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Later Years
She spent her last years content with her family's gift to the community. She enjoyed an indoor cactus garden, played the organ, read her favorite poet, Pablo Neruda, and continued in environmental activism. Edna Breazeale participated with pride in the 1982 ground breaking ceremony for the interpretive center that bears the family name. She retained life-tenancy on the property and lived in the farmhouse until her death in 1987 at age 92. She lived to see children and families experiencing the land and the bay... just as she had intended.
Padilla Bay National Estuarine Research Reserve
Padilla Bay Reserve, part of NOAA’s National Estuarine Research Reserve System, was designated in 1980 and is managed by the Washington State Department of Ecology. The Reserve manages approximately 11,000 acres of the bay and nearly 200 upland acres.
“We all cherish the things that are in our past. Somehow or other, we knew some of this land should be kept so that other children could enjoy it.
As you look out at it, you realize why we had to save the bay.”
~Edna, Marcellus & Fred Breazeale
Edna Breazeale's family arrived on the shores of Padilla Bay in 1901. Young Edna and her brothers Fred and Marcellus learned to love the natural world growing up on the family farmstead. A 1912 graduate of Burlington High School, Miss Breazeale went on to live in Seattle where she attended the University of Washington. She graduated cum laude in 1917.
Miss Breazeale's 43 year career included 33 years teaching English and journalism at Seattle's Roosevelt High School. There, she gained a reputation as a respected teacher with high expectations for her students. Decades later, former students still recall her integrity, her close relationship to students, and her difficult tests. She was known for respectfully standing up to administrators without being intimidated, a skill that served her well in her later encounters with legislators and government officials.
During Miss Breazeale's Seattle years, Marcellus and Fred bought and cleared a "stump farm" just north of the village of Bay View. In 1949, Edna and her brothers built a new house on the farm. Building materials were scarce. Miss Edna would ask her friends in Seattle for nails, and return to the farm on week-ends with her luggage full of nails. "She wasn't afraid to roll her sleeves up and work," recounted her longtime friend Margaret Yeoman.
Miss Breazeale then began a movement for long-term protection of Padilla Bay. She spoke to civic groups and dike district commissioners about the unique natural assets of the area, and took a stand against commercial interests to develop the bay. Friends admired her courage and ability to take on an organized opposition and not budge. Always prepared with the facts, she presented her case with heart, soul and extraordinary intellect.
Upon retirement, Miss Breazeale returned to Bay View to live at the family farm with brothers Fred and Marcellus.
In 1961, the Breazeales and area residents were confronted by a large development proposal for Padilla Bay. Plans were underway for a 9,000 acre industrial park, with dredged deep water port and filled industrial land. The Breazeales realized if the bay were to be saved, it would be up to the locals to do it. A local committee, headed by Miss Breazeale, circulated a petition showing opposition to the plans. Over 2,000 area citizens added their signatures, and the project was eventually abandoned.
Edna Breazeale's untiring 23 years of work to protect the largest eelgrass meadow in Puget Sound paid off. In 1980, Padilla Bay became a National Estuarine Research Reserve, set aside for research and education. She and her brothers gifted their 64 acre farm for the interpretive center and research facility. In 1981, Edna Breazeale was honored by Governor John G. Spellman with an Environmental Excellence Award, recognizing over 20 years of monumental volunteer effort by Miss Breazeale and supporters who succeeded in preserving Padilla Bay.
"There are so few places anymore where children can go and just be free and learn about things. We felt there ought to be some place that wasn't just all people and houses." – Edna Breazeale | web | https://apps.ecology.wa.gov/publications/publications/1306013.pdf | 0.484789 | {
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Statuette of a striding man
On display
Title/Description: Statuette of a striding man
Born: 2200 c. BC
Object Type: Figure
Materials: Wood
Measurements: h. 286 x w. 55 x d. 55 mm
Accession Number: 303a
Historic Period: Late Dynasty VI (c. 2200 BC), 3rd millennium BC
Production Place: Africa, Egypt, Sakkarah
Credit Line: Donated by Robert and Lisa Sainsbury, 1973
This statuette would originally have been part of the tomb furnishings of a man of rank. The arms that accompanied the figure when it was acquired, and which are evident in early illustrations, are not original. As they are an incorrect restoration they have now been removed. In the absence of arms, and evidence for their position and the implements which they may have held, it is not possible to say whether the statuette is a small-scale figure of the tomb owner or a large-scale figure of one of his servants.
The presence of a tenon below the left foot shows that the figure would have slotted into a separate wooden base. In all but a few surviving Egyptian wooden statues the arms were carved separately and pegged into the torso, as in this figure. Traces of gesso on the figure doubtless once formed the basis for pigment, which has now totally vanished.
Cyril Aldred & Geoffrey T. Martin, 1997
Entry taken from Robert and Lisa Sainsbury Collection 3 volume catalogue, edited by Steven Hooper (Yale University Press, 1997.)
Provenance
Formerly in the collection of F. G. Hilton Price, no. 3106.
Purchased by Robert and Lisa Sainsbury from K. J. Hewett in 1955.
Donated to the Sainsbury Centre, University of East Anglia in 1973 as part of the original gift. | web | https://www.sainsburycentre.ac.uk/?object-pdf=31051 | 0.419657 | {
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Planting Tips
- The optimum planting date for tulip bulbs in southwestern Ontario is late October or early November.
- Tulip bulbs prefer soil with good drainage.
- **Tulip Planting Depth:** Plant tulip bulbs 6 inches deep.
- **Tulip Bulbs Spacing:** Keep tulip bulbs 3 to 6 inches apart.
- Pointed tip of the tulip bulb should point upward when placed in the hole.
Plant in Full Sun
Your work is done! Enjoy the tulip blooms when your tulips emerge each spring.
Follow along as we plant the tulip bulbs at our farm.
@hattrickfarms
www.hattrickfarms.ca
Spring Flowers Start in the Fall
Tulip Bulb Planting and Care Guide
www.hattrickfarms.ca
Basic Care
Information to Care for Your Tulips After Planting
Watering: Give the tulip bulbs a deep watering after planting, then let Mother Nature do her job all winter. Over the summer months after your tulips have bloomed, too much water will rot / kill your bulbs for the next spring. If the bulbs are planted in a flower bed where you have to water, try to water once a week or less.
Clipping the Blooms
To help develop strong, healthy tulip bulbs, clip the bloom off at the end of the season to remove the seed pod inside the flower. Clipping forces the plant to put all its energy into the bulb for next spring. Leave the stem and leaves to decay naturally.
Digging Tulip Bulbs
Tulip bulbs multiply quickly and will need to be dug up and separated every 5-7 years. If you have lots of leaves and small flowers it is time to dig and spread them out. Dig up tulip bulbs in early summer, after the stem and leaves have decayed naturally. Do not wash them, just wipe the loose soil off and store in a cool, dry, dark location until optimum planting time in late fall. | web | https://www.hattrickfarms.ca/_files/ugd/a52757_0952258fbcd540dd8c763d34631a9ad0.pdf | 0.436333 | {
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Summer Time News
Friday 24th June 2016
Bike Ability
Elm Class
Many of the Year 6 children have been developing their road safety skills this week, learning how to be safe and responsible cyclists.
Thank you to Paul and Adam from cycle experience.
Sun Safety
As we are finally having some nice weather please remember to apply sun cream before school, bring a hat and water bottle.
An excited Elm class walked to Wentworth post office to post cards to their friends and met the postman!
Summer Term Events
Production
Tuesday 5th July
2pm Birch, Rowan, Elm 6pm Birch, Willow, Beech
Wednesday 6th July
2pm Birch, Willow, Beech 6pm Birch, Rowan, Elm
Sports Day
Monday 11th July -1pm
Summer Fair
Wednesday 13th July -2.30pm
How can I check dates for events, term times or letters?
If you require information about what is happening in school a plethora of information can be found on our school website. We have an up to date school calendar on the front screen and a calendar that has all of the events planned for school each term.
Fabulous Finishes are agreed each half-term with the class teacher, so a letter will be sent out to parents via your child.
If you miss any news or letters please feel free to speak to our admin team who are very happy to help you.
This Weeks Learning Hero's are:
BIRCH Catherine Hudson Abbie Sanderson
WILLOW
Grace Harrison
Joel Organ
ROWAN
Harry Horner Annabel Pearson
BEECH Amy Maguire Joe Stump
ELM All of class
This Weeks Attendance Figures
BIRCH 92.1%
WILLOW
100%
ROWAN
95.4%
BEECH 97.4%
ELM
93.8%
Overall school attendance 95.7%
NEXT WEEKS EVENTS :
Monday - Wednesday Year 6 Transition days
Tuesday Year 5 Football match at Wentworth School
Friday KS2 athletics competition
Wentworth Wonka Factory
Rehearsals are well underway!
Year 6 are developing their characters daily, songs can be heard around school, dances are being performed and the scenery is being created in Friday Tribe Time. | web | http://wentworthchurchofenglandschool.co.uk/wp-content/uploads/2016/06/Newsletter-24.6.16.pdf | 0.502386 | {
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MANTIQUEIRA AMARELO
Profile
| Country | Brazil |
|---------------|--------|
| State | Minas Gerais |
| Mesoregion | Sul/Sudoeste de Minas |
| Altitude | 1000 - 1250masl |
| Varieties | Yellow Bourbon |
| Harvest | June - September |
| Process | Natural |
The Serra de Mantiqueira stretch across São Paulo, Minas Gerais and Rio de Janeiro states. Located in the Minas Gerais state, the Mantiqueria de Minas area was the first to get a geographical indication in the Brazilian coffee industry (supported and developed by BSCA). This fresh approach, akin to ‘terroir’ in the wine industry, is redefining how people view specialty coffee from Brazil with 25 counties in the region and 7800 producers, of which 89% are smallholders. The area comprises 69,500 hectares and altitude ranges from 900 to 1,500 masl, with a predominance of yellow varieties over the more typical red. All coffees are minimum 84 SCA points as part of the denomination and many enter the late harvest Cup of Excellence in Brazil.
The lower altitudes are often grazed by cattle and the steeper slopes compared to other parts of the state mean that the near ubiquitous mechanisation of the coffee industry in Brazil is much less commonly seen, and hand picking more prevalent. Though both red and yellow cherries are grown across the region, altitude often splits the choices, with yellow generally being grown at higher elevations and therefore forming a larger percentage of quality coffees form the region.
Once the coffee is picked, it is processed through to dry milling on the farm, and then brought to the Cocarive warehouse just outside São Lourenço. It is then rigorously cupped under the guidance of ex Brazilian cupping Champion Wellington Pereira. | web | https://drwakefield.com/wp-content/uploads/2019/04/Brazil-Mantiqueira-Amarelo.pdf | 0.443209 | {
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Home > Products > Lighting > Exit Signs
Exit Signs
If all U.S. companies switched to ENERGY STAR qualified exit signs, they would save $75 million in electricity costs.
Earning the ENERGY STAR
* Exit signs that have earned the ENERGY STAR operate on five watts or less per sign, compared to standard signs, which use as much as 40 watts per sign.
* When installed throughout a building, qualified exit signs can save hundreds or even thousands of dollars in energy and maintenance costs. One sign alone can save about $10 annually on electricity costs and can last up to 10 years without a lamp replacement, compared to less than one year for an incandescent.
* Signs that have earned the ENERGY STAR are tested for visibility factors, and come with a five-year manufacturer warranty.
Remember, saving energy prevents pollution.
There are more than 100 million exit signs in use throughout the U.S. Typically lit by incandescent bulbs, these signs consume 30-35 billion kilowatt hours (kWh) hours of energy each year.
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Partner Resources | web | http://everglow.us/pdf/energy-star-exit-signs-november-2007.pdf | 0.4284 | {
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Early Dismissal-11:05/ Late Arrival-10:30 No breakfast on Late Arrival days
"News and Information"
Parents of Grade students, please join the teachers for a night meeting to learn about important information.
In the coming weeks, each grade-level will have a Parent Information Night that I need you to attend. We will have child care so that you can focus on the presentation. Plan to be here!
END OF THE DAY RELEASE REMINDER
Parents must call school office before 2:30pm to make arrangements to pick-up student(s). If parents who arrive or call after 2:30pm, will be asked to wait to pick up their child until school is over. We appreciate your patience and help in allowing students to stay learning until the end of the school day.
"Stay Involved"
2017 Thompson Elementary School Fall Jog-a-Thon
Friday, September 29th
Get Ready
For Thompson’s 3rd Annual Elementary School Jog-a-Thon FUNdraiser!!
All Thompson students, K through 5th grade, will participate in the jog-a-thon by running or walking laps during PE, collecting pledges, and showing their R.O.A.R pride!
Our Goal is to Raise: $10,000!! And Run: 2800 miles!
Get ready to run! You will run laps for 30 minutes. Please dress appropriately for the weather AND for running on September 29th.
Parents are welcome to help or run with kids. Just check in with Tricia Donovan at [REDACTED_PHONE].
Volunteers
We are seeking volunteers to help make Thompson’s events and school successful! Please contact Tricia Donovan our Volunteer Coordinator at [REDACTED_EMAIL] or [REDACTED_PHONE] to get started!
New Bethel volunteer website is bethelvolunteers.hrmplus.net to get started or go to Bethel website, click resource and then parent to find the start of the volunteer form.
Pizza with Dads (Watch Dog Program)
We offer special opportunity for fathers and father figures (uncles, adult brothers, grandpas, family friends, etc). Come enjoy a fun night of pizza and activities with your child(ren).
Thursday, September 27 at 6:30pm.
Like the Thompson Facebook page!! We will give frequent updates on events and post photos of the hard work students are doing in school!
facebook.com/chthompsonelmentary
“Good child behavior isn’t magic. It’s a skill, just like everything else.”
Don’t forget to send your student lunch or lunch money to school! Sign-up is available on Paypams for Free/Reduced lunch program every year.
Parent Conferences coming 10/30-11/3.
Learning targets in specialists classes for first semester (Sept 7 - February 2)
**Library**: Kindergarten - Title, Author, Illustrator, setting, and characters
1st & 2nd - Parts of a story: Title, Author, Illustrator, Character, Setting and Plot
3rd - Parts of a book: Title, Author, Illustrator, Title page, Table of contents, Versa (contains copyright), glossary, and index. We look at these to determine which books, websites, and materials are most appropriate when researching.
**Music**: Kindergarten - beat, small percussion instruments, singing, locomotor movements, clap first and last name
1st - quarter note and rest, paired eighth notes, so-mi songs, 4 beat rhythm patterns, holiday songs
2nd - half note, half rest, so-mi-la patterns, national anthem practice, 8 beat patterns, holiday songs
3rd - preparing for the veterans day program, national anthem practice, holiday songs, whole note and rest round singing
4th - treble clef staff notes, review rhythm patterns, national anthem, holiday songs, beginning recorder (Jan.)
5th - Orchestra, Band, and Choir performance groups:
Choir: singing two part music, learning to read octavos, ensemble vocal blending, performance skills
Orchestra: Students will learn how to properly hold their instrument name the parts of the instrument and bow, work through the method books learning about note duration, fingerings for the D major scale, tuning their instruments, listening to each other while playing along with a recording.
Band: Students will learn basic tone production: playing and performing melodies using six notes of the major scale in quarter, half, and whole notes and rests.
**Art**: Kindergarten: Cutting, gluing, shapes, beginning forms, color, line. Exploring different art making materials.
1st- 2nd: line, space, form, filling the entire art space with information.
3rd-5th: Spacial relationships, filling a space with objects that take up the entire space, and making objects that fill up space. This year I want to test students to sew soft sculpture by hand and quilting by sewing machine and hand.
Art is an exploratory media and Elements of Art based class working on small as well as large motor skills. My hope is to inspire kids to love art and its process while learning to refine and use creativity in a positive manner.
**PE**: All grade levels will be working on improving their cardiorespiratory endurances. Grade level goals are from 1:15-2:30 minutes of continuous jogging. Along with this skill, my primary children will be working on loco-motor skills such as balancing on objects, moving in various ways, like hopping, skipping, and jumping rope. My 3-5th grade students will be taking their initial fitness measurements for the year. They will also be doing to goal setting. Make sure proper clothing/shoes are worn on PE days.
**Technology**: All grade levels will be working with iPads and desktops this year. In Kindergarten our focus for this quarter will be proper use of technology and behavior expectations. They will work on coordination with the iPads using a drawing tool. In 1st grade we will be learning how to use apps for learning and typing skills on the desktops. 2nd-5th grade will be focussed on Digital Citizenship and research skills.
In August, school staff and 5th grade students volunteered to weed and spread beauty bark at school. Thank you to everyone who helped beautify our community: Iyana, Guadalupe, Leslie, Emilie, Gabe, Ryan, Jonathan, Elias, Josh, Lowell, Andy, Cyrus, Tatyana, Donte, Michaela, Analicia, Patrick, Jameson, Iyana, Mr. Wisner, Ms. Ramirez, Ms. Rambo, Mr. Brinkley, Mrs. Stern and Mrs. Levens.
1st Parent Involvement meeting on 9/20/17 at 3:15pm, any question contact Tricia Donovan at [REDACTED_PHONE].
www.free-printable-calendar.net | web | https://www.bethelsd.org/cms/lib/WA01918819/Centricity/Domain/3515/september%202017%20newsletter.pdf | 0.48203 | {
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Musician of the Month by Manic Street Teachers Coverage and Rationale
Our Resources
Each 'Musician of the Month' pack that we create contains an assembly, a biographical knowledge organiser and multiple-choice quiz. We also provide a range of other activities such as listening activities, geography, music videos and lessons which explore their musical or cultural importance. Resources can be used as part of whole school 'Musician of the Month' resource or allocated to specific year groups. We would recommend using the idea of a 'Musician of the Month' for the whole school and continually roll the 6-year program, as this could then be used in school assemblies as well as creating consistency and focus through school and, at the same time, allowing for staff discussions, training and support.
Termly Music Assembly Videos
We have also started providing a 30-minute music assembly video once a term. This can be watched by children at school or remotely or may be used as CPD for staff. Lessons include the following: breathing exercises, body percussion, tongue twisters, notation, singing warm-ups, information about the musician, listen/respond activities and singing practice. Each session will also involve some of the indicative musical features (elements) that give language to concepts such as pulse and rhythm, pitch and melody, structure and form etc.
Musician Choices
Careful consideration has been given to the list of 66 musicians/traditions. We have drawn from a range of Western Classical composers and film composers, popular music and musical traditions from around the world. Within each year, there are 3 classical composers, 3 musical traditions and 5 popular musicians.
Across the 6-year cycle, we have ensured that there is a completely even gender split: there are 31 male musicians, 31 female musician and 4 mixed groups. We have also chosen many artists based on the Equality Act 2010, ensuring that a range of musicians with protected characteristics are studied. This can all be seen in the information below.
Musician of the Month List
Western Classical Tradition and Film
Musical Traditions
Popular Music
Musician of the Month - Cycle A, B, C, D, E and F
Each cycle represents a year's worth of musicians, except August due to extended school holidays. Schools can start at any cycle point but are recommended to start at Cycle A.
© Manic Street Teachers
Male musicians = 31
Female musicians = 31
Mixed groups = 4
Male composers = 9
Female composers = 9
Protected Characteristics from the Equality Act 2010
'Gender Reassignment' not currently covered | web | https://www.musicianofthemonth.co.uk/_files/ugd/b456e4_197ec4112ce64f4680713bbd8d9c085c.pdf | 0.427409 | {
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The Benefits of Futsal
Futsal is one of the fastest growing sports for soccer players, coaches and clubs, and proves to provide a unique and positive outcome regarding the development of its participants.
A great resource to gather information pertaining to futsal in the U.S. can be found at this site: www.futsal.com.
There are some differences between futsal and soccer. In futsal, the ball has 30% less bounce than a normal soccer ball. Another difference in futsal is that there is no slide tackling, no off-sides, and you are allowed to substitute players on the fly while the game is being played. These are some of the qualities that attract so many players to the game of futsal, whereas in soccer, the momentum of play is stopped while substitutions are being made. Furthermore, playing futsal allows you to touch the ball nearly twelve times more than playing outdoor soccer. According to a FIFA report, "an average 40-minute futsal game, a player will touch the ball roughly every 29 seconds, or 80 touches." Now compare that to a 90-minute outdoor soccer game where it's only around 30-40 touches; that is more than double in just half the time. The game places considerable demand on technique, movement and tactical awareness. Additionally, U.S. Futsal says that "futsal is therefore a great skill developer, and demands quick reflexes, fast thinking, and pinpoint passing. The speed of play is such that you are forced to make quicker technical and tactical decisions."
U.S. Futsal suggests that, "futsal motivates players in an environment that is conducive to learning. The more pleasure kids find from their participation, the more they wish to play and practice on their own. While their instinct to play is natural, their appreciation for soccer must be nurtured."
In addition, U.S. Futsal states that "futsal is the foundation to such goals because it:
* allows players to frequently touch the ball many times,
* is very economical and safe, and simple and fun to play,
* presents many opportunities to score goals and score goals often,
* encourages regaining possession of the ball as a fun and rewarding part of the game (defending),
* maximizes active participation and minimizes inactivity and boredom,
* provides a well organized playing environment with improvised fields,
* reflects the philosophy of player development: be creative, good ball control and technical skill, agility, lightning reflexes and decision making,
* eliminates complicated rules such as off-sides that may hinder youngsters from "playing", and
* allows the game to be the teacher".
As futsal is fast and action packed, fitness is improved while learning and having fun. We find children love playing futsal because it is exciting, many goals can be scored and many subs are made throughout the game without slowing it down. Children learn so much faster if they enjoy what they're playing – this is futsal. | web | http://bristolyouthsoccer.com/getpdf.php?id=210 | 0.497596 | {
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CS 210
Hour Exam 1 Review 2 September 19, 2016
1. Write a C equation for the following algebraic equation. Take all variables to be int.
2. How many line of print do each of the following produce? The variables i, j, and k are integers.
x
a
x
x y
/ 3
2
2
+
+ =
______________________________
Lines of Print ________________
```
i = 1; while(i <= 10) {j = 1; while(j < 1000) {printf("%d %d\n", i, j; j = j + 2; } i++; } j = -1; while(j < 3) {printf("%d \n", j); k = 1; while(k < 5) {printf("%d \n", j/k); k++; } j++; }
```
Lines of Print____________
3. Answer the following TRUE or FALSE
B) C does not permit the use of GLOBAL variables.
A) In C all variables must be declared before they can be used in a program
C) Functions in C may not call other functions.
_________
_________
D) IF blocks may not be placed inside the "else" section of another IF block.
E) The processing directive #include <math.h> is necessary only if your program is going to do input or output.
4. Assume that the user has input two integers called i and j. Write an if block to print the value of i and j only if the value of i is greater than 10 and i is greater than j. If this is not the case your if block should print only the value of j if j is less than zero otherwise, it should print i. // Put your if block here
5. Show what is printed by the following program and fill in the memory map.
6. The main program below calls a function named Sum which is supposed to return the sum of all of the integers from 1 to x (the argument). Write the function.
```
int main() {int x; Scanf_s("%d", &x); if(x > 0) printf("%d \n", Sum(x)); return 0; }
```
6. Write a C program that will prompt the user to enter numbers from the keyboard one at a time. The program should continue prompting for input until either the user has entered 100 numbers OR the user has entered the number 0. Your program should print the sum of the numbers that are greater than 10.
7. Write a program to evaluate the equation given by 4 9 3 2 + − = x x y . Your program should input the initial value of x from the user and increment x in steps of 1 for the next 10 values. Print all corresponding values of y. | web | http://csserver.evansville.edu/~blandfor/CS210/Exam1Rev2.pdf | 0.52299 | {
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Can Colors Help with Depression and Emotional Issues?
Have you ever walked into a yellow room and, somehow, felt a little bit happier? Or had a soft blue room enhance a feeling of calm in you? Chromotherapy, also known as color therapy, is actually a popular Complementary and Alternative Medicine (CAM) technique. It involves the use of color and light to balance energy wherever our bodies are lacking – whether physical, emotional, mental or spiritual.
Our bodies need the sun's light to live. And that light can actually be broken down into a seven color spectrum. An
imbalance of any of those colors can manifest itself in physical and mental symptoms. The Luscher-Color-Diagnostic®, developed in the first half of the 20th century by Dr. Max Luscher, measures a person's psychophysical state, and their ability to withstand stress, to perform, and to communicate. The diagnostic is used to uncover the cause of psychological stress, which can lead to physical symptoms.
Sounds a little wild, right? In fact, color and light have been utilized by healers for thousands of years. Color therapy possibly has roots in Indian medicine (Ayurveda), ancient Egyptian culture and traditional Chinese healing.
Alternative medicine practitioners who use chromotherapy often relate the seven colors of the color spectrum to specific body areas known as chakras. As with yoga, the chakras are specific spiritual energy centers at different spots on the human body. The therapeutic actions of the colors correspond to the chakra they represent.*
A Brief Overview of Colors and Chakras
Red – First Chakra: base of spine
Red is believed to increase the pulse, raise blood pressure and increase the rate of breathing. Red would be applied to support circulatory and nervous functions.
Orange – Second Chakra: pelvic area
Orange is a mixture of red and yellow, and improves mood and alertness.
Yellow – Third Chakra: solar plexus (just above belly button)
Yellow, the brightest color used in chromotherapy, has been used to purify the skin, help with indigestion, strengthen the nervous system, treat glandular diseases, hepatitis and lymphatic disorders and assist metabolism.
Green – Fourth Chakra: heart
Green, a color associated with harmony, provides a neutral, positive calming effect.
Blue – Fifth Chakra: throat
Blue promotes relaxation and calm. Blue exhibits tranquilizing qualities often used to relieve headaches and migraines, colds, stress, nervous tension, rheumatism, stomach pains, muscle cramps and liver disorders. Blue is thought to have a positive effect on all kinds of pain.
Indigo – Sixth Chakra: lower part of forehead
Indigo is used to address conditions involving the eyes, ears and nose. It has a calming, sedative effect.
Violet – Seventh Chakra: top of the head
Violet is used to calm the nervous system, soothe organs and relax muscles. Violet has meditative qualities and is often used to treat conditions of the lymphatic system and spleen, as well as urinary disorders and psychosis.
The optional Chromotherapy lighting system can be added to our wooden saunas at anytime. The easy-to-use remote actually has fifteen color combination options with adjustable intensity as well as fade and strobe capabilities. Very affordable, Chromotherapy lighting is one of our most popular infrared sauna options.
Chromotherapy has been practiced throughout the world for centuries, and remains one of the most popular CAM therapies available.**
*What is Color Therapy?, Insight Journal, October 16, 2006
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Provincial Archives of New Brunswick Recorded Information Management
Recorded Information Management & You
What are Records?
Issue 2
No, they are not your personal LP vinyl collections!
Records are recorded information that provide evidence of business activities, decisions, and/or transactions related to the functions and operations of the government of New Brunswick, regardless of format or media.
Examples of records:
- Minutes of meetings
- An e-mail message of a decision or activity undertaken during government business
- A memo to staff regarding a change in procedure
- A report
- A PowerPoint training presentation
- A database containing client or accounting information
The Physical format of records is irrelevant. It is the CONTENT and CONTEXT in which they are created and for which they are used that determines whether information or documents are records.
Why are Records Important?
Who Owns Records?
Records created for the NB government belong to the province and must be properly managed.
Records of the province are important because they are vital assets which form an important part of NB's history and administration. They provide evidence of business activities, decision-making, and legal processes. Records help protect citizens' rights and interests.
In general, records:
- Are required to support business activities and operations.
- Demonstrate that a business transaction took place.
- Are required to meet legislative requirements.
- Protect the rights of citizens and government.
- Provide evidence for accountability.
- Have on-going business, financial, historical, or research value.
http://archives.gnb.ca
Physical Formats of Records Include:
- Electronic (discs, CD/DVD, hard drives) and other machine readable records
- Microforms (microfilm, microfiche)
- Tapes (cassette, video)
- Paper
Records must not be destroyed or removed from the control of the Government of New Brunswick, unless such action is authorized under the Archives Act.
Next Issue…
What is "records and information management" and what does it mean to me?
Questions or comments? Email us at [REDACTED_EMAIL] or call [REDACTED_PHONE]
Provincial Archives
Recorded Information Management Unit | web | https://archives.gnb.ca/CIM/App_Handlers/FileDownloadHandler.ashx?id=7§ion=5&culture=en-CA | 0.426447 | {
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This free map is provided by The Grade Boat Club, Inc. and Alliant Energy to promote boating safety on Lake Wisconsin and the adjacent Wisconsin River.
Keep in mind that Lake Wisconsin is part of the Wisconsin River system and its currents will cause sandbars to shift and will carry floating debris. Be careful to avoid areas with tree stumps, many of which are indicated on this map. It is highly recommended that boaters stay inside the buoy line and follow all boating safety regulations.
Boating near the Prairie du Sac Hydroelectric Dam
To prevent accidents and/or potential fatalities, it is important that recreational boaters and fishing enthusiasts use common sense around a dam and understand the dangers to be found near them.
- Never anchor boats below a dam because water levels can change rapidly.
- Obey all warning signs, barriers, flashing lights, horns and sirens.
- Always wear a life jacket/personal flotation device.
- Leave boat motors running to provide maneuvering power.
- Stay clear of spillways – changing currents and “boiling” waves can make boat control difficult near dams.
- Watch for reverse currents below dams – they can pull a boat back toward the dam into the spillway and potentially capsize it.
Give the Merrimac Ferry proper clearance!
The Merrimac Ferry is a major attraction for Lake Wisconsin visitors. Boaters should be aware that the ferry is a commercial vessel which is propelled along an underwater cable system, with no ability to stop or turn. Stay at least 500 feet (about 1.5 football fields) from either the fore or aft of the ferry at all times.
Fishing regulations for Lake Wisconsin*
*Source: Guide to Wisconsin Hook and Line Fishing Regulations 2022-2023, Wis. DNR.
Free fishing weekends:
June 4-5, 2022 and Jan. 21-22, 2023
See https://dnr.wi.gov/
Got a problem?
- Emergency: 911
- Sauk Co. Sheriff (non-emergency): ([REDACTED_PHONE]
- Columbia Co. Sheriff (non-emergency): ([REDACTED_PHONE]
- DNR Hotline: ([REDACTED_PHONE]
- Need gas? There are 3 locations on the lake (see map)
- Boat/motor repair (see Area Support Partners)
In Poyantin: Bill Nuss | web | https://storage.googleapis.com/production-constantcontact-v1-0-2/152/1074152/TEGqr78N/d23d6f63c50145ab869fce1840f37b1b?fileName=2022%20Nav%20Guide%20Final%20Official.pdf | 0.428369 | {
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Welcome to Grade 4!
Fourth Graders & Families,
It is our pleasure to welcome you to our fourth grade community this year! We are excited to partner with you to help foster your child's social-emotional and academic growth. As we work together to teach your child, it is an expectation that:
* students are held accountable for completing their homework
* create a quiet space for your child to work that is free of distractions
* be sure your child puts effort toward completing homework, encourage your child to not give up---EFFORT counts!
