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Understanding Your Child's Legg-Calve-Perthes Disease
What is Legg-Calve-Perthes Disease?
Legg-Calve-Perthes is a temporary condition in children characterized by a transient loss of blood supply to the hip. Without an adequate blood supply, the rounded head of the femur collapses. The area can become intensely inflamed and irritated.
Perthes disease is typically seen in children between four years and ten years of age, but may be present in younger children. It is five times more common in boys than in girls. If signs and symptoms develop at a later age (>six years old) the condition can be more serious, leading to early arthritis in the hip joint.
Where does Legg-Calve-Perthes Disease Occur?
Perthes Disease occurs at the head of the femur (thigh bone). Without enough blood supply to the area, the head of the femur will collapse and become flat. Typically only
one hip is affected, although it can occur on both sides.
Signs and Symptoms
Treatment Options
- Limping
- Knee pain
- Mild hip pain or stiffness
- Decreased range of motion of the hip/leg
Symptoms of Legg-Calve-Perthes disease can be intermittent over a period of weeks or even months. Pain sometimes is caused by muscle spasms that may result from irritation around the hip. Pain may be felt in other parts of the leg, such as the groin, thigh, or knee. When the hip is moved, the pain worsens. Rest often relieves the pain, as well as anti-inflammatory medication.
Each child is different, and your physician will suggest the best treatment option for your child. These include:
Observation
For children who show mild changes on their initial x-rays, treatment is usually simply observation. Observation includes regular follow-up with your pediatric orthopedist for radiographs to monitor any changes.
Medication
Taking anti-inflammatory medicine or NSAIDS (non-steroidal anti-inflammatory drugs) such as Motrin, Advil, Naproxen or Aleve as directed by your doctor may be helpful. This medication should be taken for 10 to 14 days to allow the medicine to build to therapeutic levels in the body. Taking the medication infrequently allows the medicine levels to drop, which decreases its effectiveness.
Physical Therapy
Therapy can help the patient retain or regain good range of motion of the affected hip, and can involve treatment such as hip abduction, rotation, and traction. Home traction is sometimes recommended as well.
Surgery
Surgery is reserved for the most severe cases and is recommended to decrease long term damage to the hip. Surgical treatment re-establishes the proper alignment of the bones of the hip. The head of the femur is placed deep within the socket, or acetabulum. This alignment is kept in place with screws and plates, which will be removed at a later time. In some cases, the socket must also be made deeper because the head of the femur has actually enlarged during the healing process and no longer fits snugly within. After either procedure, the child is often placed in a cast from the chest to the toes for 6 to 8 weeks.
After the cast is removed, the child will again participate in physical therapy. Activities will be designed so that the child only partially bears weight on the affected hip until it has healed. X-rays will show when the final stages of the healing are under way.
Updated 6/2015
Jeffrey B. Neustadt, M.D. Scott W. Beck, M.D. Gregory V. Hahn, M.D. Drew E. Warnick, M.D. Paul L. Benfanti, M.D. Lee G. Phillips, M.D.
625 6th Avenue South, Suite 450 St. Petersburg, FL 33701 Phone: ([REDACTED_PHONE] - Fax: ([REDACTED_PHONE]
3440 W. Dr. MLK Jr. Blvd, Suite 200 Tampa, FL 33607
Phone: ([REDACTED_PHONE] - Fax: ([REDACTED_PHONE]
5881 Rand Blvd Sarasota, FL 34238
4443 Rowan Road New Port Richey, FL 34653
3850 Tampa Road Palm Harbor, FL 34684
www.chortho.com
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Travelling by bus is the safest way a child can get to school. Waka Kotahi's research shows that travelling as a bus passenger is the safest mode of road transport.
Here's some information about how you can help keep children safe when they are travelling to school.
What can I do to keep my child safe on the bus?
The most important thing you can do is make sure your child understands how to behave and keep themselves safe before, during, and after the school bus journey.
The highest risk is when a child gets off a bus.
To prevent children running across the road to or from the bus into the path of passing traffic, you should:
* Walk them to the bus stop in the morning.
* Meet them as they get off the bus, on the same side of the road that the bus stops.
Remember, the speed limit is 20km per hour when driving past a stationary school bus from either direction.
June 2021
Students are expected to comply with the behaviour guidelines above and any code of conduct or conditions of carriage issued by the bus operator.
If a student's behaviour is disruptive or poses a safety risk, the school will take appropriate steps to manage this behaviour, and the student could lose their place on the school bus. If the bus driver judges that it is no longer safe to continue the route, the school or the Police will be contacted to remove the student from the school bus.
If a student loses their place on the school bus a Conveyance Allowance will not be paid in this situation.
More information
* Bus safety: Waka Kotahi's website (www.transport.govt.nz)
* Ministry of Education website (www.education.govt.nz)
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1. Tabletop monument of the Wills Family
2. Monument of benefactors William and Martha Wheelwright
3. Monument of Isaac Boardman, businessman and mayor of Newburyport
4. Monument of Hiram P. Macintosh, a well-known photographer
5. Monument of Abolitionist Richard Plumer
6. Monument of Francis Todd, captain and shipowner
To learn more, read award winning book, *Tiptoe Through the Tombstones, Oak Hill Cemetery* by Gblee E. Woodworth
Contact: tiptoethroughthetombstones.com
Contact: [REDACTED_EMAIL]
www.clipperheritagetrail.com
Sponsored by: Newburyport Five Cents Savings Bank, Institution for Savings Bank, Provident Bank, Mayor Gayden W. Morrill Foundation, Newburyport Rotary Club, Greater Newburyport Chamber of Commerce and Industry, and the City of Newburyport
Images courtesy of Gblee Woodworth
Oak Hill Cemetery, consecrated in 1842 and still an active burial ground, was part of the early rural garden cemetery movement in the United States. Take a walk along winding roads and visit gravesites of abolitionists, benefactors, and sea captains.
Oak Hill Cemetery is the gateway to discovering the contributions these individuals have made to Newburyport.
1. **The Wills Family** monument is the only “tabletop” gravestone in Oak Hill Cemetery. Captain John Wills Jr., was a native of Newburyport and followed in his father’s footsteps to the sea at a young age. In 1812, aboard the brig *Leader*, Captain Wills and his crew were captured by the British ship *Andromache* and taken to England as prisoners. Eventually released, John Wills returned to Newburyport and continued to work in its shipyards as an owner and merchant and was active in community affairs.
2. **William Wheelwright** (1798-1873) was born in Newburyport and pursued his dream of going to sea. Surviving a shipwreck in South America, the young Wheelwright began an import and export business and settled in Chile. He introduced steam navigation along the South American coastline, built railroads that crisscrossed the continent, and prospered in shipping, gas streetlight, and telegraph enterprises. His wife, **Martha Gerrish Bartlet** (1804-1888) was a longtime supporter of the Society for the Relief of Aged Women. Mrs. Wheelwright donated her house, 75 High Street, to the society in 1888, and the home served local residents from 1886 to 2005. After William Wheelwright’s passing the Wheelwright Scientific School was established, and today scholarships are still awarded to Newburyport High School students.
3. **Isaac Boardman** (1810-1887) was a Newburyport native and as a youngster worked in a grocery business on Inn Street. As a young man Isaac opened his own business on City Wharf and worked for almost forty years in the codfish and mackerel fishery industry. He served as Newburyport’s seventh mayor in 1863 and later served in both the Massachusetts House of Representatives and Senate.
4. **Hiram P. Macintosh** (1830-1907) became one of the premier photographers of his time. During the Civil War he photographed soldiers and their families for free in his State Street studio. Many of his photographs still exist today. Mr. Macintosh also held various positions within the city fire department and a new steam engine in the 1870s was named "Little Mac. No. 1" in honor of Hiram.
5. **Richard Plumer** (1812-1881), owner of a dry goods business on State Street, was an abolitionist. Mr. Plumer lived on Federal Street and used to drive a few miles south to the Parker River Bridge to pick up fugitive slaves. The men and women hid among sacks of grain while Mr. Plumer drove the wagon through Newburyport and across the Merrimack River over the old Chain Bridge. He delivered his passengers to
6. **Francis Todd** (1779-1861), a sea captain and ship owner, filed a court case against fellow Newburyporter William Lloyd Garrison, a newspaper writer and abolitionist. Mr. Garrison accused Mr. Todd of slave-trading, but Mr. Todd won the case, although evidence suggested otherwise. After serving a few weeks in prison, Mr. Garrison returned to Massachusetts and shortly thereafter published his first issue of *The Liberator*. Later Captain Nicholas Brown corroborated the facts that Mr. Todd indeed was involved with the transportation of slaves from Baltimore to New Orleans but asserted that this was his first and last cargo of slaves. | web | http://www.oakhillcemeterynewburyport.com/wp-content/uploads/2016/07/OakHillBrochurefinal-Tour.pdf | 0.480513 | {
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The P-Patch Community Gardening Program is made up of community managed open spaces in Seattle neighborhoods. Gardeners, individually and collectively, use small plots of land to grow organic food, flowers, and herbs.
The gardens are open to the public to enjoy. Each garden is unique, and their amenities may include picnic areas, benches, art, flower gardens, educational information, sustainability demonstrations, and children’s gardens.
**PROGRAM DETAILS**
The P-Patch Community Gardening Program is managed by Seattle Department of Neighborhoods. As of December 2021, there are 90 P-Patch community gardens, 3,727 plots, and more than 3,698 gardeners.
P-Patch gardens have a diverse history and serve diverse needs. The first garden, Picardo Farm, was created in 1973 by a group of community residents and the City of Seattle. Gardens are built on public property owned by various city departments and other public and private owners.
**SUCCESS THROUGH PARTNERSHIPS**
P-Patch community gardens thrive because of the dedication of gardeners and the support of local organizations, such as:
- GROW
- Seattle Giving Garden Network
- Seattle Housing Authority
- Tilth Alliance
- City Fruit
- The Common Acre
- Black Farmers Collective
- Seattle BIPOC Organic
- Pedaling Relief Project/Cascade Bicycle Club
- Hunger Intervention
- Seattle Indian Health Board
- United Indians of All Tribes Foundation
**APPLY TO BE A GARDENER**
There are gardens all over Seattle. Our website will walk you through all the steps to get involved and start growing flowers and food alongside your neighbors. In 2021, 761 new community gardeners joined the P-Patch program. Click on the [How to Sign Up](#) link for more.
**P-PATCH COMMUNITY GARDENS IN DEMAND**
- As of December 2021, there are 4,014 people on the Interest List.
- Waiting time for individual gardens is between 0-6 months and 3-5 years.
- Annual turnover across entire program averages 14 percent.
SEATTLE DEPARTMENT OF NEIGHBORHOODS
P-PATCH COMMUNITY GARDENING
GARDEN FEES
Garden plots run in different sizes:
10’ x 10’ – $50
10’ x 20’ – $66
10’ x 40’ – $98
• Financial assistance is available for those who need help paying plot fees.
• In addition to the annual fee, eight hours of volunteer time are required to maintain public areas of the P-Patch.
PROGRAMS FOR LOW-INCOME AND UNDERREPRESENTED POPULATIONS
One of our core values is supporting low-income and underrepresented populations. One way we work to achieve this is through the Market Garden Program. Low-income and immigrant families living at Seattle Housing Authority properties have the opportunity to sell the produce grown at their P-Patch to local residents. Though market garden sales were ceased in 2021 due to COVID-19, we partnered with City Fruit to host eight pop-up events at Seattle Housing Authority gardens. At these events, we served more than 750 families with over 2,000 pounds of vegetables donated from P-Patch Market gardeners.
The program also provides financial assistance. In 2021 a total of 807 households from 80 P-Patch gardens received plot fee assistance, totaling $61,214.
PRIORITY PLACEMENT
The P-Patch program prioritizes historically underserved populations for plot assignments. These priority groups include individuals who identify as Black or African American, Indigenous/Native, Latinx or Hispanic, households making 30% or below Seattle area median income, immigrants and refugees, people who need to garden in an accessible raised bed, and groups that serve seniors and youth (up to age 24). In 2021, 348 family households were assigned new spaces through priority placement, totalling 46 percent of new gardeners.
GARDENERS SUPPORT FOOD BANKS
60 gardens have gleaning programs or a designated “giving garden” plot in which the food is grown for food banks and hot meal programs. Gardeners donated more than 41,882 pounds of produce in 2021.
FUN FACTS
Oldest Site: Picardo (2.5 acres)
Largest Site: Beacon Food Forest (3.5+acres)
# of Sites with Accessible Raised Beds: 18
Newest Site: Troll’s Knoll
Smallest Site: Ida Mia (700 square feet)
# of Market Gardens: 2 | web | https://seattle.gov/documents/Departments/Neighborhoods/Shared/FactSheets/P-Patch_Fact-Sheet_ENG.pdf | 0.482334 | {
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At St Francis Catholic Primary School we teach a broad Mathematics Curriculum which comprises of Core Numeracy skills (explained below), problem solving, word problems, calculation methods and cross-curricular Maths.
All of these areas feed into our children developing an understanding of maths. We have adopted a method called Big Maths for teaching children the core skills of maths at the centre of our curriculum.
BIG MATHS
Big Maths is a new way of looking at the Primary Mathematics curriculum. It is based on 5 simple. Big Maths is already used in thousands of schools across the UK and internationally because it provides a genuine numeracy framework that blends all 5 of these vital principles into one simple programme:
1. Children become numerate through following a natural sequence of progression: e.g. for a child to know double 70, they need to know double 7 first. We call these steps of progression 'Progress Drives'
2. Children need to have basic skills in order to use basic skills: Therefore it is important to separate out the acquisition of core basic skills for Mathematics from the 'using and applying' of those skills. We call the basic skills 'Core Numeracy' and the use of these skills 'Outer Numeracy'. In summary... prioritise the teaching of Core Numeracy.
