Poland*
Recent changes in the scholastic system in Poland, i.e cutting the secondary upper school from 4 to 3 years, show how such “reforms” can influence in a non-desired way teaching CVs, in particularly in exact and sequential sciences like Physics. As far as the basis, i.e. Newton’s laws remained unchanged, the most dramatic cuts touched more advanced courses, like Electromagnetism. Some textbooks treat this subject in a very formal way, introducing vector algebra and integrals, other are much detailed in graphical explanations. In some books the whole magnetism is treated as a kind of “apparent phenomenon”, using Einstein’s special relativity theory and shrinkage of electrical charges in movement, with no mentioning magnets, electromagnets, Faraday’s induction law and so on. We will try to numerate “the minimum” notions – necessary steps which *can not* be removed if a secondary school CV on electromagnetism should remain a valid didactical unit. | web | http://dydaktyka.fizyka.umk.pl/Publikacje_2008/1_pozostale.pdf | 0.439509 | {
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Introduction to satellite data
Anu-Maija Sundström, Earth and Space Observation Centre, Finnish Meteorological Institute
Contact: [REDACTED_EMAIL]
Basic principle of a passive satellite measurement
- Passive satellite instruments measure reflected radiation at selected wavelengths
- The key is the “fingerprint” that different gases and aerosols leave on the measured radiation
- By selecting different wavelengths channels, different gases / aerosols can be observed.
**Satellite measurement**
GOME-2 main channel transmittance
**Satellite observations of atmospheric components**
**Level 1 data**
**Level 2 data**
**Retrieval algorithm**
Summary of dust related products from passive satellite instruments
**Level 1**
- **RGB**
- Sun glint
- Dust
- **Brightness temperature difference**
- **RGB dust composite**
**Level 2**
- **Absorbing aerosol index**
- **Aerosol optical depth**
- **Absorbing aerosol height**
Comparison of TROPOMI AAI and VIIRS AOD
7.6.2021
- Combining information from AOD and AAI can give more detailed view on the dust plume.
- AOD gives more detailed info on spatial variation of aerosol loading, also for places where dust is close to surface.
- AOD “misses” parts of the plume, also cloudy/partly cloudy scenes.
- AAI gives more complete view of the extent of the plume, also for cloudy/partly cloudy scenes, but does not directly indicate the amount of aerosols.
(images from NOAA Jstar mapper service)
• Passive satellite observations can:
• provide a global/large scale view on dust episodes and long range transport
• provide information on dust in a total atmospheric column
• be useful for “quicklooks” (Level 1 indexes), to get the first look on an episode
• be used to estimate dust plume characteristics on a large scale; e.g. aerosol loading, plume height
• Passive satellite observations can’t:
• give information about the surface concentrations (PMs)
• see below clouds
• Satellite observations are a good source of information, but often the best view of an episode is obtained when combined observations from several sources (in situ, model, satellite) | web | https://classroom.eumetsat.int/pluginfile.php/46090/mod_resource/content/2/satellites_dust_sundstrom_short.pdf | 0.478828 | {
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SERGEANT ROBERT RAMSAY
A recent article in EPG Gazette outlined some information about the opium wars in China during the 1840s and 1850s. There is a link to Western Australia’s pensioner guards in this matter.
Sergeant Ramsay, ex Royal Artillery, was a veteran of war service in many parts of the world before coming to Fremantle as a pensioner guard in 1851. He arrived on the Minden with his family. Initially an overseer of convict activities in and around Fremantle he later was in charge of the new asylum building with his wife Mary, the matron. Both retired in 1872. Their youngest child, Lucy married James Bell Junior the son of James Bell, a farmer at East Rockingham.
The elder Bell had arrived in 1845 on board HMS Driver, the first steamship to arrive in WA. Tired of the hard life on Driver, Bell deserted. Thus he became the first migrant in our state to arrive by steamship. The ship had been based at Hong Kong, the China Station for the British Eastern fleet, as part of the Opium Wars squadron. Driver had been ordered to New Zealand for the Maori Wars. Curious colonists both at Fremantle and Sydney flocked to see Driver when she arrived.
From the 1770s the East India Company claimed a monopoly over opium products in Bengal. They sold them throughout Asia and Europe as a medicine and recreational drug. Its use was illegal in China but company servants smuggled it to agents in exchange for silver that was used to buy tea for the British market. The opium trade paid for all of Britain’s tea purchases meaning they did not have to export bullion for it. European ships smuggled the opium in chests each weighing about 60 kilograms giving a gross profit of 1000 silver dollars per chest. The Chinese government insisted on payment in silver for their tea which otherwise would have been a drain on the British Treasury.
The Chinese forcibly resisted the opium trade which led to gunboat diplomacy. The first opium war began in 1840 when Britain sent a fleet of ships to force China to buy opium and open her ports to British shipping. In January 1841 East India Company ships and British gunboats destroyed a fleet of Chinese
war junks in Anson Bay. The value of the paddle warships, like Driver, was that steam power gave manoeuvrability and allowed them to operate in shallow waters and up rivers. Small boat raiding parties could be landed more easily. The first opium war lasted until September 1842. China was forced to settle and agreed to pay Britain an indemnity and to cede the barren island of Hong Kong. The latter was then turned into a fleet base that quickly grew as a major Asian trading centre.
The Ramsays' link was further extended when another of their daughters, Mary Jane married Richard Vincent, son of the Rottnest Island prison Superintendent, Henry Vincent. The Vincents had various roles in convict supervision particularly with road works development. Another daughter, Phoebe married Captain Thomas Shaw to raise a large family at Fremantle. Many of the daughters' descendants today live state wide. However, sons of Robert Ramsay and his wife travelled to the Eastern states where they settled and raised large families. This meant that the Ramsay surname from this line died out in WA. Ramsay and Vincent graves are located at Karrakatta Cemetery and Bells at East Rockingham Cemetery. The Eastern Ramsays are well aware of their lineage, however, and have already held some reunions, in recent years. The Bell descendants through Robert Ramsay also have had gatherings in recent years. Some western relatives from Robert and Mary Ramsay's daughters have been in contact with their 'othersider' cousins but more notable is the fact that a number of Australian Ramsays from Robert's lineage are still in contact with Ramsay descendants in both Scotland and Ireland. A book about the Ramsay history was written two years ago.
The Ramsays originally lived near Edinburgh and Robert's father William had gone to Ireland with troops to help put down the 1798 rebellion. Typically the British Government of the times did not want to pay their soldiers so gave them land grants in lieu of wages. The land granted to the Ramsays near Athlone is still occupied by the family. It was here that William Ramsay settled to raise a family but son Robert joined the army in 1825 to eventually come to Fremantle as a pensioner guard after he retired from the Royal Artillery in 1847.