* Homework, in total, should not take more than approx. 40 minutes.
If your child is frustrated and is having a difficult time with the homework, please reach out to your child's individual teacher.
FOURTH GRADE HOMEWORK:
1. Mathematics expectations:
* Mastering math facts is essential as students move forward into more complex math topics in fourth grade and beyond. In order to meet this goal, we ask students to practice their math facts for at least 5 minutes per night in a way that works best for you. Some examples include: math flash cards, online apps or websites, etc.
2. Reading expectations:
* Each night we ask that students will read for at least 20 minutes. Our main goal is to foster a love of reading at home! Some examples include: reading individually or with a family member, listening to an audio book, etc.
3. Choice Board expectations:
* Taking care of yourself is of utmost importance. This year, we will be sending home a choice board in every Tuesday folder with a variety of different activities. Our goal is for each child to complete this choice board and return it on Friday morning. We will send out our first choice board at the beginning of October!
If you have any questions or concerns, please contact YOUR child's teacher! Looking forward to a great year! HBB Fourth Grade Team ☺ | web | https://www.middleboro.k12.ma.us/cms/lib/MA01906409/Centricity/Domain/1340/2022-%202023%20HW%20expectations.pdf | 0.440463 | {
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Accurate moisture meter optimizes harvest
For farmers, quickly measuring samples of wheat, barley, soybeans, rice or other products to determine which are ready to harvest reduces uncertainty and saves time. It also reduces risk of buyer rejection due to improper moisture content, and maximizes the sales price by enabling the optimum amount of moisture to be counted toward product weight or volume.
Measuring moisture content is also essential to prepare and store grains to deter spoilage. Although monitoring rainfall, irrigation, and temperature is necessary, it is not sufficient to determine the best time to harvest in order to achieve ideal water content. Inevitably, there is some variation in water content within crops that farmers cannot estimate with any certainty.
“Without periodic testing within various fields or plots, farmers will miss out on optimizing both quality and yield—which produces the payday that they must survive on,” says John Bogart, managing director of Kett US, manufacturer of a full range of moisture and organic composition analyzers.
Fortunately, accurate, portable, and easy to use moisture meters are now available that help farmers harvest at exactly the right time.
Today, transportable single grain moisture testers can quickly measure the moisture within each grain of rice, barley and wheat. This can be achieved in minutes without sample preparation with results displayed on an LCD screen.
With advanced models like those from Kett, farmers select the calibration, pour a sample into a hopper and press the “measure” button. Models are factory-calibrated for wheat, brown, polished and paddy rice, as well as naked and standard barley. The devices measure from 10 to 1,000 kernels in each batch, at 150 kernels per minute.
When farmers need to test a wider range of agricultural products, some advanced portable moisture meters use capacitance technology to provide instant measurement with 150 calibrations for common grain and seeds. If greater accuracy is required, Near-Infrared light analyzers are a highly accurate, non-contact, secondary measurement method that can deliver immediate laboratory quality moisture readings. Portable NIR meters do not require contact or sample preparation. The user simply points the instrument at the product and the moisture content is displayed, with results accurate to 0.01% in a 0-100% measurement range.
For more information, call [REDACTED_PHONE] or visit www.kett.com.
Tags: Farmer, Meter, Moisture, Harvest, Agriculture, Economics, Grain, Sample | web | https://blog.kett.com/hubfs/Kett%20US_15_High%20Plains_Midwest%20Ag%20Journal%20(Online).pdf | 0.487374 | {
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Hillcross Primary School
How does the Torah help Jewish people to understand their religion?
1. How is the Tanakh different from the Bible?
Settle Down
2. What is the Torah?
Applying Past Knowledge
The Tanakh is the Hebrew Bible. The word is made from an acronym of the first three letters of the following:
Torah
Ketuvim
Nevi'im
The differences between the Tanakh and the Christian Bible:
- The number of books
- The Tanakh will not include a New Testament.
- The order of the books.
A holy text of Judaism, the Torah is made up of the first five books of the Hebrew Bible. The Torah includes the first five books of Moses.
3. How is the Torah treated within the synagogue and what does this tell us about Jewish beliefs
This is treated with the utmost respect. It is an honour to be asked to read from it at a service in the synagogue
Ark: The Torah is stored inside the Ark
Yad: The name for the pointer which is used to follow the words, rather than touching the Torah
5. How do Jews apply the first four ten commandments in their daily lives?
This links with the previous learning you did in Years 2 and 3 when you learnt about Judaism and the holy book and symbols. | web | https://www.hillcross.merton.sch.uk/attachments/download.asp?file=1381&type=pdf | 0.452383 | {
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INSIDE JEB
Ultrasound jams echolocation to keep bats safe near wind turbines
Wind farms are springing up all over the planet, with impeccable carbon credentials. But these apparently gentle giants are not as benign as they may first appear. Birds and bats are at risk when commuting and foraging in the vicinity as the turbine blades sweep through the air at speeds of up to 325 km h − 1 . Fortunately, bats tend to avoid noisy locations and can be deterred from straying into the path of wheeling turbine blades by speakers broadcasting ultrasonic sound up to 100 kHz, well beyond the highest frequencies that humans hear (∼20 kHz). However, Gareth Jones, Marc Holderied and Lia Gilmour from the University of Bristol, UK, with Simon Pickering from Ecotricity Group Limited, UK, were curious to find out why bats avoid locations that are simply too noisy.
noise deterrents on bats near wind turbines, Gilmour and her colleagues set up ultrasound speakers on the banks of the River Teme, UK, frequented at dusk by various bats including soprano pipistrelles (Pipistrellus pygmaeus) and Daubenton's bats (Myotis daubentonii). 'River sites are often teeming with bats due to the high insect activity there, so we chose these sites to make it easier to see an effect of the deterrent', says Gilmour. First, she located two commonly used bat deterrent ultrasound speakers 2 m above the ground and filmed the bats in 3D with a pair of thermal imaging cameras, while recording their echolocation calls and bat chit-chat in silence. Then, she switched on the speakers for 5 min, while continuing to record their calls and manoeuvres, to see how the ultrasound altered the animals' behaviour.
'Animals can respond to noise in their environment in a number of ways; it can be distracting or can mask other important sounds that an animal might need to hear, or just simply be irritating enough to cause animals to avoid it', says Gilmour. However, instead of testing the effects of
After repeating the process five more times over the course of an hour and at different positions along the river, Gilmour began painstakingly deconstructing the animals' movements and found that the bats were avoiding the riverside locations when the ultrasound speakers were on. ' Overall, bat activity was reduced by up to 30%, which is what we would expect for distances up to 30 – 40 m from the deterrent ' , says Gilmour. And, when she analysed the sounds produced by the soprano pipistrelles, they produced less of the echolocation calls used when closing in for a kill. The bats were hunting less in the vicinity of the noisy speakers, although they were still chattering to each other, so the noise hadn ' t drowned them out entirely. Gilmour also discovered that the bats flew more swiftly through the noisy area, took more direct routes and avoided flying near the speakers when they were switched on. In addition, the soprano pipistrelles dropped the pitch of their echolocation calls, reducing the bandwidth from 32.5 kHz when the speakers were silent to 26.7 kHz when they were on, to reduce jamming of their echolocation by the ultrasonic din and improve their chances of hearing returning echolocation calls.
So why were the bats avoiding the riverbank when the ultrasonic speakers were on? 'The deterrent sound likely reduced the bat's ability to hear returning echoes of their echolocation signals, causing a reduction in foraging in the river areas', says Gilmour. She suspects that bats avoid foraging in noisy locations where their echolocation is jammed, helping them to steer clear of hazardous wind turbine blades surrounded by a protective ultrasound force field.
10.1242/jeb.243642
Gilmour, L. R. V., Holderied, M. W., Pickering, S. P. C. and Jones, G. (2021). Acoustic deterrents influence foraging activity, flight and echolocation behaviour of free-flying bats. J. Exp. Biol. 224, jeb242715. doi:10.1242/jeb.242715.
Kathryn Knight [REDACTED_EMAIL] | web | https://cob.silverchair-cdn.com/cob/content_public/journal/jeb/224/20/10.1242_jeb.243642/2/jeb243642.pdf?Expires=1711612291&Signature=Dsuns7QX06nx7~jcm51ReXhJeF~VtuXzrhJ7vqhvLKMvDEW9TR2YbZrvE7ovS3NoOW-GwS-kgnU3XanLz3aaPQiEi9jstX12-oll7KoOPYMudcWpYmEUrp41h3TdedA7JeMXxYqyaG1AXtmV1oUlmAy1WFUAesiaG9JLEISVkNQVvRiXzAcMlH8L6eCKYRbW86pNjiX6XMj1lvLVfOqcLvUsi~Y798NmRAgQK7qYT-lqRU2nueKdLheJ1MAV1ng-04veGFft1TW2wyawIAzN-cHKUmsLW-zKZ8m2-aHm1ktx1jydBCFmt0AyACOV9E6arvKXJh1UfqhCVVCz--02ZA__&Key-Pair-Id=APKAIE5G5CRDK6RD3PGA | 0.48854 | {
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Receiving/understanding information
This is sometimes called “processing” and it is the way we receive and understand the information given to us.
I find it really difficult to process large amounts of information. I can get confused if I am not given an idea of how everything fits together. I need to know how my bit fits into all the other bits rather like a big jigsaw puzzle.
Another way of saying this is that dyslexics are often “big picture” thinkers. We need to know the gist – or overall picture – first before we can take in the detail.
What about you? Is there a particular way you like to see or hear large pieces of information or instructions? Are you good at asking for help if you need it? Do you write things down?
For processing information, I enjoy or am good at...
When I process information, I really struggle to...
Processing information would be easier if...
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Leading an Emotionally Intelligent School
Kate Chisholm
Skerne Park Academy
Why EI?
Positive Mind.
Positive Vibes.
Positive life.
Don't mix bad words with your bad mood. You'll have many opportunities to change a mood, but you'll never get the opportunity to replace the words you spoke.
“Emotional intelligence is when you finally realize it’s not all about you.”
- Peter Stark
www.peterstark.com
What does this remind you of...
Emotions are contagious
Uh, Oh!
I can feel it catching!
https://youtu.be/L49VXZwfup8
Awesome Ofsted
Nothing is Written In Stone
BRACE YOURSELVES
OFSTED ARE COMING
Reframing! You do not need to live with fear...
The little book of staying in love with teaching!
“AS SOON AS I SAW YOU, I KNEW AN ADVENTURE WAS GOING TO HAPPEN.”
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Series Number Five
Portraits: San Cristóbal de las Casas 1986-1990
Seventeen Photographs
Michael Nye
Devotion is the quality of care or loyalty or enthusiasm for a person, activity, or cause. Art is devoted to bringing us closer into focus.
To many, Immanuel Kant is regarded as the greatest philosopher since the ancient Greeks. He grew up in East Prussia and never traveled outside his province. His life was so restricted to daily routine that the inhabitants of Konigsberg set their watches as he walked by their windows. He published his masterpiece “Critique of Pure Reason” in 1798. Kant’s primary aim was to determine the limits and scope of pure reason. Kant asked questions: What should I do? (What
is important?) – What can I know? (What is the origin and limits of knowledge?) – What does it mean to be human? (What is our nature and what do we share with other?) and -- What can we expect in the future? (What is real – what is the nature of ultimate reality?) In my own life I began to lean in the direction of questions.
In 1985 I took a sabbatical from my law practice to focus on photography. What gives permanence significance is change. Many of my attorney friends secretly told me – “They wish they could be a writer or gardener or cook but couldn’t - they had expenses - a new house, a boat or children to educate.” My mother was gracious and supportive when she heard my news. My father wrote me: “You are throwing away your career and your reputation.” I thought – maybe the word *reputation* is overrated. Losing and finding suddenly seemed closely connected.
In 1985, my wife Naomi and I were invited as artists-in-residents to Casa Na Bolom in San Cristóbal de las Casas, Mexico. Na Bolom was the home of anthropologists Frans and Gertrude (Trudi) Blom. Frans was of the first to excavate Palenque the ancient Mayan City. He died in 1963. Trudi was a jungle adventurer and dedicated Na Bolom to the protection of the Lacandon Maya people and the preservation of the rain forest.
We would have dinner each night in candlelight – large wavering shadows appeared on walls. The long wooden table was covered with red and purple Zinacantan cloth, flowers, hot soups and
breads. Trudi was in her mid eighties and would appear from her garden in formal indigenous Indian dresses with heavy jewelry covering her neck, fingers, wrists and ears. There would be artists and actors, visitors and Lacandon Maya Indians gathered around. Many languages were circling. Bird calls and silverware would compete for attention.
San Cristóbal sits in a small valley surrounded by hills and has a mild highland climate. The Tzotzil Maya is the largest indigenous group making up roughly one third of the state’s indigenous population. The wet season runs for six months. Tropical jungle was nearby. After spending time in a desert I was impressed with what water does to earth.
Journal entry:
“I have a hunger to work. Photography nudges us to look in the opposite direction. The streets here are breathing. Fireworks explode nearby. Water is rushing down streets from early morning rains. It’s cold. The Tzotzil, native Maya people from Chamula and Zinacantan are floating into the city at twilight making their way to the market. The smell is of firewood and mint and fresh rain. Every shiny street desires attention.”
I thought more and more about the process of portraiture: Meeting someone for the first time – the exchange of early words -- names and languages and places - how someone holds his or her hands and shoulders and eyes – how those on the outside of the portrait are watching – the subject becomes part photographer – photographer becomes part subject – the slow sudden stare – the large box camera waiting on its tripod - the tiny voice of the shutter – how light travels and softly touches the negative - the first careful words said after the portrait is taken. So much is seen. So much is hidden.
Chiapas #5
Journal entry:
“Most days I see the street sweeper Augustine working at sunrise. He is responsible for the area around Santo Domingo Cathedral and up and down Calle Escuadron. He rarely stops moving. The streets are littered with pieces of fruit and papers and sticks and dirt and objects falling from people and trees. He keeps his brooms stacked on the side corner of the cathedral. (See image xxx) His broom is made of tree branches – long and tied with strong twine. I met his oldest son today. Augustine said - “No one has ever asked to take my photograph before.” My view camera on tripod – dark cloth covering my head and the ground glass – a few people gathered watching us – Augustine stands tall, confident – looks into the lens. (see image xxx) The streets never stay clean. His work starts over every day.
Chiapas #6
I read “On Photography” during my period in Mexico. Susan Sontag - essayist, professor, filmmaker and political activist - wrote a series of essays ‘On Photography” that won the National Book Critics Circle award and was selected as one of the top 20 books in 1977 by the New York Times Book review.
“To photograph people is to violate them, by seeing them as they never see themselves, by having knowledge of them they can never have . . . it turns people into objects.”
“To photograph is to appropriate the thing photographed.”
“There is an aggression implicit in every use of the camera.”
“Just as the camera is a sublimation of the gun, to photograph someone is a sublimated murder – a soft murder, appropriate to a sad, frightened time.”
Sontag’s book was more polemical than academic. I remember thinking – these essays are so alien – how could anyone be so wrong and cynical? Artists generally don’t have secret agendas to exploit others. Photography like all the arts has its own inherent qualities and limitations. Sontag failed to understand that photography was more about light and less about dark.
“This evening returning to Na Bolom – with my camera on my back -- tired and glad – I saw two Chamula women - mother and daughter waiting for a bus --- hair and clothes and shoes the same. I asked– in my broken Spanish if I could take their portrait. They snapped at me – “No –no” -- and turned the opposite direction. I felt the “no - no” slap of their words. I didn’t blame them – a foreigner wanting something – It is not right to take and take without giving something back.”
That night after dinner I went to a local bar and drank beers -- too many probably, and thought about the two Chamula women. I remembered a few weeks before in Tuxtla Gutierrez – I watched itinerant portrait photographers working in the city square. They first made a paper negative and then re-photographed the negatives into positive prints. Chemicals were inside the camera box. I thought, “This is what I will do.”
The next morning I went to the city square and set up my 5x7 view camera/tripod – film plates and light meter and single chair. I had a large hand printed sign announcing I was in business – *Portraits for $25 cents.* (Mexican Peso equivalency.) At first a large crowd gathered watching and waiting. It was awkward. Finally, a family approached and we started talking. I told them that I could deliver the portrait in two days -- we agreed on the price and time of delivery. Within 20 minutes a long line gathered. Chamulas – Zinacantans - mothers brushing the children’s hair– cleaning off their faces – pushing shirt tails into their pants – brothers and sisters -- an old women with a injured leg – workers just arriving from Aguacatenango. I felt very nervous. What if the negatives turned out too thin or I made a mistake with my exposures – or developing chemicals – or if they hated the portraits? My close friend Barry Norris -- photographer – working with his wife Joan in Na Bolom – had a darkroom and allowed me to use it.
*Chiapas #9*
No one refused the portraits – some were very happy but after receipt some asked for reduced prices. One wanted color not black and white – another said I cut off his feet –another said the portrait looked “malo” (undesirable). One man complained that part of his head was cut off. (No charge for that one.) I reduced the price of many portraits from 25 cents to 14 cents. (Mexico Peso equivalency.)
Chiapas #10
I found a new way to work – not as a business, but rather as an exchange and with cooperation. There was no taking, but rather a mutual giving and receiving between us. I remember in law school the concept of a valid contract is *reciprocity*. There must be an exchange of promises and actions flowing between parties. The exchange was not just for a photographic portrait, but also for conversations, laughter, questions and human acknowledgment. From this period forward I begin working with this idea held closely. A fair exchange mattered.
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English Language Arts Book 2
Grade
5
January 9—13, 2006
__________________________________
Name
T IPS FOR TAKING THE TEST
Here are some suggestions to help you do your best:
* Be sure to read carefully all the directions in the test book.
* Plan your time.
* Read each question carefully and think about the answer before choosing or writing your response.
Directions
In this part of the test, you are going to listen to an article called "It's Only Money!'' Then you will answer some questions about the article.
You will listen to the article twice. The first time you hear the article, listen carefully but do not take notes. As you listen to the article the second time, you may want to take notes. Use the space below and on the next page for your notes. You may use these notes to answer the questions that follow. Your notes on these pages will NOT count toward your final score.
For the multiple-choice questions, you will mark your answers on the answer sheet. For questions 26 and 27, you will write your answers directly in the test book.
Notes
Go On
Notes
Book 2: Part 1
STOP
Do NOT turn this page until you are told to do so.
22 According to the article, what is one advantage of using money?
F The price of products can stay unchanged.
G Each coin and bill can be worth a specific amount.
H More goods can be bought by using coins and bills.
J People can live independently of the government.
23 Which sentence from the article states an opinion?
A "Long ago, people did not use money."
B "The barter system was a good system."
C "Weavers could trade cloth for meat."
D "Some countries have money with pictures."
24 Why did people change from using the barter system to using money?
F It was more convenient to use money.
G Governments required people to use money.
H The barter system was difficult to understand.
J People were tired of bartering with each other.
25 What was one advantage of the barter system?
A Objects used for bartering could be easily carried.
B Every object used in bartering had about the same value.
C People could live more independently than they did before.
D People could use what they already had to get what they needed.
26 Which system do you think is better, bartering or money? Using details from the article, give at least two examples to support your answer.
Go On STOP
Book 2
Sample
There are some mistakes in this paragraph. Let's correct them together.
My school is having a "Back to School" dance on Friday. I am excited about them, but I have a problem. I don't know how to dance. I am the only one in my family who has never took dance lessons. Well, I guess I will just create my own style. Of dancing.
STOP
27
Here is a paragraph a student wrote about bicycle safety. There are some mistakes in the paragraph. Some sentences may have more than one mistake, and other sentences may contain no mistakes at all. There are no mistakes in spelling.
Read the paragraph and find the mistakes. Draw a line through each mistake in the paragraph. Then write the correction above it.
Be a safe bicycle rider by following a few simple rules. First, always wearing a helmet. Next, remember to check your bike often to be sure that all the parts is working properly. Avoid biking at night or on rainy days be alert to what is around you. Do not forget to use hand signals when turning or stopping. Remember that the most safest areas to ride are parks bike paths, and other permitted areas.
Go On STOP
Place Student Label Here
Grade 5
English Language Arts
Book 2
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PRESENT CONTINUOUS
Right or Wrong?
If a sentence is wrong, rewrite it to make it right. If it’s right, just copy it over.
1. She is run in the park.
2. He’s reading a book right now.
3. The kids isn’t playing outside.
4. I’m cooking dinner tonight.
5. Are you coming to the party?
6. My friends is playing the guitar.
7. They’re drive to the beach.
8. We’re studying hard for the exam.
9. I’m work late tonight.
10. It’s raining again?
11. The dog is barking at the mailman.
12. Is you watching the game?
13. They not listening to the teacher.
14. Where swimming in the pool.
15. He’s flying to New York.
16. Diana is taking a shower.
17. The cats is drinking milk.
18. It’s Adam talking to you?
New Vocabulary:
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
6. _______________________
PRINCIPIANTES PLUS+
Recursos exclusivos que llevarán tu inglés más allá de lo básico.
CURSO DE PRONUNCIACIÓN
Curso de Inglés DESDE CERO
Inglés Paso a Paso con Lucie
DERECHOS DE USO:
Queda prohibido vender o hacer uso comercial de cualquier parte del material y videos encontrados en el canal de YouTube y sitio web de: Inglés Paso a Paso con Lucie / Cursos de Inglés ATS. No se puede alterar ninguna parte de este material para venderlo, editarlo, cargarlo a redes sociales, o hacer cualquier otro uso que no esté autorizado por escrito.
GRAPHIC CREDITS
Zip-A-Dee Doo-Dah Designs
Whimsy Clips
The Digital Rainbow
Glitter Meets Glue
Ka Fonts
F1
Educlips Clip Art
Dancing Crayon Designs
Bunny on a Cloud's Clipart
Creative Clips by Krista Wallden
Creating 4 the Classroom Clipart
Dazzling Clips
Photo Clipz
Bubbly Clips & More
A Hughes Design
Graphics from the Pond
Rainbow Sprinkle Studio
Chip Graphics
KB Konnected Clips
P4 Clips Trioriginals
All Fonts Lifetime License for K-8
Little Red's Clip Art
TPT Shop: LittleRed | web | https://www.inglespasoapasoconlucie.com/wp-content/uploads/2024/10/PRACTICA-DEL-PRESENTE-CONTINUO-EN-INGLES.pdf | 0.489261 | {
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1. Meals on Wheels – Longest Lutheran Lunch style!
Share the gift of service by cooking up a storm in your hall kitchen for the elderly and also for those families with young children. It is a real blessing to receive the gift of a meal at your doorstep.
2. Food Bank Longest Lutheran Lunch
Work with your local food centre and give out freshly prepared packages made in your hall kitchen. Add a personalised message made by the Sunday School children, to each package.
3. Hot Dog Lunch Festival style!
Book a stall at a local street festival and give away (or sell) hot dogs. They’re relatively cheap and easy to make! A good alternative is a sausage sizzle and generally meets council’s food regulations.
4. Progressive Lunch – An All Day Affair!
Take it in turns to serve each other! If you have 2 or more congregations in your parish, start the day with a parish service at one point and share the first course. Drive to the second point and have the second course prepared by that congregation. Enjoy afternoon tea at the 3rd point!
5. Mystery Bus Trip!
Pick a quaint little pub and book for lunch but don’t tell a soul! Work out an affordable cost for bus hire and lunch. Pack a goody bag for everyone to take home (items could include some chocolates, a packet of chips and a bottle of water). Give the staff at the pub a nice gift complete with a personalised card of thanks!
6. Around the World in a Day!
Set up the ‘aeroplane’ with appropriate seating at one end of your venue. The area must be blocked off so travellers don’t know what country they are going to land in! Engage the ‘local’ air hostesses to go through the safety procedures (some good actors required!) Have passengers embark and disembark at each country. Upon each landing, the food at that stopover should represent the culture of the country with members allocated to cater, according to their country of origin, complete with full costume!
7. Dine with Wine & Dips!
Somewhere in the world, it’s 5 o’clock, known for many as wine o’clock! Ask your members to make a dip and provide dry biscuits and invite your community over with their favourite bottle of wine, or get a licence and build the Longest Lutheran Bar!
8. Going Mexican Tacos!
Invite your youth leaders to become Mexicans for one day AND dress accordingly! The fellowship in the kitchen will spill out into your hall or great outdoors to be served this very easy-to-make dish for young and old!
9. The Great Jaffle Exchange!
If you’re lucky enough to live in a rural area, start stacking your bonfire branches now! Have your treasurer buy enough ham, cheese & bread and people can bring their own additions to see who can make the best jaffle in the fire.
10. Clean Communities!
Spring clean your church and surrounds while playing Gospel songs loud enough for the neighbours to hear! Finish with a BBQ lunch and use it as an opportunity to invite anyone who’s walking past to stay for a bite to eat!
11. Backyard Blitz with Picnic!
Break up into working parties of 6 or more people to help the elderly or a young family in your congregation or district. Select families/individuals who accept your help. Allocate 2 people on ‘sandwich making’ duty at your church hall/space (you could end up with 20 people making sandwiches and filling cordial bottles or thermos, if you have 10 groups!).
The remaining 4 people head off and work on blitzing someone’s backyard! When lunch arrives, sit with the family or elderly person and enjoy a picnic at lunchtime to give everyone enough energy to finish the job that was started!
12. Operation Disaster Relief!
People in our communities have been suffering the effects of drought and floods recently. Identify an area where your help would be welcome. Find a contact through the local Lutheran church. Set up a production line to fill shoeboxes with non-perishables for families which have been donated by your members. Enjoy a shared lunch to precede this act of service. A great service activity for kids as well!
13. Teachers Pet Morning Tea!
Request permission to provide morning tea for teachers at your local state school as an act of reaching out into the wider community. Home baked treats and freshly made sandwiches plated up in your church hall and then delivered to the school. An additional activity could be to involve the Sunday school children making up postcards to say ‘Enjoy your morning tea! God loves you!’ from Chloe at St Mary’s Lutheran Church
14. Potted Plant Lunch!
Is there a community event coming up to raise money for a local charity in your area? Consider having a potted plant day where people bring cuttings (geraniums, succulents, herbs), pots, potting mix and ice cream sticks. Wash the pots. Lay out all the cuttings. Fill the pots with soil and teach the children how to plant a cutting. Write the plant name on the ice cream stick and on the reverse write your church’s name and poke into the soil. Celebrate with lunch around the potted plants. Finish by setting the potted plants up in a cool place where they won’t dry out in the sun and have the children water them each Sunday until they begin to take root. Several volunteers may be needed to water the plants during the week. Once the plants are established, set up a garden stall at the charity fundraiser and sell them, giving the profits to Lutheran World Service.
15. Community Garden Picnic!
Does your community have a community garden? Spend half a day weeding and watering either beginning or ending with a picnic lunch in the garden. Invite the media along for lunch – and a few photos!
16. Student Free Day Brunch!
Request permission to provide brunch for teachers when it’s a student free day. Their time is freer without students in their midst. Cook a BBQ of egg & bacon muffins, some slices, fresh fruit, juice, tea and coffee. Watch the teachers interact with you and each other. It’s a real staff morale booster!
17. Community Fun Run/Walk for all abilities!
There are lots of people who enjoy a brisk walk or run and participating in Fun Runs. Organise one for your church and add a free breakfast or lunch into the event. Make it as long or as short as you like! Be sure to make it for people of all abilities where strong ones can push a wheelchair around the block!
18. Car Rally Scavenger Hunt with Pitstop Lunches!
Organise a Car Rally and mix up the passengers so people are encouraged to connect. A map with directions and clues for the Scavenger Hunt be given to each car load. Throughout the rally, several food stations (check points) could be set up. The last car through each checkpoint takes the caterers in their car (so don’t overload your cars!). Once the destination is reached, enjoy afternoon tea or dessert, served by the last group of caterers. The carload with the highest number of points at the end wins.
19. After Party Clean Up!
Is there someone in your neighbourhood who’s having a party for an anniversary or a special birthday? Offer your services to clean up the following day and provide lunch for the family. No doubt the hosts would be eternally grateful for a mass clean up and a delicious lunch for any guests staying over.
20. A Bucket List Wall!
“What do you want to do before you die?” The question is powerful and inspires reflection. The idea is simple: Construct a wall coated in chalkboard paint with the phrase “Before I die I would like to…” prominently painted in white. Attach buckets for chalk. Invite the community to share responses with one another and launch the project with a community lunch. Another great project to invite the media to. Be amazed at the attention it will gain from people walking past and participating! | web | http://longestlutheranlunch.org.au/wp-content/uploads/sites/13/2017/09/Longest-Lutheran-Lunch-Ideas-2016.pdf | 0.482363 | {
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How to catch bumblebees
You can survey for bumblebees just by finding bees sitting on flowers, and looking at them or photographing them. However, they move around quickly and this makes seeing small features – and thus identification - difficult.
Catching bees with a net and a pot will make your life so much easier!
When choosing a net, make sure you get one with mesh fine enough that the bees can't crawl through the holes (seaside shrimping nets have too big a mesh, for instance), but beyond that any size or shape can be used. Anything sold as a 'butterfly net' should be suitable.
To catch a bee, maneuver the net as close as possible. Make sure that your net isn't catching on brambles or other spikey plants, and that you've got space to complete your swing. Then swipe the net fast across the bee horizontally in one direction works best - and quickly flick your wrist so that the net folds over itself. This should ensure that your bee is folded into the material rather than flying straight back out!
Make sure you tilt the net 90 degrees so the net ends up with the opening facing down. Holding the net with the opening facing down means you won't lose your bee so easily – bees almost always take off and fly upwards.
Once your bee is in the net, you'll need a clear, lidded pot such as a jam jar or specimen tube to put it in. The bee will nearly always crawl upwards, so place the pot underneath the bee in the net.
Now you'll be able to have a really good look at it in order to see the smaller features for identification. As an alternative to a standard
pot, particularly for seeing the smaller features, beekeepers have invented a handy device called a 'queen marking pot' or 'queen plunger'. Basically it's a clear pot with an open mesh at one end, and the lid replaced by a sponge-tipped plunger. This allows you to gently press the bees against the end of the pot, constraining its movement and making it much easier to see the smaller details. It doesn't harm the bee as long as you are gentle, and it minimises the amount of time that you need to keep the bee in captivity.
You shouldn't keep the bee in a pot for more than a few minutes, especially in full sun, because it will overheat and become stressed.
Always release the bee back where you found it so that she can make it back to her nest. If you want to photography your bees, they'll be less active when its cooler, so early mornings and late evenings can be good. Alternatively, popping the bee into a fridge or coolbox for a few minutes (only a few!) won't harm it and will slow it down enough to take pictures, particularly useful if you want to take close ups.
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Classroom news from PONS, December 2014
We've been busy in the classroom at PONS this week. With cooler weather coming we talked about animals getting ready for winter. Big words of the week included hibernation and migration. We helped a bear eat lots of food and make a soft nest in her den. She is now sleeping for the winter, and we'll wake her in the spring. On Wednesday afternoon the children each made a book about a black bear getting ready for winter.