3. Children acquire the basic skills of Mathematics through the chronology of CLIC: When we look at Core Numeracy in more detail we see that it has a 4 stage process;
- Learn Its (children then short-cut this counting by recalling their 'counting on' as facts).
- Counting (children learn to count and to 'count on').
- It's Nothing New (children then 'swap the thing' to realise that the counting fact, or 'Learn It', can be applied to any object, amount or unit of measure).
- Calculation (the previous 3 phases are combined to provide a calculations focus.
4. Children need a structured, and regular, basic skills session: For children to become properly numerate they receive a daily CLIC session, i.e. little and often. Children need to constantly move through the Progress Drives, with plenty of repetition, revisiting and reinforcement as they go. A 20 minute daily CLIC session starts each maths lesson in school.
5. Big Maths is a whole school approach: A child should come through school with a basic skills journey of great continuity. The child should experience this journey as if they were being taught, and tracked, by one teacher. For this to happen all teachers use the same steps of progression and teach each individual step in a uniform manner. | web | http://www.st-francis-p.walsall.sch.uk/wp-content/uploads/2018/01/Big-Maths.pdf | 0.449251 | {
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Dear Parents,
Hello once more.
We have finished a third of our journey for the academic year that began in April 2009. It has been quite exciting, full of learning experiences, and fun-filled. We have seen each student growing physically, intellectually, and psychologically as well. Thank you for all your support, that helps us succeed.
We had yet another batch of students joining us in April. I hope all of you now feel comfortable "at home" with Little Angels. We also
enjoyed a family barbecue so that we all get to know each other better. I do believe that most of you have met and learnt about one another and have felt the 'bond' of the Little Angels 'family'.
In April, the Elementary School children went out on a camp to Okutama 'Yama-no-Furusato-Mura'. It was the very first of such camps, and it was a great success. We trekked along paths that were surrounded by rich flora and fauna. We cooked our own food, slept in tents, sang around the campfire, stargazed, and also chased a few monkeys that were eyeing our food. We also visited the Okutama dam and the students learned about water: how we get it in our houses, and the importance of water conservation.
On the 22 nd of May, we set out to the Tokyo Sea-life Aquarium as our the Annual Field Trip. It was a long ride on the bus, but the students enjoyed it. The children were excited to see the main attraction, Tuna fish. I am sure you will agree that Maguro-sushi tastes so much better after our field trip!
We held our International Children's Day in June. I would like to thank all the parents for volunteering and helping with the costumes, and preparation of the students for the event. The children practiced very hard and performed elegantly. We are proud of producing students with and an international and broader world-view.
The Spring Semester ends at the gates of summer. It seems like its going to be another hot and humid summer. Please enroll in our summer programs because we have planned some interesting and exciting activities for children and adults as well. Have a great and 'cool' summer vacation. Looking forward to seeing all of you in September.
Little Angels is also proud to launch several exciting new programs for improving skills and capabilities among adults and advanced learners. Kindly take some time to check out our various Business School offerings and feel free to contact us if you need any further information.
Thank you once more and do remember, we cannot spell success without 'u'.
Nothing is Impossible!
Warm regards, Rani
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Conversation Guide: talking about mental health and money
Myth busting
"You shouldn't talk about your money problems."
"Mental health problems aren't caused by money."
This is a myth. Many people with mental health and money difficulties find it helps to involve their family members, partners or carers in conversations about their financial problems. Reach out to friends, family, and professionals who you trust for support, and take one step at a time.
This is a myth. Worrying about money can affect your mental health and living with a mental health condition can make managing money more difficult. This can lead to being in a 'vicious cycle'.
Warning signs and starting the conversation
Whether spotting signs in yourself or others, look out for:
* Being unable to afford the things you need to stay well (housing, food, heating or treatment).
When having a conversation about mental health and money with someone else or when thinking about yourself, there are a few things you can do to help:
* Avoiding certain places, bills, letters, people, or activities.
* Problems with sleep.
* Poor concentration.
* Feelings of guilt around spending.
* Spending to make yourself feel better.
* An addiction or dependency which makes you spend money.
Stories and signposting
Read real stories from some of the people we have helped through our Mental Health & Money Advice Service.
Avoid phrases like "you must" or "you should", e.g. "I should be able to afford it", rigid thinking can be unhelpful.
Question black and white thinking, and ask what evidence is there to support these thoughts?
Our Mental Health & Money Advice team have collated useful tools anyone can access, including a Savings Calculator, Budget Planner and more.
SCAN OR CLICK ME
"Working more is the only way to increase your money."
This is a myth. You may be able to claim benefits such as Personal Independence Payment (PIP), Universal Credit or Employment and Support Allowance – go to the Mental Health & Money Advice website to see our guides. Tracking spending and using a budget are also great ways to handle debt and increase savings. The smallest changes can amount to significant outcomes for your finances and mental health.
Boost self-confidence. When experiencing mental health and money problems, our confidence can get knocked. Remember, money problems are only one part of you, what are your unique qualities that you like about yourself?
Avoid catastrophising. Though money problems can feel overwhelming, consider how likely the worst-case scenario is.
Be practical and creative. What elements of your income and outgoings can be controlled, and what are outside your influence? Think about examples of when you've managed your money well, what did you do well and how could you implement that again?
We know that managing money can be complicated for lots of reasons. Our Mental Health & Money Advice website hosts a range of advice articles on anything from bank accounts, debt and nominating an elected person to help.
"I should stop doing enjoyable activities to save money."
This is a myth. Looking after your wellbeing is extremely important. For good mental health, we need to be regularly taking part in routine and enjoyable activities. If you are unable to do these activities because of the cost, consider why you enjoyed the activity and look at other cheaper (or free) alternatives.
It can be daunting to be open about money and mental health problems, so if someone has chosen to speak to you, be empathetic. If you are experiencing mental health and money problems, show the same kindness to yourself.
With these tips, the idea is not to avoid the problem, but to rebalance the thoughts and give perspective so that someone feels able to reach out for further support.
You can usually access free treatment for your mental health, but there is some support you might pay for.
Our Mental Health & Money Advice team have detailed a range of treatment options so you're informed and can make the best decision for you.
SCAN OR CLICK ME
© Mental Health UK, London, SE1 7GR. Registered Charity Number: 1170815 | web | https://euc7zxtct58.exactdn.com/wp-content/uploads/2022/11/02140957/Mental-Health-UK-Conversation-Guide-Talking-to-someone-about-mental-health-and-money-Printer-friendly.pdf | 0.428085 | {
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Dear Fourth Grade Parents,
Welcome to Fourth Grade at South Clinton Elementary School. We are looking forward to a challenging and rewarding year with each student. Fourth Graders will be doing many exciting and interesting things.
The accelerated reading program will continue in fourth grade. Please encourage your child to read independently. Reading over the summer is a good way to keep your child in the habit of reading and will improve word recognition of new words. Utilize the public library.
The following supplies should be brought to school on the first day of school if at all possible:
- 2 packs of wide ruled notebook paper
- Black and white Mead composition book (for English journal)
- Notebook/Binder 1-1.5 inches: We will use this as our core notebook for the year.
- Subject Dividers: 6-8 subjects
- #2 pencils or mechanical pencils
- 2 pocket folders (all the same color please)
- 5 spiral notebooks (one subject)
- School box: students will keep crayons, pencils, etc. in this box in their cubby or desk.
- 1 box of Crayons
- 1 pair of scissors
- 2 glue sticks
- Pack of Sticky Notes and 3 by 5 note cards
Other items used during the school year that would be appreciated are:
*Each student will be issued a Chromebook. Some helpful items for the Chromebook include headphones and a wireless mouse.*
- Girls: Kleenex, glue sticks, extra crayons for class, computer paper
- Boys: Kleenex, pencils for class, construction paper, Lysol wipes
- Both: treat box treats- grippers, erasers, cool pencils, stickers | web | http://images.pcmac.org/Uploads/ClintonCityTN/ClintonCityTN/Divisions/DocumentsCategories/Documents/SCES_Supply_Lists_5.pdf | 0.438587 | {
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Romans 14 Christian Liberties September 15
1. What vegetables did you refuse to eat when you were younger and why?
Read Romans 14:13-19
2. What might be an obstacle or a stumbling block in this passage? How would you interpret these words in v13 - “determine,” or “Instead,” or “decide”? Note - Mark 7:19 (Jesus taught). Acts 11:1-10 Peter’s Vision
3. What do you think Paul is teaching in V14? How can we apply this to other areas of our lives besides only clean or unclean foods? Give some specific examples.
4. From V 15, how could someone be destroyed with food? What did Jesus say would be the consequences of causing one of the “little ones” to stumble? Note - Mark 9:42; 1 John 3:16-18, 1 John 4:7-8
5. What might people say if we use our Christian liberty in a way that hurts others? What is Paul implying in these Vv 16-17?
Read Romans 14:20-23
6. How can you be sure your conviction is right or wrong? How would you handle a Christian Liberty when you know it may cause a weaker Christian to stumble or fall or “destroy the work of God”? Personal Response
7. What are the principles from this passage that we need to remember when acting out our Christian Liberties or convictions?
8. What should we do if a Christian brother or sister encourages us to do something we feel uncomfortable with?
9. How can you be a unifier in your home, among your friends, and in your neighborhood? Personal Response
Instead of judging, gossiping, or slandering others, search for specific ways to be a unifier.Proverbs 6:19says that the Lord finds detestable "a man who stirs up dissension among brothers." Watch your words. When you hear someone putting down another believer, speak the truth in love and send him or her to that person instead. | web | https://www.fbctv.org/wp-content/uploads/Romans-14-Members-Sept-15.pdf | 0.427625 | {
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GVRSF Ethics Requirements Science Fair Ethics Requirements
Does your science fair project involve any animal or human subjects? If so, please read carefully.
HUMAN INVOLVEMENT
Does your project involve asking participants to do a low-risk (everyday) activity or a written survey? Low risk studies are limited to some surveys, projects involving absorption through skin, food and beverage, everyday exercise, and caffeinated beverage projects.
YES
NO
* COMPLETE FORM 4.1 A!
HIGHER RISK STUDY (PRE-APPROVAL REQUIRED)
* If completing a survey, attach a copy
* COMPLETE FORM 4.1B
* Forms: https://youthscience.ca/node/95
* Write a detailed research plan (https://youthscience.ca/node/8197)
For all projects involving human participation, a "Letter of Information" is required, along with individual consent forms from each participant*. If the participant is under 19 years of age, their parents must also sign the consent form. Before starting your project, submit blank templates of these documents to your fair's ethics committee for review.
ANIMAL INVOLVEMENT
Does your project involve the use of animals with a backbone (vertebrate), or cephalopods (e.g. an octopus / squid species) and/or their tissues?
YES (PRE-APPROVAL REQUIRED)
NO
* COMPLETE FORM 4.1C
* Email all forms & proposals to your
* Ensure you have a scientific supervisor and fill out a proposal (https://youthscience.ca/node/75)
* LOWER ORDERS OF LIFE (e.g. Bacteria, fungi, protozoa, insects, plants, and invertebrates) can typically be used without ethics approval
science fair's ethics committee
*For very low risk studies (e.g. some surveys), informed consent can be assumed by the participant simply agreeing to partake in the study. Forms 4.1A to 4.1C and blank templates for letters of information + consent forms can be found at www.youthscience.ca > ETHICS. Select your study (e.g. low-risk study) and click on "Forms".
YOUR FAIR'S ETHICS COMMITTEE:
[REDACTED_EMAIL]
Original Resource Written by Jeffrey Ma, 2019 | web | https://www.sciencefairs.ca/website/media/ScienceFairs/Resources/GVRSF-Ethics-Handout-Light.pdf | 0.501718 | {
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34. Common Relationships
The Bible contains discerning insights and directions regarding our relationships with those who we have the most contact with. As such these teachings are among the ones which are the most often applicable in our lives.
Spouses
Husbands should love their wives
Husbands, love your wives just as Christ loved the church and gave himself for her … 33 Nevertheless, each one of you must also love his own wife as he loves himself, and the wife must respect her husband. EPHESIANS 5:25, 33 NET
Wives should submit to their husbands
Wives, submit to your husbands as to the Lord. EPHESIANS 5:22 GNT
Do not commit adultery
You shall not commit adultery. EXODUS 20:14 NET
Parents and Children
Parents should care for their children
[PAUL, TO BELIEVERS:] Instead, we were gentle when we were with you, like a mother taking care of her children. 1 THESSALONIANS 2:7B GW
Parents should teach their children about God and his deeds, inspiring them to trust and obey God
[A PSALMIST:] … we'll declare to the next generation the praises of the LORD; his might and awesome deeds that he has performed. … 7 Then they will put their trust in God and they will not forget his awesome deeds. Instead, they will keep his commandments. PSALMS 78:4B, 7 ISV
Children are to honor their parents
"Honor your father and mother," which is the first commandment accompanied by a promise, namely, 3 "that it may go well with you and that you will live a long time on the earth." EPHESIANS 6:2–3 NET
Children are to obey their parents
Children, obey your parents in everything, for this is pleasing to the Lord COLOSSIANS 3:20 NET
Citizens and Governing Authorities
Citizens should obey the governing authorities, which are established by God
Obey the rulers who have authority over you. Only God can give authority to anyone, and he puts these rulers in their places of power. ROMANS 13:1 CEV
Governing authorities should act and rule according to God's laws
[MOSES, TO THE ISRAELITES:] If the king completely obeys the LORD's commands, he and his descendants will rule Israel for many years. DEUTERONOMY 17:19–20B CEV
Servants and Masters
Servants should be obedient
Slaves, you must always obey your earthly masters. Try to please them at all times, and not just when you think they are watching. Honor the Lord and serve your masters with your whole heart. COLOSSIANS 3:22 CEV
Masters must treat servants justly
Masters, treat your slaves with justice and fairness, for you know that you also have a Master in heaven. COLOSSIANS 4:1 NET | web | https://www.thebibleunpacked.net/chapters/foundations/TBU_Foundations_Edition_Chapt_34.pdf | 0.429333 | {
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Facts About Aphasia
Aphasia is a difficulty with communication, speaking or understanding words, as a result of a stroke or brain injury.