Further information about the Ramsays can be found in Mr D. Barker's book about pensioner guards in Western Australia.
Mervyn Bell Regehr.
[Thank you Mervyn for this article which is a sequel from Ron Sutton’s article on the Opium War in the July issue] | web | https://enrolledpensionerforcewa.org.au/wp-content/uploads/2019/09/Robert-Ramsay-EPG_2008_-Vol_9_4_Oct.pdf | 0.494978 | {
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English translation from Malay
Shinzo Abe Prime Minister of Japan 1-6-1 Nagata-cho Chiyoda-ku Tokyo 100-8968 Japan
Sarawak, September 2017
Dear Mr. Prime Minister,
I am the headman of a Penan village called Long Jaik. We live in the deep rainforest of Borneo. I am turning to you because we have learnt that Japan is using timber from Sarawak for the construction of the New Olympic Stadium. We understand that the wood being used to construct the new Olympic Stadium in Tokyo is from a logging company called Shin Yang. We know this company very well because they have been operating on our lands without our consent and destroying our forests and the base of our livelihood and culture for almost two decades. We respectfully request you to consider our story and use your influence to stop the use of Shin Yang wood in Japan.
We, the Penan, have been living in the rainforests of Borneo for time immemorial, first as nomadic hunter-gatherers, now as settled communities. Our lives depend very much on a healthy environment and rainforests. The forests not only provide us with our livelihood needs, but also with our identity and social wellbeing, just as these ancestral lands have for our fathers and grandfathers and for their fathers and grandfathers.
Shin Yang has been logging very aggressively in the area of our village. When their tractors extract a log, they just bulldoze everything around, including our rattan, our fruit trees and our sago plants. When they extract a log, they just pull it out with no consideration for our trees and forest resources and no respect for our culture and rights. They destroy everything in the area where they log. They don't care. They just log and take whatever they want without giving us much in return.
Shin Yang has been logging our ancestral forests without our permission or consent. They have never asked us for our opinion or needs. Therefore, we have been fighting Shin Yang with blockades and also in court. But our court case is still ongoing. In the meantime, Shin Yang keeps logging our forests. They still want to take out as much as possible from our forests.
Dear Prime Minister of Japan, please, make sure Japan does not accept wood that Shin Yang has stolen from us. As long as Japan continues to accept this wood, Shin Yang will continue logging our forests and extracting logs daily. Our forests, our trees and our wood will be depleted and eventually exhausted. And our lives will become even more difficult.
Thank you very much.
In hope for your sympathy, Yours sincerely,
Matu Tugang Headman of Long Jaik Belaga, Sarawak | web | https://bmf.ch/upload/Long%20Jaik_letter_to_Japanese_PM.pdf | 0.495263 | {
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1. Activities don’t define you – it’s the opposite. Your participation and attitude define what your experience will be. We care more about the depth of one or two activities than the breadth of a dozen activities.
2. If I were to give 25 essays on the same topic to your best friend, could they pick yours?
3. Bring the teacher writing your recommendation a piece of work of which you’re particularly proud. It will help them write a better letter that doesn’t just read as a list of your accomplishments.
4. Instead of doing applications all at once in November or December, reserve 1-2 hours a week for the college process where you put all homework and other activities to the side and only focus on college. This will reduce the stress of your fall semester and allow you to work on the application with a fresh mind.
5. Don’t list! Listing all the types of music you like, or all of the hobbies you enjoy, in an essay often has the opposite effect from what you’re hoping: it actually tells us less about you than if you choose one thing and wrote about its significance in your life.
6. Challenge yourself but don’t overdo it. Getting all A’s in an easy curriculum won’t impress college admissions officers, but neither will low grades in classes that are too much for you to handle. If you want to be an English major, we’ll especially look at the rigor and grades in English and history. If you want to be an engineer, then we’ll do the same for your math and science classes. | web | http://westlakecounseling.weebly.com/uploads/2/7/7/5/27758565/app_advice.pdf | 0.517899 | {
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Figure 2.5: Mathematics Unit Standards, Essential Learning Standards, and Daily Learning Targets
Directions: (1) Write the state unit standards in the left column. If two or more parts of standards or full standards align to the same student-friendly essential learning standard, group them together in that same cell. (2) Write the essential learning standards for the unit in the center column using student-friendly language. (3) List the possible progression of daily learning targets for each essential standard using the lists your team generated for conceptual understanding and procedural knowledge and skills in the team protocol to unwrap and make sense of mathematics standards (see figure 2.4).
Unit:
Source: Adapted from Kanold, T. D., Kanold-McIntyre, J., Larson, M. R., Barnes, B., Schuhl, S., & Toncheff, M. (2018). Mathematics instruction and tasks in a PLC at Work. Bloomington, IN: Solution Tree Press; Kanold, T. D., Schuhl, S., Larson, M. R., Barnes, B., Kanold-McIntyre, J., & Toncheff, M. (2018). Mathematics assessment and intervention in a PLC at Work. Bloomington, IN: Solution Tree Press.
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Significant Date:
Statehood Era (1815-1860)
Registry Year: 1985 Erected Date: 1986
Marker Location
City: Convis Township
Address: 18935 15-1/2 Mile Road
State: MI ZipCode:
County: Calhoun
Township: Convis
Lat: [REDACTED_PHONE] / Long: -[REDACTED_PHONE]
Web URL:
Front - Title/Description
The Hawkins Farm
In 1836 the Hawkins family was among the first to settle Convis Township. Asahel Hawkins, who had emigrated from Vermont, began with eighty acres of government land and steadily increased his holdings until they reached 240 acres. After his death in 1881, his son Asahel Myron Hawkins, the first white baby born in Convis Township, took over the farmstead. He raised a variety of crops and livestock and held several civic offices, including township supervisor, clerk, highway commissioner and justice of the peace. His son Schubail Frank Hawkins ran the farm until 1933. In 1942 the farm was converted to turkey production, and in 1968 the fourth, fifth, and sixth generations of Asahel Hawkins's descendants opened a turkey restaurant on the farm.
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Genome 540 Discussion
January 11th, 2024 Clifford Rostomily
Logistical stuff
■ Come talk to me after class for a slack invite if you are not registered but plan on registering
■ When complete, email your homework to Phil and me
Agenda
■ Assignment 1
■ Assignment 2
■ Burrows Wheeler
■ C++ tips
Assignment #1
How do I look up the longest match?