Our letter this week in the afternoon class was the letter G. The children practiced their cutting skills as they cut out a ghost, and then painted it with glittery gold paint for their alphabet books.
The Thursday morning class enjoyed singing songs in Korean and learning some Korean words with Audrey Kim and her mom, Sunhee Chae. We hope that Sunhee will be able to come again, and we invite other parents to participate in the classroom, sharing their language, skills, or interests with the children.
On Thursday afternoon we noticed that one of our pumpkins outside has started to decompose, and that when we stuck our fingers in it, it was very gooey. We put it out in the garden area and hope that we will see pumpkin vines there in the spring. We also played musical instruments and began reading music. Everyone made a shaker to take home.
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Task 2.
Enact a conversation for the following situation using conversational formulas from
Task 1. A meeting at a hospital
You have just been to the doctor's with the symptoms of pneumonia. In the hospital lounge, you meet a friend who also visited the doctor.
1. Say hello and ask what his problem is.
2. Ask what the diagnosis is or what the doctor said.
3. Tell your friend how you feel and what your problem is.
4. If it is possible, explain what your problem might be caused by.
5. Say what the doctor prescribed or told you to do.
We strongly believe , the students' performance of such tasks will facilitate their acquisition of a foreign language at the adaptive level, depending on the particular language situation; the formation of their skills of adequate generation of foreign language discourses in the process of communication in a foreign language, as well as the skills of communicative behavior in certain language situations.
Thus, the formation of discourse foreign language competence as one of the main
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Key Vocabulary
| Ratio | Comparative value of two or more amounts |
|---|---|
| Proportion | A part to a whole comparison |
| Simplify 1 6 = 2 12 | To reduce a fraction or ratio to its lowest terms by cancelling to the lowest common factor for both numerator and denominator |
| Multiplier | A number doing the multiplying |
| Unitary method | Method of working out proportion by first working out 1 unit. |
| Unit of measure | Standard amount or quantity |
| Notation | Written symbols used to represent numbers or amounts. |
Key facts / Diagrams
Ratios are written like this. A:B or 3:7
Write the ratio for the fact that there are 3 blue bicycles for every 7 red bicycles.
BLUE bicycles = 3
RED bicycles = 7
Ratio = 3 : 7
30 metres divided into the ratio2:3
Simplifying ratios:
When simplifying ratios we can do it the same as fractions by dividing each part by the same highest common factor
Fraction:
Common misconceptions
- Some pupils may think that a:b always means part:part
- Some pupils may try to simplify a ratio without first ensuring that the units of each part are the same
- Many pupils will want to identify an additive relationship between two quantities that are in proportion and apply this to other quantities in order to find missing amounts
Worked examples
Converting units of measurement
Find the ratio to mix purple paint when given the total parts.
I use 4 parts blue and some red. The total parts for the mixture is 7.
BLUE = 4
RED = ?
Total parts = 7 | web | https://www.wokinghigh.surrey.sch.uk/MainFolder/2018/Knowledge-/Maths/Year-8/Year-8-set-4-5-unit-8-Proportional-reasoning.pdf | 0.435532 | {
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1
2
3
4
5
THE KEY SHIFTS OF COMPETENCY-BASED EDUCATION
* Time is structured by courses with fixed time allocations
* Schedules are modular and flexible
FROM
* Students are placed in fixed groups based on age or ability
* Same age, same page
* Whole-class lesson plans and delivery, possible "differentiation" of lesson
* Single classroom configuration, typically print materials and lecture style
* Assessments of learning
* Scheduled at same time for all students
* Traditional testing formats low on Bloom's Taxonomy (recall, comprehension)
* One opportunity, often punitive
* Use of grade calculations to sort students
* Grades typically include behavioral elements (attendance, homework, participation), conflating performance measures and hiding skill/knowledge gaps
* Expectations for earning a particular grade vary substantially between teachers and schools
* Quarterly and/or annual grade reports
* Crediting and advancement is based on seattime and "passing" grade
* Undefined expectations for what skills/ knowledge are required for earning credit
SCHEDULING
INSTRUCTIONAL DESIGN AND DELIVERY
ASSESSMENT
GRADES & REPORTING
PROMOTION & CREDITING
TO
* Time is structured around competency-based learning outcomes tied to a) specific work products and b) student needs (e.g., intensives, workshops)
* Schedules allow for personalized, asynchronous learning
* Students working at different places on competencybased learning progressions
* On-demand instructional decisions based on student needs
* Learning assets available just-in-time, multiple formats
* All unit materials are designed to be student-facing
* Multiple learning configurations across learning spaces
* Assessment as learning, for learning, and of learning
* Assessments available just-in-time
* Summative are performance-based tasks, requiring application of skills and knowledge
* Tasks derived from college and career level work
* Multiple opportunities; revision cycles are central
* Transparent and continuous reporting on performance and growth, measured by competency
* Grades (if necessary) are numerical representations of student performance and/or growth strictly (not conflated by behavioral elements like attendance, participation)
* Behavioral elements are reported on separately
* Crediting of competencies or competency bundles upon achieving a specific performance level (can be mapped to traditional courses)
* Student advancement based on demonstrations of mastery, not seat-time
* Portfolios help quantify the body of evidence required for showing mastery Created by Sydney Schaef (2015) | web | http://competencyworks.pbworks.com/w/file/fetch/106616610/Key%20Shifts%20of%20CBL%20%28Schaef%2C%202015%29.pdf | 0.458975 | {
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IDA MINERVA TARBELL (1857–1944) is possibly the most famous female investigative journalist in U.S. history. In addition to her status as a leading scholar of Abraham Lincoln, Tarbell’s 1902-1904 series “The History of the Standard Oil Company” led to the U.S. Supreme Court’s 1911 breakup of Standard Oil and contributed to implementation of the country’s first antitrust laws.
THE TARBELL HOUSE was built in 1870 by Ida’s father, Franklin S. Tarbell. Materials from the nearby oil boomtown of Pithole were re-purposed to construct this Italianate-style building. The original layout hosted two floors, an east wing, and a third floor cupola. The Tarbell family sold the house in 1916. In subsequent decades, the structure underwent major renovations including the removal of the cupola and east wing. The nonprofit Oil Region Alliance purchased the house in 2007 with the goal of returning it as closely as possible to its historical roots. Nine years and ten rehabilitation phases later, the award-winning restoration concluded in 2016 with the placing of a custom-built replica cupola atop the roof.
Today, the first floor of the house operates as a combined museum and event space available for tours and private rentals. Public teas and other educational programs are offered year-round. For details on current offerings or to schedule a tour or rental, contact the Oil Region Alliance.
For more information, visit our Facebook page: https://www.facebook.com/TarbellHouse/
Restored 1870 Home of Ida M. Tarbell within the Oil Region National Heritage Area
217 Elhu Street
Oil City, PA [REDACTED_PHONE]
Phone: [REDACTED_PHONE]
Toll-Free: [REDACTED_PHONE]
Email: [REDACTED_EMAIL]
www.OilRegion.org | web | https://oilregion.org/wp-content/uploads/2020/07/Tarbell-House-1.pdf | 0.49981 | {
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Desistance
Session 5 Recap and plans for the future
What have we learnt these days about desistance?
Individual answers – the accumulation game
Recap. Key points
* Desistance is a difficult, complex, lengthy and individual journey.
* There are no recipes for success!! Be creative !!!
* Focus on human capital but also on social capital and situations
* Foster hope and confidence. Celebrate progress !!!
* Build up on strengths and resources
* Develop relationships – with the probationers but also between the probationer and his/her family and community
* Desistance is more than CJ. Engage with families, communities, employers etc.
* Probation service should design procedures that would support desistance
* PS could design flexible procedures to dead with setbacks in a constructive way
* POs will treat clients with respect and maximize their choices – encourage self-determination. POs work will foster new identities and confidence for a better future.
* POs will acknowledge the pains of probation and will work on reducing them while making the supervision experience a meaningful and useful experience.
Exercise:
Based on these learning points, make a concrete plan on how to improve the probation practice in your own service: objectives, activities and timeline.
Write it on the post card !!! Read it to your co-participants !!!
Final questions?
Thanks !!! [REDACTED_EMAIL] | web | https://www.euforumrj.org/sites/default/files/2019-11/workshop-on-desistance_session-5-conclusions.pdf | 0.421169 | {
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THE EUROPEAN UNION TIMES
EU Times online newspaper
Home » Health, Nature, North America » Toxic Oil Spill Rains Warned Could Destroy North America
Toxic Oil Spill Rains Warned Could Destroy North America
Posted by Europe on May 24th, 2010 // 276 Comments
Object 2
A dire report prepared for President Medvedev by Russia's Ministry of Natural Resources is warning today that the British Petroleum (BP) oil and gas leak in the Gulf of Mexico is about to become the worst environmental catastrophe in all of human history threatening the entire eastern half of the North American continent with "total destruction".
Russian scientists are basing their apocalyptic destruction assessment due to BP's use of millions of gallons of the chemical dispersal agent known as Corexit 9500 which is being pumped directly into the leak of this wellhead over a mile under the Gulf of Mexico waters and designed, this report says, to keep hidden from the American public the full, and tragic, extent of this leak that is now estimated to be over 2.9 million gallons a day.
The dispersal agent Corexit 9500 is a solvent originally developed by Exxon and now manufactured by the Nalco Holding Company of Naperville, Illinois that is four times more toxic than oil (oil is toxic at 11 ppm (parts per million), Corexit 9500 at only 2.61ppm). In a report written by Anita George-Ares and James R. Clark for Exxon Biomedical Sciences, Inc. titled "Acute Aquatic Toxicity of Three Corexit Products: An Overview" Corexit 9500 was found to be one of the most toxic dispersal agents ever developed. Even worse, according to this report, with higher water temperatures, like those now occurring in the Gulf of Mexico, its toxicity grows.
The United States Environmental Protection Agency (EPA) in discovering BP's use of this dangerous dispersal agent ordered BP to stop using it, but BP refused stating that their only alternative to Corexit 9500 was an even more dangerous dispersal agent known as Sea Brat 4.
The main differences between Corexit 9500 and Sea Brat 4 lie in how long these dangerous chemicals take to degrade into their constituent organic compounds, which for Corexit 9500 is 28 days. Sea Brat 4, on the other hand, degrades into an organic chemical called Nonylphenol that is toxic to aquatic life and can persist in the environment for years.
A greater danger involving Corexit 9500, and as outlined by Russian scientists in this report, is that with its 2.61ppm toxicity level, and when combined with the heating Gulf of Mexico waters, its molecules will be able to "phase transition" from their present liquid to a gaseous state allowing them to be absorbed into clouds and allowing their release as "toxic rain" upon all of Eastern North America.
Even worse, should a Katrina like tropical hurricane form in the Gulf of Mexico while tens of millions of gallons of Corexit 9500 are sitting on, or near, its surface the resulting "toxic rain" falling upon the North American continent could "theoretically" destroy all microbial life to any depth it reaches resulting in an "unimaginable environmental catastrophe" destroying all life forms from the "bottom of the evolutionary chart to the top".
Note: For molecules of a liquid to evaporate, they must be located near the surface, be moving in the proper direction, and have sufficient kinetic energy to overcome liquid-phase intermolecular forces. Only a small proportion of the molecules meet these criteria, so the rate of evaporation is limited. Since the kinetic energy of a molecule is proportional to its temperature, evaporation proceeds more quickly at higher temperatures.
As over 50 miles of the US State of Louisiana's coastline has already been destroyed by this spill, American scientists are warning that the damage may be impossible to repair, and as we can read as reported by the Associated Press News Service:
"The gooey oil washing into the maze of marshes along the Gulf Coast could prove impossible to remove, leaving a toxic stew lethal to fish and wildlife, government officials and independent scientists said. Officials are considering some drastic and risky solutions: They could set the wetlands on fire or flood areas in hopes of floating out the oil. They warn an aggressive cleanup could ruin the marshes and do more harm than good."
And to understand the full import of this catastrophe it must be remembered that this disaster is occurring in what is described as the "biologically richest waters in America" with the greatest amount of oil and toxic Corexit 9500 set to come ashore in the coming days and weeks to destroy it completely for decades to come.
Reports are also coming from the United States that their government is secretly preparing to evacuate tens-of-millions of their citizens from their Gulf of Mexico States should the most dire of these scientific warnings start to come true.
To the greatest lesson to be learned by these Americans is that their government-oil industry cabal has been just as destructive to them as their government-banking one, both of which have done more to destroy the United States these past couple of years than any foreign enemy could dare dream was possible.
But to their greatest enemy the Americans need look no further than their nearest mirror as they are the ones who allowed these monsters to rule over them in the first place.
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Freshly boiled water is light and digestive. It is sipped frequently throughout the day to cleanse the body tissues and prevent the accumulation of wastes and toxins. Preparation time: 2-12 minutes.
Ayurveda suggests that preventing the accumulation of waste matter, impurities, and toxins in the body tissues and their prompt removal of these substances from the body is of prime importance for good health. In Ayurvedic practice, accumulated impurities are called ama. Ama is considered to be a major contributing factor in many diseases because it disrupts the delicate biochemistry in the tissues and blocks the channels of circulation and communication.
This disruptive process often starts with poor digestion, which creates the toxins, followed by poor elimination, which allows toxins to be absorbed into the circulatory system and transported throughout the body. Frequent sipping of hot water helps dissolve impurities and cleanse the entire digestive and eliminative systems. The result is an improvement in digestion and assimilation of food, improved elimination, and prevention of the formation of ama.
The hot water with its special cleansing quality is absorbed into the circulatory system and travels throughout the body.
The extra warmth and fluid aids in opening circulation, dissolving accumulated impurities in the body tissues, and flushing them out of the body.
Many people report that after just a few weeks of this program digestion and elimination improve, and they feel lighter, fresher and more vibrant. A significant number of individuals have attributed improvements in overall health and reduction of diverse symptoms to simply following the hot water recommendation.
INSTRUCTIONS:
• Intake
The usual recommendation is to sip hot water frequently throughout the day, as often as every half hour if possible. The water should be hot, but comfortable to sip. Even taking just a few small sips fulfills the recommendation, although you may drink as much each time as feels comfortable to you.
• Water Type
It is recommended to use pure spring water or some kind of purified water for your daily hot water intake.
• Heating
Ideally the water should be boiled for about 10 minutes. Water that has been heated but not boiled is not considered as effective as boiled water. Boiling the water allows excessive mineral deposits and impurities to precipitate out and increases the water’s lightness and its cleansing influence. Boiling the day’s supply for 10 minutes in the morning and keeping it in a glass or stainless steel thermos for up to 12 hours is an effective, time-saving approach. The above recommendations are ideal. If the ideal is not possible, do the best you can.
• Spice Additions
A slice of fresh ginger root, a pinch of turmeric or ginger powder, or a few fennel seeds may be added to the boiling water if desired. These spices can increase the cleansing influence of the water in the physiology. Lemon may be added occasionally if it is not upsetting to the stomach.
Note: This hot water recommendation is to be followed with common sense. It should not be done on a permanent basis. Normally a few weeks at a time is considered reasonable. It can be done longer for chronic Ama conditions. If done to excess it could lead to unwanted weight loss. | web | https://healingsanctuary.clinic/wp-content/uploads/handouts/supplements/Hot%20Water%20Helps.pdf | 0.439887 | {
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The Salvation Army Grays Harbor Corps Bible Study – October 18, 2016
Deuteronomy Chapter 4
What does this book (Deuteronomy) contain (according to Moses in verses 4445)? What must the Israelites do with it (verses 1, 2, and 5)?
What will be the result (verses 6-8)?
In verses 9-24 Moses reminds the people of their recent history. What does he tell them to do? What does he tell them not to do?
What consequences will come about as the result of their failure (25-31)? Is their failure inevitable? Is it irreversible?
In what ways are the Israelites unique (32-40)?
Deuteronomy Chapter 10
What behavior does Moses model for the children of Israel in verses 1-5?
What tasks were assigned to the Levites (verse 8)?
What does God require of His people(12-22)?
Deuteronomy Chapter 29
Is there a failure indicated in verses 3 and 4? If so, whose failure is it?
What is promised in verse 9? Upon what condition is that promise made?
Who is included in the covenant?
Verses 16-29 warn about disobedience. Whose (individual, or group)?
Can the glory of God be revealed in the destruction of His people and their (actually His) land? | web | http://jdcard.com/publish/Deuteronomy.pdf | 0.432435 | {
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Anita Creamer: He's putting kids ahead of himself
By Anita Creamer - Bee Columnist
Published 12:00 am PDT Wednesday, March 21, 2007 Story appeared in SCENE section, Page E2
In photos, the compound looks well-tended and cozy, filled with bamboo huts and surrounded by lush green fields. Almost 200 children live here, in the countryside several hours from Yangon, at this orphanage and school run by Buddhist monks.
And now they have friends in Davis.
Or to be precise, in a 22-year-old who grew up in Davis, Max Harrington, who earlier this year established the Myanmar Children's Foundation.
For now, he's living in Myanmar, the impoverished southeast Asian country formerly known as Burma, which is run by a military regime. Until his return home this summer, Harrington works in the capital, Yangon, and makes occasional trips to the rural area to help the orphans.
"In Yangon, Max is teaching some very well-off children and adults," says his mother, Susan Steinbach, who teaches English as a second language classes with the University of California, Davis' extension program.
"But his heart is with kids who are disadvantaged."
They wear gold-and-green uniforms to class each day, these elementary school-aged youngsters at the rural compound. Their teachers make the equivalent of $6 a month, when the monks can afford to pay them.
The students lack blankets and mosquito nets, and in the cooler season, they sleep in a huddle for warmth.
Through the foundation, Harrington is helping the school fund construction of a two-story schoolhouse and lay the groundwork for financial stability through ongoing moneymaking ventures.
He hopes to take on projects at other orphanage schools, as well.
How refreshing. Just last month came news of a survey of 16,000 American college students, which shows that 30 percent have elevated narcissism scores -- a propensity, in other words, to think that the world revolves only around them and their needs
them and their needs.
Yet Harrington, who graduated from Davis High School in 2002 and the University of California, San Diego, last spring, seems to lack that inflated sense of self-interest -- and his mother says it's because he's an Eagle Scout who grew up working on projects to benefit others.
Says his stepfather, Bob Dowling: "Most people his age are interested in how to acquire things for themselves. He's spending all his talent and energy to acquire things for other people.
"He's not interested in having an iPod. He's interesting in doing something for people who have little."
In high school, Harrington spent six months as a exchange student in Costa Rica. He spent his final year of college studying overseas, too -- first in Ghana, then in Thailand. From there, he took his first trips into neighboring Myanmar, this country largely untouched by outside influences.
"There's an innocence and gentleness to the people that resonates with him," says Steinbach. "He fell in love with the people."
And when he returned home to Davis for the holidays, he brought his hopes for the school with him. With Rita MontesMartin, a longtime Davis activist, and his mother, he established the board for the foundation, which has applied for nonprofit status.
Before returning to Myanmar in late January, he set up a Web site -- www.myanmar childrensfoundation.org -- and hosted an introductory fund- raiser.
"I know people older than 40 who don't know what they're going to do when they grow up," says Montes-Martin. "Max knows exactly what he wants."
He wants to make a difference. And he knows there's a lot of world out there, way beyond the borders of the United States.
"I thought, 'We'll have the fundraiser, and that'll be it,' " says Steinbach. "That's how small my vision was. But Max's vision has gotten bigger and bigger. I'm blown away by the direction he's going."
About the writer:
Anita Creamer's column appears Wednesdays, Fridays and Sundays in Scene. Reach her at ([REDACTED_PHONE] or [REDACTED_EMAIL]. Back columns: www.sacbee.com/creamer.
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Copyright © The Sacramento Bee, ([REDACTED_PHONE] | web | https://myanmarchildrensfoundation.org/wp-content/uploads/2017/08/Sacramento-Bee-22Hes-putting-kids-ahead-of-himself22-03-21-07.pdf | 0.497855 | {
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The Dutch experience
Willeke van Staalduinen
August-November 2021
* Coordinator ISIS Sozialforschung Frankfurt, Senior's initiative Kaunas, queraum Vienna, Lunaria Rome, AFEdemy Gouda
* September 2020-August 2022
* Promote social and digital participation by older adults
* Bridge the Gap! wants to support and train older people to explore, analyse and (re-)shape their neighbourhoods with the help of digital tools
Facts Bridge the Gap! trainings
* Three groups:
* Library Leyweg The Hague – 10 people
* Library Spui The Hague – 9 people
* Office AFEdemy Gouda – 5 people
* Age varied from 64-85
* Backgrounds
* Digital skills self-assessment
* People brought their own smartphone or tablet
Workshop methodology – "Go with the flow"
* Workshop 1: inventory skills and interests AFE flower
* Workshop 2-6:
* Chosen themes: outdoor spaces, mobility, public information, care and technology, social participation.
* Guest speaker a few times, visit to iZi house and Technotheek
* Discussion on the homework and the challenges participants met with digital skills
* Android and iOS support
* Discussion on the importance of the theme for themselves and other older people, looking on the own devices for answers, solving issues and finding solutions
Digital skills learning issues
* Connect to WIFI
* Social media
* Cloud
* Downloading apps
* Cookies
* QR Codes/Green Pass
* Pictures
* Using a search engine
* Using microphone
* Hardware
* Smart home technology
* Data storage
* Privacy
Quotes: I have learned….
```
…. to search for websites and to get information from it …. to download apps, such as CoronaCheck App …. to work with my digital identification number …. not to be afraid to go digital
```
…. to use my phone
Conclusions BtG! trainings
* Social and digital participation is a highly relevant theme among older adults
* Much demand after this kind of trainings
* Already a follow-up started: analphabetic people learn to use the speak functionality on the device and reading-out-loud function of websites
* Digital accessibility is utmost important | web | https://eureco2021.wineme.wiwi.uni-siegen.de/wp-content/uploads/2021/12/van-Staalduinen.pdf | 0.475483 | {
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August 30, 2016 Ald. Cavalier Johnson ([REDACTED_PHONE]
MEDIA ADVISORY
Alds. Johnson & Hamilton, Mayor Barrett to launch Books in the Barbershop
Alderman Cavalier Johnson, along with Common Council President Ashanti Hamilton and Mayor Tom Barrett, will unveil a new program during a news conference tomorrow which is intended to help address the achievement gap by making books available to kids at their neighborhood barbershop.
"Wisconsin is, sadly, home to the largest achievement gap in the nation between black students and white students," Alderman Johnson said. "Making books available in a familiar venue like the barbershop sends the message that you don't have to read scholarly articles to improve your reading comprehension. You can read mystery novels, sports stories or comic books, as long as you're reading something."
Alderman Johnson invites his young neighbors to the unveiling of the program, where they can pick out a book from the shelf to read, or to keep forever. The program is a partnership with the Milwaukee Public Library, Milwaukee Public Schools, Sharp Literacy and Northcott Neighborhood House, utilizing participants in Northcott's programs to build bookshelves that will be installed in barbershops throughout the city.
Chicago Cutz, the host venue, will be offering free back-to-school haircuts for kids from 10:00 a.m. to noon tomorrow, as well as free backpacks and school supplies.
What: Books in the Barbershop kickoff and news conference
When: 10:00 a.m. to noon TOMORROW, August 31 News conference at 11:30 a.m.
Where: Chicago Cutz, 6228 W. Capitol Drive | web | https://city.milwaukee.gov/ImageLibrary/Groups/ccCouncil/2016-PDF/NewsReleases/District02JOHNSON/02-0830-barbershop_advis.pdf | 0.480184 | {
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Dancers Also Athletes
By Joan M. Smith
Doing a pas de deux differs from running 60 yards for a touchdown, but there is a connection. In order to do either physical feat the body muscles have to be developed and trained to perfection. And this, said international ballet star Edward Villella, is the link between the artist and athlete.
"We are physical people," he told the Aquinas audience during his presentation at the school on Thursday, Oct. 21. The one-time, now retired lead male dancer for the New York City Ballet visited Aquinas through the courtesy of the Aquinas Arts Center where he appeared on Friday, Oct. 22. In between performances, the 38-year-old, petite, perceivable Villella delights in entertaining high school students with his ballet talents but with his philosophy about the link between artist and athlete.
He explained his philosophy through a movie he made a few years ago for CBS-TV called "Dance of the Athlete" which features football, baseball, basketball, lacrosse and tennis stars along with ballet artists. He emphasized the need for physical preparation whether it's for the track meet or the right field fence or performing eclaires.
In achieving this preparation and maintaining the fine honing of the body, Villella described how ballet
Continued on Page 6
State Focuses on Alcoholic Addiction
Part I of a Three Part Series
By Joan M. Smith
Nine teenagers from Nassau County were killed in a car/train crash last March. Through the efforts of Nassau County's Transportation Safety Board, it was decided that alcohol was involved. According to a New York Times report of Oct. 15, all 10 of the 17 drivers involved in the accident were drinking and this fact with its resultant tragedy caused the board to urge the nation's governors to raise the drinking age.
Come Dec. 3, in New York State, the legal drinking age will be raised to purchase alcohol. Gov. Hugh L. Carey earned the reputation into legislating time and the action, which could be the first step in eventually raising this state's drinking age to 21, caused smiles of achievement from state legislators who attended the Governor's Conference on Children of Alcoholics.
State legislators and organizations have labored two years not only to raise the drinking age but to reassess the entire problem of teen-age drunkenness and early intervention of alcohol abuse among youth. Their efforts, spearheaded by the State Division of Alcoholism and Drug Abuse, came to fruit with the conference, and the Courier-Journal, to update its February series, "Teen and Drugs," covered the Oct. 14 conference held here.
The conference was six months in the planning," said Robert Ross, executive deputy for the State Division of Alcoholism and Alcohol Abuse, while he received the group of legislators and greeted special guests who included Joseph Califano Jr., special counselor on alcoholism and drug abuse; Gov. Carey and his wife, Evangeline Gouletas-Carey, who was honorary chairperson for the conference.
Sheila Blume, MD, director of the Division of Alcoholism and Drug Abuse, whom Califano and Carey commended for her "brilliant" spearheading of the new drinking law, was on hand to speak and conduct a workshop focusing on
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Sponsored by The Australian Professional Firefighters Charity Foundation.
Non-English speaking: for information in languages other than English, call the Interpreting and Translating Centre and ask them to call The Department of Health. This service is available at no cost to you, contact (08) 8226 1990.
© Department of Health, Government of South Australia. All rights reserved. Printed May 2010.
Learn or Burn
Treadmill burns
A rise in the number of homes with gym equipment has lead to infants and children especially aged five years or younger being treated for severe friction burns.
These are a result of children getting their hands or fingers caught in the conveyor belt of treadmills.
They often cause full thickness friction burns with many requiring skin grafting which can affect the long-term function of children's fingers and hands.
How can I reduce the risk of my child being injured?
Supervise children's activities at all times. > >
Take steps to keep treadmill equipment out > > of children's reach.
Use exercise equipment when children are not > > at home or are in bed.
Fence the area where exercise equipment is stored. > >
Playpens should be used when exercising with > > a toddler in the room.
Do not place treadmills up against a wall. > >
First aid for all burn injuries
Remove any clothing > >
Apply 20 minutes of cool running water > >
Cover with a clean cloth or clean plastic cling wrap. > >
Seek medical advice if the skin is broken or the area > > is larger than a 20 cent piece.
Where can I get more information?
SA Health
Women's and Children's Hospital Burns Service Phone (08) 8161 7000
Royal Adelaide Hospital Burns Unit
Phone (08) 8222 4000
Parent Helpline (24 hr service)
Phone [REDACTED_PHONE]
Search for 'burns' on these websites:
www.wch.sa.gov.au > >
www.cyh.com > >
Kidsafe
Phone (08) 8161 6318 | web | http://www.cyh.sa.gov.au/library/Learn_or_Burn_treadmills_brochure.pdf | 0.488722 | {
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Translation film 'Wat vind jij belangrijk?'
What is 'secular humanism'?
There are many people in the world.
People, that think and believe many things about life.
Many people believe there is a God in heaven, who created everything and everyone.
But I think that everything comes from nature and that we are completely free.
That's why I'm a humanist.
Our ethics teacher often asks for our own opinion about many different things.
About what we think is right, or wrong, for example.
Well I think bullying is wrong. But love and friendship on the other hand, I approve.
When you are a humanist, you don't believe something, just because others say it's true.
And you decide what you believe is important; this is different for everyone.
There are many ways to examine things.
You can think about things and there is science.
But you can also just talk to people or read.
This is also something that everyone decides for themselves.
We never all have the same opinions.
This is good, because sometimes others think of things that I hadn't thought of.
This way, we learn from each other. And this way, we can also changes opinions sometimes.
'Humanism', contains the word 'human', which also means 'person'.
This means that people are important and that you love and respect people.
We all live together on this planet and everyone has the right to a good life.
For, no matter how different we all are, no one is better that anyone else.
Why should we exclude anyone, just because they think differently, or are different from someone else?
SecularHumanism means being in control of your own life.
But at the same time, to take other people into account.
It's important that we learn how to work together and that we try to help people.
What do I think is important?
My family, my friends, soccer, playing games, eating French fries… Oh yes and Paco of course.
Thinking critically
Self-determination
Equality
Solidarity
Open research
Freedom
Personal fulfillment
Connection
Nature
Tolerance
How about you? What do you think is important ? | web | http://www.humanistprofessionals.eu/wp-content/uploads/2016/12/Vertaling-filmpje.pdf | 0.429487 | {
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STRESS AND PRESSURE
Stress can come from many things and cause all sorts of problems.
STRESS CAN COME FROM
- FEELING DISCONNECTED
- RELATIONSHIPS
- MONEY
- YOUR BODY
- JOBS
- SORRY BUSINESS
- BULLYING
- GRIEF
- SCHOOL
- UNIVERSITY
- DRUGS AND ALCOHOL
- COMMUNITY JUDGEMENT
- TRYING TO MEET YOUR OWN EXPECTATIONS
- RACISM
- RESPONSIBILITY TO FAMILY
- FIGHTING WITH FAMILY AND FRIENDS
- DISCRIMINATION
- INTERGENERATIONAL TRAUMA
- FAMILY EXPECTATIONS
- HAVING TO SUPPORT YOUR MOB
- BRINGING HOME MONEY TO SUPPORT THE FAMILY
- WORK
- DEALING WITH OTHER PEOPLE’S PROBLEMS
STRESS CAN CAUSE
- BAD THOUGHTS
- FEELING SAD INSIDE
- FEELING LONELY
- BLAMING YOURSELF FOR THINGS EVEN IF IT’S NOT YOUR FAULT
- WANTING TO BE ALONE ALL THE TIME
- STAYING AWAY FROM MOB
- FEELING LIKE EVERYTHING IS A HASSLE
- FAMILY CONFLICTS
- QUICK TO GET WILD
- FEELING TIRED AND FED UP
- THINKING THE WORLD IS AGAINST YOU
- FEELING LIKE NO ONE UNDERSTANDS
- BEING UNABLE TO THINK PROPERLY OR MAKE GOOD CHOICES
BE A YOUNG LEADER
Find good ways to cope when feeling stressed out and show your mob that it’s ok to yarn to someone when you have lots of stress and pressure. There’s no shame in talking it out.