Aphasia affects communication.
talk
understand
read
write
* Aphasia affects approximately one in every 250 people. It is more common than Parkinson's disease, cerebral palsy, or muscular dystrophy.
* It is estimated that over 2-3 million Americans are living with aphasia as a result of a stroke.
* Aphasia occurs in people of any age, sex, race, or nationality.
* There is no end point to the recovery process for persons with aphasia. The only limitation is resources.
* People with aphasia are still intelligent and know what they want to say.
HARC is a non-profit wellness center for persons with aphasia. We offer various language-based programs that provide opportunities for participants to further their language recovery in a supportive environment. By coming to HARC, our members gain the communication confidence to live successfully with aphasia and to improve their overall quality of life.
Our Mission
The Houston Aphasia Recovery Center (HARC) provides a wellness program, education, advocacy and resources for people with aphasia, their caregivers, and the greater Houston medical community, creating a safe haven where participants come for therapeutic socialization and long-term recovery.
Houston Aphasia Recovery Center
3701 Briarpark Drive, Suite 310 Houston, Texas 77042
e-mail [REDACTED_EMAIL] phone [REDACTED_PHONE]
fax [REDACTED_PHONE]
harctx.org
support
wellness
awareness
language
research
education
friendship
How to Participate
Tour Harc
Call ([REDACTED_PHONE]. See what HARC is all about. Tours are held on program days.
Assessment
talk
understand
read
write
Evaluation of communication and conversation skills.
New Participant Orientation
Training for caregiver in Supported Communication. Orientation introduces you to programs and other participants.
Come to HARC!
You pick the days and times to come to HARC. Come all day or just part of the day.
Our Programs
Conversation
Communicating about current events or personal topics in a supportive environment
Tech Exploring various devices and applications that assist language and promote independence Aphasia Speaks
Music
Expressing language through music with opportunities to sing in the HARC Heralds Choir
Art
Projects that expand thoughts and feelings without the need for language
Book Club
Novels read and discussed in an aphasia-friendly group
Writing
newsletter created by participants to encourage writing skills Aphasia Speaks
Movement
Exercise and strengthening to increase endurance and mobility
Program Information
Additional programs are offered daily. For a complete schedule of our programs, hours, and activities, visit us at harctx.org.
Our caregiver program meets weekly at HARC during program hours, or individually by appointment.
¡Se habla español!
Ask us about our Spanish-language group.
Satellite Programs
Call about our HARC satellite programs throughout the Greater Houston area.
How to Volunteer.
We train all of our volunteers to use the techniques of Supported Communication There are many ways for volunteers to participate. Some require more advanced training, but all are rewarding.
To volunteer, download our volunteer application on our website www.harctx.org and call HARC at ([REDACTED_PHONE] to speak with our staff and set up an initial appointment.
HARC's office is open Monday- Friday from 8:00am-5:00pm. | web | http://harctx.org/documents/HARC_Brochure%202015.pdf | 0.477214 | {
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ANIMAL TALK
6514 ROOSEVELT WAY N.E. SEATTLE WASHINGTON 98115 ([REDACTED_PHONE] [REDACTED_EMAIL] WWW.ANIMAL-TALK.COM FACEBOOK.COM/ANIMALTALKPETSHOP
Necessities:
* Chew sticks
* Cage
* Bedding
* Food dish
* Water bottle
* Mineral lick
General:
Rats make one of the best pets. Their naturally curious, intelligent and sociable nature make them perfect for both young and old. They love to learn tricks and can learn to come when called. Their average life span is 2-3 years. They can be become pregnant as early as 8-10 weeks of age, have a gestation period of approximately 21 days, an average litter size of 10 and can become pregnant again as soon as they finish giving birth. We have even seen situations where they have actually stored sperm and had 1-2 subsequent litters without an available male. Two or more can be kept together although if they have not been raised together there could be disagreements at first. They should be introduced to each other over a 2-3 week period.
Handling/Exercise:
Rats love attention and should get, on average, about an hour a day of one-on-one attention. This does not have to be all at once but spread throughout the day, especially at dusk when they are the most active. When you first bring your rat home, remember that it will need to learn to trust you and that you are not going to hurt it so take things slowly and quietly. A whole bunch of kids excited about a new pet can be a very scary thing to a little rat.
Toys should be plentiful. A bored rat is a very destructive, unhappy rat. They are so curious and playful that a rat without toys really can become depressed and neurotic. Bird, cat and dog toys all work well. Yes, they will get chewed up, and they need regular cleaning and checking to make sure they are still safe.
Housing & Bedding:
The number of rats you are going to keep will determine the size of the cage, but there should be enough room that each rat will have room not only to eat and sleep but also to play. We recommend nothing smaller than 12" X 24". POWDER-COATED WIRE
CAGES are durable and easy to clean with good ventilation, although the plastic bottoms can be chewed, litter can be kicked out and fingers mistaken for food when stuck through the bars. GLASS OR PLASTIC CAGES WITH SCREEN COVERS keep shavings in and fingers out but do not have enough ventilation during warm weather and must be VERY large. It is a matter of choosing what will work best for you. Rats are very susceptible to heat, so make sure never to place the cage in sunlight and that they have adequate ventilation in warm weather.
NEVER use cedar or pine shavings in the bottom of the cage. The aromatic oil in them contains phenol which is very irritating to their respiratory system; these shavings are considered toxic. Aspen or Carefresh® paper shavings are your best bet. The entire cage should be cleaned at least once a week with one animal and more often if there is more than one. Urine buildup in their cage can cause upper respiratory infections, skin lesions, etc. Bleach diluted with water is very good for sterilization, but make sure to rinse thoroughly. NEVER use household cleaners. Most use phenol products that are very toxic!
Diet:
The diet should be well rounded, varied and fresh. Pelleted and premixed foods should always be supplemented with fresh fruits, vegetables, cereals, breads, vitamins, treats, chew sticks and even crickets. Your pet will also enjoy small amounts of other things. Fresh clean water and food should be available at all times.
REMEMBER: if it's not good for you, it's not good for them.
Heating & Lighting:
Rats do not require extra heat as long as your house doesn't get below 65 degrees and they have plenty of bedding to nest in. If your house does get cold and you'd like to heat the cage, a reptile under-tank heater will work for a glass tank (this does not work on plastic cages), but should be placed only on one end of the tank so your pet can choose to be warmer or colder.
Rats do not require extra lighting other than the ambient light in the room, but it should be light during the day and dark at night to allow for a normal sleep and eating cycle.
Health & Wellbeing:
Tumors are the most common health problem in domestic rats. Spaying/neutering your rat may increase its lifespan and decrease the potential for reproductive cancers.
Our favorite rat vet is Dr. Karen Obegi at [REDACTED_PHONE].
* Wheel
* Place to hide/sleep
* Rat food
Extras:
* 10" ball
* Toys
* Treats
Rat
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Interview with the director of the Intelligent Systems Research Institute
Dr. Kazuhito Yokoi
TAMI KAWASAKI
A DVANCES in robotics and artificial intelligence have created great expectations for their potential to make people's lives more comfortable and convenient. We spoke to Dr. Kazuhito Yokoi, the director of the Intelligent Systems Research Institute—part of the National Institute of Advanced Industrial Science and Technology (AIST), in Tsukuba, Japan—about the path robotics has traversed in Japan and prospects for the future.
|
Please tell us about the path the robotics marketplace has taken so far in Japan, and the current environment.
In Japan, starting from the establishment of the Japan Robot Association in 1972, a number of corporate researchers explored practical applications for robots during the seventies. And since 1980, which is regarded as year one of the robot era, industrial robots have proliferated in everyday society here.
The robotics industry went into decline when the economy took a downturn, but it is once again flourishing. The Honda Motor Company caused a stir in 1996 when it devised the bipedal humanoid robot P2. In recent years robots that are useful in our everyday lives have been proliferating— Softbank's communication robot Pepper is a hugely popular example—and anticipation about the development of robots in the field of livelihood support is growing.
Please talk about the industries that are working to incorporate robot technology and related trends.
As we can see from the advances made in existing robot technologies—such as the cleaning robot Roomba and medical robot da Vinci—we're likely to see robots employed in a wide variety of familiar service fields, like the fully automatic driverless Google car and freight distribution drones such as Amazon's Prime Air. In addition, communication robots that can draw emotionally close to people—like PARO, Pepper and JIBO—are anticipated to develop more therapeutic features, which are in huge demand in today's society.
In Japan, where industrial robots are advancing at a rapid pace, cooperation between humans and robots has deepened. The incorporation of industrial robots will make huge inroads in the food, cosmetics and pharmaceutical industries. We can expect the arrival of robots equipped with artificial intelligence that can make decisions autonomously. With frameworks being established for certifying human safety, wearable
robot technology that increases contact between humans and robots—such as wearable robotic suits for caregiving support or autonomously running wheelchairs—is receiving wider support.
How far has the development of next-generation robots progressed?
After the disaster at the Fukushima Daiichi nuclear power plant in 2011, research into robots for fieldwork has progressed. AIST and Honda have joined hands to apply ASIMO's technology toward the development of the High-Access Survey Robot, which has already been sent into Fukushima Daiichi. At AIST, a project with the New Energy and Industrial Technology Development Organization (NEDO) is working to develop disaster response humanoid robots that can function autonomously in unknown environments outside of prelearned movement patterns, and field robots that can provide infrastructure maintenance and update work through preventive measures and inspection duties. However, the practical applications for disaster response humanoid robots no doubt lie a bit farther into the future.
What do you foresee happening in Japan's robotics industry?
While Japan is known as a "robot superpower," the country faces many issues: a declining birthrate, an aging and deteriorating population, and a shrinking generation of workers destined to bear the weight of Japan's primary industries. Because we are an advanced nation with such pressing issues, robots are viewed with great hope. The arrival of the age of the Internet of Things, where the "things" that comprise our everyday life from industrial machines to consumer goods are all connected by the Internet, is expected to be driven by big data and networks, and the shift toward robots possessing artificial intelligence is imminent. We hope that solving Japan's societal problems and strengthening its international competitiveness will give rise to a society where robots generate added value, and make Japan the world's number one culture in the integration of robots in society.
Robots—A Chronological Table
1954
American inventor George C. Devol, Jr. acquires a patent for Programmed Article Transfer, which becomes the basis for Unimate, the world's first industrial robot
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The 6 Stage Return to Play Program
Documentation for post-concussion return-to-play progressions
*Mild and brief exacerbation of symptoms = an increase of ≤2 points on a 0-10 scale for <1 hour when compared with baseline value reported before physical activity. Athletes may begin step 1 within 24 hours of injury, with progression through each subsequent step typically taking more than 24 hours. If more than mild exacerbation of symptoms occurs during steps 1-3, the athlete should stop and attempt to exercise the next day. Athletes experiencing concussion-related symptoms during steps 4-6 should return to step 3 to establish full symptom resolution with exercise before engaging in at-risk activities. Written medical clearance should be provided by a healthcare provider before beginning steps 4-6.
Student Name: _________________________Date of Injury: ___________Sport:______________
Stage 1 - Symptom-limited activity. Daily activities that do not exacerbate symptoms (i.e. walking).
Gradual reintroduction of work or school.
ATC notes _________________________________________________________
Stage 2 - Aerobic exercise. Stationary cycling or walking at a slow to medium pace. May start light resistance training that does not result in more than mild and brief exacerbation* of symptoms.
ATC notes _________________________________________________________
Stage 3 - Individual sport-specific exercise. Sport-specific training away from the team environment (i.e. running, change of direction and/or individual training drills away from the team). No activities that risk head impact.
Stage 4 - Non Contact training drills. Exercise to high intensity, including more challenging training drills (i.e. passing drills, multiplayer training) that can integrate into a team environment.
Stage 5 - Full-contact practice. Participate in normal training activities.
Stage 6 - Return to sport. Normal game play.
Fully cleared on: _______________ | web | https://www.millburyathletics.com/_files/ugd/3a0422_e1e79a9b0f6543f0a425f11b67c66023.pdf | 0.52166 | {
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Gorseybrigg Primary School and Nursery
Curriculum Matters
Term Summer 1, 2017
Year Group Year 2
Teachers Sara Swan/Ruth Crofts
Please note that not all subject areas will necessarily be taught each term and we cannot write down everything we teach!
Topic
The Great Fire of London
- Learning about the events of 'The Great Fire'.
- Designing and making houses.
- Reading the diaries of Samuel Pepys.
- Ordering events on timelines.
- Great Fire of London day (date to be confirmed).
- Learning about fire safety.
English
- Finding information about the 'Great Fire' using reference books and the internet.
- Reading and writing diary entries.
- Writing instructions.
- Recounts.
- Recognising word types – adjective, noun, verb and adverb.
- Using the past and present tense correctly in writing.
- Identifying different types of sentences and using them in extended pieces of writing.
- Spelling homophones (words that sound the same but have a different meaning and spelling e.g. bear and bare).
- Spelling words with 'oo' as 'ore' sound e.g. door, poor.