■ .gff file
- Each row is a feature, each column is info about the feature (e.g. position, name, …)
- General Feature Format
- Similar to a .bed file but specified for sequences
■ Nucleotide BLAST
- Either intersect it with the position of your sequence using bed tools, or scroll to the correct position
- Link
- Enter sequence, select organism, and hit BLAST
How do I define match length?
■
- p14: AAAGGGGG (from seq2)
■ Three pointers to suffixes
- p10: ATAGGGGG (from seq1)
■ What is the match length, and to what sequence (above or below)?
- p11: ATCCCCC (from seq 2)
Small Example
Seq. 1:
Seq. 2:
Seq. 2:
Other questions on Assignment 1?
■ Read in two fasta files
- Also track base counts
- Track # non-alpha characters
■ Combine the 3 sequences and store suffixes as an array/vector
■ Implement and run the suffix array algorithm
- Forward of seq1, forward and reverse complement of seq2 = 3
- Returns a sorted list of pointers
- Track longest match length of each seq1 suffix to either the forward or reverse strand of seq2
■ Iterate through results
- Track the longest overall match
Burrows Wheeler
The Burrows Wheeler Transform
■ Used originally for compression
■ The Bowtie aligner uses it for compression and indexing
Bowtie
Assignment #2
Part 1 - Write a program
■ The program should:
- Determine the frequencies of the nucleotides and dinucleotides (based on the forward strand) and the length of the sequence
- Read in a fasta file
- Generate 3 sequences of the same length as the input file using:
■ nucleotide frequency (order 0-Markov)
■ the length (equal frequency assumption)
■ dinucleotide frequency (order 1-Markov)
- Save these sequences as fasta files
Part 2 - Simulate Sequences
■ Using your program simulate 3 sequences from the mouse genomic region in HW1 using:
- An order-0 Markov model
- An equal frequency assumption
- An order-1 Markov model
■
Output sequences should be the same length as the
■ Store the sequences as fasta files
input
Part 3 - Run your HW1 on those seqs.
■ Run your program from HW1 on each of those sequences
- Sequence 2 should be your simulated sequence
- Sequence 1 should always be the 10Mb mouse region from HW1,
C++ tips
Random numbers using rand()
* rand() is the base random number generator
* It can be bounded using the modulus operation (%)
* It generates numbers from 0 to RAND_MAX
* The standard <random> library was added in C++11 to offer other generators with better randomness
* A seed can be set with srand
Random numbers using <random>
* If using random_device be sure to #include <random>
* <random> offers a number of random number generator functions with different speed/randomness tradeoffs
See you next week!
■ HW1 due this Sunday, 11:59pm
■ Please have your name in the filename of your homework assignment | web | http://bozeman.genome.washington.edu/compbio/mbt599_2024/discussions/discussion3.pdf | 0.479072 | {
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Our Energy Future
Produced by Dr Chris Brierley. Supporting Information at http://bit.ly/2bCp3qB
The world is changing; both politically and physically, with climate change. So Britain must change to maintain its position. We must increase our energy security and stop relying on fossil fuels.
National picture
UK legislation commits us to each reducing our CO2 emissions by 60% by 2030. Switching to low carbon electricity is one of the cheapest ways to do this. The UK is phasing out its ageing power plants (mainly coal and nuclear).
Their replacements must be low carbon, with a large expansion of renewable and maybe carbon capture and storage (CCS). Onshore wind power is currently the cheapest low carbon energy by far.
What can we do to help?
A local company has a planning application to add an identical wind turbine next to its current one in Heath & Reach. The current turbine generates electricity for the community, as well as over £16,000 in rates for our council. All its electricity is used by us. It covers 4% of the constant demand in the Leighton-Buzzard area. Onshore wind energy is relatively cheap; and it would be a local company investing in the local area, rather than foreign investors taking any profits abroad. Please support this action, by completing the letter overleaf and posting to the planning officer.
Wind turbines can affect TV signals. If you have problems with your reception, please contact Arnold White Estates on 01525 217400. They have already fixed signal problems for 140 houses in Heath & Reach, including on Christmas day.
Central Bedfordshire Council, Monks Walk, Chicksands, Shefford, SG17 5TQ Email: [REDACTED_EMAIL]
FAO: Planning Department
Reference CB/16/01389/FULL
Date: _ _ / _ _ / _ _
Dear Sir/ Madam,
I am writing to express my support for an additional wind turbine to be installed with the existing one in Heath & Reach. My reason is that …
Yours sincerely,
Printed Name:
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Dear Sir,
The Backbench Business Debate on International Human Rights Day provides an important opportunity to assess the human rights climate in this country and beyond. As the Jewish voice for human rights, René Cassin adds a unique narrative to this discussion.
On the 10th December 1948 the United Nations General Assembly adopted the Universal Declaration of Human Rights (UDHR). Written by Monsieur René Cassin, our namesake, and Eleanor Roosevelt among others, it set out to serve as a common standard of achievements for all peoples of all nations. International human rights law was Europe's civilised nations' response to the horror of the Holocaust. Monsieur René Cassin was a French Jewish lawyer motivated by what he had experienced in the first half of the twentieth century. He was honoured with the Nobel Peace Prize in 1968.
René Cassin's work within the Jewish community points to the fact that human rights issues strike at the heart of both our specifically Jewish and our universal sensibilities. Our Jewish experience leads members of the Jewish community to:
- Join the call of many others in asking the government to uphold the Human Rights Act;
- Introduce a time limit to the national shame that is the indefinite detention of asylum seekers;
- Fight against the last acceptable form of racism in the UK: discrimination of Gypsy, Traveller and Roma communities.
On the day that Monsieur René Cassin won the Nobel Peace Prize he wrote "Now that we possess an instrument capable of lifting or easing the burden of oppression and injustice in the world, we must learn to use it". 1
Human rights at their best are tools that can give a voice to the voiceless, power to the powerless and hope to the hopeless. Now more than ever it is vital that we learn how to use, promote and protect them.
Yours sincerely,
Sam Grant
Campaigns Manager René Cassin
1 Cassin, How the Charter on Human Rights Was Born., p. 6 (January, 1968) 4-6. | web | http://www.renecassin.org/wp-content/uploads/2015/12/20150107-Backbench-Human-Rights-Debate-General.pdf | 0.425157 | {
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World Digest
News
Solar-powered boat crosses the Atlantic
CanWest News Service
170 words 9 May 2007
Edmonton Journal
Final
A4
English
Copyright © 2007 Edmonton Journal
BASEL, Switzerland
BASEL, Switzerland - A Swiss-built solar-powered vessel arrived in New York City on Tuesday on what the group behind the project said was the first sun-powered voyage across the Atlantic.