WORRY ME NOT
Everyone has worries in their life but it becomes a problem when your worrying goes on for a long time. It's important to look after yourself so you can overcome your worries and feel strong in your mind, body, spirit and culture.
SPIRITUAL
- Visit country river, bush or somewhere peaceful
- Relax and chill sit under a tree to be with nature
MENTAL AND EMOTIONAL
- Watch movies that make you laugh
- Draw and paint
- Write poems, song lyrics or thoughts in a diary
FAMILY
- Yarn with your mob
- Chill with your friends
- Stay involved with family, friends, community mob and culture
PHYSICAL
- Practice breathing and relaxation exercises
- Listen and sing along to music
- Avoid alcohol and drugs
- Try to get more sleep
- Be active and do physical activity
- Eat good tucker
Adapted from Menzies School of Health Research – Aboriginal and Islander Mental Health Initiative.
LOOK AFTER YOURSELF
If you have noticed a change in yourself or a friend, it can be helpful to yarn with someone:
- Community health service
- Traditional healer
- School teacher or liaison officer
- Aboriginal health worker
- Friends
- Elders
- Youth worker
- Doctor
- Aunts
- Uncles
- Dads
- Pops
- Sisters
- Mums
- Brothers
- Community
- Nans
- Sports coach, trainer or manager
AGED 12-25? HOW HEADSPACE CAN HELP
headspace is your space to yarn safe. headspace can help you or a friend with any problems you have with; physical health, mental health and wellbeing, drugs and alcohol, work, school and study.
headspace has centres where you can yarn to someone face-to-face, or you can contact our online and telephone support service, eheadspace.org.au or [REDACTED_PHONE]. Remember, if you or a friend have a big worry and need urgent medical help, you need to call 000 straight away.
FIND OUT MORE AT WWW.YARNSAFE.ORG.AU
headspace would like to acknowledge Aboriginal and Torres Strait Islander peoples as Australian First People and Traditional Custodians. We value their cultures, identities, and continuing connection to country, waters, kin and community. We pay our respects to Elders past and present and are committed to making a positive contribution to the wellbeing of Aboriginal and Torres Strait Islander young people, by providing services that are welcoming, safe, culturally appropriate and inclusive.
headspace National Youth Mental Health Foundation is funded by the Australian Government Department of Health | web | https://deadlystory.com/icms_docs/306505_Stress_and_Pressure.pdf | 0.486986 | {
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Section 7: 4-H Resume
Completed by senior members only
First Name Last Name
Address, City, CA 9#### | (###) ### - ####| [REDACTED_EMAIL]
Personal Development Statement
One to three sentences that describe what you stand for and what you aspire to become as a human being. It is not a statement of what you want to do, but rather how you want to be in the world.
Education and Professional Development
Name of School
Highest Year Completed to Date
Additional Course Work, Name of School or Organization
Leadership Skills
Position Title, Group or Program, Month/Year Started – Month/Year Completed
Short description of what you did. Explanation of what you learned or skills you developed.
Citizenship Skills
Position Title, Group or Program, Month/Year Started – Month/Year Completed
Short description of what you did. Explanation of what you learned or skills you developed.
Other Skills
These can include instruments, dance, sports, or other hobbies you have spent a significant amount of time perfecting.
Certificates & Honors
* List name of certificates and who issued it | web | https://ucanr.edu/sites/glenn/files/319514.pdf | 0.425533 | {
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BUNDLE
PPT TRIVIA GAMES
17 PPT Trivia Games
GRADES 3-8
SCIENCE FICTION $200
A subgenre is a smaller and more specific genre within a broader genre.
Which of the following is NOT a subgenre of science fiction?
A. post-apocalypse
B. cyberpunk
C. adventure
D. dystopia
ANSWER
Book Genre Trivia Game (Grades 5-8)
These games do not work properly outside PowerPoint!
They use PPT features that DO NOT WORK in Google Slides, Open Office, Libre Office, or anything else that is not PowerPoint.
Use the demo link in the description to check the game with your version of PPT or Keynote.
INCLUDES 17 GAMES
- Library Orientation Trivia Game (Grades 3-6)
- Nursery Rhymes (Grades K-2, but lots of fun for older students)
- Fairy Tales (Grades 2-4, but lots of fun for older students, too!)
- Alphabet Trivia Game (Grades 5-8)
- Book Genres (Grades 5-8)
- Greek Mythology (Grades 4-7)
- Halloween (Grades 5-8)
- Thanksgiving (Grades 4-7)
- December Holidays (Grades 4-7)
- Lunar New Year (4-7)
- 100th Day of School (Grades 3-6)
- Valentine's Day (Grades 3-6)
- Presidents Day (Grades 4-7)
- Earth Day (Grades 4-7)
- Oceans (Grades 3-6)
- End of School Year (Grades 4-7)
- Celebrating the School Year's Memories (Grades 2-6)
Most of the games in this bundle require zero prep; however, a few (such as the Library Orientation Trivia Game and End of School Year Memories Game) do require specific information about your own library.
I’ve done as much work as possible on these to make it low-prep.
25 QUESTIONS
(most are multiple choice)
December Holidays Trivia Game (Grades 4-7)
All the Trivia Games in this bundle have the same format.
Click on a dollar amount to go to the question.
Once you click a question, the dollar amount will disappear.
PRIOR KNOWLEDGE NOT NEEDED
POLLUTION - $100
What is the most common kind of trash in the Great Pacific Garbage Patch?
oil nylon plastic
Earth Day Trivia Game (Grades 4-7)
Most questions are multiple choice. If students do not know the answer, they can just take a guess.
The Three Little Pigs built their homes with straw, sticks, and ______.
A. mud
B. bricks
C. stones
D. rubber
Fairy Tales Trivia Game (Grades 2-4)
Every trivia game in this bundle includes editable headers and text. All artwork and images are locked to protect their copyright.
FREE UPDATES
FUN FACTS -- $100
This person appeared in at least 37 movies before he became President of the US.
John F. Kennedy Lyndon B. Johnson Ronald Reagan Jimmy Carter
Presidents Day Trivia Game (Grades 4-7)
If you follow my store or the MrsReaderPants Facebook page, you know that I am a big fan of regular updates of my resources. The games in this bundle will get updates from time to time. When that happens, you will get all the updates free.
Halloween Trivia Game (Grades 5-8)
Sort of...I do make new trivia games from time to time. When I do that, I will add them to this bundle. I do not guarantee any particular timeline or number of future games.
A. Bibliography
The bibliography will contain books, articles, websites, podcasts, etc. that the author used for research when writing the book.
Other names for bibliography include: Works Cited or References.
GAME INSTRUCTIONS
HOW TO PLAY THIS GAME:
1. No prep needed! You can play this game “straight out of the box”!
2. Divide students into 4-5 teams. I usually have the teams move desks so they can confer on answers.
3. Keep score on a whiteboard (teacher or student volunteer), or ask one person on each team to keep track of the scores as they play.
4. Team 1 picks a category and dollar amount. Click the question. If the team answers correctly, they "win" that dollar amount. If incorrectly, they lose the dollar amount.
Not sure how to play? I included step-by-step instructions for game play. All the games are played the same way, so once students play one game, they will understand how to play all of them. | web | https://www.readerpants.net/wp-content/uploads/2021/05/Preview-PDF-Trivia-Games-Bundle.pdf | 0.426344 | {
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Wild Turkey Hen Study
The largest turkey study ever conducted by the Pennsylvania Game Commission has begun and will continue through 2025 to answer many questions regarding hen population dynamics.
The goals of this study cannot be accomplished without the help of the public!
How do we conduct our field work?
Each January -March through 2025, 100 hens across the state are being outfitted with GPS transmitters – 25 each in Wildlife Management Units (WMUs) 2D, 3D, 4D and 5C. These four study areas have different landscapes, turkey population densities, and spring hunter and harvest densities. ALL turkeys are released AT the trap site.
Field crews track these hens throughout the year with radio telemetry equipment to monitor survival and nesting. Hens don't follow No Trespassing signs so field crews might need to access private property to keep track of these hens.
How can you help?
Reporting sightings of turkey flocks are an invaluable source of information we gain from the public. Reporting periods: January-March & July-August, annually.
If that flock happens to be on your property and it is a good location to trap turkeys, we may bait the site and trap turkeys there, if permitted.
Often after trapping, a turkey will travel to areas not easily accessible. Allowing the field crew access to your property, whether via vehicle or on foot, is very useful. They can get to the short distance needed to download valuable location and movement data from the transmitter that is attached to the hen. These visits may be a few times a week or once, depending on the turkey. During nesting season crews must collect biological data from every nest site to determine factors that help nests successfully hatch.
If you have questions, please call our central dispatch toll-free 1-833-PGC-WILD.
From the PGC, thank you!
Turkeys are trapped using a net propelled by explosive charges. Personnel are properly trained to minimize risk of danger.
Hen outfitted with GPS transmitter that will last approximately 2 years. | web | https://www.pgc.pa.gov/Wildlife/WildlifeSpecies/Turkey/Documents/Hen%20Research%20Study%202022%20Info.pdf | 0.501903 | {
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The Fastest Way to Improve Test Scores
An improvement in the Index Score means an immediate improvement on the field or court.
The fastest way to improve test scores is the Metabolic Circuit.
Dr. Bill Kraemer created the Metabolic Circuit after years of research on the Nebraska Survivor Circuit.
Your Work Habits Determine Your Future
The image of a great athlete is one that works hard and does the job right. They work hard because they want to.
The effort starts with the off-season workouts, carries over to in-season practice and into the classroom.
Coaches can provide an edge with their motivation, but it is the athletes themselves that make the work ethic. This is something that remains a mystery for those that are not willing to pay the price.
The Metabolic Circuit should not be used year round. The advanced level (three sets) is very advanced and should only be used during the base phase to develop lean muscle and for no more than 4 weeks.
An improvement in Lean Body Mass will result in improved performance.
Use a weight that allows for a set of 10 repetitions with good form.
The speed of movement is not explosive but done under control to allow good form.
More growth hormone (GH) is released when the number of repetitions are ten as opposed to doing five or fewer.
More GH is released when the rest period is one minute or less as opposed to two or three minutes.
Beginner Level – 1 set of 10 reps twice a week on Strength Day
Intermediate Level – 2 sets of 10 at each station before moving to the next station. The circuit is done twice a week on Strength Day in place of slow movements. Still do weight lifting movements on Explosive Day.
Advanced Level – 3 sets of 10 at each station with heavier loads to increase strength and bone density. The gains made will come at a faster rate than gains achieved through traditional weight loss programs. Total time = 36 minutes.
All stations (except for the squat) use a circuit timer with 80 seconds for the combined work and rest.
Every 80 seconds a new set begins.
If your set takes 30 seconds to complete, then you have 50 seconds to rest.
Station #1 Squat 3 sets of 10 with same wt.
A clock with a second hand is used for the squat. 60 seconds between sets.
Station #2 RDL or Leg Curl
Station #3 Single Leg Squat or Leg Extension
Station #4 Bench or Incline Press
Station #5 Lat Pulldown
Station #6 Shoulder Press
Station #7 Low - Row or Bent-over Row
Station #8 Triceps Choice
Station #9 Biceps Choice
Half Rack or Power Rack Station
the Metabolic Circuit
Half Rack or Power Rack with safety level and bench
Station 1 – Squat
Station 2 – Single Leg Squat
Station 3 – RDL
Station 4 – Standing Shoulder Press
Station 5 – Inverted Row
Station 6 – Bench Press
Station 7 – Bent-over Row
Station 8 – Dips | web | https://sfac88e6ffd1cf917.jimcontent.com/download/version/1414843878/module/5849243561/name/Metabolic%20Circuit.pdf | 0.44157 | {
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FRIDAY, DECEMBER 4
DO YOU SEE THE ORCHARDS?
For many of us, apple-picking comes in at the top of a long list of seemingly obligatory Autumn activities — alongside hayrides, cider donuts and posting memories on social media.
As winter fast approaches, perhaps this is an experience you have had recently: leaves crunching underfoot as you peruse row after row of trees studded with fruit of all hues. Perhaps with family following close behind, you carry overflowing bags of fruit in either arm as a breeze rustles the branches that surround you. As you walk, you listen to the birds sweetly singing who have made their homes in these trees and feel grounded in a way that you have been lacking for a while.
Surely, to imagine or experience an orchard on its own can be a spiritual experience in and of itself. At a deeper level, however, orchards are also a wildly humbling physical representation of how our own labor and God's come together in harmony. We toil tirelessly to care for and cultivate the seeds that will grow into fruit-bearing trees. Then, we work even harder to prune, water and pray for conditions that allow for the trees to flourish. All the while, God's hand is at work orchestrating these necessary conditions. Not only this, orchards are a metaphor for how we experience God's love in our daily lives. As you imagine yourself in the orchard, recall how trees span as far as you can see, enveloping us in their beauty. So too, is God's love.
The feeling of hope in God's love and the feeling of being grounded by our connectedness is echoed by today's reading from the Hebrew scriptures. Images of the deaf gaining their hearing, and the blind claiming their sight, an end to tyranny and arrogance. The passage continues, when the "children see the work of my hands in his midst, they shall keep my name holy" (Isaiah 29:23).
Like the laborers of the orchard whose work comes together with God's in harmony, how is your own work interwoven with the work of God? Where have you felt God's expansive love in this season? How have these experiences encouraged you to "keep God's name holy"?
Visit the Online Advent Calendar at CHAUSA.ORG/ADVENT | web | https://www.chausa.org/docs/default-source/prayers/advent/cha-advent_december_04.pdf?sfvrsn=8cb8f1f2_2 | 0.486285 | {
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Vocab 3 Practice 1
Complete the crossword below using the definitions as clues.
Across
Down
2. a reason that causes someone to act
5. to match up or be consistent with
7. first or highest in order; main
10. the circumstances or facts that surround a particular thing or event
1. small or unimportant
3. a lack of knowledge or awareness of a subject
4. a basic structure or system
6. as much as is needed, enough
8. to live in one place for a long time; to dwell
9. a cause that helps bring about a result; an element of a decision | web | https://www.lcps.org/cms/lib/VA01000195/Centricity/Domain/11486/Vocab%203%20Practice%201.pdf | 0.433261 | {
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Canadian activities in the Pacific Arctic Region: 2016 icebreaker plans.
Pacific Arctic Group meeting
Arctic Science Summit Week, Fairbanks, Alaska
13 March 2016
CCGS Louis S. St-Laurent
UNCLOS mission:
Start/Finish: Early Aug - Mid Sept 2016, Tromso, Norway to Kugluktuk, NU
Oceanographer: Jane Eert, DFO
Collaborations: JAMSTEC, Trent U., ...
Activities: XCTD section from Svalbard across the North Pole to the Beaufort Gyre; CTD/Rosettes where possible.
JOIS/AON-BGOS
CCGS Louis S. St-Laurent: Kugluktuk to Beaufort Sea/Canada Basin
- Mid-September – Mid-October, 2016 (27 days)
- 35 berths requested
- CTD/rosette profiling and biogeochemical sampling
- Vertical net casts
- XCTD and UCTD casts
- Recover/deploy 3 moorings (WHOI)
- Deploy 3-4 Ice Tethered Profilers
- 2 Ice-Based Observatories
- Underway measurements
- Ice Observations (ship, ice and helicopter)
(Photo: Jeffrey Charters)
JOIS – AON-BGOS:
Start/Finish: Mid-Sept to Mid-Oct (27 days), Kugluktuk to Kugluktuk, NU
Chief Scientist: Bill Williams
Collaborations: WHOI, JAMSTEC, TUMSAT, …
Activities: Mooring recoveries/deployments, ice buoy/ITP deployments, CTD/Rosettes, XCTD/UCTD, Bongo nets, …
CCGS Sir Wilfrid Laurier
CCGS Sir Wilfrid Laurier: Victoria to Barrow
- 6 days, 14 berths requested,
- Stop at Dutch Harbor to pick up about 12 scientists
- UCTD and XCTDs deployed from stern during transit
- Underway seawater sampling
- Bird observations
- Deployment of Argo floats
- Collect sediment samples using VanVeen grabs and Happs corer at stations in the Bering and Chukchi Seas. Also, collect CTD and geochemical samples with the rosette and plankton samples with vertically towed bongos.
- CTD/Rosette casts across the Gulf of Alaska.
DFO’s Role in Sustained Observation of the Beaufort-Chukchi
Scientists at DFO’s Institute of Ocean Sciences, Pacific Region, Sidney BC
Humfrey Melling, Bill Williams
Continuous observations at some locations for more than a quarter century
Field work supported by Canadian Coast Guard ships on annual Arctic Patrols
Resources provided by:
DFO, PERD, ESRF, Imperial Oil, Shell Oil, NSF(USA), NOAA(USA), BOEM(USA)
Collaborators include:
Geological Survey of Canada, ArcticNet Inc, MBARI, Woods Hole Oceanographic Institute, US National Marine Mammals Lab
ASL Environmental Sciences Inc, Golder Associates
Projects supported:
Beaufort Marine Hazards (BMH), Integrated Beaufort Observatory (iBO),
Arctic Ice Monitoring (AIM), Joint Ocean Ice Studies (JOIS),
Distributed Biological Observatory (DBO)
CCGS Sir Wilfrid Laurier servicing long-term observing sites during autumn 2016
Sites serviced by Louis S St-Laurent
Sites serviced by Amundsen
DBO, IOS, ArcticNet, MARES, JOIS
Year-round observations from submerged moorings reveal the natural range of conditions, normals & extremes, trends, ...
Sea ice
- Thickness, drift speed & direction, hazardous features
Sea surface
- Storm waves, storm surge
Ocean current – surface to seabed
- Speed & direction, ocean eddies, intensified flow at the seabed, pathways for water movement (e.g. marine pollutant dispersal) at all depths
Ocean water masses – key levels
- Temperature & salinity at key levels, identification of water-mass origin
Biological hotspots
- Upwelling of nutrient rich water, variation in zooplankton abundance
Settling of sediment
- Rate and variability of supply, plankton blooms, dispersal of eroded sediments
Ambient sound
- Mammal’s vocalization, species presence, natural sound, seismic sound, ship noise
2016 CCGS Amundsen Expedition Plan
DRAFT – February 2016
Overview
The plan is currently divided into 6 different segments for a total of 125 days at sea.
- Leg 1a: Quebec to Qikiqtarjuaq (03 to 23 June)
- Leg 1b: Qikiqtarjuaq to Iqaluit (23 June to 14 July)
- Leg 2a: Iqaluit to St. John’s (14 to 28 July)
- Leg 2b: St. John’s to Kugluktuk (28 July to 25 August)
- Leg 3a: Kugluktuk to Kugluktuk (25 August to 17 September)
- Leg 3b: Kugluktuk to Quebec City (17 September to 06 October)
2016 Amundsen Expedition - Overview
Overview
125 days at sea
6 segments
6 research programs
+ 15,000 nautical miles
Kugluktuk
25 August and 17 September
Qikiqtaaluq
23 June
Iqaluit
14 July
St. John's
28 July
Quebec
03 June – 06 October
Legend:
- Mooring
- Full
- Basic
- Nutrient
- CTD
- Coring
- ROV
- Leg 1a-b
- Leg 2a
- Leg 2b
- Leg 3a
- Leg 3b
2016 Amundsen Expedition – Leg 3a
Kugluktuk
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Carbon dioxide is the leading cause of climate change; it pollutes our air and damages our health. Yet, strange as it may sound, the United Kingdom experienced a shortage of carbon dioxide last year, driving consumer fears of higher prices for food and drink. The same could happen in Canada.
At the heart of this paradox is the fact that, for all the damage that CO2 does, it also has some valuable – even essential – uses in modern society.
The colourless, odourless gas is used in liquid and solid forms. As a liquid, CO2 fizzes up draft beer, pushes out oxygen from packaged food to make it last longer, and stuns pigs and poultry before slaughter. The solid version, known as dry ice, refrigerates food and vaccines, making it critical in the fight against COVID.
Food and beverages make up most of CO2’s industrial uses – roughly 70 per cent in the United States – says Maura Garvey, principal and director of market research at Intelligas Consulting in Westwood, Mass.
Last September, the U.K. food industry suddenly faced a 60 per cent drop in carbon dioxide supplies. Not for the first time, either: A similar shortage occurred during the 2018 FIFA World Cup, when consumer demand was at its peak as fans filled pubs to watch soccer games.
How did the British end up in this situation?
Most industrial CO2 in the U.K. is produced by ammonia and fertilizer plants, which use natural gas as an energy source and feedstock. The CO2 is captured and sold instead of being released into the atmosphere.
“Fertilizer plants are run to make fertilizer. You run your plant when the fertilizer price is high, and the natural gas price is low. You shut down your plant when the natural gas price is high and the fertilizer price is low,” says Stephen B. Harrison, managing director at sbh4 GmbH, a German industrial gas consultancy.
“As far as the fertilizer producer is concerned, the carbon dioxide is a byproduct. He’s very happy that he can sell it and get a little bit of money for it but running an ammonia plant to make carbon dioxide is not economical.”
Natural gas prices in the U.K. more than tripled from mid-August to early October 2021. Coupled with lower demand – and therefore lower prices – for fertilizer after the end of the growing season, it thus no longer made sense to make ammonia.
No ammonia meant no food-grade carbon dioxide.
The U.K. is particularly vulnerable to CO2 shortages because its sources are so closely tied to ammonia production, says Harrison. Even carbon dioxide imports come largely from fertilizer plants in Norway.
Although the U.K. did try to diversify its sources of carbon dioxide after the 2018 shortage, another big problem has emerged: Brexit. It is more difficult now to bring in goods, including CO2, from the European Union. There is also a shortage of drivers to transport the CO2 as many of them came from the E.U. and can no longer work in the U.K.
The heart of this paradox is that, for all the damage that CO2 does, it has some essential uses in modern society.
“Clearly, (the U.K.) didn’t diversify enough for a really bad year,” says Harrison. Indeed, the government’s first temporary fix – subsidizing an American-owned fertilizer plant on U.K. soil – lasted only until January. A new three-month agreement has been arranged with the fertilizer plant but was not finalized until early February.
In addition to being the active component of alcoholic drinks, ethanol is a renewable gasoline additive. Several U.S. states and Canadian provinces mandate that gasoline contain a minimum amount of ethanol, typically 5-10 per cent by volume, because it releases less greenhouse gas than unblended gasoline.
Ethanol is produced from the fermentation of the sugars in corn, a process that also releases a stream of nearly pure carbon dioxide that can be easily liquefied and sold.
“Fifteen years ago, ethanol was not so big but with all the (green) credits (and use in gasoline), it really grew as a source,” says Garvey. It now accounts for 27 per cent of Canadian CO2 production.
But adding ethanol to gasoline is controversial. Its corn feedstock could be used for food; large amounts of water, land and energy are required in its production; and it can damage car engines.
“In March 2020, when COVID first hit, people literally stopped driving. When driving stopped, there was no demand for ethanol, so the ethanol guys stopped running the ethanol plants,” says Rich Gottwald, president and CEO of the Compressed Gas Association in McLean, Va., an industry group. “With no production of ethanol, there was no carbon dioxide (from ethanol). That was a real challenge from March through to July 2020.”
The saving grace was a sharp drop in demand for beverages and dry ice during the summer of 2020, says Gottwald.
“Between demand going down and supply picking up, we were able to get through COVID.”
What’s more, CO2 producers prioritized vaccines, thereby preventing supply disruptions.
Even so, COVID continues to pose problems for the CO2 industry. Railcars, used to ship carbon dioxide across long distances in North America, were stuck outside Montreal last fall because CN had trouble finding train crews to move them, says Sam Rushing, president of Advanced Cryogenics, a consultancy in Key Largo, Fla.
The environmental damage caused by CO2 has prompted calls for investment tax credits that incentivize industries to capture and sequester their emissions. The gas can be stored underground or used as a feedstock in other industrial processes, such as making concrete. But this idea, currently under consideration by both the Canadian and U.S. governments, risks causing further supply-chain disruptions.
“If you start paying people more to sequester it, then you’re going to have less carbon dioxide for these other applications. It has a lot of people that use carbon dioxide – like in the food industry – very concerned,” says Garvey. | web | http://sbh4.de/assets/the-paradox-of-co2---leading-cause-of-climate-change-essential-for-food%2Cdrink-and-covid-vaccines%2C-healthy-debate-feb-2022.pdf | 0.431807 | {
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Wetlands
Wetlands are those areas that are inundated or saturated by surface water or groundwater at a frequency and duration sufficient to support, and that under normal circumstances do support, a prevalence of vegetation typically adapted for life in saturated soil conditions (EPA 2001, p. 12). In other words, wetlands are land areas that are literally "wet" during part or all of the year because of their location in the landscape (Kadlec and Knight 1996, p. 3). Wetlands are frequently transitional between uplands (terrestrial systems) and continuously or deeply flooded (aquatic) systems. They generally include swamps, marshes, bogs, and similar areas. A wetland contains specific:
Photo: Idaho Fish and Game.
* Hydrology (amount and period of time that water is present)
* Hydrophytic vegetation (wetland plants adapted to wet soils)
Types of wetlands:
* Hydric soils (soils low or absent in oxygen due to their saturation in water).
* Marine – saltwater wetlands along coasts.
* Riverine – wetlands in the channels of rivers and streams.
* Estuarine – coastal wetlands within estuaries (zones where fresh and salt water mix). Estuarine wetlands usually have some access to oceans, with significant inflows of freshwater.
* Lacustrine – wetlands around lakes and reservoirs. They are larger than twenty acres or contain water depths of six feet. Like marine and estuarine wetlands, lacustrine wetlands are exposed to wave action.
* Palustrine – isolated, inland wetlands not associated with lakes or reservoirs. Smaller and shallower than lacustrine wetlands, palustrine wetlands include marshes, wet meadows, bogs, potholes, and playas.
Moscow Wastewater Treatment Plant
Photo: Palouse-Clearwater Environmental Institute
Whether permanent or seasonal, wetlands provide valuable habitat for insects, amphibians, reptiles, birds, and some fish and mammals. They act like giant sponges, absorbing water during floods and storms. Instead of washing downstream and transporting sediment, water in wetlands slowly soaks into the ground to recharge aquifers and other sources of ground water. Sediments settle out as the water slows; the soil particles bind with pollutants, and some plants absorb the nutrients and toxins that otherwise would wash into our lakes, rivers, and coastal waters. Some communities use this natural cleansing ability of wetlands to treat the wastewater and sewage that we produce. Wastewater treatment wetlands in Moscow, Idaho not only provide habitat for birds, but also clean the water before it flows down Paradise Creek (Idaho Fish and Game). For more information, visit http://www.pcei.org/water/ui2001/mwwtp1997.htm.
References:
Kadlec, R.H. and Robert L. Knight. 1996. Treatment Wetlands. CRC Press, Inc. Boca Raton, Florida. 893 p.
National Management Measures to Protect and Restore Wetlands and Riparian Areas for the Abatement of Nonpoint source Pollution. Draft.
EPA 841-B-01-001. June 2001. 199 p.
Wetlands. Idaho Fish and Game Information. (07/21/03).http://www2.state.id.us/fishgame/info/programsinfo/wetlands/index.htm
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So what are blogs and why should you care about them?
Blogs
A blog (web log) is a discussion or informational site published on the World Wide Web and consisting of short entries ("posts") typically displayed in reverse chronological order (the most recent post appears first).
Until 2009 blogs were usually the work of a single individual, occasionally of a small group, and often covered a single subject. Blogs can also be interactive. For example, in some blogs anyone who views an entry can also leave a comment. Blogs can be focused on a topic (such as politics, car care, a favorite TV show) or be completely unfocused.
The emergence and growth of blogs in the late 1990s coincided with the advent of web publishing tools that facilitated the posting of content by non-technical users. (Previously, a knowledge of such technologies as HTML and FTP had been required to publish content on the Web.)
A majority are interactive, allowing visitors to leave comments and even message each other via GUI widgets on the blogs, and it is this interactivity that distinguishes them from other static websites. [2] In that sense, blogging can be seen as a form of social networking. Indeed, bloggers do not only produce content to post on their blogs, but also build social relations with their readers and other bloggers. [3] There are high-readership blogs which do not allow comments, such as Daring Fireball.
Here are some of the internet's most popular blogs for you to check out:
TipLine - Gates' Computer Tips
Here are some blogs from teachers in other states:
TeacherTechBlog.com Technology Tips for All Teachers
And here's a blog about technology in education from Australia:
Blog.Larkin.net.au
Educators are starting to use blogs as an online discussion tool. For example, a high school social studies teacher might create a discussion blog about current events where students have to look at a political cartoon posted by the teacher and then type a comment into the blog about their opinion about it. Teachers could use blogs to share ideas about educational strategies or just communicate about student discipline problems. Such blogs should probably be kept confidential however.
Here's more information about: How to Create Your Own Blog
TO KEEP ON LEARNING: To learn more about using blogs in education try searching the internet for:
Blogs in Education The Blogosphere Creating a Blog for Students
Join my Sonya's Tech Tips blog here and we can blog about technology…
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KALAMAZOO COUNTY GOVERNMENT
In the Pursuit of Extraordinary Governance…
NEWS RELEASE
FOR IMMEDIATE RELEASE June 21, 2019
Lyndi Warner, Public Information Officer [REDACTED_EMAIL] [REDACTED_PHONE] or [REDACTED_PHONE]
West Nile Virus Activity in Kalamazoo County
Residents urged to protect against mosquito bites
KALAMAZOO, MI— On June 20, 2019 the Michigan Department of Health and Human Services (MDHHS) reported that a Canada Goose was found to have West Nile virus in Kalamazoo County. Additionally, West Nile virus activity for Michigan in 2019 has been confirmed in mosquitoes recently collected in Saginaw and Oakland counties. Residents are reminded that the best way to protect against West Nile virus and other mosquitoborne illnesses is to prevent mosquito bites.
People who work in outdoor occupations or like to spend time outdoors are at increased risk for West Nile virus infection from mosquito bites. Adults 60 years old and older have the highest risk of severe illness caused by West Nile virus.
Symptoms of West Nile virus include a high fever, confusion, muscles weakness and a severe headache. More serious complications include neurological illnesses, such as meningitis and encephalitis. Last year, there were 104 serious illnesses and nine deaths related to West Nile virus in Michigan. Nationally, there were 2,544 human cases of the virus and 137 deaths reported to the Centers for Disease Control and Prevention in 2018.
"We strongly encourage residents to take precautions such as using insect repellent, wearing long-sleeved shirts and long pants when outdoors during the peak mosquito-biting hours which are dusk and dawn," said Vern Johnson, Kalamazoo County Environmental Health Chief.