- Spelling words with 'o' as e.g. gold, cold.
- Spelling words with 'i' as e.g. kind, mind, find.
Numeracy
- To choose the appropriate unit of measure to measure capacity and solve problems.
- Division and multiplication- problem solving.
- To subtract two 2 digit numbers.
- To identify, describe and name 2d shapes, including the number of sides and lines of symmetry.
- To identify and name 3d shapes including the number edges, vertices n and faces.
- Routes, half and quarter turns.
Personal, Social and Religious Education
PSHE – Going for Goals
- To recognise their strengths as learners.
- Set realistic goals and appreciate the consequences of achieving them.
- To think of ideas to solve problems and choose the best one - giving reasons.
RE
- Ascension Day
- Appearances of Jesus
ICT
- Research 'The Great Fire'.
- Make databases based on materials using 'Flexitree'.
Science
- To identify different parts of the plant/flower.
- To find out about life cycles.
- To investigate pollination.
- To investigate what plants need to grow.
- To learn about edible plants.
Helping at Home
- Make a fact file/power point about The Great Fire of London.
- Learn spellings on a weekly basis.
- Find out about London now.
- Make bread – weigh out the ingredients using grams and kilograms.
- Make a fire safety poster.
- Keep a diary and bring it in to share.
- Learn the 2, 10, 5, 3 and 4 times tables.
- Measure out quantities of water using mls and litres.
- Visit the Police and Fire Museum in Sheffield.
Some fun websites!
http://www.fireoflondon.org.uk/game/
http://www.fireoflondon.org.uk/
http://www.coolmath-games.com/
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The Call of the Sea
Story by Christophe Lambert Illustrated by Gaëtan Dorémus
I open my eyes for the first time and there, far above me, is the black sky studded with stars. I need to move up toward the stars and out to the surf that I hear crashing in the distance. How do I know this? I'm not sure exactly . . . It's as if all the experience of earlier generations of turtles is packed inside my head, like air in a balloon. The balloon pops, and thousands of tiny nuggets of knowledge shower my brain.
I guess this is what is called "instinct."
All around me, other eggs are hatching. Shells crack and split, revealing the tooth-like horn at the tip of each baby's snout. My nestmates and I climb on top of one another. There are dozens and dozens of us and we all have the same goal: survival.
I am a sea turtle; a hawksbill turtle, to be precise. I have just been born this very moment.
I will never know my mother. She laid her eggs on this beach last spring, and it is now early autumn. She dug a deep hole in the sand in which to lay over 100 eggs, then camouflaged the nest well, using twigs, branches, and sand. This helped to hide the eggs from the badgers, foxes, and weasels that might have eaten all the eggs before they were hatched.
Coldblooded Animals
Unlike mammals and birds, amphibians and reptiles are cold-blooded animals. They regulate their temperature by taking advantage of their environment.
3 At mid-morning, the sun shines brightly. The lizard's dark skin absorbs the solar heat. Its temperature stabilizes at 95° F. It hunts insects and flees from predators.
5 In the afternoon, when the temperature drops, it "lounges" in the sun or on warm rocks to maintain its 95° F body heat. It digests during this time.
6 When the sun goes down, the lizard returns to its lair.
1 At night, the desert is frigid. The lizard buries itself in a lair that is 60° F. Its body temperature is 62.5° F.
2 In the early morning, the temperature is cool. The lizard warms itself in the sun on a rock. Its temperature can rise to 86° F in less than half an hour.
I A day in the life of a lizard
A lizard seeks the right temperature by changing place and posture. It warms up by exposing itself to the sun to gather energy so it can hunt. But it is quick to seek shade when the temperature gets too high: this keeps its body from overheating.
I Controlling its temperature the temperature. In the early morning and
An iguana's skin changes color according to late afternoon its skin is dark, to absorb the heat. In the hotter times of day, its skin is light, reflecting the sun's rays.
I
The squirming lizard
To walk on burning hot sand,
the lizard does acrobatics.
4 At noon, the temperature nears 120° F. The lizard stays in the shade.
It lifts up its left front and right rear feet at the same time, allowing them to cool off. Then it walks a little more and pauses again to cool the other two feet.
I Recharging its batteries
To be active, reptiles must have energy. One way to get energy is to warm themselves by basking in the sun.
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Introduction to the Israel-Hamas War
At 6:30 a.m. on Saturday, October 7, 2023, sirens wailed in southern Israel as thousands of rockets hit border communities near Gaza. At the same time, the country's southern border was infiltrated by hundreds of Hamas terrorists from Gaza. They were well-trained, well-armed, and breached the border in vehicle, by air, and on foot—shooting at surveillance cameras and overrunning army bases along the way. They moved on to the Nova Festival, an outdoor music event, where they gunned down or captured hundreds of innocent young people as they tried, futilely, to run to safety. Other commando units of terrorists headed for kibbutzim and moshavim along the border, where they brazenly destroyed property and brutally killed entire families in their own homes or dragged them back over the border into Gaza as hostages—nearly 200 in all, men and women; children, including babies and toddlers; the elderly; and members of the military. After these heinous attacks, more than 1,400 people are dead; they're mostly Jewish citizens of Israel but among them are Bedouins, Arabs, and foreign workers.
Israel was taken by surprise and no doubt there will be numerous investigations into this intelligence catastrophe that led to the death of more Jews in a single day than on any other day since the Holocaust. Israel retaliated by bombing Gaza and a ground invasion to root out and destroy Hamas— once and for all—is imminent. The IDF has urged Gazans to move from the north, out of harm's way, a difficult directive given the lack of electricity, food, water, and fuel and the unfortunate fact that Hamas is preventing many from leaving the area. Fear of battles with Lebanon and Syria in the north only adds to the complexity of the war.
The JCC Movement Stands With Israel
As detailed in JCC Association's Statement of Principles, "Israel is an eternal birthright of the Jewish people, linking us to our past and to Jews around the world today." Never before have we felt such a strong sense of peoplehood among Jews worldwide. We applaud JCCs for being staunch players in efforts to strengthen k'lal Yisrael, and we are pleased to offer resources to augment your endeavors related to the war in the coming months.
For Children and Their Parents
These resources and activities may be useful for young children and families:
* PJ Library offers resources for how to talk to children about what's going on in Israel and how to deal with scary situations.
* The Jewish Education Project and JCC Chicago also have materials available
* You can create letters, video clips, or a special kudos.com board that can be shared with soldiers or families of those who have been kidnapped. Send to the Michael Levin Lone Soldier Center or the JCC Association's Center for Israel Engagement to be forwarded appropriately. (Please remember to say from whom and where the messages originated.) Share with teens the following articles: An interview with the granddaughter of a couple who have been kidnapped into Gaza and a piece about 21-year-old Mia Schem, who was also kidnapped to Gaza.
Support and Resilience
JResponse ® , a signature program of JCC Association, offers this short guide, A J.C.C. Model of Resilience. It was initially created at the onset of the coronavirus pandemic and has been updated to help support our communities during the war in Israel.
Music
You may wish to play Hebrew songs with English subtitles as part of your programming, meetings, events, or recognition of the war in Israel. Other selections can be found on Spotify, Apple Music, YouTube, and other online platforms.
* Ishay Ribo & Omer Adam - Halev Sheli (My Heart) English CC/Lyrics - YouTube
i
* Lu Yehi - English subs and transliterat on - Chava Albers te i n si ngi ng to sol die r s of Yom Kippur War - YouTube
* Chanan Ben Ari - Amen al Ha'yeladim (w/ English) - YouTube
* Etzlenu Bagan-In our kindergarten English subs
* A million stars
* Ein li Eretz Acheret (I have no other land) with English subtitles
* Playlist of Israeli songs with English subt tles
i
Information to Help Your Community Stay Updated
Consult these sources:
* Times of Israel, daily newspaper
i
* The Daily Brief ng , a daily, 15-minute podcast update on what's happening in Israel and the Jewish world
* For Heaven's Sake Podcast, produced by the Shalom Hartman Institute
* Avi Melamed's Inside the Middle East, a website with analytical articles and updates about Israel's security
* Ynet news, English edition of Hebrew daily newspaper
* Ha'aretz, daily newspaper
* Jerusalem Post, daily newspaper
* Unholy: Two Jews on the News, weekly podcast featuring Yonit Levi of Channel 12 Israel and Jonathan Freedland of The Guardian, who offer commentary on politics and life in Israel and around the world
* Caroline Glick, journalist and political analyst with right-of-center perspectives
* Israel From the Inside With Daniel Gordis, thoughtful, nuanced analysis of Israel
* View From Jerusalem, written daily since the start of the war by Leah Garber, director of JCC Association's Center for Israel Engagement in Jerusalem | web | https://jccindy.org/wp-content/uploads/2023/10/JCCA-Israel-resources.pdf | 0.470116 | {
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The Power of Courage
Definition of Courage:
"... brave; valor; to defy. Courage is an inherent quality which exists inside of someone or something as a natural and inseparable quality. Courage is a right."
Value vs. Force Educational Series™ continues to address the dynamics present when being effective and productive in business arenas when prosperity and success unfold. We are passionate to bring to the business communities clarity of what taking place when producing desired and successful outcomes.
Much to everyone’s surprise when they hear of these dynamics, most people inherently know at some level this is all incredibly familiar! The key is applying what we already know!
We have created an educational series which focuses on specific individual subjects called The Power Series™ that will give energy and enthusiasm to those interested in successful attitudes, actions and outcomes!
The Power of Courage in our series, teaches what courage is and how to produce a surge of power of such magnitude your win will be eminent. Courage is a choice to act. Courage has the power to activate our deeper potential; which behavioral scientists have said for decades is a dominate driving force in all human beings.
“The surge of power that erupts inside of us to face the situation or persons, establishes a new normal of confidence; when you need courage, it will be there!”
—Darylle Dennis
For further information about The Power of Courage and other educational programs please contact Darylle Dennis at [REDACTED_EMAIL] or visit ValuevsForce.com/Get-Started. | web | https://valuevsforce.com/wp-content/uploads/2020/07/V-vs-F-Power-of-Courage-OPT2.pdf | 0.423292 | {
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K-2 Physical Science Southern Nevada Regional Professional Development Program
How can you see air move?
INTRODUCTION
Air is a form of matter. Air can move things around.
WHERE'S THE SCIENCE
Air and weather are connected. Weather is the condition of the atmosphere and the atmosphere is made of air. The weather we are concerned about happened in the lowest layer of the atmosphere, the troposphere. It has undergone many changes as the earth developed. It started with hot, poisonous gaseous, then cooled and water vapor started forming. It is believed that it rained for millions years causing the oceans to form. As life began on earth, the atmosphere changed once again thanks to plants. They produced oxygen which helped to lessen the poisonous ammonia gases. The air we breathe today is made mostly of nitrogen, with oxygen, ammonia, methane, carbon dioxide, sulfur dioxide, helium, and hydrogen all mixed in. Weather is produced when these gases that form our air start to move. Changes in temperature cause the air molecules to move closer together (cold) or spread further apart (hot). If you are cold, you wrap your arms around yourself and huddle up to someone else. If you are hot, you hang your arms away from your side and spread away from others. In cooler places, or even at cooler times of the day, the air molecules move closer together causing them to be denser. Dense is a term that describes how many molecules there are in given space. A balloon half filled with air is not as dense as one ready to pop from overfilling. Denser air means heavier air that moves downward. This dense, "heavy", air pushes down and is thus called a high-pressure area. The opposite is true for warmer air. It spreads apart, causing less dense air that moves upward. We call this a low-pressure area. Land heats up faster than water, and near the equator heats up faster than near the poles. Uneven warming on the surface of the earth causes high and low pressure areas to exist at the same time. If you are crammed into a room with hundreds of people you start leaving and going to a room not so crowded. Air does the same thing. It moves from the high-pressure area crowded with molecules to the low-pressure area with more space. This causes wind. Wind can be a gentle breeze or a violent tornado depending on how much, and how fast, these pressure areas change. We use wind to push us in a sailboat, make energy from a spinning windmill, and lift us up in an airplane. Scientist are still studying new, creative ways to use wind to help us.
MATERIALS
* 1 Straw
* 1 Feather
* 1 Cotton ball
* 1 Sheet of paper about 4" square
* 1 Small Lightweight Hollow Plastic ball
PROCEDURES
1. Explore with the materials. Discuss what is similar about all of them and how are they all different. Which two are most like each other?
2. Try blowing the items around. You may want to set up a mini racetrack by laying a meter stick on a table or on the floor. Count how many puffs it takes to move each item the length of the stick. (You may need to explain and demonstrate what is meant by a "puff" so all students are using the same procedure.) Record the puffs in a chart by group or as a whole class.
3. Did they move? What made them move?
4. If you have the balloon pump from the last activity, try to see how many pumps it takes to go the same distance. If you do not have a balloon pump, try making air puffs by clapping with erasers, your hands, or books. Ask students for ideas on other ways to make wind.
ADDITIONAL RESOURCES
*Janice VanCleave's Earth Science for Every Kid book
*FOSS Air and Weather Kit Investigation 1
*http://www.billnye.com/ (episode #22)
*http://www.weatherwizkids.com/
* http://www.surfnetkids.com/wind.htm
Nevada State Standard
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RACE TO…
Learning Objective:
Adding place values, ensuring values are lined up correctly and using partitioning to add to a target number.
Intended Outcome:
Effective use of place value.
Materials:
* Place value chart for each player
* Ten-sided dice
Game Objective:
To be first to total the target number.
Instructions:
This game is to be played in pairs or small groups.
1. Decide a target number which everyone aims to reach, e.g. 459.
2. Player rolls the dice and decides which place value column they are going to place that number in (e.g. if a 2 is rolled and they decide to place it in the Hundreds column, it becomes 200).