Dubbed "sun21," the catamaran reached North Cove Marina after a journey of six months and some 13,000 kilometres from Chipiona, Spain, to the Caribbean island Martinique and then along the U.S. East Coast to New York, the Switzerland-based group transatlantic21 said in a statement.
The organization said the 14 metre-boat produced 2,000 kilowatt hours of solar energy during its voyage thanks to a roof of photovoltaic panels mounted above the twin-hulled design.
The solar energy was used to power the boat's electric motors and any surplus was stored in batteries, allowing it to travel at a constant speed of five to six knots (10 to 12 kilometres an hour) day or night, the group's website said.
Document EDJR000020070509e359000c2 | web | http://www.transatlantic21.org/fileadmin/user_upload/transatlantic/Medien/medienspiegel_ab090507/Edmonton_Journal_090507.pdf | 0.437583 | {
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Biomass Wood Ash Reuse
The ash produced from biomass boilers is high is potash which makes the ash valuable as a top dressing by farmers or as a component of composts by horticulturalists and keen gardeners.
What to do with the Ash in the Garden
The quality and composition of ash will often increase with a change in feedstock moisture level or the presence of higher bark content.
Wood ash from biomass boilers is a great soil improver. When used sparingly on the garden or compost heap it is great for a little extra nourishment. As a rule of thumb add 1 cup of fine powdery wood ash for every 4.2 m3 of compost/organic potting mix.
It is particularly effective to aid tomato growth since they enjoy a slightly alkaline pH. Here's how: before planting, pour ¼ cup of wood ashes in the hole where you will plant the tomatoes and plant as normal. If you have already planted the tomatoes (without adding ash first), sprinkle ¼ cup of ashes around the base of each plant and gently work into the soil with a garden rake.
Do keep in mind that wood ashes raise the soil's level of alkalinity so avoid using wood ash around acidloving plants, including: potatoes, hydrangeas, rhododendrons, azaleas, tulips, and junipers. Always rinse hands and gardening tools thoroughly after handling wood ashes.
Other compounds in wood ash are naturally repellent to slugs and snails, making ash a great tool for keeping your garden pest-free. This can be done by spreading ashes evenly around the edges of garden rows.
Where Ash Cannont be used as Fertiliser
While it is not the wish of the Council, in situations where you cannot dispose of your biomass boiler ash as a fertiliser, or has other contaminants which make it unsuitable, it is possible to dispose of it as landfill waste.
In cases where a large boiler is fitted with flue gas cleaning equipment and the fly ash is collected separately, the ash may have to be classed as special waste due to concentration of any heavy metal in the fly ash exceeding a threshold value. At the moment there is not any regulation in the UK to stipulate that bottom ash and fly ash must be separated.
Telephone: 0300 456 0100 Textphone: 01225 712500 Web: www.wiltshire.gov.uk | web | https://www.wiltshire.gov.uk/media/250/Biomass-wood-ash-reuse-information/pdf/Biomass-wood-ash-reuse-ge.pdf?m=637084795638070000 | 0.492555 | {
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Interview Questions
Begin by introducing yourself.
QUESTIONS:
1. What is your full name?
2. Where do you live (currently)?
3. When and where were you born?
4. When did you come here?
5. Why did you come?
6. Did you have friends or relatives living here?
7. How did you get here (mode of transportation)?
8. Who did you come with?
9. Were you afraid?
10. Did you want to come?
11. Did all your family eventually come here?
12. What was your family like?
13. What was the occupation of your parents and family members?
14. What was your childhood like?
15. What was school like for you?
16. Did you speak English?
17. Did your family share with other families (food, celebrations, neighborhood duties)?
18. What was your first impression upon arriving in your new home?
19. What did you think of the climate (weather)?
20. What did you think of the people?
21. What you arrived, what kind of work did you find?
22. How did others treat you?
23. What was your neighborhood like?
24. How would you describe your life here?
25. What holidays do you celebrate and how?
** All questions are negotiable. You can personalize them according to what you'd like to know or what your interviewee would like to talk about. | web | http://brasscitylife.org/resources/Interview_Questions_doc.pdf | 0.421392 | {
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Alfred Keuhne, RBC Cleanup
2015 EM Accomplishments
Date: June 2, 2015
Location: Alfred Kuehne Blvd
Watershed: Etobicoke Creek
Region: Peel
Municipality: Brampton
Partners: TRCA, Living City
Foundation, Region of Peel, RBC
Employees
A large and energetic group of Royal Bank Employees came out to participate in a clean up event along Etobicoke Creek just north of Alfred Kuehne Blvd. This is a newly restored area where a straightened concrete lined channel has been removed and redesigned to a natural meander using native plant material and aggregate. The area has also been enhanced with wetland ponds and features to provide habitat for local wildlife. This area is impacted by littering and illegal dumping. RBC employees pitched in to remove trash and debris along the banks of the creek and surrounding naturalized areas. Some of the items included; shopping carts, a vehicle bumper, soccer balls, parts of sinks and toilets and of course plastic water bottles and food wrappers. This type of stewardship activity helps remove contaminants, improves the overall health and function of the watershed and provides participants with a greater appreciation and understanding of natural spaces within urbanized environments.
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LGBTQ+
*Please note that this discussion is based on the book, How to Talk to Your Muslim Child about topics in the Ontario Ministry of Education's Health Education Curriculum 2015. Each section of the book is tailored to some of the discussions a certain age group may engage in, in public school. Each maktab is responsible for when and if to bring these discussions to their students. This article is ideal for 7th Grade and up.
Allah is our Creator and knows what is best for us. Allah created men and women differently, and He wants everyone to grow up to find love, support, and happiness with another person. Men and women get married and as a result, they have children. Having children through marriage is a way of creating a strong and stable society.
You may notice that there are some families that have two moms or two dads instead of one mom and one dad. Although we are commanded to treat everyone with kindness, dignity, and respect, we also understand this type of relationship is displeasing to Allah. Allah wants us to marry someone from the opposite gender, not the same gender. This means, men can only marry women, and women can only marry men. We learn these teachings from the Quran and the Sunnah of the Prophet Muhammad SAW. We obey Allah, because He knows what is best for us and because we love Him.