West Nile virus is transmitted through the bite of a mosquito that has picked up the virus by feeding on an infected bird. Most people who contract the virus have no clinical symptoms of illness, but some may become ill three to 15 days after the bite of an infected mosquito. As summer temperatures rise, mosquitoes and the virus develop more quickly so it is important to protect yourself from mosquito bites as the weather warms.
Kalamazoo County Environmental Health wants residents to be aware of sick-acting or dead birds, especially crows and blue jays, as that may be an indication of West Nile virus in a community. Residents can report sickacting or dead wildlife to the Department of Natural Resources (DNR) by submitting an online report.
HEALTH AND COMMUNITY SERVICES DEPARTMENT
Phone: [REDACTED_PHONE] | www.kalcounty.com/hcs
Currently, the Kalamazoo County Environmental Health Division's vector surveillance program is trapping mosquitoes in five locations throughout the County to identify emergent disease-causing pathogens such as the Zika virus and is working with our state partners to provide seasonal early detection of West Nile virus.
Mosquitoes that transmit West Nile virus may breed near people's homes in storm drains, shallow ditches, retention ponds, and unused pools. They will readily come indoors to bite if window and door screens are not maintained.
The best way to prevent West Nile disease or any other mosquito-borne illness is to reduce the number of mosquitoes around your home and to take personal precautions to avoid mosquito bites. Precautions include:
- Using EPA registered insect repellents with one of the following active ingredients: DEET, picaridin, IR3535, oil of lemon eucalyptus or para-menthanediol, and 2-undecanone; follow the product label instructions and reapply as directed.
o Don't use repellent on children under 2 months old. Instead dress your child in clothing that covers arms and legs and cover crib, stroller and baby carrier with mosquito netting.
- Wearing shoes and socks, light-colored long pants, and a long-sleeved shirt when outdoors.
- Making sure doors and windows have tight-fitting screens. Repair or replace screens that have tears or other openings.
- Using bed nets when sleeping outdoors or in conditions with no window screens.
- Eliminating all sources of standing water that can support mosquito breeding around your home, including water in bird baths, abandoned swimming pools, wading pools, old tires and any other object holding water once a week.
For more information, visit Michigan.gov/westnilevirus or Cdc.gov/westnile.
# # #
Kalamazoo County Government Health & Community Services Department
Like Kalamazoo County Health & Community ServicesFollow us
@KzooHealth | web | https://www.kalcounty.com/userfiles/hcs/mediareleases/06.21.19%20West%20Nile%20Virus%20Activity%20in%20Kalamazoo%20County.pdf | 0.480584 | {
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Children of ALL ages can participate in Bibleopoly! Moms and Dads, Grandmas and Grandpas – you can help your children and grandchildren who are 2nd - 6th grade by encouraging them to read along with this Reading Plan. It is designed just for them and is based off of the three-year Sunday School curriculum. If you, or your child does not have a copy of the Hands-On Bible and would like one to participate, please contact the church office for a copy.
Each week there will be one or two stories from each book of the Bible and will include the Sunday School curriculum for you to read (or have read to you). Then you can check the reading off on the reading list. The next Sunday, when you come to church and Sunday School, you can put a sticker on the Bibleopoly Board, on the book of the Bible that coincides with the reading for that week. This age group will use the ORANGE DOT stickers, found on the side of the Bibleopoly Boards, to mark their readings so we can see how many children are participating in this plan.
# Bible Reading Plan For Children 2-6th Grade
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Toolkit 2: DATA COLLECTION
Data collection is one of the first stages in any research project. The researcher might use data collected by others or collect them directly.
Where do I find data?
There are several data sources. Statistical public organisations, such as the Office for National Statistics, provide datasets. Interactive tools, as Nomis (ONS), allows the user to choose the variable and characteristics through personalised datasets on the webpage. Our list of data sources and tools gives suggestions of repositories, directories, and other resources that might help you to find the data you need.
Using secondary data is the most common procedure, as it is less time-consuming. Nonetheless, previous datasets might not have all the information the researcher/policymakers need. In most cases, it is necessary to organise the dataset and adapt it to investigate the research questions. When we work with statistical software or programming languages such as R and Python, we refer to data collection as an "import" as we transfer the existing dataset to the system.
Data can also be collected directly from first-hand sources. For example, when researchers design and conduct questionnaires, they are collecting primary data.
Types of data and datasets
Regarding data collection, there are two types of data:
[x] Secondary: when the researcher works with data collected by other researchers or institutions (most usual). Example: databases made available by the university, thinktanks, or public organisations.
[x] Primary: when the researcher collects data directly from first-hand sources. Example: interviews and surveys with a group/individuals.
Database files might have different formats: XLSX, CSV, and DB, among others. CSV (CommaSeparated List) is the simplest file type. Large datasets might require other formats and tools.
References and further readings:
Statistics How To. Primary Data & Secondary Data: Definition & Example - Statistics How To. Primary Data & Secondary Data: Definition & Example.
ONS: Home - Office for National Statistics (ons.gov.uk)
Nomis: Nomis - Official Census and Labour Market Statistics (nomisweb.co.uk) | web | https://insightsnortheast.co.uk/wp-content/uploads/2023/12/Toolkit-2-Data-collection-002.pdf | 0.479601 | {
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As a CTE stakeholder, you are also, inevitably, a CTE advocate. Whether you are an instructor or an administrator, a student or an employer, your passion for the discipline is likely to land you in a conversation with someone who does not know what CTE is, who doesn’t understand its value, or who misunderstands what it looks like today.
Below, you’ll find short, digestible talking points that you can use in meetings, in conversation or in correspondence to explain and make the case for CTE in the context of innovation and entrepreneurship. These talking points are flexible, they can be mixed and matched, or tweaked to fit with your audience’s level of understanding and support for CTE. They are also well supported by other talking points and fact sheets, found at http://careertech.org/fact-sheets.
- **Technology** is integral to the curriculum in CTE programs, just as it is integral to every career, business and industry in the 21st century.
- CTE programs are using technology to not only deliver content, but also to teach students how to use technology to solve problems, communicate and collaborate.
- With opportunities to use technology such as AutoCAD, GIS and 3-D printers, CTE programs help students connect what they learn in their academic subjects with real-world applications and give them a jump start when they enter the workforce.
- **Entrepreneurship** is an important component of many CTE programs, which focus on innovation and helping students gain the know-how needed to start and run a successful business.
- NOTE: Add examples of successful entrepreneurial CTE students here.
- A recent Gallup survey found that nearly half of young people (grades 5-12) have entrepreneurial aspirations, but too few (7 percent) have the opportunity to explore those career aspirations in a meaningful way.¹ Thirty-five percent of CTE students says their courses equip them with creativity and innovation, key to entrepreneurship.²
- CTE helps to close the gap between entrepreneurial aspirations and experience by providing employer-supported work-based learning opportunities and further developing this crucial entrepreneurial talent pipeline through school-based enterprises, such as student-run restaurants, credit unions and TV stations.
- NOTE: Discuss an example of a student-run enterprise or successful work-based learning experience
- These opportunities help CTE programs better understand the expectations and demands of business and industry – and they help employers identify rising stars who may join their ranks.
- NOTE: If possible, have a story about a CTE workplace experience that resulted in a student hired.
- This is where American innovation and creativity begin – with ideas and skills and the knowledge to transform them into businesses of tomorrow.
---
¹ www.gallup.com/strategicconsulting/159902/2012-gallup-hope-index.aspx
² www.acteonline.org/uploadedFiles/Assets_and_Documents/Global/files/CTE_Info/Research/2014_NRCCUA_ACTE_Research_Report_Final.pdf | web | https://careertech.org/sites/default/files/CTE-TalkingPoints-Innovation.pdf | 0.437068 | {
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Self-Grading Guide for Online Discussions
The discussion forums in this course are key learning opportunities for you and your peers. To make the most of this opportunity, it is important that each member of our learning community contributes actively and thoughtfully. In order to help you reflect on your participation and contributions to our discussions, please complete the self-grading guide below for each week’s discussion forum(s).
**Step 1:** Honestly reflect on each statement below, and check “yes” or “no” as appropriate.
Step 2: Count the number of statements to which you responded “yes,” and circle the category below that best describes your participation. Read the instructor feedback.
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The Ringgold varsity football team has reason to celebrate after Friday’s game against the Yough Cougars. After a hard-fought battle, the Rams came out on top with a score of 21-19. This monumental win breaks the record previously held by the Rams as having WPIAL’s longest-running losing streak of twenty-seven games. Congratulations to the team and its staff; we are so proud of you and all of your hard work!
UPCOMING EVENTS
September 10: School Board Meeting
September 11: Underclassmen Picture Day
September 13: Food Drive at Football Game
September 18: Act 80 Day-No School!
Mrs. Elizabeth Hirsh
Mrs. Hirsh is a new math teacher here at RHS! She recently received her Masters’ Degree in Secondary Math Education from Indiana University of PA, and she also has a Bachelor’s degree in Math from Ohio University. Prior to returning to school for her Masters’, she worked as an analyst for a life insurance agency in downtown Pittsburgh. She lives in Bethel Park with her husband, Chris, and their dog, Nova. In her free time, she enjoys cooking/baking, watching sitcom reruns, playing volleyball, and spending time with her friends and family.
Mr. Nolan Colaric
Mr. Colaric is a new physical education teacher here at RHS! This is such an exciting year for Nolan! Recently, he graduated from Slippery Rock University. In his free time, he enjoys being active. This summer, he attended numerous Pittsburgh Pirates games. Also, he tried to get outside as much as possible by golfing, hiking, and swimming. He cannot wait to help students strengthen their physical and mental health through a variety of activities. These activities will also help broaden the students’ knowledge and give them a variety of physical activities they can utilize outside of school. Thank you, Ringgold, for allowing me to join this amazing family. Let's go Rams!!!
Ms. Lauren Delbiondo
Ms. Delbiondo is a new family and consumer science teacher here at RHS! In 2023, she graduated from Penn State where she studied Early Childhood Education. She was a substitute teacher in both Louisville, KY and in Pittsburgh, PA this past school year. In that time, she decided that she really liked working with high school students, so she became certified to teach FACS in high schools. She loves baking and culinary arts, and she’s excited to be here at Ringgold and have the opportunity to combine teaching and some of her favorite hobbies into one!
On Friday, September 6th, RHS held its annual Club Day. Club Day is an opportunity for students to meet with and get information from representatives from the various clubs and organizations offered here at Ringgold. Students can also then sign up for the clubs and organizations that they would like to join!
Students Learn How to Spice Up Their Nutrition
The food service department recently had the pleasure of hosting Miranda, the nutritionist from AVI Foodsystems, our Food Service Management Company. She spent the day at the high school where she offered samples of fresh watermelon sprinkled with Tajin and met with several students to discuss nutrition and making healthy food choices.
Science is Everywhere!
Recently, students in Mr. Johnston’s Physics class took to the hallway to apply their learning in a hands-on way. While there, they measured the hallway’s length to learn about accuracy and precision.
Lifetouch
Don't miss this year's School Picture!
Seniors
Tuesday, October 1st
Underclassmen
Wednesday, September 11th
EMPOWER YOUR STUDENTS' FUTURES BY EXPLORING THE DYNAMIC WORLD OF HEALTHCARE CAREERS!
HEALTHCARE CAREERS EXPO
October 18th, 2024
David L Lawrence Convention Center
OPEN ONLY TO STUDENTS:
9 AM - 3 PM
REGISTER HERE:
PARTNER WORK
The Workforce Development Board for the Pittsburgh Area
Southwest Corner WORKFORCE Development Board
Beaver County • Greene County • Washington County
BUY TICKETS ONLINE
USE THE QR CODE BELOW, OR
VISIT GOFAN.CO & SEARCH
RINGGOLD SENIOR HIGH SCHOOL
Be prepared with CHIP. Free or low-cost healthcare for Pennsylvania kids and teens.
CHIP COVERS
• Routine check-ups
• Prescriptions
• Hospitalization
• Dental
• Eye Care
• Eyeglasses
• Behavioral care
• Specialty care
• More
CHIP covers uninsured kids up to age 19 in Pennsylvania. It doesn’t matter why your kids don’t have health coverage right now; CHIP may be able to help. Most kids receive CHIP for free. Others can get the same benefits at a low cost.
CHIP is brought to you by leading health insurance companies who offer quality, comprehensive coverage.
There is no limit on income. If your income is below CHIP guidelines, your child may be enrolled in Medical Assistance.
APPLY/RENEW
CHIPcoversPAkids.com • 800-986-KIDS | web | https://resources.finalsite.net/images/v1725998670/ringgoldorg/dggpklabbioei0vjn1xx/newsletter9924.pdf | 0.482883 | {
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Madeline M., 3rd Grader Shell Beach Elementary
"Trees are Treasures"
Imagine you are in a lovely warm hot tub, and you admire the beautiful oak tree. This is a beautiful oak tree you admire with your friends and family. First of all trees give you that oxygen. If you have oxygen, then you can stay healthy. For example you can do many things with trees. Three of them are going hiking, going to the spa, doing tree climbing, and camping. Now you know trees have many magnificent perspectives. Trees are treasures. | web | https://assets.simpleviewinc.com/simpleview/image/upload/v1/clients/pismobeachca/Madeline_M_Arbor_Day_Essay_2023_2d5b023f-7ae6-4330-bfdf-6f9ed5b0fcb9.pdf | 0.479213 | {
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The Community Action Team (CAT) began in 1973 when Blackfriars Settlement’s new director, Tim Radford, introduced radical new ideas in neighbourhood organising and self-help.
As unpaid activists, the team helped local residents form tenants’ associations, campaign against office development and publish the SE1 Community Newsletter. CAT went beyond simple lobbying using demonstrations, direct action and other forms of publicity.
The Peabody Blackfriars Road estate was built in 1871, yet it took more than 100 years for its residents to gain a voice. This picture was taken at the inaugural meeting of the tenants’ association.
Occupation of Centre Point
Centre Point office tower on Charing Cross Road had been empty for years. In a famous direct action protest CAT members along with 100 others occupied the building in January 1974 to protest at the lack of housing for ordinary people. Thousands assembled outside in support.
People Live Here
CAT brought a theatre company to write a play and perform it around SE1. “People Live Here” publicised the threat of the many major office development plans for SE1.
A Weekend in the Country
A rare chance for CAT members to get away and let their hair down! We were a group of 10-15 volunteers at any one time, in all, over 200, from all over the UK and also from America and Australia.
Though CAT disbanded in 1978, many members stayed active in the area, for example supporting the Coin Street campaign and setting up housing co-ops.
TENANTS FIGHT TO BE REHOUSED FROM APPALLING TENEMENTS.
An early campaign was to support the residents in Munton Road and Rodney Place in their fight to be rehoused from the appalling conditions of their tenement housing.
Most local residents rented their homes and had no voice in the running of their estates and no experience of community organisation.
Helping them to start and run their own associations, CAT worked with tenants all over SE1 and many residents later became involved in wider campaigns. | web | https://se1stories.uk/wp-content/uploads/08_CAT_compr.pdf | 0.423267 | {
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The Awareness of Young Carers in Japan
～ For the youth to become a window of discovery ～
Kobe Municipal Fukiai High School
Contents
* Background Information
* Data and Analysis
* Research Question
* Discussion
* Suggestions
* References
Background Information
Definition
"A Young Carer is a child or young person under the age of 18 carrying out significant tasks and assuming a level of responsibility for another person which would normally be taken by an adult."
Action for Young Carers (AYC)
Simply Helping family
Young Carers
Young carers have been around for a long time.
Assisting, Helping
Japanese culture
SDGs
Quality Education Goal.4
Data and Analysis
Do you take care of family members?
Do local governments take action to assist young carers?
Support networks
Make pamphlets,
Conduct training,
Hold lectures
In the U.K.
Saul Becker Social scientist
" Young Carer "
Health
Education
Happiness
Level of support
Applicable countries
In an interview of government Welfare Agency...
Number of Young Carers asking for help
<
Number of reports from concerned citizens
Because...
Taking care of family is part of everyday life for Young Carers.
To raise awareness and concern about young carers is the most important thing.
Raise Awareness and Support
Research Question
How can youth raise awareness of Young Carers in Japan?
Discussion
https://youtu.be/lML15qQxYfM
AC Japan and NHK
This video:
Boy taking care of his mother…
Many other duties
Unrecognized Work of Carers
Suggestions
Social Network Services
To make videos
Fee: Free
Types: Animation, documentaries
Script and actors: Students and actual
carers
Anyone can make them!!
Other suggestions
* A conference for students
* A training session for teachers
* Hold a workshop as part of the Dec 24 WWL Online Event hosted by Fukiai High
Mr. Okamoto First Support Center
for Young Carers
High
school
students
in Kobe
References
Action for Young Carers. (n.d.).WHAT IS A YOUNG CARER.
Retrieved November 2, 2021, from https://aycnottingham.co.uk/about-action-for-young-carers/what-is-a-youngcarer/
AC Japan, (2021 August) Retrieved November 2, 2021, from https://youtu.be/lML15qQxYfM
Ministry of Health, Labour and Welfare. (n.d.). ヤングケアラーについて
Retrieved November 2, 2021, from https://www.mhlw.go.jp/stf/young-carer.html
Mitsui UFJ Research and Consulting, (2019 March)
Retrieved November 2, 2021, from https://www.murc.jp/report/rc/policy_rearch/public_report/koukai_190426/
United Nations. (n.d.). Department of Economic and Social Affairs Sustainable Development
Retrieved November 2, 2021, from https://sdgs.un.org/goals/goal3 | web | https://b-wwl.jp/wp/wp-content/uploads/2021/11/W201908-1pd.pdf | 0.442118 | {
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Spanish Verb: corregir
English Translation:
to correct
This verb table is based upon the work of Professor Fred Jehle of Indiana-Purdue University. The verb tables can be found at http://users.ipfw.edu/JEHLE/VERBLIST.HTM
Radical change: e > i > i when accented. Orthographic change: g > j before o and a.
Copyright © 2019 - 123TeachMe.com
Spanish Verb:
corregir
Sample Translated Sentences Containing 'corregir'
Cuando los hayan corregido, ellos darán las calificaciones. After they have graded them, they will give out the grades.
Voy a corregir sus exámenes el fin de semana. I will grade your exams this weekend.
Los exámenes estarán corregidos para el lunes, ¿verdad? The examinations will be corrected by Monday, won't they?
Sí, estarán corregidos. Para ese día ya habrán sido corregidos todos. Yes, they will be corrected. By that day all of them will have been corrected.
¡Éste es el quinto fallo que tengo que corregir hoy! This is the fifth mistake that I must correct today!
El mal servicio será corregido inmediatamente. The bad service will be corrected immediately.
Ellos corrigen la carta. They correct the letter
Nosotros corregimos a la maestra.
We correct the teacher
Ella corrige al niño. She corrects the child.
Yo corrijo los planos. I correct the plans
Él corrige a los alumnos. He corrects the students
Ellas corrigen su tarea. They correct his homework
Tú corriges al perro. You correct the dog
Nosotros corregimos la nota. We correct the grade
Él corrige el dibujo. He corrects the drawing
Ella corrige al bebé. She corrects the baby.
Tú corriges la palabra en al computadora. You correct the word in the computer
Copyright © 2019 - 123TeachMe.com | web | https://www.123teachme.com/spanish_worksheets/verb_conjugations/corregir | 0.419793 | {
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**Historical Notes:**
- In 1920 Nepalese author Krishna Lai Adhikari was sentenced to 9 years in prison for publishing a book about the cultivation of corn.
- Lynne Cox—1st person to swim between U.S. & the Soviet Union - 1987 (2 hours and 5 minutes).
- The Most Visited Louvre in Paris Opened in 1793 with 537 Paintings and 184 Objets d'art.
- (1978) First hot air balloon trip across the Atlantic, 3000 miles across the ocean. Took 137 hours.
**Events:**
- **Chair Yoga:** 9:00 - 10:00
- **Restorative Yoga:** 6:00 - 7:00
- **Tai Chi:** 5:45 - 7:00
- **Story Time:** 11:00 - 12:00
- **F&M Fraud Prevention:** 5:30 - 7:00
- **Lego Club:** 3:30 - 4:30
- **Board Meeting:** 7:00 - 8:00
- **Friends Book Sale:** Open During Business Hours
- **$5 Bag Day**
- **Stay & Make Crafts:** 3:00 - 4:00
- **Kids Game Day:** 3:30 - 4:30
- **Friends Meeting:** 6:30 - 8:00
**GED Classes:** 2:00 - 5:00
**Have a relaxing Labor Day weekend!**
Youth Services (Ages Birth - 5th)
Preschool Story Time
Wiggle songs, nursery rhymes, 2 stories, craft, goodbye song, focused on learning & literacy
Ages - 4+ years old
Tot Story Time
Songs, nursery rhymes, puppets & a short story by Miss Anna, new textures, music & group play are essential for creating a literacy forward environment that welcomes all children
Ages - Birth - 3
11:00 - 11:30 - Wednesdays
Lego Club
Challenge for month: Lego Challenge Cards
Ages - K - 5th
Stay & Make Craft
Ages - K - 5th
Every Monday -
Begins on 19th
3:30 - 4:30
Butler Public Library
TEEN ADVISORY BOARD
GO AHEAD BOSS US AROUND
Thursday, August 1st at 3:30pm
TAB is open to teens grades 6th-12th.
If you know what you want to see in the library, have suggestions for books, or programing you want to attend, put in an application today!
(there will be pizza!)
Teen Services (Ages 6th - 12th)
We Need YOU
Adult Services (Ages 18+)
Tai Chi
Series of gentle, flowing moves, practiced slowly and with focus
Instructor - Sifu Janie Minick
5:45 - 7:00 $60 / 6 weeks
Chair Yoga
Light, slow movement with a chair accompaniment
Instructor - Cathy Vick
9:00 - 10:00 $15/6 weeks
Restorative Yoga
Gentle, stretching Yoga meant to work out the stress of the day
Coburn Corners C of C
6813 CR 64, St Joe
Instructor - Cathy Vick
6:00 - 7:00 $15/6 weeks
Board Meetings
Every 2nd Wednesday of the month @ 7:00
F&M Bank Fraud Prevention
Tuesday, Aug 20th
5:30—7:00
Learn about Fraud Prevention and Grandparent Scams. New ones everyday!
Friend’s Meeting
Everyone is welcome to join for ($5/year) and help plan fun community events
4th Thursday of the month
6:30 - 7:30
Keepin’ It Crafty
Rag Sunflower in Vase
Quarterly (Jan, April, July, Oct) are an In-House craft from 5:30 - 7:00 and the other months are various Take-n-Make crafts to work on at home - these are available on the first day of the month and are limited | web | http://www.butlerpubliclibrary.net/uploads/5/4/3/8/54388355/august_calendar.pdf | 0.477899 | {
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Oheo Gulch – Maui's Seven Sacred Pools
Although this attraction is sometimes referred to as "Seven Sacred Pools," there are many more pools than that, and none of them were sacred to the ancients. Still, the basins and waterfalls are a stunning sight within the Haleakala National Park and are a terrific way to cool off after a long day on the Road to Hana.
These beautiful waterfalls and tranquil pools trail through the Ohe'o Gulch and flow into the nearby ocean. The Pipiwai Streams flow into these falls and pools starting inland about 2 miles, with the nicest and easiest to reach pools closer to the shore.
The land where the pools are situated was donated to the Haleakala National Park so that the pools would always be open to the public.
Visited by tourists and locals alike, there are many things to do here such as hiking, sightseeing, cliff jumping, swimming, and people watching. The area is always crowded, so come early to get a spot or stay 10 miles away in Hana to arrive by 10 am.
The Pipiwai trail is one of the best hikes in the island of Maui. It is 4 miles long and takes anywhere from 2 ½-5 hours. There are many stunning waterfalls along the trail, with the last being 400-foot Waimoku Falls.
Please be aware of the weather situation though, as the area is prone to dangerous flash floods, especially if it is raining hard at the higher elevations of Haleakala .
Directions:
Take Highway 30 to Hana which turns into Highway 31 after Hana. The parking lot is located just past Mile Marker #42 on the ocean side of the road. | web | https://www.thelifeofluxury.com/oheo-gulch-maui-seven-sacred-pools/?print=pdf | 0.488229 | {
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Thank you for participating in the 2018 Student Media Festival! - Tana & Anne
Pandas Life
Pandas Diet
Pandas eat bamboo and 600 pounds a day every day.
Panda Facts
Did you know that Panda's are not always black and white, in their birth they are pink. When panda's are older they are black and white.
Pandas Habitat
Pandas live in the rainforest of central China in the mountains.
Citations
https://wonderopolis.org/wonder/why-are-pandas-rare
Wally's Gallery.net
Eurogirva.com
www.today.com
Little Panda by Joanne Ryder
Dolphins
By: Kelsy, Peyton, and Maddie
Types of plants and animals around habitat
Types of plants
- Starfish
- Seaweed
- Lily
- Coral
- Sea-grass
- Kelp
Types of animals
- Whales
- Sharks
- Catfish
- Blobfish
- Clownfish
- Jellyfish
- Angelfish
Also Types of animals
- Stingray
- Sealion
- Seahorses
- Seacucumber
- Waterbear
Fun Facts
Male dolphins are called "bulls," female dolphins are called "cows," and the young dolphins are called "calves." The orca, also known as the Killer Whale is a type of dolphin, as long as 9.5 [30 ft] and weighing around 10 tonnes.
Diet/food
Dolphins eat Fish, Squid.
Life around habitat
Habitat
Dolphins live in Rivers and Oceans. It is a unique place for a Dolphin to live in. The Ocean and Rivers look beautiful.
Citations
http://easyscienceforkids.com/all-about-dolphins/
MUSTARD
KETCHUP
I am a 5th grader at West Elementary School in West Des Moines, Iowa. I love to read and write. I also like to play basketball and soccer. My favorite book is *The Hunger Games* by Suzanne Collins.
EVERLOST
neal shusterman
All about Chickens and Roosters
By Jillian Key, Joshlyn Renfroe, Jacey Vines, Kinleigh Adkison
The Arctic Code
LIFE
directed by
COLTON
I am a 12-year-old boy from the United States, and I am here to talk about the importance of education in our society. Education is not just about learning facts and figures; it is about developing critical thinking skills, problem-solving abilities, and a love for learning that will last a lifetime.
Education is essential because it prepares us for the future. In today's world, technology is advancing at an unprecedented rate, and we need to be equipped with the knowledge and skills to navigate this rapidly changing landscape. Education provides us with the foundation to learn new technologies and adapt to new situations.
Moreover, education is crucial for personal growth and development. It helps us understand ourselves better, develop our creativity, and foster a sense of empathy and compassion towards others. Education also enables us to make informed decisions and become active citizens who can contribute positively to society.
In conclusion, education is vital for individual success and societal progress. It empowers us to face challenges head-on, think critically, and make meaningful contributions to the world around us. As we continue to evolve and adapt to new circumstances, let us remember the power of education and its role in shaping our future.
OBJECTS IN MIRROR ARE CLOSER THAN THEY APPEAR
The Pittsburgh Steelers have signed offensive tackle Joe Staley to a one-year contract extension, according to a report from NFL Network's Ian Rapoport.
Staley, 32, has been with the team since 2014 and has played in 156 games (155 starts) during his career. He has been a key member of the offensive line for the past few seasons, helping to protect quarterback Ben Roethlisberger and providing stability to the team's offensive line.
This contract extension is a testament to Staley's value to the team and his contributions on the field. It will allow him to continue playing at a high level while also providing the team with some financial security moving forward.
For more information on this story, please visit [NFL.com](http://www.NFL.com).
The Dogs of Christmas
By: W. Bruce Cameron
THE RUBIC SOLVE
By Jake Toombs
SOARING LIKE A HAWK 2 APP
CREATED BY kENDI A bUTLEY & cHASI TY cRAMPTON
2nd PLACE INTERACTIVE MULTIMEDIA
Welcome to, Life of a Student
What it's really like.
Jadin Allison & Harpreet Singh
**Order Your Photos Today**
1st Place Podcast Grades 6-8
I'm not sure what to do. I don't want to get in trouble, but I also don't want to hurt her feelings. What should I do?
The town of Candelario, in the province of Badajoz, is one of the most affected by depopulation in Spain. The population has fallen from 1,000 to 250 people in the last 30 years. The mayor of the town, José Antonio Sánchez, says that the only way to stop the exodus is to attract new inhabitants.
LOMOTIF
Mi Cultura es Única... Baga...
de los momentos bien embarrassing
American Dream
Inventory
X Crafting
Drink
Hurt
Elk in the wild.
Pienso por un momento.
Mi Papa se levanta cada día para
sacar nuestra familia adelante.
Paso la frontera para perseguir el
"Sueño Americano"
Nos tienen suerte y otros so...
Want a Student Media Festival Shirt?
Shirts by Amanda
$20 plus $6.70 Priority Mail Shipping
[REDACTED_PHONE] | web | https://www.aaimk12.org/uploads/1/2/5/0/125050927/2018_awards_ceremony_video_loop.pdf | 0.427653 | {
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Keeping
Occupational
CFMEU
Health & Safety you safe
October 2013
Environmental and Occupational Health & Safety Unit OHS Alert
HARD-HAT INFECTION?
The use of hard hats has undoubtedly saved many lives. However, it was recently reported that a worker developed a severe skin infection on his head, called cellulitis. A possible cause was storing dirty/soiled gloves within the individual's hard hat.
POTENTIAL CAUSES AND RISK FACTORS OF CELLULITIS
Our skin normally has many active bacteria living on it. Healthy skin is an effective barrier, which stops skin bacteria from entering and growing inside the body. However, when there is a break in the skin, bacteria can easily enter the body and grow
■ Do not store dirty or soiled gloves inside your hard hat
■ Regularly check your skin for cuts and abrasions
there, causing a bacterial skin infection and skin inflammation.
Work gloves are designed to protect the hands from the body through the skin surface. If placed in a hard injury and contamination, by preventing entrance to hat, the exterior of the dirty gloves can have direct contact with the skin, which can cause infection, especially if there is a cut or abrasion in the skin. In the reported case, the hard hat's forehead 'sweat' band was also very dirty, from the gloves and general sweat. This would increase the risk of infection in any hard hat. Although it makes a 'convenient' storage area, your hard hat is not designed for this and should not be used to store dirty gloves.
■ Check your PPE regularly! Look at the condition of your hard hat. Get a new one if necessary – especially the head-band insert
TIPS
■ Cover any cuts or abrasions with a suitable dressing
■ Look at the condition of your gloves. If they are heavily soiled or contaminated, get them replaced.
SAFETY IS UNION BUSINESS
CFMEUV 35387 | web | https://sa.cfmeu.org/sites/sa.cfmeu.org/files/uploads/OHS/Alerts/dirty%20gloves%20hard%20hats%20CFMEU%20OHS%20Alert.pdf | 0.445171 | {
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Avoiding Heat Stress: How to Beat the Heat!