3. The player then decides whether to add or subtract that number on their chart.
4. Players take it in turns to roll and add to their own place value chart.
5. Play continues until one player reaches the target number. E.g.
Variations:
* Start at a given number and subtract to reach zero.
* Instead of only using addition and subtraction, use 'BODMAS' to reach the target number.
* Hint: Use MAB or calculators to assist calculations. | web | http://calc.amsi.org.au/wp-content/uploads/sites/15/2018/07/race-to...pdf | 0.440614 | {
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Contemplative Musings
by Patricia Rome Robertson
The word contemplative originates from the Old French word contemplation, derived from the Latin contemplationem which means 'act of looking at,' from contemplari, meaning 'to gaze attentively, observe'. Originally it meant 'to mark out a space for observation' (as an augur would). In English, it meant 'religious musing.'
Perhaps you've noticed that we've moved into a New Year in the Church Calendar. Most noticeable is the change in what we call the Sunday Eucharistic lectionary – the assigned lessons to be read in church each Sunday. We have moved into the year which features readings from the Gospel of Matthew. Matthew is a faithful Jew writing to other Jews. His story of the birth of Jesus is strikingly different from our cherished version of Bethlehem from Luke. It begins with the genealogy of Jesus through primarily the male line and then continues with Joseph who is engaged to Mary who, as we know, becomes pregnant. Joseph has a dream in which an angel tells him not to abandon Mary but instead to marry her and care for her because of the special child that she carries. Joseph follows the dream which shapes the future events. In scripture and in our own lives, dreams can provide us with Divine direction.
Joseph had a dream. His dream did not foretell the future. It only gave him instructions for the present. He had no idea where his path with Mary would actually lead.
I had a dream. I was wrestling with how to serve Christ through the church. Jesus came to me in the dream and said "follow me". I actually got out of bed and started down the stairs before I woke up. In that moment of waking, I saw his physical presence and was no longer afraid to say "yes" to the path of ordination to the priesthood. I had no idea where that would lead but I was ready to start.
Martin Luther King, Jr. had a dream. It was one which put him on a path that eventually led to that famous speech on the Washington Mall and eventually his assassination. In articulating his dream he inspired a nation and a people to a higher purpose that we still struggle to live into today.
God has dream. It is a dream that is shared throughout Holy Scripture of a people whose primary purpose is one of love, joy, harmony and creativity.
Understanding and articulating our dreams requires time for reflection, prayer and silence. If we allow it, Advent provides us with a perfect time for our dreams to be heard and then followed.
You have a God-given dream planted in you. St. Barnabas has a dream. What is God's dream for St. Barnabas? What is the new thing that God is bringing forth in all of us? In you?
May we be open to receive it. And when we receive it may we open it and follow.
Advent Blessings abound in all of you,
Patricia+ | web | http://www.stbbi.org/wp-content/uploads/2015/10/CMDec.16.pdf | 0.492195 | {
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HARPER'S INDEX
Percentage change in the U.S. unemployment rate since June 2009, when the recession offi cially ended: +1
Chance that a heterosexual man who moved in with his partner in 2010 had been unemployed for at least a year:
Estimated percentage of all U.S. murders that are committed by women: 10
Percentage of executions for murder since 1977 that were of women: 1
Percentage of U.S. female senior-level executives who say they have had an affair with a male boss : 15
Estimated percentage change since 2000 in the number of management positions in U.S. companies held by women: 0
Percentage change in reading scores for public-school fourth graders since No Child Left Behind became law: +1
Number of delayed-notice search warrants granted by federal judges last year under the Patriot Act: 1,150
Number that were related to drug offenses and terrorism, respectively: 844, 6
Number of times between January and June that Google turned over user information to government investigators: 4,287
Date a congressional report called the number of government entities to be created by health-care reform "unknowable":
Value of economic-recovery bonds the State of Louisiana has sold since Hurricane Katrina: $5,900,000,000
Percentage of the revenue that has been spent on projects in New Orleans : 1
Percentage spent on the Lower Ninth Ward: 0
On the state's oil industry: 29
Estimated percentage change in the poverty rate in the developing world since 1990: –40
Change if China is not included in this fi gure : –18
Estimated value of Chinese household income that goes unreported : $1,400,000,000,000
Portion of China's GDP this represents: 1/3
Portion of all pencils, pens, and crayons sold last year that were manufactured in China: 1/3
Percentage of African Americans in a September survey who said they feel their standard of living is improving: 63
Percentage of white Americans who feel this way: 40
Percentage change in the U.S. suicide rate for every 500 meters above sea level: +17
Price a British company charges to have a deceased person's ashes pressed into a package of 30 vinyl records:
Estimated loss to Japan's economy last year from suicides and depression: $29,000,000,000
Percentage of all food consumed in Cuba that is imported: 80
Chance that an Indian child younger than fi ve is chronically malnourished : 1 in 2
Rank of carbonated beverages among the best-selling grocery items in the United States this year : 1
Rank of baked desserts, pizza, and soda as sources of calories for American children, respectively: 1, 2, 3
Number of children born last year on Christmas Day in Bethlehem, Pennsylvania: 3
Chances that an American believes that Jesus Christ will return to earth by 2050 : 2 in 5
Percentage change since 2008 in the number of Jewish Americans who identify themselves as Republican: +77
Chance that an American believes Ramadan is the Jewish day of atonement : 1 in 10
Chance that a U.S. Protestant knows who Martin Luther is : 1 in 2
Percentage of Americans who believe that Stephen King wrote Moby-Dick : 4
Number of U.S. states in which it is legal to own a tiger without a license: 9
Portion of the world's reindeer herds that are currently in decline: 4/5
Number of poisonous dead mice the USDA airdropped into Guam this year to eradicate an invasive snake species:
Milligrams of acetaminophen inserted into each mouse: 80
Number of episodes of Happy Days that aired after the one in which the Fonz jumped a shark : 164
Figures cited are the latest available as of October 2010. Sources are listed on page 74. "Harper's Index" is a registered trademark.
7/8/10
1 in 4
$4,704
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4th & 5th Grade Supply List
All Students are expected to bring a KJV Bible and the following items:
* 2 plastic folders with pockets
* 1 set of headphones*
* 1 pack of #2 pencils
* 1 pack colored pencils
* 1 pack crayons
* 2 glue sticks
* 1 pair of scissors
* 1 pack wide-ruled paper
* 12 in. ruler
* 1 art box
* 4 boxes of tissues
* 2 packs binder dividers
* 1in. 3 ring binder
* 1 composition book
* 2 packs black erasable pens
* 1 pack project protectors
* 1 roll of paper towels
* 1 spill-proof water-bottle
* 1 complete change of clothes (including socks, shoes, etc.)
*Students may need to replace headphones throughout the year Please pack an extra snack in child's lunch for snack time each day. | web | https://img1.wsimg.com/blobby/go/952c9ed4-82cc-47f4-863a-8df45e7ace28/downloads/Class%20Supplies%20List%202024.docx.pdf?ver=1737643411278 | 0.443557 | {
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SEPTEMBER 2022
The Science of Sleep
Like air and water, we need sleep to survive. In fact, the brain will force sleep, if necessary, in the form of microsleeps. A microsleep is when your brain grabs a nap without your permission. They can occur while you're at your office desk or even behind the wheel or at the console.
Sleep affects almost every type of tissue and system in your body. It's a complex and dynamic process that assists in building and maintaining the brain, heart, lungs, metabolism, mood and immune function. Getting the recommended seven to nine hours of sleep each night also allows for the processes that occur in the various stages of sleep to clear waste from the brain, secrete hormones, store information to long-term memory, and repair cells.
Your quality of life is closely linked to your quality of sleep. When you don't get enough sleep, your risk for health concerns rises. These risks include symptoms of depression, seizures, migraines and complications within the cardiovascular system. Missing out on a proper night's sleep too often can significantly contribute to the development of type 2 diabetes. Only a small amount of sleep debt increases insulin resistance, which can increase blood sugar levels. Sleep is obviously a priority for good health.
When you're sleeping well, your body goes through several sleep cycles. Each cycle generally lasts about 90 minutes. The amount of time spent in each cycle varies from person to person and can also depend on other factors like age, how well you slept in previous days, and whether or not you consumed alcohol or caffeine near bedtime.
Stage 1 is when you begin to fall asleep. It's easy to be awakened during this stage. If left undisturbed, it will usually last less than thirty minutes.
In stage 2, the body begins to change with a drop in temperature, muscles become relaxed, and the heart rate and breathing slow down. Eye movement stops during this stage. It's difficult to wake a person in stage 2.
Stage 3 is characterized by deep sleep. As the body further progresses into deep sleep, muscles relax, heart rate and breathing decrease. The body is fully relaxed. During this phase, the body accomplishes its restorative work of tissue repair and cell regeneration. Hormones are secreted. The immune system is strengthened.
Stages 1-3 are all considered non-REM (Rapid Eye Movement) sleep.
Stage 4 begins the REM sleep stage. This is the time when your limbs are temporarily paralyzed and dreaming happens. Can I have a show of hands of those who have tried to run away during a dream, but couldn't move? Even though muscles are paralyzed, other parts of the body are moving. The brain is very active in stage 4. Eye movements become rapid, while breathing and pulse rate increases. This stage is essential to cognitive functions like learning, memory, and the development of creativity. Our brains rotate through the stages several times during sleep with REM sleep taking approximately 25% of the total.
As you can see, sleep is an active process. It's necessary for your health. If you've made sleep a priority in your schedule and still have trouble getting the quality and quantity you need, it may be time to see a sleep doctor. The good news is, sleep disorders are treatable.
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MEASURING STUDENT HOPE, ENGAGEMENT, AND WELL-BEING
GALLUP STUDENT POLL QUESTIONS
The Gallup Student Poll is administered to students in grades five through 12 via a secure website. The survey includes demographic items: age, grade, race/ethnicity, and gender. The standard scorecard includes results for the core 20 items only. Gallup can provide demographic data and additional item results for a fee. For more information, visit www.gallupstudentpoll.com or contact us at [REDACTED_EMAIL].
Well-Being; presented with ladder graphic
Hope
1. Please imagine a ladder with steps numbered from zero at the bottom to 10 at the top. The top of the ladder represents the best possible life for you and the bottom of the ladder represents the worst possible life for you. On which step of the ladder would you say you personally feel you stand at this time? On which step do you think you will stand about five years from now?
Hope
Hope
Hope
Hope
Engagement
Hope
Engagement
2. I know I will graduate from high school.
4. I can think of many ways to get good grades.
3. There is an adult in my life who cares about my future.
5. I energetically pursue my goals.
7. I know I will find a good job after I graduate.
6. I can find lots of ways around any problem.
8. I have a best friend at school.
10. My teachers make me feel my schoolwork is important.
9. I feel safe in this school.
11. At this school, I have the opportunity to do what I do best every day.
13. My school is committed to building the strengths of each student.
12. In the last seven days, I have received recognition or praise for doing good schoolwork.
14. I have at least one teacher who makes me excited about the future.
15.
Well-Being
Well-Being
16. Did you smile or laugh a lot yesterday?
Were you treated with respect all day yesterday?
17. Did you learn or do something interesting yesterday?
19. Do you have health problems that keep you from doing any of the things other people your age normally can do?
Well-Being 18. Did you have enough energy to get things done yesterday?
20. If you are in trouble, do you have family or friends you can count on to help whenever you need them?
DEMOGRAPHIC ITEMS
The Gallup Student Poll always includes these items, so all students answer them. However, Gallup charges a fee to report these items.
* • I am one of the best students in my class.
* • What is your gender?
* • I am very involved in activities, such as clubs, music, sports, or something else.
* • What is your age?
* • Do you consider yourself to be: (student chooses racial/ ethnic origin)
* • What is the grade you are in at school? | web | https://safealaskans.org/wp-content/uploads/2018/07/2014-Measuring-Student-Hope-Engagement-and-Well-Being_-Gallup-Student-Poll-Questions.pdf | 0.421343 | {
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TEACHER TOOL CREATING AND EVALUATING ART PROJECTS
The Art, Memory, & Authentic Assessment video provides guidance for assigning art-related assessments or projects. Viewing the video in conjunction with this worksheet will support the use of sound pedagogical approaches in lessons that ensure respect for the victims and survivors of the Holocaust and avoid unintentionally glorifying Nazi imagery.
What is your six-word rationale for teaching about the Holocaust:
Begin with the end in mind. What do you hope your students will know or be able to do after the unit/lesson?
Why are you choosing art to assess this goal? How does it support your rationale and unit outcomes?
What type of medium (technology, ceramics, pastels, painting, etc...) will students use? Why did you choose this medium? Will it help students show evidence of learning outcomes? Will you provide different medium options for students?
How will you ensure your students have the technical skills to create a project in their selected medium?* Will building this skill take time away from the core learning outcomes of the unit?
*For example, if students are creating a visual project, can you collaborate with an art teacher on the assessment? If they are creating a podcast for a history class, can you work with an English colleague to cover script writing basics? It is difficult for students to show what they’ve learned in an unfamiliar format. Students need support to ensure they have the basic skills needed to succeed in the medium.
How will you ensure students think critically about Nazi imagery and produce work that moves beyond stereotypical tropes, like barbed wire, swastikas, and stars? Will you provide your students with examples of successful projects that avoid this imagery?
Student Art Project Evaluation Rubric
You can share the rubric with students to scaffold their work and use the rubric to evaluate their completed projects.
Scale: 1 needs improvement, and 5 indicates the project exceeds expectations.