Therefore, a man cannot fall in love with a man, nor can a woman fall in love with a woman. This is known as homosexuality and in Islam it is considered Haraam (forbidden). In fact, it is considered a sin in all monotheistic (worshiping one God) religions. People in the past, such as the people of Prophet Lut AS used to practice homosexuality and were punished for doing so. If inappropriate thoughts about the same gender ever enter our mind, we should ask Allah to purify our thoughts and save us from sin. We should immediately divert our attention to something else, and seek protection with Allah from Shaytan. As long as we don't act upon and entertain the thoughts, there will be no blame.
Additionally, Allah our Creator knows best what gender He determined for us. Allah does not make mistakes and therefore, if Allah created a female, they are not and cannot be a male, and if Allah created a male, they are not and cannot be a female. If you are a man, your gender identity is male, and if you are a woman, your gender identity is female. This is how Allah created us and how He wants us to remain. In Islam, we are not allowed to identify as or dress like the opposite gender. As citizens of this country we have the right to express our religious beliefs in the best manner possible.
If someone does not follow Islam or goes against these rules, we can still be kind to them and treat them with respect. However, we should present our beliefs clearly of following our Creator while avoiding fights and not belittling anyone. This is because as Muslims, we dislike the sin but not the sinner. We want everyone to understand the truth, which is Islam.
May Allah allow us to always be pleased with His commandments. Ameen!
References: How to talk to your Muslim child about topics in the Ontario Ministry's Health Education Curriculum
What is the status of homosexuality in Islam, and How Should One Cope with it - IslamQA
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Student Brag Sheet
Your answers will assist your school counselor and/or teachers in writing your college recommendation.
Name:
1. What is your mother’s name and occupation?
2. What is your father’s name and occupation?
3. Who do you live with?
Mother Father
Both Parents
Other
4. Birthplace?
5. Do you have siblings?
Yes
No
6. Please enter the names, ages, and year in HS or college of your siblings
7. Please give 3 adjectives you feel describe yourself and tell a story that illustrates how you have shown that trait in school, home or in the community.
Adjective #1:
Explanation/Story:
Adjective #2:
Explanation/Story:
Adjective #3:
8. What is your potential major in college? Why are you interested in this major? What about it fascinates you?
9. What are your strong points and why? (Personal traits, academic talents, artistic talents, athletic talents, or special accomplishments)
10. Have there been changes (positive or negative) or a particular situation that has occurred in your high school career that you feel has affected you, your grades, or your participation in school? (Example: personal illness, family illness, divorce, summer experience, etc)
11. Complete this statement as clearly and directly as you can, "I am especially proud of " You need to be specific, tell why, and the importance this has had in your life.
14. Tell about a time you were motivated by either curiosity, intellectual curiosity, or a desire for improvement.
12. What do you feel sets you apart from your peers? Explain in detail.
13. Do you consider yourself a leader? If so, describe how you have demonstrated leadership ability in your school, work or community.
15. Tell how you have demonstrated resiliency and resourcefulness in the face of transition or uncertainty.
16. Tell about a time you demonstrated integrity and moral courage.
17. How would SHS be less vibrant without your contributions? What do you feel has been your greatest contribution to your school or community?
18. Who has been the most influential in your life and why?
19. What are the best memories of high school?
20. What has been the most difficult situation you have had to face and how did you handle it? Is there anything you would change about the way you handled it?
21. Have you worked while in high school or during the summer? Where did you work and for how many hours? What skills did you learn at this job? What life lessons did you learn from this job?
22. What is important to you? What do you like to do more than anything else? What is your passion? Tell about a memorable experience you’ve had while pursuing your passion/
23. What courses have you enjoyed the most? Why?
24. Out of all the activities you were involved in, which has been the most satisfying to you? Why? | web | https://resources.finalsite.net/images/v1638540557/springbranchisdcom/kgfskgfvi8cvebzjk308/StudentBragSheet2022-23.pdf | 0.47316 | {
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Science / STEM
Inspired by the Questioneers books, we will be investigating in lots of different ways. Our main focus will be on materials.
2022 Year 1 Curriculum Newsletter—Terms 3 and 4
Art
In Spring 2 we will study portraits and colour.
Maths - Problem solving using:
What makes a good leader?
English
Using London based books, we will be reading and writing in both narrative
History and Geography
-London
-The 4 countries of the UK
DT
and non-fiction styles. Our focus will be on including capital letters and full stops, adjectives and the conjunction 'and'.
Investigating buildings, beginning with the London Landmarks and moving on to homes and bridges. We will then learn how to design and construct our own.
Music
PE – Dance and Games Our PE day is Thursday
* Composing with instruments
* Singing
- Numbers to 20 - Capacity
- Time - counting in 2s, 5s, 10s
- Fractions (1/2 and 1/4) - Shape
- The Queen
- The Royal Family
Computing
The children will begin to learn to code by programming Beebots and debugging when things go wrong.
RE – Islam
What do Muslims learn about Allah and their faith through the Qur'an?
What celebrations are important to Muslims? | web | http://www.potterhanworth.lincs.sch.uk/wp-content/uploads/2022/01/YEAR-1-Term-3-and-4-2022-Curriculum-Newsletter.pdf | 0.430064 | {
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Key Stage 3 – Transport Worksheet
Brain teaser #1- Catching the bus
Every morning when Andy, Brenda, and Cory line up at the bus stop, they can choose between two buses - one pink Metro bus and one blue Ulsterbus.
1. Whenever Andy takes the pink Metro bus, Brenda and Cory take the same bus as each other.
2. If Brenda takes the pink Metro bus, Andy and Cory take different buses from each other.
3. If Cory takes the blue Ulsterbus, Andy takes the same bus as Brenda.
Which of the three pupils always takes the same bus? What colour is it?
Help Patrick find his way through the maze to school.
Brain Teaser #2 – Missing bus pass.
Jimmy can't remember where he left his bus pass - in a drawer, in his homework diary, in his blazer pocket, or in his locker. If only one of the following sentences is true, where is Jimmy's bus pass?
1. The bus pass is in a drawer
2. The bus pass is in his homework diary or in his locker
3. The bus pass is in a drawer or in his blazer pocket
4. The bus pass is not in his homework diary
Design a #Smartmovers board game.
Design a board game based on sustainable transport. You will need some paper and pens/colouring pencils and perhaps dice to complete this task. Think about what is good about transport and might give a player a bonus, and what is bad and might lose you points or places. For example –
Good: 'You cycle to school – move on 5 places'
Bad: 'You sleep in and have to take a lift to school – fall back 3 places'
Maybe working in pairs or small groups will help you come up with a design and ideas. Below are some tokens/counter pieces you can cut out and use if you wish. Have fun!
Can you solve these anagrams and make a sentence about sustainable transport using the answers?