Author: Dr. Paisley Canning
By the time you are reading this you will be well aware of the hot weather that has come our way this summer. In all reality, we have been quite fortunate with the previous two summers being quite nice for weather extremes and pig production. For the last two summers, heat waves with elevated humidity were a rare occurrence and of short duration. Not this year. Producers are turning on their misters, drippers and sprinkler systems for the first time in two years only to find out they are broken or clogged.
You can’t talk about heat stress without first explaining what it is. First off, pigs do not sweat, so evaporative cooling won’t happen on its own. Heat alone is only part of the concern. It is actually the combination of heat and humidity that causes most of the issues. As the temperature starts to get closer to 75-80°F (24–27°C) or above, the pig’s ability to cool herself becomes more difficult particularly as relative humidity increases. The 35°C+ days and humidex readings in the 40’s that we have been getting in the last month have created lots of issues.
Typical clinical signs of overheating in pigs include open mouth breathing, squealing, red blotchy skin, stiffness, muscle tremors, lethargy, increased heart rate, increased body temperature and in severe cases death. Overheating also leads to significant decreases in appetite and productivity. This year we are having numerous discussions with producers relating to heat stress in pigs and what we can do to reduce its’ impact. No matter the age or stage of the pig, it is beneficial to consider the following management practices:
• Start chores earlier in the day when it is cooler
• Avoid stirring the pigs up during the heat of the day
• Increase ventilation and airflow by installing recirculating fans and regularly check cooling system to ensure it is in good working order.
• Have lots of water available and accessible.
• Maintain drinking water temperature as low as possible (around 10°C is ideal but difficult to achieve).
In a farrowing barn, heat stress can lead to sows not milking well, and in turn, reduced piglet weaning weights. If a sow is showing signs of severe distress, hose them down with cool water. In addition, when dealing with sows, you can help to combat the effect of heat by:
• Turning off heat lamps when appropriate for the size of pigs
• Turning off farrowing room lights when not in use
• Adjusting sow body condition to avoid over weight sows as they are most sensitive
• Avoiding vaccinations that can increase body temperature during extreme heat waves
It is also important to be aware of the effects heat stress can have on market pigs. In a heated environment, the animal’s feed intake will decrease immediately in order to minimize the amount of heat the animal produces via metabolic activity. As a result, this typically reduces the average daily gain. A pig’s intestinal defense system can also be compromised with as little as 2 hours of heat stress, and can lead to a bacterial infection (Pearce et al., 2013).
In order to minimize the negative effects of heat on market pigs, here are some helpful management practices:
- If space permits, reduce the stocking density.
- Supplement electrolytes and antioxidants through the water supply or feed.
- Increase dietary energy density.
- Minimise excess non-essential amino acids and fibre to minimise intestinal fermentation and therefore heat production ("Heat stress in pigs", 2018).
Evaporative cooling with the aid of misters, sprinklers or drippers are methods that many have used with good outcomes. It has been reported to significantly improve feed intake and growth rate in growing pigs (Huynh & Aarnink, 2005). There are several things to consider in the management of evaporative cooling systems.
1. Start temperature: set to turn on automatically when the temperature exceeds 26°C.
2. Cycle Time: set so that pigs can dry off between applications of water. Remember that maximum cooling comes when the pig is dry between applications rather than wet all the time.
3. Droplet Size: droplet size is controlled by the sprinkler head. Droplets that wet the pig rather than mist the air are preferred.
4. Droplet Dispersion: It is important to avoid spraying water in the feeder.
5. Ventilation: Evaporative cooling is most effective when air exchanges are maximized. Ensure that there are no limits placed on ventilation capacity by ensuring that inlet screens are free of dust and dirt build up and that fan louvers are clean.
**References**
Heat stress in pigs. (2018). Retrieved from https://www.agric.wa.gov.au/feeding-nutrition/heat-stress-pigs
How to Reduce the Impact of Extreme Heat and Avoid Heat Stress in Pigs. (2018). Retrieved from https://www.feedexpertise-techna.com/en/feed-nutrition/swine/heat-stress-pig
Huynh, T., & Aarnink, A. (2005). Heat Stress in Pigs. Pig Progress, (21), 30-32. Retrieved from https://www.pigprogress.net/Breeding/Housing/2005/4/Heat-stress-in-pigs-PP005278W/
Pearce, S., Mani, V., Boddicker, R., Johnson, J., Weber, T., & Ross, J. et al. (2013). Heat Stress Reduces Intestinal Barrier Integrity and Favors Intestinal Glucose Transport in Growing Pigs. Plos ONE, 8(8), e70215. doi: 10.1371/journal.pone.0070215 | web | https://qtitechnology.com/wp-content/uploads/2020/08/QTI_TR_vS4i3-8.18_AvoidingHeatStress-edit.pdf | 0.434531 | {
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It's All in His Hands
Ready:
"Weeping may remain for a night, but rejoicing comes in the morning." - Psalm 30:5
Set
Death is always a difficult topic to grasp. Whenever someone dies we always wonder, where was God when they died, and why did He let it happen to them? From movie stars, professional athletes, and other celebrities to firefighters, police officers, and loved ones; our hearts are filled with grief and for a while everything pales in comparison to our loss.
Recently influential men in the world of professional sports like George Steinbrenner, John Wooden have had an outpouring of sympathy and even increased popularity after their death. Hall of Fame basketball coach, Jim Valvano?s death was met with widespread mourning, a tournament name in his honor, and a multi-million dollar foundation in his memory to support cancer research. More recently Coach Wooden graced the cover ofSports Illustrated following his passing. Regardless of who has passed, death brings unparalleled grief and heartache.
A few weeks ago, one of my childhood friends was tragically killed by a train and I along with all of his other friends and family were wondering, ?Where were you God and why did you let this happen??
At my beloved friend?s funeral, it seemed as if the pastor read our minds. It brought peace to my heart when he said, ?God was at the same place when Deion died as He was when Jesus died, but He wasn?t upset, because He knew that they would both rise again.?
In Romans 8:28, Paul told the people that ?God works all things for the good of those who love Him and are called according to His purpose.? This means that even though we will have to deal with tough circumstances and sometimes even painful losses, God allows these things to happen for a reason, and even though at times we don?t have the slightest clue why, we can be assured that it is for our benefit as long as we stay in His will.
King David had to deal with the loss of his son and he responded in Psalm 30:5 by saying, ?Weeping may endure for a night but joy comes in the morning.? As Christians we have no reason to fear death, because once we accept Jesus Christ into our lives as our Lord and Savior, we are assured that we will go to heaven. This is why Paul tells us in Philippians 1:21 ?To live is Christ and to die is gain?.
Therefore if our loved one was a Christian, we have reason to rejoice! So regardless of what painful loss that you have had to overcome, remember that God is using it for your good and that He will comfort you in the end.
Go
1. Have you had to deal with the loss of a loved one recently? How did it impact you?
2. God always hears His children?s voices and He is there to comfort you. How do you call on Him in times of need?
Workout
Romans 8:28
Job 1
2 Corinthians 4:8-12
John 11:1-43
Source URL: http://fcaresources.com/devotional/its-all-his-hands | web | http://fcaresources.com/printpdf/devotional/its-all-his-hands | 0.497493 | {
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At Rio Tierra, we are committed to helping students be successful in junior high so that they are empowered to make an impact on their own lives and in their community. Our staff forms meaningful relationships with students to support students through rigorous academic standards. Our dedicated teachers and staff demonstrate, guide, engage and support your student(s) through the learning process using the curriculum that is aligned with the Common Core State Standards (CCSS). We use various assessment tools to know where our students are achieving and to guide our teachers’ daily instruction. We understand that you have entrusted us with the care, safety, and education of your student. The staff and faculty members at Rio Tierra are committed to supporting your students’ growth and preparation for a successful high school experience.
Rio Tierra is very proud of its dynamic team of outstanding staff members and students. We offer a wide range of learning opportunities. Students are placed in educational programs based on their needs and to best prepare them for high school.
We offer students the opportunity of the following programs: Special Education, tutorial programs, Roberts Family Development, Advisory, Positive Behavioral Interventions and Supports (PBIS), English Language Learners (ELL), Advancement Via Individual Determination (AVID), and Where Everybody Belongs (WEB).
We also offer several exploratory classes that identify, capture, and support students’ interests: art, guitar, computer, choir, digital media, Leadership, Spanish, and Computer Science Discoveries.
**Advanced Coursework & Programs**
Rio Tierra offers the following advanced courses:
- 7th and 8th grade Honors ELA
- Preliminary Scholastic Assessment Test (PSAT)
**Co-Curricular Education**
Rio Tierra provides several opportunities for students to extend their learning before and after school with staff members. These co-curricular activities are the foundation of positive interaction and relationship-building with staff members. When students get involved in some sort of activity, team, or club at school, they begin to envision school life with a more opportunistic approach.
We are currently providing the following clubs and activities for students to be a part of:
- Gaming
- Club Live
- Soccer
- Basketball
- Kings and Queens
- Art
- Genders & Sexualities Alliance (GSA)
- Black Student Union (BSU)
- Dance
- Ping Pong
- Yoga & Mindfulness
- Robotics
- Comic
- Table Top Games
- Lunch-time activities
We currently provide the following sports teams:
**Girls & Boys**
- Basketball
- Soccer
- Volleyball
**Co-ed**
- Cross Country
- Flag Football
- Track | web | https://schoolmanager.catapultcms.com/utilities/DownloadFile.ashx?caguid=02e9a84f33994050b17c00f9b14f8be2&caextension=.pdf&cafilename=Rio%20Tierra%20Jr.pdf | 0.416906 | {
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[REDACTED_PHONE]
HGIC 4074
http://hgic.clemson.edu
HOME & GARDEN INFORMATION CENTER
Thiamin
Why We Need It
Thiamin, or vitamin B1, is a water-soluble B vitamin. We need thiamin to use the carbohydrates we eat. It helps turn carbohydrates into energy for the body. The body also needs thiamin to use some of the amino acids that make up proteins.
Recommended Daily Intakes of Thiamin
mg = milligrams
Source: adapted from the Dietary Reference Intakes series, National Academies Press. Copyright 1997, 1998, 2000, 2001, 2002, 2004, by the National Academies of Sciences.
Sources
The best sources of thiamin are enriched, fortified, or whole-grain breads, cereals, pasta, rice and tortillas. Thiamin is one of four vitamins added to enriched grain products. Look for the word "thiamin" in the ingredient list on the label to see if it has been added.
INGREDIENTS: Enriched semolina (iron, thiamin mononitrate, folic acid, riboflavin, niacin), tomato, beet and spinach powders, …
Other good sources of thiamin are pork, legumes (beans and lentils), orange juice and sunflower seeds.
Sources of Thiamin
Ways to Retain It
Do not rinse grains, such as rice, before cooking. Thiamin also can be lost from foods when they are cooked, especially if cooked in large amounts of water. However, many thiamin sources don't need to be cooked in water, so this isn't a major concern.
If We Don't Get Enough
A lack of thiamin causes the disease beriberi. People with beriberi have difficulty standing, walking, and controlling their muscles. This disease was common in the 1800s in Southeast Asian countries when people started eating white "polished" rice instead of brown rice. Removing the outer husks of rice removes most of the thiamin.
It's very easy to get enough thiamin in the diet these days, because it's added to processed grains.
However, people who abuse alcohol or have a very poor diet may suffer from a thiamin deficiency.
Supplements
Most people get plenty of thiamin in their diet, so supplements are usually not needed. Thiamin is included in most multivitamin supplements.
Research has not yet found problems from consuming too much thiamin from food or supplements. However, there is no need to take a supplement with more than 100 to 150% of the Daily Value for thiamin.
For More Information
The Family and Consumer Sciences (FCS) agent at your county Extension office may have more written information and nutrition classes for you to attend. Also, your doctor, health care provider, or a registered dietitian (RD) can provide reliable information.
Reliable nutrition information may be found on the Internet at the following sites:
http://hgic.clemson.edu http://virtual.clemson.edu/groups/NIRC/
http://www.eatright.org http://www.nutrition.gov
http://www.nal.usda.gov/fnic
Sources:
1. Turner, R. Elaine. University of Florida Extension. Facts About Thiamin. FCS8667. August 2006.
http://edis.ifas.ufl.edu/publications.html
2. National Academies of Sciences. National Academies Press. Dietary Reference Intakes series. 2004.
This information has been reviewed and adapted for use in South Carolina by Janis G. Hunter, HGIC Nutrition Specialist, and Katherine L. Cason, Professor, State Program Leader for Food Safety and Nutrition, Clemson University. (New 07/07.)
This information is supplied with the understanding that no discrimination is intended and no endorsement by the Clemson University Cooperative Extension Service is implied. | web | https://www.atchison.k-state.edu/docs/clemson_diet_and_exercise/thiamin.pdf | 0.450979 | {
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Asheville, start your fryers Blue Ridge Biofuels wants your grease
By Mackensy Lunsford Nov. 26, 2013
Some folks go greasy for Thanksgiving. Those deep-frying the Thanksgiving turkey have likely heard the cautionary tales. Along with the usual warnings about the perils of hot grease (fires, burns and the like), there's also the question of proper disposal.
It's enough to make one settle for a dry, oven-roasted bird instead.
But Blue Ridge Biofuels, a local company that turns spent grease into clean fuel for engines and home furnaces, knows exactly where you should put your dirty oil. It has created a website dedicated to helping the public recycle its oil (cookingoilrecycling.org), with locations of grease-disposal bins and tips for proper recycling procedures.
Blue Ridge Biofuels has close to 40 recycling bins for spent oil scattered in and around Asheville, said Melita Kyriakou, the company's business administrator. "We have them at landfills, recycle centers, at neighborhood community centers, apartment complexes — they're very accessible," she said.
Can't find a bin? Bring your oil to Blue Ridge Biofuels' facility at the Phil Mechanic Studios building at 109 Roberts St. in the River Arts District, Kyriakou said.
Olufemi Lewis pours used cooking oil into recycling containers set up by Blue Ridge Biofuel for conversion to biodiesel. Photo by Bill Sanders
Other disposal locations include the recycling station behind Asheville Pizza and Brewing Co. on Merrimon Avenue. There's another behind the West Village Market on Haywood Road in West Asheville, and another at Curbside Management at 116 N. Woodfin Ave.
Kyriakou said that the warnings against improper grease disposal are far from old wives' tales.
"First of all, if people pour it down their drains, it can clog sewer pipes," she said. "And that uses up valuable public dollars to clear them. Also, backed-up sewer pipes can pollute the environment. If anyone has ever seen a backed-up sewer pipe in their neighborhood, it is really, really gross."
Backed-up sewer systems do not a happy holiday make. But warm homes do — and home heating is one of the ways in which fryer oil can be recycled.
Most people consider used oil, with its food particulates and less-than-fresh smell, to be waste material, said Kyriakou. "But it's actually a valuable resource that we're generating here through our holiday festivities and, through recycling it, we're helping to create biodiesel."
Recycling oil is a way for anyone to participate in the local fuel economy, even if you don't own a car or furnace that can run on biodiesel, said Kyriakou.
"We live in the South, where pretty much everybody fries," she said. "And everyone's got a little can of grease in their house, and they can help the local economy by recycling their oil." | web | http://www.blueridgebiofuels.com/pdfs/pr/Asheville,%20Start%20Your%20Fryers.pdf | 0.497374 | {
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Memorial to be dedicated to ‘Padre of the Roses’
BROOKS — This month marks the 150th anniversary of the birth of Father George Schoener, who pioneered a famous rose hybrid style in the churchyard here, north of Salem.
The Northwest Rose Historians, the Brooks Historical Society, researcher Mike Dalton of Portland and Chemeketa Community College have teamed up to create a monument dedicated to the man who became known as “Padre of the Roses.”
The marker will be on the campus of Chemeketa’s regional training center, the site where Assumption Church stood from 1875 to 1915. Dedication is set for 11 a.m. Friday, March 21.
Emigrating from Germany in 1890, Father Schoener was ordained a priest in Pittsburgh and was later assigned to a nearby parish in Rochester, Pa., where he designed and built a church.
Increasingly poor health brought him to Oregon. The priest was impressed by the profusion of wild roses he saw growing in Marion County and astonished by the rose-lined streets of Portland. A youthful interest in plants was rekindled; son of an orchardist, he had studied botany at universities in Germany and Switzerland.
Father Schoener tended Assumption, and his roses, from 1911 to ’15, developing a novel style of open-air cross-pollination of roses and other plants. Through Mendelian principles of plant inheritance, he strove to bring out desirable characteristics, including disease resistance, larger flowers, prolonged bloom time and unique form and color.
“This priest had no elaborate equipment, no one to assist him, little money,” Bishop Francis Leipzig wrote in the Catholic Sentinel in 1977. “He was isolated from libraries and centers where information might have been secured. His equipment consisted of his own capable hands, an intellect sharpened by study and observation and an honest love for his work.”
In 1914, the priest had the pleasure of seeing one of his new roses formally christened by Portland’s Rose Festival queen. That year he exhibited 60 of his hybridized plants at the festival. By this time he had written for many botanical magazines. In 1915, he exhibited his roses at the Panama-Pacific Exhibition in San Francisco, which gave him additional fame.
Some of his finest creations carried genetics of the native Oregon Nutkana and the French 1890 hybrid tea rose, Madame Caroline Testout, also known in Oregon as the “Portland Rose.”
On the night of Oct. 9, 1915, the Brooks church was destroyed by fire. An explosion started by a gas stove in a neighbor’s house consumed the church, rectory and extensive gardens. Everything was lost, save a few seedlings and salvaged items, including the Eucharist.
The parish here then ceased to exist. Father Schoener started over with his gardens at McKenna Park in North Portland, but moved to Santa Barbara, Calif., within two years, at the invitation of botanical societies there. There he became world-renowned for his work establishing his “Padre’s Botanical Gardens.”
Father Schoener died in 1941 at age 77, having retired to Santa Clara University. At the time of death, he had 5,000 rose bushes including a giant rose 8 inches in diameter and rose trees towering 25 feet high.
He was striving to produce a pure blue rose, a dream of rose fanciers. He is buried at Calvary Cemetery in Santa Barbara. | web | http://rosenpfarrer.de/downloads/cath-sentinel-march2014.pdf | 0.483636 | {
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-
Year Three Curriculum Parent Newsletter Term 2: 2017
Dear Parents
During this term Year Three will be completing the following work in each curriculum area. Our cross-curricular theme is 'Space'.
We are looking forward to your ongoing support.
Year Three Teachers
RELIGION:
- Sharing Jesus' Special Meal (Eucharist)
- Speak From the Heart (Prayer)
ENGLISH
- Reading – Visible Thinking Strategies, De Bonos Six Thinking Hats, Roles of the Reader, Comprehension (literal, inferential, applied), Fluency and Grammar.
- Writing – persuasive, narratives, poetry, space reports, descriptions.
- Viewing – recognising techniques used in advertising and illustrations to engage the viewer.
- Spelling – Phonic and Sight Word Sequence and Decoding Skills using The Diana Rigg Programme.
MATHEMATICS –
Number
- Writing and representing three and four digit numbers
- Subtraction of two digit numbers from three digit numbers
- Working with money
- Problem Solving
Measurement and Geometry
- Working with Kilograms and litres
- Measuring and comparing length – mm, cm, m
- Working with time
- Mass
Statistics and Probablility
- Chance and data interpretation
HISTORY:
Community and Remembrance ~
- Importance of Country and Place
- Change and Continuity
HEALTH:
Strategies to promote health, safety and wellbeing ~
- Building Self-esteem
- Bullying
- Healthy Eating and Advertising
SCIENCE:
- Spinning in Space- Earth and Space Science
HOMEWORK:
- Reading 4 times per week X 10 minutes
-
Spelling List ~ LCSWC
- Mental maths and Maths Practice Sheets
IMPORTANT DATES
- Week 1, Monday April 24th- Pupil Free Day
- Week 1Tuesday April 25th- Anzac Public Holiday
- Week 3, NAPLAN Testing
- Week 4 Tuesday May 16 th Incursion – Kite Kinetics
- Week 3, Friday May 12 th - Mother's Day School Mass and breakfast.
- Week 4 Thursday May 18 th Year 3G Assembly
- Week 5, Wednesday May 24 th - Our Lady Help of Christians School- Year 3Blue to prepare.
- Week 5, Tuesday May 23rd- School Photos
- Week 5, Walkathon
- Week 7 Friday June 9 th – Year Three attend mass.
- Week 7, Monday June 5th- WA Day Public Holiday
- Week 8, Tuesday June 13 th - St Anthony's Feast Day School Mass
- Week 8, Thursday 15 th Year 3B Assembly
- Week 10, Tuesday June 27 th - Cross Country Carnival
- Week 8, Saturday/Sunday June 17 th & 18 th - First Holy Communion
- Week 10, Friday June 30th - Pupil Free Day | web | http://stanthonysgreen.wa.edu.au/pdf/classes_yr3_event_02.pdf | 0.47696 | {
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October 2018 Newsletter
Having trouble viewing this email? View as Webpage
Thinking in Systems
This year, systems thinking has been our guidepost at the Nebraska Recycling Council. Why is systems thinking important? Because we tend to get stuck in short term, reactive thinking instead of dreaming big about what is possible. The field of systems science maps feedstocks and flows, and that pretty much sums up what recycling is. The end goal of systems thinking is to gain new insights about how the system works and why, where its problems are, and how changes can be made to make the system more effective and efficient.
Donella Meadows was a pioneering environmental and systems scientist. I sometimes go to her writings for inspiration. I found this great passage she wrote in 1989: "What we are doing so far is separation, not recycling. We're figuring out how to reclaim materials before they get to the
dump. We have barely begun to close the loop — to re-use major materials in the same products. Newspapers back to newspapers. Plastic soda bottles back to plastic soda bottles."
"Product-to-same-product recycling is the only kind that can work in the long run. …the plastics industry is congratulating itself too soon for turning soda bottles into plastic flowerpots. It doesn't take much of a genius to reflect upon the nation's consumption rate of soda versus flowerpots to predict a market collapse due to a flowerpot glut."
Thirty years hence, only 9% of the world's plastics are recycled and 8 million metric tons of plastic flow into the oceans every year. Packaging consumes 35 to 45% of all synthetic polymers produced in total. We've all heard, but it's worth repeating, by 2025, 6 years from now, there will be 1 ton of plastics in the ocean for every 3 tons of fish. By 2050, there will be more plastics than fish. Even worse, the World Bank just came out with a report projecting that all waste generation will increase globally by 70% if current conditions persist.
There are no perfect solutions, but systems thinking allows us to make informed choices, and that's the improvement. So where do we begin? Leveraging change at the community level is essential. Elected leaders have the power to change the presence and types of recycling programs; to define what "recycling" means for their community, and to demand measurement and accountability.
Later this year NRC will unveil some new "fact sheets" designed to help elected officials consider their options for solid waste and recycling programs. Next year we plan to create a Community Recycling Toolkit with an Assessment tool, a Community Action Plan template, Sample ordinances, and more.
Deliverables like these are very useful, but the world changes for the better or worse depending on the choices people make, our consumption of goods, our role as citizens. And it's the system of people, processes, feedstocks and flows that will make all the difference. It's past time to take stock of the system, to make better choices, and to dream big of how we want our world to be in the long run.
Do you need a better way to communicate with your residents about recycling?
Join us for two online demonstrations to learn about digital platforms designed to improve your community's recycling rate, reduce contamination, and send reminders about collection schedules. Recycle Coach and ReCollect will offer demos of their competing platforms that include collection calendars, waste wizards (which bin is correct for this material?), special collection services, and educational messages.
Recycle Coach October 8, 2018 2:00 p.m. to 2:30 p.m.
ReCollect October 12, 2018 10:30 a.m. to 11:00 a.m.
Call [REDACTED_PHONE]
Conference ID [REDACTED_PHONE]#
Call [REDACTED_PHONE]
Conference ID [REDACTED_PHONE]#
JOIN THE MEETING
JOIN THE MEETING
Free Webinar October 18th
Sustainable Business in Nebraska: Building an Ecosystem
with Adam Hammes
Adam recently took a hyper-local approach to sustainable business by publishing a book filled with strategy and implementation… but only highlighting business case studies from local Iowa companies. The results were impressive, and he has begun the process of licensing his book to other states to replicate that success. A book focused on local companies increases interest from the public, business colleges, chambers of commerce, and other businesses in that state. Iowa is looking to double the size of their sustainable business association this year, thanks to these efforts.
Thursday, October 18th noon to 1:00pm
REGISTER NOW!
Webinars & Events
Articles of Interest
Mainstreaming sustainability: How to connect dots and create impact SLPS | Thursday, October 4 | 3:30-4:30pm
Electronic recycling event in Plattsmouth Saturday, October 6 | 9:00am-noon | east end of Main Street
America Recycles Day
November 15 | Be on the lookout for more information from NRC! | web | http://nrcne.org/wp-content/uploads/2018/10/October-2018-Newsletter-1.pdf | 0.486541 | {
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JG/sp/Yr3 Tuesday 17 th May 2016
Dear Year 3 Parents/Carers,
Reading is a crucial life skill and something that everybody must be able to do in order to get by in today's world. It is for this reason, that we as a school place such an importance on children being encouraged to read at home.
Your child is given a home reader book, matched to their current reading level, and a free choice book from our recently restocked school library. It is vital for your child's progress that at home, you spend time reading with and to your child. Questioning them on what they have read will further develop their skills.
In order to support your child's reading, we are encouraging all children in year 3 to become members of the local West Bromwich Library, located only a short walk from school. They have a wide range of services available, ranging from internet use, games consoles and book loans. In order to make joining the library easier, we have attached a library joining form for anyone that isn't already a member. If you bring this form back to school by Thursday 26th May, we will take them to the library and get a joining card for you.
Please find attached the library joining form and a range of questions that you can ask your children when they are reading, or being read to. If we can support you in any other way in regards to reading, please feel free to pop in to school and we can help.
Mr Gadd Literacy Coordinator
www.rydersgreenprimary.co.uk [REDACTED_EMAIL]
Head Teacher
: Miss L Blackmore
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Bring the Theme to Life and Join Lasallians by Considering:
- What do you need to do to be a citizen of the world?
- How can you overcome prejudice?
- Is your heart open to consider a religious vocation if God calls you?
- What does it mean to you to embrace diversity?
- What are your essential, non-negotiable Lasallian values?
- In what ways can you help your school to be a welcoming community?
- How can you grow stronger in your faith?
- How can you be open to the ideas of others?
- Do you think about how your decisions will impact others?
- What can you do to go beyond your borders – geographic or comfort zone – to serve others?
Join Lasallians Worldwide in Celebrating
LASALLIANS WITHOUT LIMITS
Lasallian Theme for the 2017-2018 Liturgical Year
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ELMSLEY HALL & BRENNAN HALL EMERGENCY EVACUATION PROCEDURES
UPON DISCOVERY OF FIRE / SMOKE
SAFETY RESPONSIBILITY
1. Leave fire area immediately & close doors.
2. Sound the fire alarm by activating Fire-PullStation at exits.
3. Leave the building by the nearest exit. DO NOT USE ELEVATOR
4. Report any information about fire/smoke to the 24-Hour Desk in Elmsley Hall.
UPON HEARING FIRE ALARM
1. Calmly evacuate the building by the nearest exit. DO NOT USE ELEVATOR
2. If time allows, and it is safe to do so:
- Close windows and doors.
- Turn off electrical equipment but leave the light on in the room.
- Take a towel to protect from possible smoke.
- Put on shoes and a coat in winter for protection.
- Alert people in the rooms on either side of you.
3. If you encounter smoke/fire, use alternate exits.
4. If exit door is hot to touch, DO NOT OPEN, use an alternate exit.
5. Once outside, proceed directly to the designated Evacuation Assembly Area for further instructions.
6. Report anyone suspected of not being able to leave the building.
7. Do not re-enter the building until authorized by Emergency Response Personnel.
UNABLE TO EVACUATE
1. Call 911 and the 24-Hour Desk (ext. 2099) and give your location.
2. Stay behind a closed door; use available materials, such as a wet towel, to seal door and air ducts.
3. If smoke enters room, stay low on the floor.
4. Signal your position at a window if safe to do so.
5. Persons with mobility issues should move to an area of refuge and call for help.
– GET OUT – STAY OUT
Any questions about fire safety should be directed to the Facilities Maintenance & Operations, and 24-Hour Desk.
Emergency Evacuation Procedures EH-BR (11-13)
1. Fire safety is the responsibility of everybody. Please take this seriously, and do familiarize yourself with the emergency exit routes from this area.
2. Alarm bells are triggered automatically by sprinklers, heat/smoke detectors or manually activated at fire alarm pull station.
3. When the alarm bells sound, you have to evacuate the premises immediately.
4. Only when an alarm testing has been announced in advance, evacuating would not be necessary. However, it is a good practice to leave the premises and walk through the emergency evacuation routes.
FIRE CODE REQUIREMENTS
1. Open flames, including candles, are not permitted in buildings except food services, church and maintenance/construction approved by Facilities & Operations.
2. Bicycles must be stored in designated locations.
3. Corridors and stairwells must be free of obstructions.
4. Self-closing doors must be able to close.
5. Fire safety equipment including smoke alarms / detectors, exit signs, fire extinguishers, and fire hose cabinets must be kept unobstructed.
Tampering with fire safety equipment and activating false fire alarms are offenses under the Criminal Code of Canada.
THIS IS A SMOKE-FREE BUILDING.
DESIGNATED EVACUATION ASSEMBLY AREA:
EVACUATION
ASSEMBLY AREA | web | https://stmikes.utoronto.ca/wp-content/uploads/2020/02/usmc-emergency-evacuation-procedures-EHBR-11-13.pdf | 0.42945 | {
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THE NATURE COMMITTEE PRESENTS
E-WASTE SEMINAR
A SPECIAL SEMINAR IN COLLABORATION WITH LIONS CLUB INTERNATIONAL
FEBRUARY 1, 2023 • 3-4 PM
ROOM NUMBER 328
KNOW MORE ABOUT THE BENEFITS OF RECYCLING E-WASTE
WHAT IS E-WASTE?
E-waste means electrical and electronic equipment (EEE), whole or in part discarded as waste by the consumer or bulk consumer as well as rejects from manufacturing, refurbishment and repair processes. Waste electrical and electronic items are termed as e-wastes.
Why is recycling of e-waste important?
• prevents exposure to toxic materials
• protects public health
• protects the environment
• provides economic benefits
DONATE E-WASTE. PROTECT THE ENVIRONMENT.
Details of the E-Waste Seminar
Date: 1st February 2023
Time: 3:00 PM to 4:00 PM
Venue: Room Number 328
PROCESS OF THE E-WASTE COLLECTION DRIVE
1. In hostels, door to door collection by NatCom will take place.
2. In Acad block, a box for e-waste is kept for students to dispose of e-waste.
3. The e-waste will be sent for recycling in a safe and effective manner.
4. Students are voluntarily requested to donate e-waste.
@nujsnaturecommittee
The West Bengal National University of Juridical Sciences was established under the WBNUJS Act, 1999 (West Bengal Act IX of 1999) adopted by the West Bengal Legislature in July 1999. The University was notified under Clause (f) of Section 2 of the UGC Act, 1956 in August 2004 and has been granted permanent affiliation by the Bar Council of India in July 2005. Initially, classes, which started in 2000, were held at Aranya Bhavan, where the Environment Ministry of the Government of West Bengal is located, and the first batches of students started living in government flats. On 28 October 2002, the university’s present-day permanent campus was inaugurated by the then Chief Justice of India, B. N. Kirpal.