Please adjust the rubric language to meet your student needs
The f nished project
i
1-5
Comments
Reflects subjects, themes, questions, and ideas that demonstrate knowledge and understanding of the historical context
Includes a well-written artist statement that indicates historical understanding of why and how the Holocaust happened
Demonstrates appropriate use of the selected artistic medium
Product reflects original thoughts about the subject
Product demonstrates understanding of the core learning outcomes of the lesson?
Shows historical understanding about why and how the Holocaust happened
Shows mastery of the technical skills
required in the chosen medium
Goes beyond stereotypical imagery to convey more complex themes and meaning
Uses Nazi imagery responsibly or not at all
Total Score
For detailed rubrics specific to different artistic mediums: U. S. Department of Education's Arts Education Assessment Framework | web | https://vault.ushmm.org/adaptivemedia/rendition/id_f42d99fd8252510aef1ed6afba86c58afe39a629 | 0.42721 | {
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by Jeff Woleslagle photos by the author
The weather had been absolutely brutal and fishing was far from my mind when my brother came back from an excursion to a local water with news that he had caught some nice bass. He was certain that the bass were tightly schooled. When he offered to take me to the spot, he didn't have to ask twice despite the thermometer reading. We walked along the bank, and he pointed to a drop off. We casted our white marabou jigs onto an ice shelf that had formed, reeled them to the edge of the hard water and let them fall. "Watch your line as it falls" instructed my brother. "The bite will be very soft." At that moment, I felt a slight 'tick' reverberate through the line. I set the hook hard into a nice Largemouth Bass, which gave a few hard surges before it came out of the deep water. We went on to catch almost 12 bass from that spot before we ran out of willing fish and our fingers got numb. I learned some valuable lessons that day about finding and catching cold-water bass when most folks have long since hung up their fishing rods for the year.
On lakes and ponds, look for groups of fish in or near deep water and around structure. When fishing from a boat with electronics, look for submerged brush piles, rock piles and outcrops, man-made fish structures and anything else that would provide cover for baitfish on or near the bottom. When fishing from shore, look for areas that transition to deeper water and feature some type of structure. A downed tree or brush pile that extends from
the shore into deeper water can be an ideal location to set up shop.
I look for cold-water Smallmouth Bass in rivers in slightly different areas. Bass tend to gather in deeper channels and depressions, often near the bank. Pay close attention to undercut banks and deep channel swings as these spots can be prime. A friend and I once found a school of over 100 Smallmouth Bass holding tight to a shoreline rock wall against some deep water. We enjoyed some unbelievable late season fishing. The sun would heat up the rocks, which in turn made this a warm spot on the river. Whenever I am bass fishing during the colder months, I am always asking myself where the warmest water is located. Keep in mind that the fishing is often best at mid-day when the sun is high and a change in water temperature of just a few degrees can often spur a feeding window. Bass don't stop feeding when the water cools, fish just feed less often as their metabolism slows with the declining water temperatures. These fish will often be in large schools, and bass will generally remain in that locale for quite some time unless there is a rapid change in the weather or water level.
Dress for the weather, and always wear your life jacket. Don't put your open water bass fishing gear away for the year. Cold-water bass are still actively feeding and worth the effort.
Baits that catch more than their share of cold-water bass include marabou jigs, hair jigs, jigging spoons, soft plastic grubs and suspending jerkbaits. I tend to downsize my baits in cold-water. In jigs and soft plastics, baits in the 1- to 3-inch range are often effective. Fish jigs slowly, with constant attention to the position of your line. Bites are often extremely soft and it has been my experience that there is a slightly longer window to set the hook in colder water. If I can force myself to pause for just a second when I sense the bite before setting the hook, I have a much higher catch ratio. When fishing jerkbaits, look for most of the strikes to be on the "pause" portion of the retrieve. I like to give the bait two solid jerks by sweeping the rod to the side as I reel and then pause the bait for 10- to 20-seconds, just letting it suspend in the water column, before repeating the sequence. Watch for the line to suddenly move right or left on the pause and if it does, set the hook immediately. Use jerkbaits in natural color patterns in the 21/2- to 4-inch range. Coldwater fish won't mouth a jerkbait for long. Bass tend to congregate in colder water, so cycle back to areas where you catch fish throughout the day. Some bass in a group may be actively feeding while others are not. If you revisit an area, there is a good possibility that you will encounter new fish from the school that have become active.
Soft plastics and hair jigs are excellent cold-water baits.
www.fishandboat.com
Pennsylvania Angler & Boater •November/December 2017 | web | http://www.fishandboat.com/Transact/AnglerBoater/AnglerBoater2017/NovemberDecember/Documents/2017-1112nd-03cold-bass.pdf | 0.49023 | {
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PHOTOGRAPHY, ART AND CRAFT
*The winner of class 162 will be awarded the Olive Markham Cup
The WI Challenge Cup
CLASS 169
A co-operative class for 2 or more members of any group or club wishing to enter. A display area of 18" x 18" (46cm x 46cm) is allowed. All items should reflect the theme.
Each item will be awarded a score out of 10 points. Should there be a tie then the winner will be judged on overall appearance.
Theme: Picnic in the Forest
* an embroidered napkin
* a forest posy to include wildflowers and foliage
* a forest log cake
* a drawing or painting of a forest scene
* a jar of autumn fruit jam | web | https://www.colemanshatchflowershow.co.uk/app/download/32572847/Classes+160+-+169.pdf | 0.43969 | {
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Being a Zoomer in the Zoom Boom
You don't need a Zoom account to join a Zoom meeting or webinar unless you want to create meetings of your own. You can make a Zoom account at www.zoom.com and it is free and easy to set up.
Zoom Meeting Basics
2 ☺ Chat Box : When you click on Chat, a white box will pop up. At the bottom of the box, it will say “To:” with a down arrow by it. You can choose to chat with everyone or chat privately with one person. To chat, type in the bottom of the box and hit Enter. When someone else types in the Chat, the number of new messages shows at the bottom of your screen next to the icon.
☺ Select Audio: Join using computer audio or by calling in on your phone using a provided number.
☺ Microphone: If you are speaking, click the mic icon in the bottom right corner to unmute yourself. When not speaking, click to mute yourself. If the red line is on the mic, you are muted.
☺ Video (your camera): Next to the mic, you can turn the video of yourself on by clicking Start Video. To turn your video off, click the icon again. A red line means your camera is off.
☺ Participants : When you click on Participants, a box opens with the names of other people in the meeting. Below the names are non-verbal actions, such as raising your hand to speak and answering “yes” or “no” to a question. Under the More button, you can choose to give thumbs up or down or even applause.
Zoom Meetings versus Webinars?
Although Meetings and Webinars are similar, they do have some differences. In Meetings, you can turn your video and audio on and off, see the names of other participants and share files in the chat, not so in a Webinar. Also, in Meetings, breakout rooms can be created for small group discussion.
Webinars are used for a host and their panelists who share their video, audio and screen. You can't see other participant names, but you can post questions in Q&A, chat, raise your hand and answer polling questions. Everyone is muted unless the host unmutes you. Webinars give upcoming reminders, but only to the host and panelists. Webinars make ASL interpreting easier with the designated interpreter always onscreen. Both Meetings and Webinars can have closed captioning.
Zoom "Netiquette"
Although you are not physically in a room with the other people on the Zoom meeting, there are still rules of etiquette that apply.
Turn your audio off unless speaking and turn off background noise (TV, music, etc.).
Be respectful of other people's viewpoints, no matter how different they may be from yours.
Check-in early. Many webinars can only host a limited number of people. To ensure you can attend, arrive before the crowds.
Even though you are at home, dress for success. Don't wear your pajamas or only dress the top half of your body.
Participate in meetings, but give others a chance to speak also.
Eat your meal before you get on camera and don't chew gum.
Prepared by The Arc of Washington State ~ www.arcwa.org | web | https://arcwa.org/content/uploads/sites/35/2021/02/Zoom-tips.pdf | 0.478668 | {
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2021 R13 Term One Overview
Dear Parents/ Caregivers,
Welcome back to the 2021 school year. My name is Sheralee Trebeck. I will be supporting your child in their learning this year. I have been a teacher with the Department of Education for 32 years. I have worked in a variety of school and roles during this time.
I have a passion for education. My goal is to support every student to reach their full potential.
This year is very special to both our Year 7's and Year 6's as they will both be graduating at the end of the year, as our system transitions towards all year 7's attending secondary school from 2022. As part of the preparation for high school, I will be teaching using middle years teaching programmers. Thorough out the year, students will gradually take on more responsibility for their learning.
R13 has had a strong start with students demonstrating and enthusiasm for learning. We have begun to look at mindsets, school values and how we take responsibility for our progress. We will continue to work together and create a cohesive team.
Specialist Lessons
Students will have five specialist lessons a week. 1 Italian lesson with Rachel Clarke 2 PE lessons with Richard Thom and 2 Science lessons with Jamie Williams
Homework
Students homework will be a contract each Monday they will then be responsible for having the work completed and handed up each Friday. Part of the task is the managing of time over the week so as not to interfere with extracurricular activities and family plans.
Australian Curriculum
Our learning program will focus on literacy and Numeracy.
English, we look at narrative then move on to the persuasive text. We will use "Words Their Way" and subject-specific language and a variety of poetry and explicitly Grammar lessons.
Maths, we will be starting with place value using problem-solving and investigations to develop our skills. The lessons will include mental routines, the four processes, and understanding of "big" numbers.
Hass curriculum includes History, Geography, Civics and Citizenship and Economics and business. Our primary focus for term one will be Civics and Citizenship, including work on the school values, and classroom expectations.
The Arts include Dance, Drama, Visual Art, Media Art, and Music. Students will develop knowledge, understanding and skills working both individually and in collaboration with others to develop critical and creative thinking.
Technologies include both digital and design students will be looking at coding languages and consider a variety of solutions to problems and identify the possible benefit and risks with their solutions.
Hat/ Uniform
All students are to wear a hat during playtime and when they are outside. They are also to adhere to the Schools dress code, including shoes appropriate to physical activity.
Acquaintance Night
The school will have an Acquaintance Night on Tuesday 9th February. Information will be sent on skoolBag
I would love to stay in regular contact with families.
My email is [REDACTED_EMAIL]
Phone me on (08) 337 1411
or via your student's diary. | web | https://www.etorrensps.sa.edu.au/uploads/files/OVERVIEWS/T1%202021/R13%20Term1%202021%20Term%20Overview.pdf | 0.427697 | {
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Taboo Game Printable Cards
pdf free taboo game printable cards manual pdf pdf file
Listen Music AM FM News Unlock Key Door ... Taboo Game Author: Sirles Created Date: 8/20/2014 4:32:50 AM ... Car Dragonfly Snowflake Hungry -
EmbracingChina Cut out these cards and let your students play taboo. Split your class in two groups, the first student of group A has to describe the word on the card - he/she is neither allowed to talk any word in her mother tongue nor to say one of the words below the pictures. If a group guesses the word in about 30 seconds, they´ll get a point. Play it in turns with one student of group A and then one ... Taboo cards1 - ESL worksheet by Gönni - ESL Printables These Chinese New Year-themed Taboo Cards are perfect for students to celebrate or introduce Chinese New Year at school.This card game is very fun and engaging. The objective of this game is for a player to have their partners guess the word on the card without using the word itself. You can use thi Taboo Template Worksheets & Teaching Resources | TpT Taboo game cards Learn with flashcards, games, and more — for free. taboo words Flashcards | Quizlet 92 Thanksgiving Taboo Game Cards - Printable Thanksgiving Party Game - Thanksgiving Taboo like game for Families, Teens and Adults PartyGameIdeas. From shop PartyGameIdeas. 4.5 out of 5 stars (104) 104 reviews $ 6.50. Favorite Add to ... LibriVox is a unique platform, where you can rather download free audiobooks. The audiobooks are read by volunteers from all over the world and are free to listen on your mobile device, iPODs, computers and can be even burnt into a CD. The collections also include classic literature and books that are obsolete.
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ROMANCE ACTION & ADVENTURE MYSTERY & THRILLER BIOGRAPHIES & HISTORY CHILDREN'S YOUNG ADULT FANTASY HISTORICAL FICTION HORROR LITERARY FICTION NON-FICTION SCIENCE FICTION | web | http://perigeum.com/taboo_game_printable_cards.pdf | 0.488632 | {
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0 Star‐Spangled Banner National Historic Trail
In Full Glory Reflected: Discovering the War of 1812 in the Chesapeake Adventures along the Star-Spangled Banner Trail
by Ralph E. Eshelman and Burton K. Kummerow
All but forgotten by Americans, the War of 1812 was a dramatic watershed in U.S. history. Ill‐prepared to fight Great Britain, then the world's most powerful nation, the United States struggled through more than three years of conflict. In the end, the young republic emerged more unified, with new stature on the world stage.
Part I ofIn Full Glory Reflectedtells the war's gripping stories of devastating raids, heroic defense, gallant privateers, freedom‐seeking slaves, and threatened lands in the Chesapeake, where much of the war occurred. The engaging narrative comes to life with more than a hundred vivid illustrations.
Part II is designed for adventurers who want to explore the Chesapeake tidewater and step back two hundred years. The Star‐Spangled Banner National Historic Trail traces the original routes of the Americans and the British and recounts the dramatic events that produced America's national anthem and its iconic flag.
In Full Glory Reflectedis an enchanting invitation to travel the trail and discover the amazing world of the War of 1812 in the Chesapeake.
To order online,visit the Johns Hopkins University Press website atwww.press.jhu.edu
Or call800‐537‐5487
Use code NAF to receive a 25% promotional discount.