1. chalking owl soot
2. inventor men
3. thoroughly food ear
4. uncoiled troupe
5. joiners cat con | web | https://trn-prd-cdn-01.azureedge.net/mediacontainer/medialibraries/translink/translinkmedia/getonboard/eco-schools/activities/ks3-setb.pdf | 0.498749 | {
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Slug: Ask the Master Gardener
Date: June 27, 2004
Contact: WSU/Skagit County Cooperative Extension: 428-4270
Here are some common problems we can all have growing tomatoes. Some are caused by insects and some are caused by weather and most are caused by us.
Catfacing – this is a deformity of the fruit caused by cold injury to your tomato flower buds. The tomatoes are edible and later fruit should be fine. Try to wait until all danger of frost is gone before planting your tomatoes out.
If you have blossoms and no fruit, it could be either too much nitrogen in your soil or the nights are too cold. Flowers drop off if the nights are colder than 55 degrees F or even if the day temperature goes higher than 90 degrees F. If the weather is not the cause, hold off on the fertilizer for a while and see if you start getting more fruit. As to the weather – it will change and you will get new blossoms.
Blossom-End Rot – this is caused by a lack of calcium which is related to uneven soil moisture. You can use a bit of powdered milk in your tomato watering but you should water evenly and deeply and remember that tomato plants in pots dry out faster and need more frequent watering. Mulching will also help retain the moisture.
Tomato Hornworm – with these critters you will find deep holes chewed in the tomatoes and you may find caterpillars – handpick these ugly critters off the plants and do that daily. Bt works on the caterpillars. Undamaged parts of the tomato are edible. The hornworm is rarely found in Western Washington.
Sunscald – leathery type patches on the side of the tomatoes facing or exposed to the sun. To prevent this don't take off the leaves that shade the tomatoes and add a bit of nitrogen to your soil to promote leaf growth. The undamaged parts of the tomato can be eaten safely.
Cracked fruit – cracks in fruit around stem, especially in cherry sized tomatoes. Most of this can be prevented by picking the fruit when it ripens and by even, deep watering.
Happy gardening!
As you can see, prevention is a big part of growing good healthy tomatoes. Even watering, mulching, correct fertilizer. Pick when ripe, and most of all pay attention to what is happening in your garden. If you can catch the problem before it takes over you can correct the problem a lot easier.
The information provided in this newsrelease is for education purposes only. Reference to commercial products or trade names is made with the understanding that no discrimination is intended and no endorsement by Cooperative Extension is implied. Cooperative Extension programs and employment are available to all without discrimination.
This column is written by Washington State University/Skagit County certified Master Gardeners. Questions may be submitted to WSU/Skagit County Cooperative Extension, 306 S. First, Mount Vernon, WA [REDACTED_PHONE]. | web | https://s3.wp.wsu.edu/uploads/sites/2073/2014/03/06-27-04-Common-Tomato-Plant-Problems.pdf | 0.44547 | {
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During the catastrophic siege of Sarajevo – launched 20 years ago this week – New York architect Lebbeus Woods risked his life to enter the blockaded city and, armed with his provocative renderings of jagged, deformed appendages crawling out of damaged buildings, stood on the steps of the burned-out Olympic Museum, fully exposed to Serbian snipers and artillery gunners.
"I am an architect, a constructor of worlds, a sensualist who worships the flesh, the melody, a silhouette against the darkening sky," he declared, holding his "scab architecture" up to the gathered crowd, knowing that Bosnians were being systematically cut down and that a strategy of urbanicide had begun. The National Library of 1896 had also succumbed to mortar attack, burning for two days and turning more than one million books to ash. Woods remained, like the local architects who surrounded him, unfazed. "Tomorrow," he said, "we begin together the construction of a city."
Rochon, Lisa. "Architect offers hope amid the globeʼs ruin and rubble", The Globe and Mail, April 6, 2012
Two decades later, Woodsʼs exhilarating manifesto and his portfolio of War and Architecture drawings, published by Princeton Architectural Press, still matter. Back then, I was the editor of an architecture-and-design magazine called Insite when I published the colour renderings on our cover. They presented distorted growths crawling like parasites up and over scarred buildings. Even while the apartments and civic institutions of Sarajevo crushed people living inside, the drawings affirmed architecture as a powerful agent of collective memory and vessel of consciousness.
They suggested, too, a form of healing, by applying – like a poultice – new interventions to old structures, a principle of rebuilding that applies to cities devastated by war or natural disaster as much as it does for cities in China, Brazil or India (and, yes, Canada, too) undergoing rapid urbanization. Importantly, as historic buildings continue to come down all around us, including mid-century classics of modernism, Woods has placed his faith in a sensitive, aesthetic collage of historic and new.
Depending on who is doing the parsing, his advice is either embraced or rejected. After being crippled by a 1995 earthquake, Kobe, Japan preferred a sterilized version of urbanity, replacing a tight, historic grid and intimate back lanes with suburban-scaled roads to allow fire trucks to move swiftly to residents in the case of another disaster. Though we know that a plasticized remake of neighbourhoods saps citizens of a collective memory, the Meiji-style wooden housing in Kobe was knocked down rather than repaired, then replaced with aluminum-clad prefab houses. Faced with displacement and disoriented by the loss of their traditional homes, the elderly suffered dramatically increased rates of suicide.
Since the 1960s, practitioners and philosophers have seriously questioned the broad assumptions of sterilized urban forms. French critic Roland Barthes asserted that the city speaks to its inhabitants and that they speak back. But letʼs face it: All too often, city-building is about brutal, unfettered demolition – even after a natural or man-made disaster.
After suffering a massive earthquake in 1963, ancient Skopje, Macedonia, organized a worldwide competition to rethink its historic centre, with substantial backing from the International Union of Architects and the United Nations. Some of the cityʼs cultural monuments were preserved, but the winning architect, Japanese modernist Kenzo Tange, launched an assault on the finely grained city, imposing high-rise towers conceived as "city walls" on low-scale residential neighbourhoods – despite strong opposition from the local population.
"Such people," it was reported, "could be re-educated to accept high-rise and medium-rise living." Much of Tangeʼs linear city was built, although a local team
Rochon, Lisa. "Architect offers hope amid the globeʼs ruin and rubble", The Globe and Mail, April 6, 2012
of architects managed, fortunately, to protect some of the cityʼs riverside marketplace districts.
In Cologne, Germany, tragically flattened during the Second World War, a different kind of reconstruction has taken place. Postwar, its intimate medieval street pattern was rebuilt while urban motorways around the edge of the city were constructed.