With the motto of "reduce- reuse- recycle" Nature Committee better known as ‘Natcom’ works towards making NUJS campus more environmentally friendly and green and clean. The main objective of the Nature Committee is to sensitize the student body on the importance of green values and to create awareness regarding environmental issues. The Nature Committee in the past has organized plantation drives. It is also responsible for the waste segregation program which is successfully running on the campus. Nature Committee has a tie up with 'Vital Waste' and works for recycling of paper and plastic used in campus and for electricity and water conservation. Reduction of paper use and beautification of campus are some of areas for which Nature Committee actively works.
The Lions Club International is one of the largest service organizations of the world with presence in over 208 countries and membership strength of over 1.4 million volunteers. It has embarked on an e-waste collection and community education drive to create awareness on the harmful effects of e-waste on the planet and the significance of effective management.
E-WASTE SEMINAR
ORGANISING COMMITTEE
PATRON-IN-CHIEF:
PROFESSOR DR NIRMAL KANTI CHAKRABORTY,
HON’BLE VICE CHANCELLOR, WBNUJS
FACULTY-IN-CHARGE:
DR MP CHENGAPPA, DIRECTOR CENTRE FOR RESEARCH AND STUDIES IN LAW, MINING AND REAL ESTATE LAWS & ASSISTANT PROFESSOR
FACULTY COORDINATOR, PBCS
SAHELI CHAKRABORTY, RESEARCH FELLOW AND FACULTY.
ORGANIZER
NATURE COMMITTEE, WBNUJS
EMAIL ID: [REDACTED_EMAIL] | web | https://www.nujs.edu/wp-content/uploads/2023/01/E-WASTE-SEMINAR-1st-Feb.pdf | 0.486337 | {
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When taking a family camping trip or cross-country journey, recreational vehicles can provide many of the creature comforts of home. Beds, bathrooms, televisions and even kitchen appliances often come installed in these large, versatile vehicles.
But there's one thing that campers and other RVs may not provide in ready supply: maneuverability. Therefore, many families find it useful to tow a car or sport utility vehicle from the back of their RV in order to ensure greater transportation flexibility.
The 2007 Isuzu i-370 4X4 Crew Cab, like all Isuzu four-wheel-drive vehicles, can be towed safely with all four wheels on the ground. "Dinghy" towing, the act of towing a vehicle with all four of its wheels on the ground, is one of the easiest and most convenient ways to do the job.
However, though some auto manufacturers such as Isuzu (www.isuzu.com) make four-wheel towing possible for all of their four-wheel-drive vehicles, with no speed or mileage restrictions, dinghy towing may actually damage the drivetrain of other manufacturers' models. For instance, no 2007 Toyota pickup truck or SUV can be dinghy towed and the same goes for all 2007 SUVs by Land Rover, Lexus and Acura.
Moreover, hitching and hauling an extra vehicle can be a potentially risky endeavor if it's not done properly and with adequate precautions. Officials at Isuzu suggest the following tips to keep in mind when dinghy towing a vehicle so that you can keep your family vacation on the road to safety and fun:
* Be sure to check that your dinghy vehicle - the one that's being towed - is approved by its manufacturer for four-wheel towing. This information can often be found online or in your car's instruction manual.
* Before setting out on the road, check your RV and dinghy for proper functioning brake lights, turn signals and taillights. Check the lights again when you stop or take a break from driving.
* Observe the speed limits and towing laws of each state that you traverse. For instance, California requires that when towing another vehicle you drive in the right-hand lane or one specially marked for slower vehicles. Certain states may also require a shorter two-vehicle length than others.
* Maintain a safe stopping distance from the vehicle in front of you. Because you're hauling more weight, it may be more difficult to stop quickly. MotorHome Towing Guide suggests a stopping distance of at least five seconds.
* Avoid tight turns, as they place high levels of pressure on the tow bars and may damage your hitch.
©2007 NewsUSA
Tips for towing your vehicle by Bend_Weekly_News_Sources | web | http://www.bendweekly.com/pdf_version.php?id=3504 | 0.433787 | {
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Nutrition Interventions to Consider for COVID-19
A good defense against contracting viruses and limiting severity of symptoms can be determined by how well we take care of ourselves. If we do contract COVID-19, we want our immune systems to be as strong as possible to fight off the virus and your nutrition can be an important component of that.
* Aim to put together a plate that contains whole grains, lean proteins and plenty of fruits and vegetables as pictured above. Also include plant-based fats such as avocado, olive oil, nuts and seeds.
* Choose whole foods from food groups over processed foods as much as possible.
* If you are getting adequate protein, fiber, and vitamins and minerals, you should not need supplements. However, if your diet is lacking in colorful fruits and vegetables and Vitamin D containing foods such as milk, eggs and fatty fish, you could consider taking a multi-vitamin. *Be aware there are no known supplements that will prevent COVID-19 and marketers are looking to cash in on a vulnerable population during a crisis.
Keep in mind that our appetites can be affected in times such as these. Some of us lose our appetites when we are nervous or stressed and some of us may experience overeating when we are stressed.
* Suggestions if you experience appetite loss:
Keep foods around that you LIKE.
Graze on small amounts of food frequently throughout the day.
Consume liquid calories from things such as smoothies, milks, juices, Ensure, Boost or store brand nutritional drinks, as well as sports recovery drinks such as Gatorade and Muscle Milk.
Keep easy to grab and easy to prepare foods available such as fruit, cereals, Greek yogurt, hummus and vegetables, sandwich fixings, soups, pasta, cheese and crackers, eggs, deli meat.
If you know you are under fueling due to loss of appetite, cut back or discontinue exercise. Being in a calorie deficit can compromise your immune system.
* Suggestions if you experience stress eating:
Don't allow hunger to build by going long periods without eating – this will increase the likelihood of overeating.
Give yourself a break, this is understandable.
Avoid keeping trigger foods such as salty and sweet items around.
Find activities other than eating that can help relieve stress and distract you from eating such as taking a walk, watching a movie or Netflix, talking with friends/family on the phone or in small settings, practice yoga/meditation, listen to music.
Avoid being alone.
Keep up regular exercise.
More Tips:
* Snacks to keep on hand if you are still on campus or at home:
Bagel and Peanut Butter
Sandwich fixings – nut butter, jelly, deli meats, cheese, hummus
Trail Mix
Beef Jerky, cheese and fruit
Cereal with at least 5g fiber and protein (Kashi, granola, Nature's Path, Oatmeal Squares…)
Bars with protein such as Clif, Luna, Lara, Zone, Odwalla, Nature's Valley Protein, Kashi
Milk, chocolate milk
Greek Yogurt with Granola
Fresh Fruit, Dried Fruit, Fruit Cups, Applesauce
Cheese and Crackers
Hummus and bread, pita chips, veggies
Popcorn
Some sweet treats of choice😊😊
* Items to pick up at the grocery store for meals
Canned Tuna or Chicken
Rotisserie Chicken
Ground beef
Fresh or frozen seafood
Ground turkey
Eggs
Milk/Milk Alternative
Cheese
Yogurt
Tofu
Hummus
Canned Beans
Fresh, canned or frozen fruits and vegetables
Spaghetti Sauce
Soup/soup mixes
Rice
Pasta
Breads
Oatmeal
Cereal
Sweet or white potatoes
Frozen Veggie Burgers
Frozen Breakfast Sandwiches
Comfort foods or sweet treats of choice😊😊
* There is no indication that our food supply is in jeopardy, please don't feel the need to hoard food.
* It is unclear at this time whether COVID-19 can be spread through food. Just be careful of where your food is coming from.
* Aim for at least 8 hours of sleep daily
* Hydrate well. Aim for at least .5 oz of fluid per pound of body weight.
* For more tips and advice, email Elizabeth Allred at [REDACTED_EMAIL] or call her at [REDACTED_PHONE]. | web | https://www.davidson.edu/media/4218/download?attachment | 0.50092 | {
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Dear parents
Your child has been referred to Section of Paediatric Cardiology (Haukeland University Hospital) because there has been heard a heart murmur, or questioned if there is heart disease. Since this often seems frightening we want to give you some information about heart murmurs before the consultation.
The doctor who referred your child has heard a heart murmur on your child. Heart murmurs are very common and are present in 70-‐ 80% of healthy children without being a sign of heart disease. Most children with a heart murmur are healthy with a normal heart, and the murmur is an innocent sound phenomenon. This phenomenon is called "stills murmur" or "a physiologic murmur". However, in rare cases the murmur may be due to minor structural heart defects (<1% of all children). It is not always easy to tell the innocent murmurs from those due to structural heart defects. That is what will be examined.
At the consultation we will examine your child and listen to the heart. Thereafter we will look at the heart with ultrasound. This is done in the same way as in prenatal care, the child receives gel on the chest and a sound transducer is placed on the chest. You as parents are present during the whole examination, which lasts approximately 30 minutes, but can last longer. Most children are comfortable during the ultrasound examination.
When the examination is done, we will discuss the findings with you. In most cases everything is normal, but if necessary, we will agree upon a follow up or further examinations.
Best regards
The Child Cardiologists | web | https://s3-eu-west-1.amazonaws.com/pstorage-npg-968563215/7056158/12887_2015_507_MOESM1_ESM.pdf | 0.439864 | {
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Kettering University Mathematics Olympiad For High School Students 2006
1. At a conference a mathematician and a chemist were talking. They were amazed to find that they graduated from the same high school. One of them, the chemist, mentioned that he had three sons and asked the other to calculate the ages of his sons given the following facts:
(a) their ages are integers,
(b) the product of their ages is 36,
(c) the sum of their ages is equal to the number of windows in the high school of the chemist and the mathematician.
The mathematician considered this problem and noted that there was not enough information to obtain a unique solution. The chemist then noted that his oldest son had red hair. The mathematician then announced that he had determined the ages of the three sons. Please (aspiring mathematicians) determine the ages of the chemists three sons and explain your solution.
2. A square is inscribed in a triangle. Two vertices of this square are on the base of the triangle and two others are on the lateral sides. Prove that the length of the side of the square is greater than and less than 2r, where r is a radius of the circle inscribed in the triangle.
3. You are given any set of 100 integers in which none of the integers is divisible by 100. Prove that it is possible to select a subset of this set of 100 integers such that their sum is a multiple of 100.
4. Find all prime numbers a and b such that a b + b a is a prime number.
5. N airports are connected by airlines. Some airports are directly connected and some are not. It is always possible to travel from one airport to another by changing planes as needed. The board of directors decided to close one of the airports. Prove that it is possible to select an airport to close so that the remaining airports remain connected.
6. (A simplified version of the Fermat's Last Theorem). Prove that there are no positive integers x, y, z and z ≤ n satisfying the following equation: | web | http://newb.kettering.edu/wp/matholympiad/wp-content/uploads/sites/13/2017/05/2006Problems.pdf | 0.522933 | {
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We recommend that your child read 15-30 minutes a day during the summer, to keep this important skill in tip-top shape!
K-3 Summer Reading Program
(For students entering Kind., First, Second and Third Grade)
Each time your child reads a book, or is read to, he/she may write the title below and add a sticker onto their path to next school year! Return this completed form to the library next school year to receive a free bookmark!
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
6. _______________________________________________________
7. _______________________________________________________
8. _______________________________________________________
9. _______________________________________________________
10. _______________________________________________________
Included with this form is a list of books to get you started! There are lots of great books available at the public library, on my-ON, on Libby, and even at your house!
Kindergarten and First Grade Books
Kevin Henkes Books
Eric Carle Books
Elisa Kleven Books
Clifford series, by Norman Bridwell
Pigeon Series, by Mo Willems
Grow Up, David, by David Shannon
Sheep in a Jeep, by Nancy Shaw
Zin! Zin! Zin! A Violin, by Lloyd Moss
How a Seed Grows, by Helene J. Jordan
Dragons Love Tacos, by Adam Rubin
A Piglet Named Mercy, by Kate DiCamillo
Biscuit Visits the Big City, Alyssa Satin Capucilli
Duck and a Book, by David Shannon
Field Day, by Mercer Mayer
Bad Hair Day, by Susan Hood
A Friend for Minerva Louise, by Janet Morgan Stoeke
I am a Leaf, Stella Blackstone
Kit and Kat, Tomie De Paola
Pet Show!, by Ezra Jack Keats
Green Eggs and Ham, by Dr. Suess
Babar’s Little Circus Star, by Laurent deBrunhoff
I Spy series, by Walter Wick
Corduroy Makes A Cake, by Don Freeman
Amelia Bedelia Goes Camping, by Peggy Parrish
The Missing Tooth, by Joanna Cole
Sweet Dreams, Clown Arounds!, by Joanna Cole
Madeline Finn and the Library Dog, by Lisa Papp
A Chair for My Mother, by Vera Williams
Stellaluna, by Janell Cannon
Martins’s Big Words, by Doreen Rappaport
Library Mouse, by Daniel Kirk
Cul de Sac Kids series, by Beverly Lewis
Press Start series, by Thomas Flintham
Caldecott Winners
The Crayon Man: The True Story of the Invention of Crayola Crayons, by Natashcha Biebow
Second Grade Books
*Wonder Horse: The True Story of the World’s Smartest Horse*, by Emily Arnold McCully
*The Boy Who Harnessed the Wind*, by William Kamkwamba
*The Case of the Scaredy Cats*, Crosby Bonsall
*The Ready Freddy series*, by Abby Klein
*Froggy Goes to Bed*, Jonathan London
*The Best Nest*, P.D. Eastman
*Barney’s Horse*, Syd Hoff
*Emily and Alice, Best Friends*, Joyce Champion
*Click, Clack, Moo: Cows That Type*, Doreen Cronin
*Aunt Flossie’s Hats (and Crab Cakes Later)*, Elizabeth Fitzger Howard
*Curious George and the Dinosaur*, Margret and H.A. Rey
*The Creepy Sleep-Over*, Beverly Lewis
*Harry and the Lady Next Door*, Gene Zion
*The Magic Tree House series*, by Mary Pope Osborne
*Arthur’s Family Vacation*, Marc Brown
*Buffalo Bill and the Pony Express*, Eleanor Coerr
*A Bargain for Frances*, Russell Hoban
*Junie B. Jones series*, by Barbara Park
*Frog and Toad are Friends*, Arnold Lobel
*Stink or Judy Moody series*, by Megan McDonald
*Flat Stanley series*, by Jeff Brown
*The Great Kapok Tree: A Tale of the Amazon Rain Forest*, by Lynne Cherry
*Amelia Bedelia series*, by Peggy Parrish
*Mrs. Katz and Tush*, by Patricia Polacco
*Mercy Watson series*, by Kate DiCamillo
*Ivy and Bean series*, by Annie Barrows
*Miss Nelson series*, by Harry Allard
*Shel Silverstein poetry books*
*Nate the Great*, by Marjorie Sharmat
*Black Lagoon series*, by Mike Thaler
Third Grade Books
*The Best School Year Ever*, by Barbara Robinson
*The BFG*, by Roald Dahl
*Brother Eagle Sister Sky: A Message from Chief Seattle*, by Susan Jeffers
Kindergarten-Third Grade Reading Idea List
Karen’s Birthday, by Ann M. Martin
The Great Gracie Chase, by Cynthia Rylant
Bad Day for Ballet, by Carolyn Keene
Charlotte’s Web, by E.B. White
Little House on the Prairie series, by Laura Ingalls Wilder
Encyclopedia Brown, Boy Detective series, by Donald J. Sobol
Go Free or Die, A Story About Harriet Tubman, by Jeri Ferris
How to Eat Fried Worms, by Emily A. McCully
The Chocolate Touch, by Patricia Skene Catling
Third Grade Detectives series, by George Stanley and Salvatore Murdocca
The Keeping Quilt, by Patricia Polacco
Poppy, by AVI
Ramona Quimby, Age 8, by Beverly Cleary
Sarah, Plain and Tall, by Patricia MacLachlan
What Are You Figuring Now?, A Story About Benjamin Banneker, by Jeri Ferris
Who Was series
Stuart Little, by E.B. White
The Mouse and the Motorcycle, by Beverly Cleary
Geronimo Stilton series
Wayside School series, by Louis Sachar
The One and Only Ivan, by Katherine Applegate
Joyful Noise: Poems for Two Voices, by Paul Fleischman
Life According to Og the Frog, by Betty G. Birney
Mac Undercover, by Mac Barnett
Ultimate Weird But True, National Geographic
A-Z Mysteries, by Ron Roy
The Boxcar Children series, by Gertrude Chandler Warner
Hank the Cowdog series, by John R. Erickson
Woof, by Spencer Quinn
Like Pickle Juice on a Cookie, by Julie Sternberg
Love that Dog, by Sharon Creech
Puppy Place/Kitty Corner series, by Ellen Miles
Whatever After series, by Sarah Mlynowski
Ark in the Park, by Wendy Orr
STAT series, by Amar’e Stoudemire
Each time you read a book, cut and paste one ☀️ SUN onto your reading path!
OR
USE YOUR OWN STICKERS! | web | https://3eda30fc72f6bdbaa4cf-5ad07057e8762661e601618ff348b20f.ssl.cf2.rackcdn.com/uploaded/s/0e10455725_1590513310_summer-reading-program-k-3-2020.pdf | 0.49308 | {
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Abstract
Working Women of Manila
During the 19th Century*
Ma. Luisa T. Camagay
The work documents the life of gainfully employed women in the 19th century. Seven occupations of women were studied, namely the cigarreras (tobacco factory workers), the matronas titulares (licensed midwives), the maestras (teachers), the criadas (female domestic workers), the tenderas and vendadoras (store owners and vendors), the costureras and bordadoras (seamstresses and embroiderers) and the mujeres publicas (prostitutes).
With women often absent or marginalized in the pages of history, the study attempts to unravel through archival sources and other non-documentary sources like literature and iconography the life of these working women. Despite the meager archival materials on women and more specifically working women, this study prides itself in having used primary sources to document working Filipino women during the Spanish period.
The study's significance not only lies in the point of view of the kind of sources utilized but also the focus of the study. Women belonging not to the elite class but the laboring class become the focus of our investigation. It is about time that the life of women from the laboring class be documented and recognized by history.
*Forthcoming book to be published by the U.P. Press with the cooperation of the University Center for Women's Studies.
It was evident in the course of the study that despite the pursuance by the Filipino woman of traditional occupations such as *maestra*, *tendera* and *costurera*, she manifested a surprising assertiveness which is a far cry from our stereotyped notion that the Filipino woman during the period was an embodiment of timidity and coyness. The *cigarreras* for instance were known to stage strikes referred to as *alborotos* in order to demand wage increases and better working conditions.
One of the tasks of *la nouvelle histoire* or new history is precisely to document the marginalized sectors of society like women. It is in this context that the author took an interest in the life of the working Filipino woman in the 19th century. Interestingly, gender discrimination already existed during this period as evidenced by the low wages received by the *maestras* compared to the *maestros*.
Moreover, the working Filipino woman had to reckon with the presence and influence of the friar. Application for work or for professional examinations like the case of the *maestra* and the *matrona* required a letter of reference from the friar. Not only that, the *maestra* was directly responsible to the friar who acted as the local school inspector. Petitions of prostitutes asking for a commutation of their banishment to Balabac or Davao necessitated a letter from the friar attesting that the petitioner had indeed reformed.
These are just some of the findings in this preliminary work on the history of the Filipino woman. For how are we to trace the development of the Filipino woman from a historical perspective if we ignore their past. Hence this work on the working woman of Manila in the 19th century. | web | https://journals.upd.edu.ph/index.php/rws/article/download/3128/2945 | 0.484888 | {
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Weekly Safety Briefings
Week 34 – August 22 – 26, 2022
Summer Storm Preparedness
Introduction
Although we are nearing the tail end of the season, summer storms are still occurring. Proper preparation is key to keeping yourself and your loved ones safe at home and in the workplace. This week we will focus on preparing for summer storms including thunderstorms, tornados, hurricanes, and hailstorms.
Monday – Preparing the Workplace
Preparing your workplace for summer storms will help keep employees safe and minimize damage to ensure business can resume in a timely manner once the storms have passed. Today we will list some basic tips for properly preparing your workplace for summer storms.
- Have a disaster response plan so all parties understand their roles and responsibilities
- Ensure employee contact information is up to date
- Communicate with employees when to anticipate storms and facility closure if necessary
- Ensure all outside equipment and materials are properly secured and or covered
- Prepare facility for potential power outages
- Prepare external windows
- Check that all alarm systems are properly functioning
- Have prepared first aid response personnel and first aid supplies in the event of an injury
Tuesday– Preparing your Home
There are some simple precautions you can take in almost any situation to prepare your home for a summer storm. Below are some important steps to take to properly prepare:
- Have a basic disaster plan so everyone in the household knows what to do if disaster strikes
- Clean your gutters
- Purchase and install storm shutters
- Keep tree limbs trimmed
- Be aware of weather forecasts and patterns
- Secure loose outdoor equipment and furniture
- Seek shelter in a basement or interior room when the storm hits
Make sure you have an emergency kit, including a first aid kit. You should always have supplies at the ready too including battery-powered flashlight, canned goods, bottled water, battery-powered radio, and candles, just to name a few.
Wednesday – First Aid Preparedness
A basic first-aid kit is an essential part of any summer storm preparedness plan. At a minimum, it should contain a selection of the following:
- Bandages and gauze
- Antibiotic ointments
- bug spray
- sunscreen
- pain relievers
- first-aid manual
- tweezers
- scissors
Weekly Safety Briefings
Week 34 – August 22 – 26, 2022 Summer Storm Preparedness
Thursday – Post Storm Tasks
Being prepared for the aftermath of a storm is nearly as important as preparing before the storm. Today we will discuss basic tasks that should be completed to help return to normal conditions safely.
- Take stock of any injuries and provide proper treatment or call for emergency medical care.
- Inspect the home and or workplace and surrounding area for any damages. Minor damage could cause major issues later.
- Be cautious of any road damage when traveling.
Friday – Open Discussion
This week we've covered several aspects of preparing for summer storms. Now let's take a minute to open up for group discussion.
- Have you experienced a severe summer storm?
- Where you prepared?
- How did you handle the aftermath of the storm?
- Does your workplace and/or family have a basic disaster plan?
- Do you know what to do if there is a severe storm at your workplace or home? | web | https://workplacelearningsystem.com/uploads/PDFs/Week34safetytopics-SummerStormPreparation.pdf | 0.512055 | {
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"Feed the soil, not the plant" is fundamental to organic soil management, but standard fertilizer recommendations are based only on plant responses to the fertilizers. Keeping your soil at a balanced pH of 6 to 6.3 is a major part of maintaining soil health and fertility.
Best-Gro™ is a patented organic garden enhancer containing a unique and beneficial soil micro-organism. This friendly non-toxic micro-organism has been present in its natural state for many millennia. Found in a farming community in Iceland in the early 1980's, it was selectively cultured to perform its distinctive role.
Best-Gro’s™ bacterium (Bacillus Laterosporus BOD strain) works by accelerating the photosynthetic process. The millions of nitrogen fixing bacteria release high energy nutrients and supply essential nitrogen for optimum growth. It also rejuvenates and conditions the soil by stabilizing the pH factor at 6.1 ± .05 within the optimum range. Therefore, these microorganisms greatly improve the soil fertility. Because Best-Gro™ makes the plants stronger, yields increase via the combined effects mentioned above.
Please note that Best-Gro™ is not a subject of Bio-engineering. Unlike chemical fertilizers, Best-Gro™ will neither damage nor injure the soil nor negatively impact the environment. Best-Gro™ improves overall plant health. Both commercial growers and home gardeners have achieved excellent results. Best-Gro™ can also be used in hydroponics applications for increased production. Dramatic increases in growth have been documented by laboratory tests.
- 100% Environmentally Safe
- Reduces Fertilizer Needs
- Promotes Growth of roots
- Maintains Essential Minerals
- Stabilizes Soil pH
Best-Gro™ for the home garden is available in convenient bottles of 8 oz of concentrated liquid and is enough to cover 2,500 square feet. Larger sizes are available. Best of all it is simple to use; simply mix one ounce per gallon of clean water and apply to the root areas. Best-Gro™ may also be used as a spray to control many pests and fungi problems.
**Best-Gro™ is patented and made in the USA.**
Authorized Distributor:
HPC Multisystems, Inc.
PO Box 6071, El Socorro, San Juan, Trinidad, West Indies
[REDACTED_PHONE] ++ [REDACTED_PHONE] ++ [REDACTED_EMAIL] | web | http://jcbwrites.com/webportfolio/b-1.pdf | 0.431819 | {
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University of California, San Diego Department of Mathematics
Instructions
1. Write your Name, PID, Section, and Exam Version on the front of your Blue Book.
2. No calculators or other electronic devices are allowed during this exam.
3. You may use one page of notes, but no books or other assistance during this exam.
4. Write your solutions clearly in your Blue Book.
(a) Carefully indicate the number and letter of each question and question part.
(b) Present your answers in the same order they appear in the exam.
(c) Start each problem on a new page.
5. Show all of your work. No credit will be given for unsupported answers (even if correct).
6. Turn in your exam paper with your Blue Book.
0. (1 point) Carefully read and complete the instructions at the top of this exam sheet and any additional instructions written on the chalkboard during the exam.
1. (6 points) For each of the following, find dy dx . ( You do not need to simplify. )
(a) y = e − x ln x
(b) y = ln(1 + cos 2x)
(c) x 3 y − tan y = 4
2. (5 points) (a) Find the linearization of the function f (x) = √ x at the point a = 4. √
(b) Use the result of (a) to approximate the value of 4.1. (Simplify your answer.)
3. (5 points) (a) Find the critical points for the function g, if the formula for the first derivative is
Identify each critical point of g as a local maximum, local minimum, or neither.
(b) The function h has a critical point at x = 3. Determine if this critical point for h is a local maximum or local minimum if the second derivative is
4. (4 points) Helium is being released from a spherical balloon at a constant rate of 10 cm 3 /s. Find the rate of change of the radius when the radius is 5 cm. You may use the fact that the volume V and the radius r of the balloon are related by the equation
5. (4 points) If f (x) = x sin x , then what is f ′ (x)? | web | https://mathweb.ucsd.edu/~abowers/courses/20a_spring_2014/downloads/Fall_2011_Mid2.pdf | 0.534673 | {
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Headteacher: Mrs Alex Evans
Co-Headteacher: Mrs Sarah Inman
Telephone: (01462) 620555
Fax: (01462) 623555
E-mail: [REDACTED_EMAIL]
Website: www.pixmore.herts.sch.uk
Geography Day and Pixmore's Clothing Recycle Friday 8 th July 2022
Dear Parent / Carer,
We will be having a whole-school Geography Day on Friday 8 th July, with the theme being 'clothing'. Each class will be doing a range of activities, one of which requires the children to investigate where their clothes have been made. As such, Friday 8 th July will be a non-uniform day. Before the children come to school, please can they make a note of where two of their clothing items have been made; for example, their t-shirt might have come from Bangladesh and their shorts from Spain. Doing this at home will prevent the children from awkwardly checking their labels in class!
As part of Geography Day, we will also be exploring issues with 'fast fashion' and looking at how to shop more sustainably. To bring the ideas that we will be discussing to life, we plan on holding a 'Pixmore Clothing Recycle', where members of our Pixmore community (including pupils, staff and parents) can donate items of clothing that they have outgrown or no longer wear, so that others can enjoy them – a great opportunity for a wardrobe clear out! Our only request is that any items are clean and still in a wearable condition.
We will be starting to collect clothing donations from Monday 4 th July until Thursday 7 th July. The last day for donations will be Thursday 7 th July.
We will be holding the Clothing Recycle on Friday 8 th July from 3pm – 3.30pm in the school hall. You can browse the donated clothing items, taking anything you feel you would make use of. Although the items are technically 'free', we plan on having a donation box, should you wish to contribute, and any money will be donated to our chosen charity for this term.
If we do not get enough donations to run a whole-school Clothing Recycle, any items that we do receive will be passed on to local charity shops. We will confirm via ParentMail on the Friday morning if the Clothing Recycle will go ahead. If you have any questions about Geography Day or the Clothing Recycle, please contact Miss Lyons via the teachers' [REDACTED_EMAIL]
In addition, we will also be collecting food items for the local Food Bank. Currently they are asking for CRITICAL items such as long life milk, squash and sugar; URGENT items such as biscuits, cereal boxes, coffee, tinned fish, longlife juice, dried milk, dried potatoes, sponge
Headteacher: Mrs Alex Evans
Co-Headteacher: Mrs Sarah Inman
Telephone: (01462) 620555
Fax: (01462) 623555
E-mail: [REDACTED_EMAIL]
Website: www.pixmore.herts.sch.uk
pudding and tea (packets of 40's). Also required are tinned fruit, pasta sauce (not pasta), tinned meat, rice/custard and tinned tomatoes. If you have any of these items at home that you can spare, please bring those in during the week Monday 4 th -Friday 8 th June.
Kindest regards,
Mrs Sarah Inman, Co-Headteacher Miss Sophie Lyons, Geography Subject Lead | web | https://pixmore.herts.sch.uk/wp-content/uploads/2022/06/Geography-Day-8th-July-2022.pdf | 0.49277 | {
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Message
Happy new year and welcome back! We hope you all had a lovely break and are well rested for the rest of the term. We are very excited for all our new learning opportunities.
CP
We have had an exciting first week back . On Tuesday morning we found a crashed spaceship and tiny little alien in our classroom! This has motivated us to enjoy lots of space themed activities in the backroom. We have now got a spaceship role play area and are completing out of this world writing! We are really enjoying learning about space. You could help your child by discussing space at home and maybe even finding out some space facts!
English
This week we started our brand new text Beegu! (without looking at the book). We have immersed ourselves into the story by exploring the spaceship crash we found in our classroom. First we explored the scene. Next we wrote emails to Mr Vivian informing him of our new visitor. Mr Vivian asked us to produce newspaper articles to inform the rest of the school what had happened. Next week we will be learning more about our new little yellow friend.
Reading: This week we read and investigated the book 'The Rainbow Fish'. We looked at punctuation for effect. Next week we will continue to work on this text by answering comprehension questions about the story.
Maths:
This week in Maths we have been counting from 11– 20. First we counted forwards and backwards up to 20. Next we looked at the properties of numbers 11 –20 and investigated how many tens and ones made up each number. Finally we found one more and one less than numbers up to 20. Next week we will be comparing objects, groups and numbers up to 20. We will also be finding the difference.
Phonics: This week we revised the 'ew' and 'ue' phonemes. We even learnt how to join our diagraphs correctly. We are still struggling to use these alternative spellings in our writing so will need some extra help at home!