Proceeds from sales of this book will be used for development and maintenance of the Star‐Spangled Banner Trail. | web | http://starspangledtrail.net/pdfs/Book-Order-Form.pdf | 0.438461 | {
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Euphorbia spp
Common name:
Spurge, Milkweed, Poinsettia, Caustic bush,
Palatability to Livestock:
Not known to be eaten.
Toxicity to Goats:
Low risk.
Toxicity to Other Species:
Potentially toxic to all animal species.
Poisonous Principle:
. Diterpines, Cyanogenetic glycocides,
. Euphorbone,
. Unknown compounds.
Effects:
Signs and symptoms;
. Latex causes dermatitis, caustic to the skin and eyes, causing temporary blindness.
. Fruits are purgative and toxic.
. Nausea, vomiting, diarrhoea, delirium.
Health and Production Problems;
. Toxins may be found in the milk of goats who have eaten this weed.
. Sometimes causes sudden death, with no other signs.
Treatment;
. Induce vomiting, in non-ruminants, then try activated charcoal.
Integrated Control Strategy:
. Herbicides, Group C. Do not feed to any livestock.
. Be aware of potential stock problems.
. Proclaimed "Noxious" in some states.
Comments:
. Erect annual or biennial herbs, exuding white sap, spread by seed. Often very spiny.
. Leaves are varied, all exuding milky sap.
. Flowers are small with no petals, usually red, to yellow, to orange, or creamy white.
. Clustered in small cup like shapes, often surrounded by attractive bracts.
. Fruits are borne on stalks protruding from the flower.
. Livestock poisoning usually occurs after eating contaminated hay.
. All parts are dangerous.
. Use methylated spirits to remove latex, not water and soap,
References;
. Everist. Poisonous Plants of Australia. 1981
. Huggins and Lucy. Weeds of Southern Qld. 1997
. Kohnke. Feeding and Nutrition of Horses. 1998
. Lamp and Collett.
Field Guide to Weeds in Australia. 1976.
. Parsons and Cuthbertson.
Noxious Weeds of Australia. 2001
. Cases of poisoning attributable to this spp are rare.
. Simmonds, Holst and Bourke. Palatability and Potential Toxicity of Australian Weeds to Goats. 2000 . Wilson. Some Plants are Poisonous. 1997
Information included in this Info Sheet was obtained from the source documents, and no responsibility will be accepted by the compiler.
Information included in this Info Sheet was obtained from the source documents, and no responsibility will be accepted by the compiler. | web | https://weeds.mangrovemountain.net/data/Euphorbia%20spp.pdf | 0.419673 | {
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Problem A Abstract Art
Arty has been an abstract artist since childhood, and his works have taken on many forms. His latest (and most pricey) creations are lovingly referred to as Abstract Art within the abstract art community (they're not the most original bunch when it comes to loving nicknames). Here's an example of one of Arty's recent works:
As you can see, Abstract Art is created by painting (possibly overlapping) polygons. When Arty paints one of his designs he always paints each polygon completely before moving on to the next one.
The price of individual pieces of Arty's Abstract Art varies greatly based on their aesthetic appeal, but collectors demand two pieces of information about each painting:
1. the total amount of paint used, and
2. the total amount of canvas covered.
Note that the first value will be larger than the second whenever there is overlap between two or more polygons. Both of these values can be calculated from a list containing the vertices of all the polygons used in the painting, but Arty can't waste his time on such plebeian pursuits — he has great art to produce! I guess it's left up to you.
Input
The first line of input contains a single integer n (1 n 100) representing the number of polygons to be painted. Following this are n lines each describing a painted polygon. Each polygon description starts with an integer m (3 m 20) indicating the number of sides in the polygon, followed by m pairs of integers x y (0 x, y 1 000) specifying the coordinates of the vertices of the polygon in consecutive order. Polygons may be concave but no polygon will cross itself. No point on the canvas will be touched by more than two polygon border segments.
Output
Display both the total amount of paint used and the amount of canvas covered. Your answers must have a relative or absolute error of at most 10 − 6 .
Sample Input 1
```
3 8 7 [REDACTED_PHONE] [REDACTED_PHONE] 0 8 8 8 8 0 4 3 3 3 [REDACTED_PHONE]
```
Sample Output 1 | web | https://icpcgate.org/viewproblem.php?pid=1490&cid=95 | 0.481365 | {
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} | 778fa92000a79e731c8220d96181fd8843622af6034ab783b172a89432b3889b | ||
Hon. Robert B. Tierney
Chairman
New York City Landmarks Preservation Commission
1 Centre Street, 9th Floor
New York, New York 10007
RE: Mason Garage, former Dakota Stable, at 348-354 Amsterdam Avenue
Berkeley Garage, former New York Cab Company, at 318-324 Amsterdam Avenue
Dear Chair Tierney:
I write to urge you to take immediate action to preserve two of the Upper West Side’s most distinguished, unprotected landmarks: the former Dakota Stable at 348-354 Amsterdam Avenue (77th Street) and the former New York Cab Company stable at 318-324 Amsterdam Avenue (75th Street). Because of their great historical and architectural significance, both buildings have been on the radar screen of preservationists and neighborhood residents for many years. Now, the Dakota Stable appears to be imminently threatened with demolition. It would be a terrible shame to lose this outstanding example of an increasingly rare building type, the large-scale commercial stable.
New York is famous for its architectural variety and the layers of history revealed on every street corner. The corners of 75th and 77th Street along Amsterdam are unique reminders of a time when the avenue served as the major horse-car route linking the Upper West Side, which was just beginning to develop, to the business district in lower Manhattan. Architect Bradford Lee Gilbert designed the Dakota Stable in the 1890s, soon after his Tower Building was completed at 50 Broadway. In a 1987 “Streetscapes” column in the *New York Times*, Christopher Gray acknowledged the Tower Building (now demolished) as one of the most important skyscrapers in New York City’s history. Similarly, Gray praises the architecture and rich materials of the Dakota Stable, which mirrors the Tower Building in its Romanesque Revival style and minimal ornamentation. He writes, “…the building is a work of color and line rather than applied ornament, in contrast to most buildings of the period, which were often overloaded with decoration.”
The former New York Cab Company stable, a block to the south of the Dakota Stable, is a striking companion reinforcing the history and identity of this area, once called "stable row." Designed by C. Abbott French and built in 1889, it is also a strong example of the Romanesque Revival style, with grand arches cited in the *AIA Guide to New York City*. One need only look around our city to realize that these solid, 19th-century, round-arched buildings are few and far between. Here we are lucky enough to have two examples intact and evidently profitably used (both of these buildings are public parking garages that do a brisk business).
Please calendar public hearings for these two important buildings as soon as possible. I stand at the ready to provide the Commission with whatever support would be helpful to move these designations forward.
Sincerely,
*Tom Duane*
Thomas K. Duane
New York State Senator
29th District | web | https://landmarkwest.org/advocacy/Stables/Tom%20Duane%20final%20letter0001.pdf | 0.423042 | {
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} | 6672b74950ca5454ca8919c2c6da0182c55051249885720242ba93f31ea1aaae | ||
The Issue Of Sexism In Sports
To say that sports are only for men is absolutely and definitely wrong, Sports is for everyone despite your culture, race, height, age, weight and etc. From being a beginner to an athlete, each one of us has the right to physical activity. Sports is not all about physical activities, it also involves casual participation that aims to use and improve the ability and skills while giving entertainment to participants. Moreover, The International Olympic Committee also recognizes chess and bridge as a sport.
Discrimination in sports is really evident nowadays, where people are judging or being a sexist towards the athletes, without knowing the real reason behind it. Public looks at the attitudes and appearances of men and women. Just like what happened to Brittney Griner, who is a basketball player currently playing in Women's National Association or WNBA under Phoenix mercury. In other people's eyes, Griner's performance is really extraordinary that some fans assume that she is possessed of male parts because of her extraordinary performance in the WNBA she is the only player who scored 2,000 points and 500 block shots. Meanwhile, in tennis, Serena Williams, a French open player was discriminate for wearing black catsuit as her attire in one of her games. The black cat suit was specifically designed for her to help maintain good circulation since she is suffering from blood clots. But, through this, she felt empowered and felt like a warrior princess in a hit movie 'Black Panther'. She also mentioned that it's her way of celebrating the strength of a woman rather than femininity. However, the French Open organizers aren't pleased about her wardrobe because for them, it went too far and she must respect the game and the place edubirdie.com
In addition, the U.S. women's soccer team is experiencing a pay gap having them earn less than the men's team. Moreover, male athletes get $179 Million more in athletic scholarships each year than females do. Additionally, collegiate institution only spends 24% for the athletic operating budgets, 16% recruiting budget and 33% for the scholarship, said by Women Sports Foundation. Also, Alize Cornet, who is also a French player was given a code violation warning in U.S. Open because she took off her shirt after realizing that it was backward. Though the United States Tennis Association apologized on that issue for they saw it as a misunderstanding.
But, these incidents are some of the problems that many female athletes face, which is sexist in the treatment that they continue to compare women to their male counterparts. The sexuality of women shouldn't be based on the sports they are taking, we should start valuing them for being a great athlete instead of labelling them as lesbians and other words that are seen as anomalies and exceptional from a normal woman. Just like how people see Brittney Griner. Statistic shows that, women's sports aren't that appreciated compared to men's sport all over the world because based on studies, women only receive 4% of the news coverage despite having 40% of athletes are women they still don't get the same treatment as men.
To sum it all up, no human being should be deprived of engaging in sports in our modern society, whether based on racial, age, or gender characteristics of a person. Because at the end of the day, both men and women are sacrificing and working hard every day just to be the best version of themselves as an athlete.
1 / 2
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edubirdie.com
2 / 2 | web | https://edubirdie.com/examples/the-issue-of-sexism-in-sports/?format=pdf | 0.501954 | {
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} | 14e2a26e77862829501100616c78d8681b9d742fc3ed64e21832583c830ef50c | ||
10/13/17 - Overcoming Obstacles
RG AUDIO 101317
1 John 5:1-12
God called Jacqueline DjeDje to be a pastor. Not only was she a woman, but she was a woman in West African patriarchal culture. Her father died when she was young, and she went to work to support her family. She began to work in her church. When she married several years later, she was no longer allowed to minister there. She and her husband heard of another church. When her husband began taking ministerial preparation classes, he learned that this new denomination actively encouraged women in ministry. Jacqueline began to study and started a church in her neighborhood. She was ordained. Her ministry in numerous areas impacted many lives. Then, cancer slowly began to grow in her body. She fought the good fight, but eventually the cancer took her life. Jacqueline overcame many obstacles and remained faithful to the end.
Is Jacqueline's strong faith abnormal? It shouldn't be. Jesus encouraged His disciples saying, "I have told you these things, so that in me you may have peace. In this world you will have trouble. But take heart! I have overcome the world" (John 16:33).
Author: Amy Crofford | web | http://reflectinggod.com/wp-content/plugins/article2pdf/article2pdf_getfile.php?p=b3ZlcmNvbWluZy1vYnN0YWNsZXM=&r=5fc533&d=L3Zhci93d3cvdmhvc3RzL25waGNsb3VkMS5jb20vaHR0cGRvY3MvcmVmbGVjdGluZ2dvZC93cC1jb250ZW50L3VwbG9hZHMv | 0.426148 | {
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6 SAND HILL ROAD – SUITE 102
FLEMINGTON, NJ 08822
PHONE [REDACTED_PHONE]
Irritable Bowel Syndrome
Irritable bowel syndrome or IBS is a common cause of chronic or recurrent abdominal pain in childhood. Changes in bowel habits such as constipation, diarrhea, bloating or gas are common with irritable bowel syndrome.
It is important to differentiate between IBS and other causes of abdominal pain. The history and physical examination are often sufficient to make the diagnosis.
Certain key signs suggest that there may be another cause for the pain. Testing may be recommended if:
- Weight loss or failure to grow
- Vomiting
- Night waking due to pain
- Unexplained fever
- Bloody diarrhea
-
Unusually severe pain or unusual location
- Consumption of risky foods (unpasteurized milk, uncooked meat)
- Recent travel or animal exposure
- Family history of inherited disorder
Testing may include blood, urine or stool samples or imaging studies of the abdomen (X-rays, ultrasound, CT scan or barium tests).
Treatment usually consists of diet and lifestyle changes. These are outlined below.
Fiber
High fiber diets are helpful to reduce spasms in the colon. A guide for fiber intake is: age in years plus 5 equals grams of fiber per day. Fruits, vegetables, and whole grains are good sources of fiber. Fiber supplements such as "Benefiber" are available when goals cannot be met with food.
Probiotics
Supplementation with beneficial bacteria (probiotics) may help regulate bowel habits. The optimal dose is one billion units per day. An example of a probiotic for children is "Culturelle for Kids."
Lactose
Lactose is the sugar in milk. In order for humans to digest lactose, an enzyme called "lactase" is necessary. While deficiency of lactase is extremely uncommon in infancy, levels of this enzyme may decrease with age. Lactose intolerance results when the bacteria in the colon break down the undigested lactose and produce gas, often with pain, constipation or diarrhea. This is NOT an allergy to milk – it is a digestive problem.
A lactose free trial may be helpful. This can be accomplished in one of two ways:
1. No dairy products at all for two weeks (use soy or calcium/vitamin D supplements)
2. Lactaid (milk with added lactase enzyme, or a supplement taken along with dairy)
HUNTERDON MEDICAL CENTER
A MEMBER OF THE HUNTERDON HEALTHCARE SYSTEM
Sugars
Certain types of sugars may cause gas or bloating because they are difficult to digest. These sugars are used as sweeteners in products such as juice, gum, candy and soda. Examples include: sorbitol, xylitol, mannitol, aspartame, splenda and high fructose corn syrup. A trial of avoidance of these particular sugars may be helpful.