And at the city centre, rising from the bombed ruins of the once-magnificent gothic St. Columba church, a jewel of sensitive, life-affirming reconstruction has been accomplished. In order to house its collection of art spanning a millennium, the Roman Catholic Archdiocese organized a design competition, and in 2003 ultimately awarded the commission for an art museum to the acclaimed Swiss architect Peter Zumthor, a master of sensory, carefully crafted buildings.
As if weaving a tapestry of time, Zumthor created new volumes of exhibition spaces and courtyards by building walls of soft-grey brick, perforated to allow shards of light into the interiors while preserving the half-destroyed walls of the Gothic church, as well as fragments dating back to the medieval period. In different hands, without patience or equanimity, the holy Columba might have been simply reduced to rubble. "There is no difference between old art and new art," Zumthor quietly pronounced at the Kolumba Diocesan Museumʼs opening in 2010. "Only, I suppose, between good art and bad."
In recent years, Woods has clarified that his War and Architecture drawings, provoked not only by Sarajevo but also the crippled cities of Baghdad, Kabul and Tripoli, were never intended to rob local architects of managing the necessary rebuilding. Occasionally, Woodsʼs disturbed, parasitical forms have been misread as aestheticizing violence. To me, they contribute importantly to an ongoing and still-unfinished story about how to rebuild the postwar city.
This summer, in Chengdu, China – one of those megacities undergoing constant waves of demolition and rebuilding – Woods shifts from paper to practice. His Light Pavilion – a forest of illuminated steel columns encased within polycarbonate sleeves – is carved within the volume of an office tower by American Steven Holl Architects, giving the building an open, beating heart.
As the world remembers the siege of Sarajevo, I canʼt help but think of the way architecture pumps blood to citizens. It shelters and, yes, it also destroys. But, its reconstruction, when sensitively accomplished, nearly always helps resuscitate the human spirit. That's something to count on when the bombs and wreckersʼ balls come crashing down. | web | http://images.friedmanbenda.com/www_friedmanbenda_com/Lebbeus_Woods_the_globe_and_mail_2012.pdf | 0.423509 | {
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What spelling changes occur in the noun when a pronominal suffix is attached?
♦ While feminine plural nouns remain unchanged with the addition of a pronominal suffix, masculine plural nouns drop the plural ending when a pronominal suffix is attached. The noun’s plural status remains observable because the Type 2 suffix is used.
♦ Feminine singular nouns ending in הָא drop this ending before a pronominal suffix is added. The הָא is replaced by a הַ, which you can see in the examples below.
| Singular Noun | With Suffix |
|---------------|-------------|
| נִבְרָה | נִבְרָהִי |
| עֲלָה | עֲלָהִי |
| צֶרֶךָ | צֶרֶךָּי |
| עֵץֶה | עֵץֶהִי |
♦ Many singular monosyllabic nouns add a Yod before the pronominal suffix. You will still be able to distinguish Type 1 and Type 2 Suffixes on these monosyllabic nouns because only Type 1 Suffixes will have Hireq Yod.
♦ There are other spelling changes that occur in the noun, as you observed in the examples above. While some of these changes are irregular, the rules governing many of them were presented in chapter 4. Briefly reviewing 4.8 will be beneficial for you. | web | http://hebrew.billmounce.com/chpt09/faq/09_a.pdf | 0.433116 | {
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Newsletter February,2017.
Thought Provoking:
"Never help a child with a task at which he feels he can succeed.
Dr. Maria Montessori
Dear parents,
A glorious spring is about to commence.We wish you all a very fruitful learning season for students.
Montessori Material
EPL:
Art
- Dusting.
- Moping.
- Watering plants.
Sensorial:
- Geometrical Cabinet. Drawer no1 , 2 and 3.
- Constructive triangles.(hexagonal box small and big)
Language:
- Vocabulary basket.
- Sound basket.
- Moveable alphabets.(phonetic words)
- Sand paper letters.(Capital letters)
Culture:
- Flash cards of parts of a plant , profession , transport. (land , sea and air )
Math:
- Calendar presentation.
- Teen board.
- Ten board.
- Counter and cards.
- Memory game.
- Cutting.
- Finger painting.
- Sponge painting.
General Knowledge
- Parts of a plant and a tree.
- Things around us.(in the classroom)
Islamic integration
- How to save nature?
- Respect of elders , friends and teachers.
Concepts
- big , small
- day , night..
- hot , cold.
Senior Level I
Syllabus to be covered
English:
- Revision of sounds a-z.
- Phonetic words. (three letter word )
- Capital letters A-Z.
- Beginning and middle sound.
English Readers:
- Colour spellings: Purple and brown.
- Eeman reading series book 4 , 5. (Focus on sight reading only).
Math:
- Oral counting 1-100.
- Backward counting 20-1.
- Forward counting till 100.
- What comes after and between from 1-30.
- Number spelling: 3=three, 4=four.
- Shapes: rhombus, pentagon, hexagon.
اردو
رحوف یجہت ےیھکل ۔ ' ا ےس ے ' تک ےیھکل ۔ وصمںیت ےیھکل۔ ا ، و ، ی ، ے / یتنگ دنہوسں می ں : لکھیے۱ تا ۷ دی ے ےئگ رحوف اک درایمین رحف ےیھکل ۔ / دی ے ےئگ رحوف اک االگ رحف ۔ےیھکل اخیل ہگج رپ رکںی ۔ ا ےس ے کت۔ / رحوف وک حیحص وصتری ںو سےملائیے ۔ زبسویں ےک انم یک اچہپن ۔ ،ایپز ، امٹرٹ ،آول ،اگرج،وگیھب رمچ ۔
اردو رڈیر ۔ لیھک ولھکےن ۔ :ہفص ربمن ۲۱ تا۳۰ | web | http://hirafoundation.com/download/2017/02/newsletter-february-2017.-SLI.pdf | 0.422089 | {
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ADVENTURER LEVEL JOURNEY
Mt Victoria to Blackheath Station
Saturday 10 th April to Monday 12 th April 2010
Hannah Stainlay
st
1 Bangor Scout Troop
The Green Level Journey required me to plan and undertake a hike of at least 30 km with at least four other Scouts into unfamiliar terrain requiring two nights out-of-doors using lightweight equipment and carrying food. As the Journey Leader, this involved a huge amount of preparation. Before I left on the big adventure some of the things I had to do were: find a journey advisor to help me organise the journey and make sure I was competent to lead it, decide on a suitable route, invite four Scouts that I thought would be capable of undertaking the journey and meet with them to prepare them for the journey, keep a detailed log of everything I did, plan a menu and purchase the food items, complete paperwork such as A1 parts 1, 2 and 3 and National Parks and Wildlife (NPWS) paperwork and write a Journey report, plan transport to and from the journey, visit the Blackheath NPWS office, and on the walk making sure everyone was safe and happy. It was a big task and the preparation was quite a challenge. I started hike preparations in December 2009 and we went in the April 2010 school holidays. The Scouts that attended were Elanna, Lachlan D, and Lachlan H from 1 st Bangor and Luke (Mario) from 1 st Bass Hill and myself. The route I chose was from Mt Victoria to Blackheath station via the Grose Valley, camping on the first night at Burra Korain Flat and the second night at Acacia Flat on the edge of Blue Gum Forest.