Homework:
Your homework is to complete the KS1 science challenge. The science project should be returned on Monday 21st January ready for the competition. If you need more information please look at the letter sent home earlier this week. If you have lost your letter please go to the Year One section on the school website and find an electronic copy of the letter with all the details. Have a great weekend. Love Miss O'Brien x
Science:
This week in science we have been learning to name common materials. We also investigated the materials our toys are made from. | web | https://hollickwood.barnet.sch.uk/images/PDFs/CurriculumOverviews/Year1/NewsLetters/11th-January-2019.pdf | 0.439466 | {
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What Your Cat's Body Language Is Saying
What is your cat thinking? His body language may give it away.
Cats use a variety of signals (body postures, facial expressions, and vocalizations) to convey their message and avoid unwelcome confrontations. By learning how to decipher these feline postures, you can deepen the bonds of affection with your cats as well as prevent misunderstandings and potential aggression. But for many of us, cat lingo feels like a foreign language, difficult to understand and still harder to decipher. Here, animal behaviorists help us interpret kitty's cues and vocalizations.
1. Tummy Display
Feline body language is more nuanced than that of dogs, says Karen Sueda, DVM, Diplomate of the American College of Veterinary Behaviorists. "Part of the problem arises when people take their knowledge of dogs and apply it to cats," says Sueda. Have you ever wondered, for example, why your cat's seemingly flirtatious behavior of rolling over to expose its belly may be met with overt aggression when you try to stroke it?
When your cat is content and relaxed, she may stretch out and roll over. But in other situations, when a cat feels cornered and cannot escape, this pose -- followed by fully extended claws and sharp teeth - may be highly defensive, indicating that she is prepared to fight, says Pam Johnson-Bennett, a Certified Animal Behavior Consultant in Nashville, Tenn.
As with other feline-human interactions, it is important to learn what your cat prefers.
2. The Fluttering Blink
When a cat greets another cat or a person with slow, languid blinks, it's communicating affection. Why? Because in the feline world, closing one's eyes in the presence of another is the ultimate sign of trust.
By blinking slowly at your cat, you are communicating that you are aware of its presence and pose no threat. So the next time your cat blinks at you, try returning the gesture.
3. Classic Halloween Pose
One of the most accurate barometers of a cat's mood is its tail.
When held high, it communicates confidence. Curled around another cat's tail or human legs, it signals friendliness. And tucked below or between the legs, it signals insecurity or anxiousness.
The upright bottle-brush tail is an unequivocal sign that your cat is feeling threatened. And when combined with the arched back, upright hair along the spine, and unsheathed claws, the stance is a dead giveaway that you should back off, Sueda says.
4. The Direct Stare
Although people can use direct eye contact to show affection, most cats find it threatening. That's why in social settings, a cat usually gravitates toward the one person in the room who is trying to ignore it.
The more fearful a cat becomes, the wider its pupils expand, says Myrna Milani, DVM, an animal behaviorist at Tipping Point Animal Behavior Consulting Services in Charlestown, N.H. When dilated, the pupils take in as much visual information as possible. This bug-eyed, saucer look signals that a cat is very frightened and wants to retreat.
In an aroused or angry cat, the pupils may become narrowed or constricted to focus more effectively on detail. But cats' eyes also respond to ambient lighting, Sueda says, so it's important to observe the body language as a whole and not single out any one element.
Once a cat realizes that he is being watched, he may stop what he is doing and assess the situation.
5. I'm Going to Get You
Even the most mild-mannered cat may retaliate if feeling threatened or aroused by too much play or petting. "Cats are stimulus-driven predators by nature," Milani says. So when they see something move (whether a mouse, cat toy, or human hand), they are hardwired to pursue it. Closer and closer, they inch forward until they reach arousal threshold. Then they pounce and kill. If the prey happens to be your hand, the wisest thing to do, Milani says, is to freeze. That stop-action will interrupt this inbred stalking pattern.
When you see these telltale warning signs: dilated pupils, low twitching tail, and flattened ears, your cat is telling you, in the only way it can, to back off. "That is not a time to get in its face and do 'the nice kitty' thing," Milani says. "And don't add to the problem by stroking it, especially if the cat is in defensive mode."
6. Audio Cues
Cats may have adapted their meows to manipulate people in order to get their needs met. "Cats don't do much meowing to other cats," says Sueda, calling meows "an attention-getting device" to express greetings, approval, demands for food, and more. Learn the nuances of your cat's vocabulary so you can detect the difference between a plea for dinner and an urgent cry for help. For instance:
- Purring usually signals contentment and may also be a comfort-seeking behavior when the cat is recovering from illness or close to death.
- High-pitched gurgling or chatting indicates friendliness.
- Growling, hissing, or spitting are emphatic warnings to stay away -- at least until the cat has calmed down.
- Caterwauling is a very loud, guttural sound that cats (especially males that have not been neutered) make when threatened by other cats. This sound is common in deaf cats.
Still, every cat is unique. "I always tell clients that nobody knows your cat better than you do," Milani says. | web | https://www.giveshelter.org/assets/site-images/documents/Cat-body-language.pdf | 0.426721 | {
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I bought the medal because it was ingeniously attractive: a good portrait of Napoleon "empereur et roi" on the one face, and on the other a robust Aesculapius with the staff and the snake, holding a naked Venus with a protective arm, a pathetic little cow on the left and on the right a "stylet" and an ampoule containing presumably "la vaccine". But why the date MDCCCIV? What happened in that year to justify the striking of the medal?
Finding out led me to go through a number of old books - the history of smallpox, variolation, vaccination... As everybody knows, it was an old practice in the East, from China to Turkey, to inoculate smallpox putting material from the pustule on a sick person onto the skin of a healthy one, because it had been observed that the smallpox thus produced in the recipient was less severe and protected him for life against the risk of disfigurement or death, which occurred in almost 60-70% of natural infections. After all, as late as 1950, I saw in Iran the same method being followed for the protection from disfigurement of the face caused by another disease, cutaneous leishmaniasis or tropical sore, by causing the infection through inoculation in a part of the body other than the face, where the natural sore normally occurs. The "variolization" - this is what the artificial infection with smallpox virus is called - was introduced in England in 1721 by Lady Montague, wife of the British ambassador to the Court of Constantinople, and met with great success. The procedure was not without risk, one to two per cent of the variolated persons dying as a result of the infection, but this risk was far inferior to that of the natural disease which, according to the bills of health of the City of London from 1700 to 1800, caused every year between 5 and 13% of deaths from all causes. In France, in 1754, one in every ten deaths was due to this infection and one out of four persons was either killed by it or disfigured for life. However, the people who were "variolated" became a source of natural infection for others. The individual protection was thus a threat to society. As there was nothing better, variolization was rapidly and widely accepted in medical circles, even though, for patriotic reasons, some objected in France to the introduction of a method that in Europe had first been developed in England. I was delighted to find during my search the following poem by Voltaire addressed to Dr Tronchin and to the Duke of Orleans on the occasion of the variolization of the Duke's child by Tronchin in 1756.
Il est des préjugés tuiles,
Il en est de bien dangereux;
Il fallait, pour triompher d'eux,
Un père, un héros courageux,
Secondé de vos mains habiles.
Autrefois à ma nation
J'osai parler dans mon jeune âge
De cette inoculation
Dont, grâce à vous, on fait usage.
On la traita de vision;
On la reçut avec outrage,
Tout ainsi que l'attraction.
J'étais un trop faible interprète
De ce vrai qu'on prit pour erreur,
Et, je n'ai jamais eu l'honneur,
De passer chez moi pour prophète.
Comment recevoir, disait-on,
Des vérités de l'Angleterre!
Peut-il se trouver rien de bon
Chez des gens qui nous font la guerre!
Français, il fallait consulter
Ces Anglais qu'il vous faut combattre:
Rougit-on de les imiter,
Quand on a si bien su les battre?
Egalement à tous les yeux
Le dieu du jour doit sa carrière;
La vérité doit sa lumière
A tous les temps, à tous les lieux.
Recevons sa clarté chérie,
Et, sans songer quelle est la main
Qui la présente au genre humain,
Que l'univers soit sa patrie.
All this was, of course, long before the facts that justified the striking of my medal. It was only in 1796 that Jenner made his first observation on the nature of the cowpox lesions he saw on the hands of a milkmaid in Gloucestershire. He inoculated the pus from one of the pustules into the arm of young James Phipps which gave rise to the benign local development of a cowpox infection, that disappeared within a couple of weeks. A little over one year afterwards, he inoculated the same boy with pus from a smallpox case, and the disease did not develop. In 1798, Jenner published his famous privately printed pamphlet "An inquiry into the cause and effect of Variolae Vaccinae".
The basis for the final solution of the smallpox problem was there, and this time without risk either to the person or to the community. Clearly, Napoleon, anxious for the health of his people and above all of his soldiers, could not remain indifferent to this great discovery which, interestingly enough, broke through a number of political barriers of the day. The Duke de la Rochefoucauld-Liancourt, who had taken refuge in England from the French revolution, came back to France in 1800 and became an apostle of the English discovery, the result of which he had witnessed. It is from Paris that the method of vaccination spread to Rotterdam, Genoa, Brunswick, Kiel, Berlin, Madrid, Sweden,... through doctors who had come to see the effect of the vaccine in Paris; and from Spain, through dom Balmis, surgeon to King Charles IV of Spain, it spread to the Canaries, the Antilles, Mexico and Guatemala, South America, Philippines and China. For those long distances, the only way of
keeping the vaccine alive and effective was to embark on a boat a number of children sufficient to permit a number of successive vaccinations by contact from one child as soon as cowpox developed to the next child, so that on arrival there would be a boy with an active cowpox pustule for use in the country of destination for spreading the vaccine. 22 children were required for taking the vaccine from Corunna (Spain) to South America, and 26 more to carry it from there to the Philippines and China. In France, a special Hospice for the Inoculation of Vaccine was inaugurated on 7 February 1801 by Frochot, Prefect of the Seine Department; and Chaptal, Minister of Internal Affairs, gave instructions to the Prefects for the execution of the Imperial Decrees of 4 April 1804 on the Vaccine. The following year, the Emperor ordered the vaccination of all his soldiers. So, here we have the explanation of the medal, which must have been struck to mark the orders of 1804 - for the general population, rather than those of the following year for the soldiers, since if the latter had been the case, Aesculapius would not have wound his protective arm around the couple shoulders of Venus, but around the muscular ones of Mars.
However, we should not forget the situation between France and England at that time, and the last digression I would bother you with, to match the poem by Voltaire, is the letter written by Jenner himself to Napoleon in 1813, at a crucial moment of the blockade of Europe:
Sire,
My Relation Mr Milman, Captain of Infantry in the service of His Britannic Majesty, is detained as a Prisoner of War at Verdun. May I presume to implore your Majesty to grant him the great favour of being permitted to return to England? Vaccination, of which I have been the fortunate Discoverer, and for which Invention I have lately been pronounced by your Minister one of the greatest Benefactors of Mankind, has been practised no less to the great increase of the population of your Empire than to the preservation of the valuable life of your Son, the Heir to it.
I humbly presume, Sire, on these considerations to solicit the liberty of one Individual, whose restoration to his Family by your Majesty's indulgence will be deem'd a favour which no Time will efface from the memory of
Sire
Your Majesty's
most obedient
and
most humble
Servant
EDWARD JENNER
Berkeley
Gloucestershire
Decemb'r 11th 1813
The Emperor acquiesced.
(Dr G. Gramiccia)
References
Voltaire, Oeuvres complètes, Vol. XXXIX, p. 30-31.
Guy, W.A., Journal of the Royal Statistical Society, XLV, p. 431-33, 1882
Miller, G., The adoption of inoculation for Smallpox in England and France,
Univ. of Pennsylvania Press, Philadelphia, 1957.
Académie de Médecine, Paris. Séance solennelle du 23 janvier 1923 à
l'occasion du Centième Anniversaire de la mort de Jenner, Masson
et Cie Editeurs, Paris 1923.
Jenner, W., Letter. 1813 - Biblioteca della Città di Torino. | web | https://zero-pox.info/other_docs/napoleon_medal.pdf | 0.484272 | {
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Akoopar By Aditi Desai
Synopsis
Akoopar is based upon the first novel in the history of Gujarati literature, which deals with the life of Maldharis and their relationship with lions, nature and the animals of Sasan Gir- the last homage of Asiatic lion. Written by Shri Dhruv Bhatt, this play won two awards this year.
Akoopar is the only play in Gujarati theatre, based on life of
Maldharis. The unnamed narrator, who is a painter, has an assignment to paint the elemental form of Earth, under a grand project. The artist is an outsider who gradually unfolds the inner world of the Gir forest.
To create and understand reality, a team of artists and technicians stayed in Gir forest for ten days, in turns. They met a lot of Maldharis, forest officers, staff, rescue operators and forest guides. To bring authenticity to the play, natural sounds of forest, lions, leopards, other animals and Maldharis were recorded. In addition marasiya (death songs), marriage songs and dohas (couplets) were also recorded.
The costumes were made in Sasan village and jewellery as well as properties for the play, was also purchased from there.
About The Director
Creative Director and Managing Trustee of JT Memorial Foundation, Aditi Desai pursued a career in theatre since childhood under the guidance of her father, Shri Jashwant Thaker. She developed herself from an actress to an activist, trainer, director, producer, film maker and script writer. Her key areas of interest are theatre, video film making, development of popular educational material and Gender and theatre training. She has directed 18 plays and made 21 documentaries, docu-drama, video-spots and programmes based on various social and environmental issues. She has also acted in plays directed by Bharat Dave, Naushil Mehta, Raju Barot and many more. Desai has worked extensively in Regional Television, feature films, documentaries and radio in last twenty two years. She has been the pioneer of street theatre in Gujarat, on issues pertaining to women and has conducted over sixty theatre training workshops in Gujarat and Rajasthan. Desai has also been a faculty member and course coordinator for theatre in J.G. School of Performing Arts. | web | https://stagebuzz.in/bharat-rang-mahotsav-plays-list/akoopar-by-aditi-desai/?print=pdf | 0.427841 | {
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MEANING & MEANINGFULNESS: EXPANDING MATHEMATICS IN THE MINDS OF OUR LEARNERS
Eddie Woo
Contact Author: Eddie Woo ([REDACTED_EMAIL])
New South Wales Department of Education, Sydney, Australia
THEME
Engaging students in STEM education
AIMS AND BACKGROUND
In today's world, virtually anyone you stop on the street can tell you what they think mathematics is. The responses may come with a fair dose of emotion and attitude - usually negative–but they will also be quite consistent, with the vast majority of people describing numbers, equations and formulas as the core of what they remember and experience of mathematics from school or daily life. While these concepts are central to mathematics, they are not comprehensive and the fact that so many students leave school with these features of mathematics dominant in their minds is a sign that we have an opportunity and a responsibility to expand learners' conception of mathematics.
To help our students find mathematics meaningful, we can expand the meaning of mathematics to them, and STEM provides us with an ideal setting in which to do so. Strategic competence, adaptive reasoning and productive disposition should have prominence in our classrooms, and these can be emphasised by using real-world contexts and authentic problems as our medium for teaching mathematical concepts and skills. The iterative design process that comes as second nature when constructing solutions in a STEM environment has important parallels in the attributes that we want our students to develop as growing mathematicians.
This presentation will focus on the practical principles and lessons learned from implementing STEM in a secondary context by an interdisciplinary team of classroom teachers. | web | https://openjournals.library.sydney.edu.au/STEMEC2022/article/download/17031/14522 | 0.418881 | {
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First Communion Follow Up – BSLC
A. Making a Reservation
1. When you're ready, reach out and set up a time for a 30 minute conversation with Pastor Kevin and Pastor John email [REDACTED_EMAIL]
2. Parent and/or sponsor review conversation questions with their child prior to the meeting.
3. Meet at church for the conversation with the pastors.
4. If everyone is in agreement, schedule a time for your first communion in worship.
B. Review Questions
1.What was your favorite class activity and why?
2.Why did we learn about the blood of the Passover lamb. What does that have to do with the communion?
3.What are some of the gifts that we receive in Holy Communion?
4.What specific things do you and your family do to get ready to eat a meal at home? What are some of things you and your family do to get ready to eat at the Lord's Table?
5.Are you ready to receive Holy Communion? Do your parents believe you are ready to receive Holy Communion?
6. Do you have any questions for us?
C. Schedule Your First Communion
Child's name: ____________________________________
Date of 1 st Communion: ____________________________
Kind of wine: Red ________or White ________
On the day of your first communion, you should come to worship 10 -15 minutes before the service begins because our pastors would like to meet your family before worship for a prayer. Please sit in the front of church in the left center section. We will invite your family to commune together before everyone else.
Are there any special people you plan to have attend your first communion? | web | https://www.bslc.com/uploads/4/6/2/0/46207773/first_communion_follow_up.pdf | 0.468301 | {
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ALL IN DUVAL
SHARE THE ROAD. SHARE RESPONSIBILITY.
KEEP OUR CITIZENS AND STREETS SAFE
drivers ✔️
bicyclists ✔️
pedestrians ✔️
motorcyclists ✔️
COJ.NET/ALLINDUVAL
One City. One Jacksonville.
ARE YOU ALL IN?
Each one of us plays a role in improving the safety of Jacksonville’s roadways – from bicyclists and pedestrians to motorcyclists and drivers. Roadway safety is a team effort! Help make every street in Jacksonville a safe place to walk, ride or drive by following these safety tips:
- Devices down. Heads up. Minimize all distractions when traveling on roadways. Your life matters most.
- One click does the trick. Always wear your seatbelt. No excuses.
- When in doubt, wait it out. Never proceed if you are uncertain a driver sees you. Make eye contact.
- Go the distance to save your life. Only cross the street at a corner or crosswalk. Every time.
- Use your head. Always wear a helmet when riding a bicycle or motorcycle.
- Be Seen. Walk or jog facing traffic. Wear bright or reflective clothing.
- Every corner is a crosswalk. Drivers should slow down and yield to pedestrians at every intersection, whether it’s a marked or unmarked crosswalk.
- Go with the flow. If you’re riding your bike on the street, ride on the right side with the flow of traffic and use hand signals when turning.
- Share the road and stay alert! Drivers should pass bicyclists with at least 3 feet passing distance—it’s the law.
- Be bright, use lights. When riding bikes at dusk, dawn or in the evening, be bright and use lights – and make sure your bike has reflectors, as well.
- Follow the rules. State law says bicycles riding on the street should obey the same rules as motor vehicles, and those on the sidewalk should obey the same rules as pedestrians.
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Cavity Free In Tennessee
Lesa Byrum, RDH, BS
Oral Health Services Liaison
Division of Oral Health Services
Tennessee Department of Health
Opportunity for Tennessee
- Tennessee - 5th state to develop a partnership with health care professionals
- Role Model
- Healthy People 2010 Oral Health objectives 21.1, 21.2, and 21.12
- Impact many other Healthy People 2010 Oral Health objectives
The Facts
- The US Surgeon General’s 2000 Report, “Oral Health in America”, identified tooth decay as the single most common chronic childhood disease:
- 5 times more common than asthma
- 7 times more common than hay fever
An emerging awareness of the nature and severity of diseases and disorders in the mouth and their serious implications for overall health has made it imperative that all health professionals engage more fully in oral health promotion and disease prevention.
The Reality
- More than ½ of all children between the ages of 5 and 9 have at least one cavity or filling
- By age 17, the incidence increases to 78%
- More than 51 million school hours are lost each year to dental-related illness
- 80% of child tooth decay is found in 25% of US children and adolescents
The Reality
- Low-income children are half as likely to have made a dental visit in the past 12 months
- One out of 4 children in America is born into poverty, and children living below the poverty line (annual income of $17,000 for a family of four) have more severe and untreated decay
- Tooth decay is found in more than 40% of children by the time they reach kindergarten
Why Nurses?
- Public views general illness as a more significant concern than oral disease
- The target group frequently visits health professionals
- 6 visits in 1st year of life
- A part of EPSD&T
- Primary care providers educating families about good health practices
- Focusing on prevention and advocacy is a long-standing tradition in medicine
Legislation
- Legislation initiated by Oral Health Services
- Amended Dental Practice Act
- Public Health Nurses in Public Health Clinics
- July 1, 2004
Governor Haslam signs the Tennessee Head Start Act into law, joined by Head Start children and their families.
Training
- “Train-the-Trainer” method
- Nurse Directors, Nurse Supervisors, Dental Staff
- Dental Staff support
Training...
Training...
Where are we now?
- 7 Rural Regions - Trained
- 3 Metros - Trained
- Over 300 nurses trained
- > 3,000 children have received fluoride varnish – September 2004 – February 2005
Other Methods of Prevention
- Dispel myths
- “Baby teeth aren’t important”
- “…going to get decay and lose teeth anyway”
- Risk Behaviors
- Diet
- Proper care of teeth
- Importance of dental home
- Refer early to establish dental home
- Refer for treatment
Ripple Effects
- Raised awareness of basic oral health
- Raised awareness of importance of oral health as it relates to total health
- Collaboration among health care professionals
- Increased use of fluoride varnish as anticaries agent in dental program
The boy in the red shirt is making two different facial expressions. In one, he has his mouth closed and appears to be frowning or scowling. In the other, he has his mouth open wide, showing his teeth, and appears to be laughing or smiling broadly. The background includes other people, but they are not the focus of the image.
Win ~ Win
Increased preventive measures, fewer cavities, more dental referrals, increased collaboration & appreciation among health professionals | web | https://www.nationaloralhealthconference.com/docs/presentations/2005/contributedpapersii/cavityfree.PDF | 0.464619 | {
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Online Book Club
The Mystery at Big Ben
Talk About It!
1. Have you ever visited a foreign country? Which one did you visit, and what was it like?
2. Were you surprised to learn that people drive on the other side of the road in England? What kind of problems would that cause for Americans driving in England?
3. Why do teenagers like Mr. Byron's nephew Gilbert sometimes dye their hair crazy colors and wear clothing that's very different from the clothes their parents wear?
4. Grant's curiosity led the children to the first clue in their mystery. What did Grant find on the bricks at Big Ben? How do you think that clue got there?
5. Would you enjoy shopping at a huge department store like Harrod's? Why or why not? Why do people like to shop when they visit new places?
6. Why did Christina yell "FIRE!" in Harrod's? Why is yelling "FIRE" in a crowded place a serious thing, especially when there is no fire?
7. Of all the tourist attractions that Christina and Grant visited in London, what was your favorite? Why?
8. Did you think Grant was right when he suspected that someone was going to set off a bomb in Big Ben?
9. Christina was nervous meeting the Queen of England. How would you have felt in her place?
10. Would you like to have grandparents like Mimi and Papa who took you around the world to solve mysteries? Do you think Mimi, Papa, Christina, and Grant are real or fictional characters, or both? | web | https://www.gallopade.com/client/PDFs/CMM_AW80/AW8001_Big%20Ben_Talk.pdf | 0.421792 | {
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Sheep Research: Meat Quality
INTRODUCTION
The use of technologies like beta-agonists has greatly improved production efficiency and more profitable production of lean protein.
It is well known that some beta-agonists have a negative effect on meat tenderness when fed to beef cattle and sheep. It has been proven however that Salbutamate® 10% has no effect on meat tenderness in beef cattle and therefore research into the effect on meat quality in lamb was warranted.
Meat quality is measured according to scientific criteria, including colour, drip loss, palatability tests and shear or breaking force.
WARNER-BRATZLER SHEAR FORCE (WBSF)
WBSF is a measure of the toughness of meat measured in Newton-meters (Nm). It measures the force required to "cut" through a piece of meat according to a standardised method. Values below 35 Nm is considered as tender meat. Values between 36 and 49 Nm is considered acceptable and any value above 50 Nm is viewed as tough meat.
TRIAL INFORMATION
Salbutamate® 10% was fed for 28 days at 3 different inclusion levels of 110g/ton, 135g/ton and 160g/ton and a control group to Dorper rams and wethers. Meat samples were collected and pH of the raw meat, shear force value and cooking loss were measured together with descriptive sensory analysis.
Effect of Salbutamate® 10% on meat
RESULTS
In this trial it was observed that the 110g/ton group had more tender meat compared to the control and other 2 treatment groups. All groups however were below the 35 Nm value, indicating tender meat. There were also no difference in the pH of the raw meat or the percentage cooking loss. It is therefore safe to say that Salbutamate® 10% has no negative effect on the quality of the meat produced.
tenderness in feedlot lambs
* References available on request
FOR MORE INFORMATION GO TO: WWW.SALBUTAMATE.COM | web | http://www.salbutamate.com/wp-content/uploads/2017/09/Salbutmate-Sheep-Meat-Quality_.pdf | 0.440548 | {
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The State of CANADIAN AGRICULTURE by the NUMBERS
Source: Statistics Canada
Realized net farm income - what farmers take home after paying the cost of production
Gross farm income - how much farmers' production is worth in the marketplace when it leaves the farm
Gross debt - the total amount of debt that farmers have taken on, including investment in land and equipment as well as operating loans
Since 1970 realized net farm income in Canada has remained virtually unchanged, while the value of farm products has steadily increased. The cost of production has risen dramatically, and thus farmers have taken on more and more debt in order to stay in business. Nearly all of the gain in value of farm products has been paid out to input suppliers, leaving little for the farmers families to live on. The current agriculture policies are not working for farmers. | web | https://www.nfu.ca/wp-content/uploads/2018/05/farm_income_debt.pdf | 0.420459 | {
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LUZIRA UPPER PRISON
KAMPALA
I am Kule Ronald from Kasese District, munjunju sub-county, katanda Village. Am a son of the late Eriza Kisombera from Katanda II.
I was born on 15 th Febuary 1990 . I went to school and I dropped in Primary Four because there was no money. I grew up with my mother. I used to help her in demanding those paying coffee and other things even me time came I learnt o purchase clothes in markets on boda Kasitama.
Time came police arrested me together with my brother
Bwambale Nickson and they
took us to
Kasese Police Station.
Then Police took us to Court and charged us at Kasese Prison, Mubuku.
After they brought us to
Luzira upper prison
50 years
. When we reached
, I
found when they had a job.
I then started working in a workshop from which I learnt machines of different kind.
I pray that Court should release me so that I can return home where I can be able to do a lot of things starting fro what I have learnt while in prison.
I thank the management of prison for having taught me.
I am
Kule Ronald. | web | https://img1.wsimg.com/blobby/go/f5bdc63c-5a8c-499b-8163-0157b04224d1/downloads/KULE%20RONALD.pdf?ver=1601946438977 | 0.511973 | {
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What is Hydroponic Farming?
Unlike traditional farming, hydroponic farming requires no soil. At Gritt's Midway Greenhouse we grow our tomatoes in coconut husk which acts as a holding medium for the roots of our plants. Because coconut husk has no nutritional value, it enables us to control the nutrient levels in the water that is delivered to the plants.
The tomatoes are grown in a controlled environment greenhouse and are not exposed to the outdoor elements of traditional farming. We purchase bumblebee hives for pollination and beneficial bugs for pest control.
By controlling both the growing environment and nutrition of the plants, we are able to produce a high quality, blemish free and great tasting tomato from March through December. | web | https://www.gritts.com/_files/ugd/f776f3_e4582e2f6a0645be9cc39978dd1ed512.pdf | 0.435895 | {
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Inspecting Your Log Home
One key for keeping your log home in exceptional condition is to take an hour or so a couple of times a year to inspect the exterior of your home for any potential problems. Remember that maintenance and small, inexpensive repairs now, can prevent expensive repairs later.
Before we start discussing the inspection, here are a few tips. First, make a diagram of your home that you can carry with you while you conduct your inspection. It does not have to be fancy, just a simple plan that you can use to note where something needs to be done. Second, if you have a digital camera, take it with you during your inspection. It is amazing how something you see may disappear when you go back to look for it later. Use a checklist (one provided at the end of this tech tip) of items that are relevant to your home. It is easy to forget what to look for by the time you get to the third or fourth wall. Third, give your home a wash down with Log Wash before you start your inspection. It is difficult to determine the condition of a finish when it is covered with a layer of dirt, dust and pollen.
The Inspection
Start at one corner of the home and be sure to go all the way around. Inspect each wall individually and do not try to inspect too much at a time. Begin by standing back away from the wall and look for some of the more obvious problems such as:
- Filled gutters and blocked down spouts. If you are not sure, use a garden hose to ensure that they are in good working order.
- Look at the dormers and upper story windows for signs of water damage. If you have a problem seeing that far, use binoculars to inspect the higher areas.
- If you have a sprinkler system, turn it on to make sure water is not hitting logs or foundation walls.
- Plants and shrubs should be no closer than 24 inches to any log wall. If necessary, trim them back or move them. Tree limbs should be no closer than three feet from your walls or roof.
- Move any piles of firewood at least two feet away from the foundation and never store firewood on your porch.
- Look for any wood that is in contact with the ground, even if it is pressure treated. For protection against termites and rot, all wood should be at least 12 to 18 inches above the soil line.
When you stand back from a wall you can better see general patterns of wear and fading of your finish, especially on the south and west walls.
Now that you have inspected the wall from a distance it is time to get close for an in-depth inspection.
- Look closely at the finish. Round logs tend to weather more on the upper half than the lower half since it is that area that is most exposed to the sun and rain.
- Are there any new upward facing checks that have opened up since your last inspection? If so, use Backer Rod and Checkmate 2 to seal them. It is also a good idea to pour a little Shell-Guard RTU in the check before sealing it. This will kill any rot fungus that may have started to grow.
- If you have logs showing signs of decay use a small hammer and lightly tap the logs every few feet. If a log sounds hollow or you get a dull thud you may have a pocket of rot that needs to be addressed. Use a thin screwdriver to probe the area. If the wood is soft, dig it out, apply some Shell-Guard RTU, let it dry and fill the void using our two part epoxy products, M-Balm and E-Wood.
- While you are inspecting the logs, you should be looking for signs of insect infestations. A few small beetle holes here and there are no cause for alarm. Most of the holes will probably be old and empty. If you are not sure, stick a strip of masking tape over the holes and check it a week. If the infestation is active, holes will appear in the masking tape. It takes many years for these beetles to do much damage. Just make a note of it. When it comes time to completely refinish the home, be sure to treat the bare wood with Shell-Guard Concentrate before you apply a new finish.
- Window and door frames are the source of many water related problems. Check to see if the sealant is adhering to the adjoining surfaces. If not, pull it out and re-seal with Energy Seal or Woodsman. Never use a silicone-based sealant, it will not adhere to wood!
- Give special attention to all log ends, especially if they extend out beyond roof overhangs. The ends absorb much more water, and that is often where many rot problems start. Consider sanding the log ends, applying a fresh coat of LIFELINE stain, sealing with Log End Seal, and finish with a topcoat of LIFELINE Advance. Log ends that are fully exposed to the weather need a little extra care to keep them in good shape.
Key Inspection Points
- Dormers
- Gutters
- Windows
- Log Ends
- Foundation
- Log Walls
- Roof Flashing | web | https://permachink.com/images/stories/techtips/InspectingYourLogHome_TT.pdf | 0.515013 | {
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