We met on Saturday morning at my house and were driven by some parents to the start of the walk on the road to Victoria Falls. After stopping for lunch at Victoria Falls Lookout we made our way down the steep descent to Silver Cascades where we stopped and looked at yabbies in the water. From here we went on along the muddy track to where we spent our first night, Burra Korain Flat. Even though the weather was a nice temperature we found the water certainly wasn't when we all jumped in for a swim after a day of walking.
On Sunday morning we packed up and began walking quite early so we were able to get ahead of time. This day's walking was much harder as the track had been eroded and trees had fallen across it in many places. As the leader I walked in front of the group, but soon was not so happy to be leading when I almost trod on a huge brown snake lying in the middle of the track.
We stopped at Little Blue Gum Forest for lunch where again the wildlife seemed to love me and I had a huge spider swinging from its web just a few centimetres in front of my face. Walking along the river and passing many people in this section of the track, we reached the campsite, which was a nice open grassy space. We again went swimming in the ice cold water.
We started early again on day three, but everyone was tired and still walking on a track dominated by erosion and fallen trees.
The 2.9 km hike up the steepest part of the walk was not as enjoyable. Even though the map showed how steep it would be and we knew what to expect, our bodies were exhausted as we trudged up the stairs to Govetts Leap Lookout. Mario showed us all up by running up the stairs then coming back down to meet us, then walking up again. He wore the consequences a few days later and whinged about how sore his muscles were.
When we finally made it to the lookout and car park we were all relieved, until I told them we still had another 3.8km to go. This was mainly filled in with silent walking as everyone tried to power on to the train station at Blackheath. It was a relief when we got there and we went and treated ourselves to hot chips before getting on the train. We caught the train back to Strathfield where the parents met us with happy faces.
Blackheath Station
Thanks to Elanna, Lachlan, Lachlan and Luke who helped make the journey a great success and a lot of fun. | web | http://bangorscouts.org.au/content-2010/20100410-green-journey-hannah.pdf | 0.487517 | {
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The Chat 1st Impact on Youth Mental Health
Who we are & what we do?
What we all know?
• Poor mental health has a massive negative impact
• Many of those struggling do not receive help
• This problem is getting worse
But, we also know that the smallest things can really help:
• Participation in regular physical activity
• Social interaction and peer support
Chat 1st is here to join the dots.
To support anyone who needs help to exercise and interact to improve their mental wellbeing. By removing barriers to exercise e.g. anxiety, fear, loneliness, finance, etc.
For youth we aim to do more...
• Help to educate ALL children and young adults about mental wellbeing and coping techniques.
• Show them positive ways to monitor and manage their own mental wellbeing.
• Empower them with tools and techniques so they are prepared and ready to help themselves and minimise the detrimental effect of long term mental illness.
Participate – Interact – Support - Empower
5-11 years
Holiday ActivAte Clubs for Mental Wellbeing
• Support
• Enrichment
• Physical Activity
• Food
Term Time After School Club for Mental Wellbeing
My Little Book Of Wellbeing Wonders
11-18 Years
Youth Wellbeing Hub
• Yoga
• Boxing
• Drop In
• Monthly Wellbeing Campaign
• My Wellbeing Book
Adults
• Tai Chi
• Yoga
• Community Garden
• Chatty Walks
• Peer Support
• Sign Posting
• Family Support
The Covid Journey
• Lockdown youth virtual yoga & boxing
• Face to face classes
• Anxiety
• Parents
• Participation
• Friendships & Support
• Additional support for the whole family
I started this group virtually to help with my mental health due to covid. Chat 1st has helped me socialize and built my confidence. The youth hub has made me feel overwhelmed and excited. What I like most about it is how caring the workers are and they have built a happy atmosphere.
“Chat 1st has helped me socialise and built my confidence. The youth hub has made me feel overwhelmed and excited”
“I love going to the youth club because I can do boxing, talk about my emotions and I made a friend…”
I was introduced to Chat 1st through my son’s secondary school and he now happily attends weekly sessions in Brentwood. At first, I thought Chat 1st was only involved with activities for children, but I soon realised that there were also opportunities to help adults in the community. I mentioned to Nicky how I had been feeling extremely stressed during the last 18 months and, as a result, I am now losing my hair and waiting to see a dermatologist. Nicky immediately told me about a meditation class which was about to commence in Brentwood and that it might be beneficial for me to attend. I’ve been attending for six weeks now and I am really feeling a difference in my mental health already. Attending the classes has made me feel supported by Caroline, my meditation teacher, who has taught me how to take time out of my day to focus on my inner thoughts and breathing, and to also look after myself better. Consequently, I am feeling far more relaxed and I am now well-prepared to face any stressful situations as they arise. I’m so thankful for Chat 1st as they are truly helping me to get through what has been a stressful period in my life.
“I’m so thankful for Chat 1st as they are truly helping me to get through what has been a stressful period in my life.”
“After the first session I could see how happy and comfortable they made Niall feel”
Contact Us
www.chat1st.co.uk
Email: [REDACTED_EMAIL]
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"record": "{\"doc_id\":\"84a6a3c0-935c-4235-9200-91765aef04c3\",\"minhash_cluster\":\"\",\"synthetic\":false}",
"run_id": "run-1772735111",
"source_snapshot_id": "",
"stage_versions": "{\"cqf\":\"multi_property_v2\",\"dedup_exact\":\"bloom+memory\",\"dedup_semantic\":\"hybrid+hnsw\",\"heuristics\":\"refinedweb_gopher+line_cleaner_v1\",\"lid\":\"glotlid_like_v2\",\"proxy_eval\":\"tiny_transformer\",\"synthetic\":\"cot_self_instruct+verifier_v2\"}"
} | 878601c8d6c1eb0fa5639b4b15875d72081239ef4f39f6e59ce1c93b11ea99e6 |
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