Caffeine
Caffeine aggravates irritable bowel symptoms, so avoid chocolate, coffee, tea, iced tea, cola, and other caffeine-containing foods or beverages.
Guided Imagery
Research shows that children with irritable bowel may benefit from learning techniques for selfrelaxation. Guided imagery is one such technique. Children age10 and up can usually learn guided imagery in a few sessions from a trained counselor.
Stress or Anxiety
Irritable bowel episodes may be triggered by stress or anxiety. When these play a role, measures to decrease stress or manage anxiety are useful.
Exercise
Regular daily exercise helps decrease irritable bowl pain. Thirty minutes per day is a good place to start, and then increase gradually.
Medications
Medications are not usually used for children with irritable bowel syndrome. There are drugs available to decrease the contractions of the intestine for severe cases.
Devised 12/08
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Wellfleet National Seashore Homeowners Association Annual Meeting Minutes - July 28, 2013
Susanna Deiss, President, opened the meeting and presided over it. Minutes of the 2012 Annual Meeting were approved, with the replacement of "Susan" with "Susanna" in the first sentence.
Tony Sager, Treasurer, reported that WNSHA has $3,316.94 in its checking account. Executive Committee members Pat Bartlett, Paul Conor, and Juliet Stone were re-elected.
Peter McMahon, Executive Director of the Cape Cod Modern House Trust, spoke on "Modern Architecture in the CCNS" as the first installment of WNSHA's "Seashore Cultural Legacy" series. He described the Bauhaus architects and artists, and New England artists, who started putting up summer cottages in the Wellfleet woods beginning in the 1940s. What was unique about Cape architecture was that it was do-it-yourself, ad hoc, done by self-taught designers and carpenters. The newcomers combined vernacular and modern, re-using materials. Houses, some listed by the National Trust for Historic Preservation were designed by Marcel Breuer, Serge Chermayeff, Olaf Hammerstrom, Nathaniel Saltonstall, and Charles Zehnder. Seven are now owned by the Park, and some of these have been restored by CCMHT under long-term leases. CCMHT will consult with any owners of modernist houses if they are considering restoring or remodeling them.
Robert Cook, CCNS Wildlife Ecologist, spoke about "The Ecology of Wildlife Species in the CCNS - Rare and Seldom Seen Among Us". Most wildlife, he said, is small, retiring, elusive, avoiding humans, and often nocturnal, unlike the iconic bison of Western parks. These smaller creatures are the majority of wildlife by number, biomass, and ecological functions. As for plants, there are over 800 species in the CCNS, 630 of them native. Rarely seen species in the Park include the Red-Backed Salamander, Grey Treefrog, Spadefoot Toad, Pickerel Frong, RingNeck Snake, Hognose Snake, Northern Water Snake, and Stinkpot Turtle. Also native here are Voles, Shrews, and Moles, plus Weasels. Careful listeners can hear the Saw-Whet Owl, Vesper Sparrow, Virginia Rail, and American and Least Bitterns.
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Class Objectives
In this lesson, you will watch a TED Talk and check your listening comprehension about something almost all of us are interested in. You will have 4 short answer comprehension questions and 9 True/False questions.
By the end of the lesson, you will have:
ü tested your English listening with engaging questions
ü listened to an entire Ted Talk
ü learned new vocabulary
Level: Purple Belt
COMPREHENSION QUESTIONS
1. What are the 10 things speaker Mary Roach lists? (Try to catch at least 5)
2. What is "The Upsuck Theory"?
3. In the 1950s, what did the scientists Masters and Johnson tried to find out?
4. Why did pig farmers start to become more 'active' when inseminating pigs?
TRUE/FALSE
T / F
Answers
Comprehension Questions:
1. 10 Things
1. Babies can masturbate in the womb.
3. You can have them when you're dead.
2. You don't need genitals
4. Orgasms can cause bad breath.
6. Doctors once prescribed orgasms for fertility
5. Orgasms can cure hiccups
7. Pig farmers still do
9. Studying human orgasm in a lab isn't easy
8. Female animals are having more fun than you think
10. But it's entertaining
2. The female orgasm assists in fertilization.
3. Whether the Upsuck Theory were true.
4. To increase fertilization.
True/ False
1. T
3. F
2. F
4. F
6. F
5. T
7. T
9. T
8. F
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THINKING ABOUT YOUR OWN DRUG USE
A. Working by yourself, answer the following:
1. Do you use substances? If so, where, how much, how often, for what reasons. If not, why not?
2. What did you learn about substance use when growing up?
3. What are your attitudes now about alcohol and drugs?
4. What do you experience when you see a man under the influence of a substance. A woman? Is there a difference?
5. If you are in recovery, do you compare a client’s substance use to your own past use? Do you feel safe working with active users? Can you keep perspective?
6. Do you look negatively on substance users even if you have used on occasion yourself?
7. How do you distinguish between social drinking, the use of alcohol in moderation and heavy drinking? Do others measure this differently?
B. With a partner, discuss your responses. Respect each other’s privacy and share only what you feel comfortable with. Use the following questions as a guide:
1. What have you learned about your own attitudes, values and beliefs about substance use.
2. How did you feel responding to these questions?
3. How do you think your client might feel when asked questions about their substance use?
4. Have you identified any biases? If so, what can you do about them?
5. What are you most uncomfortable with?
6. Are you aware of what you do not want to share and why? | web | https://ohrn.org/wp-content/uploads/2022/02/Thinking-about-your-own-drug-use.pdf | 0.448409 | {
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A Yard of Apples
What a sight a yard of apples makes. The date on the back of this old news photo indicates Nov. 10, 1937. The picture was taken at the Lyndonville Canning Company which was located on the south side of West Avenue in Lyndonville. A short clip pasted to the photo states: "Thousands of bushels of choice Orleans County apples are turned into apple butter; apple cool, a new apple drink; apple sauce; dried apples; apple flakes and frozen apple slices for international consumption."
To the far left we see a truck with apple barrels stacked on it. Just to the right of center there appears to be a team of horses hitched to a wagon with apple crates. Judging from the smoke stack the plant was in full operation at the time this picture was taken.
The Lyndonville Canning Co. used a great advertising gimmick to sell their products. In 1930 they constructed a gigantic applesauce-can-looking building on Route 104 at Ridgeway. Here passersby could stop for a free sample of their "Old Fashioned Apple Sauce." The can was labeled "VB" for Visher Brothers or "Very Best."
In 1916 local farmers formed a co-operative canning factory but only operated one season. The interests in this were sold to Theodore and Frank Visher who canned all kinds of locally grown fruits and vegetables. In 1924 William Smith was called upon to install an apple sauce machine of his invention which greatly improved production.
In 1930 Niagara Orleans County Directory lists the Lyndonville Canning Co., Inc. with Frank O. Visher, Pres., William A Smith, Vice-Pres., Wilson J. McCagg, Sec. and Harold F. Patterson, Treas. | web | https://www.cobblestonemuseum.org/wp-content/uploads/vol-24-no-46-A-Yard-of-Apples-11.15.2002.pdf | 0.419232 | {
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Personal, Social and Emotional Development
making friends, becoming aware of the routines and expectations of the class and school, sharing information about my likes and things I can do well, becoming aware that not everyone likes or is able to do the same things as me, naming and talking about my feelings in relation to different situations.
Communication and Language Listening to others talking and sharing ideas, talking about me and my family and what makes us special, asking relevant questions and using and extending vocabulary. Giving verbal clues and solving problems by listening to clues and descriptions.
Literacy
Willow Class Overview of Learning Autumn 1 – Me, my family and other animals
Phonics; introduction of new sounds and learning to sound and blend simple words using the sounds taught. Grammar; Creating simple lists, captions and labels Focused texts;
Same but different too
This is our house
On sudden Hill
My pet fish
Katie Morag stories
Writing; Handwriting and letter formation to include
exit flicks and whooshes
Understanding the World – Science, History, Geography,
FOREST SCHOOL FRIDAYS
Science; naming external body parts, knowing how to keep my body healthy, oral health, sorting and naming everyday materials,
Expressive Art and Design – Art, being imaginative, music and dance,
Geography; where I Live, simple maps of our school grounds and local area, island life and study of Isle of Coll History; how have I changed, my family tree, life when Granny was little,
Art and design; sketching autumn objects, sketching faces, mixing and making colours, sketching familiar buildings, designing a jumper and weaving to create tartan using different materials, using the sewing machine to create my own rag doll. Music; exploring pattern and rhythm, using body percussion and untuned instruments to create sounds as a group,
Drama; based on everyday life and familiar stories.
Physical Development
Handwriting skills and letter formation, using hand held tools safely (eg scissors, hold punch, whittlers at Forest School), Putting my coat and shoes on and doing up the buttons and zipper etc.
Dough disco and finger strengthening exercises, moving and balancing in different ways. Playground games
Maths
Counting in 1s to 20 and back from 10 to 0, number recognition and writing to 5. Looking at sets of objects or pictures and saying how many without counting. Matching sets of objects to numbers, repeating patterns using objets and pictures, baselines for starting points,
Homework
Name writing using correct letter formation
Reading regularly at home.
Maths challenges
Sounds of the week practice | web | https://resources.finalsite.net/images/v1663859801/southamcollegecom/wuvz5by58afeohegsmyn/AU1cycleBoverviewforparents.pdf | 0.472512 | {
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Percy Cecil Tovey
Percy Cecil Tovey (1895-1916) was the son of John Tovey (18601938) born in Berkshire and Anna Amelia Trigg (1857-1926) born in Surry. They married in Brentford in 1883 and remained in Isleworth for the rest of their lives living at 2 Swan Street in 1891 and then at
15 Percy Gardens, North Street in 1901 and 1911.John worked as a carman at the flour mill. They had six children still alive in 1911: Jesse John (1883-1959), working as a gardener in 1901 and a millhand at the flourmills in 1911 and a brewer's drayman in 1939 when he was living with his sister Elsie Annie at 5 Silverhall Street, Isleworth. Elsie Annie (1888-1957) married George Lovegrove later in 1939. Nellie Maud born in 1885, married Alfred Henry Tompkins, a waterman, in 1907.Gladys Edith born in 1886, married Robert J Evans, an electrician in 1928. William Albert( 1890-1971) married Elsie A Mackrell in Croydon in 1926. He was employed as a laundry carman in 1911 and a lorry driver in 1939.
Percy Cecil worked as a van boy in 1911. With the outset of the war, he enlisted in Hounslow as a private (14430) with the 2 nd Coldstream Guards and was killed in action on 15 th July 1916. The three battalions of the Coldstream Guards attacked in line together at the Battle of the Somme for the only time in their existence; Percy Tovey was killed in action on the Western Front during these hostilities. He received three medals: the Victory, War and Star 1914-15. He is buried in the Essex Farm Cemetery in Begium (see below left) with this
inscription on his headstone:
He is also remembered at All Saints Church, Church Street in Isleworth. On the anniversary of his death in 1917 his parents sent in this to the Middlesex Chronicle:-
In 1918, on the second anniversary of this death, the remembrance read: 'We weep with grief that one so dear/Can no more share our smiles or tears/ he proudly answered his country's call/And gave his life for one and all. From his loving mother, dad, sisters and brothers. | web | https://www.isleworthww1.co.uk/wp-content/uploads/2019/02/Tovey-Percy-Cecil.pdf | 0.48855 | {
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Birdwatching for Beginners
By Adam Trujillo
Sometimes getting into a new hobby like birdwatching can be intimidating. But birdwatching is a fun activity for everyone, including beginners.
While the simple act of watching and enjoying wild birds is great a way to pass the time, the actual challenge comes in identifying which bird species you are looking at. That question can be hard, even for some of the most experienced birdwatchers! When trying to identify a bird, go slow and don't get discouraged. Birds can unfortunately fly away, making them harder to identify. Remember though, it's a marathon not a sprint.
If you are able to get a good field guide or a good bird app on your phone, and a good pair of binoculars, that goes a long way into helping you identify a bird. Make notes for yourself on the birds you encounter regarding identifying marks and then look them up when you have a chance. Once you are confident that the bird has the right colors, shape, size, and is in your area, you can successfully say you identified a species.
Perhaps the most obvious indicator for beginners is the color of the feathers. Some birds, like the male Norther Cardinal, are easy to identify because of their obvious feather coloration. But other, more pesky birds, give us a harder time. The female Northern Cardinal, for example, is a less obvious brown color with a bit of red tint.
There are also a few general rules to keep in mind when identifying birds. Generally, males have more color to them than the females do, so make sure you are not only looking for the bright colors. A cardinal is still a cardinal, even if its brown! Besides feather color, you can look for beak and leg color, body shape, leg length, etc. to help you identify species.
Other distinguishing features can include the position of the tail feathers, bill size, song, and habitat. Once you gain more experience in birding, you'll be able to look for one distinguishing feature on a bird, like a prominent crest or slanted bill, to be able to properly identify it. Even if you are only able to get a few seconds look at a bird, that may be all you need to narrow down your selection of what you are looking at.
Once you expand your repertoire of bird identification, you will be able to take quick glance and ID, rather than having to look through your field guide. Birding is a practiced field, not something to go into expecting 100% accuracy immediately. Again, you will have a field guide with you to help you out, and practice makes perfect. If you need more help, you can always reach out to another birder to help you.
When you feel you have reached a comfortable level of being able to identify birds, you can start to reach out and help organizations with species population and regional counts. The birding community here in Texas is large and welcoming, so you won't be alone! Remember, birding is a fun hobby, not a competition, so grab your binoculars, get your field guides, hit the trails and see what you can find.
Photo by Pete Romfh: Quintana Neotropical Bird Sanctuary is one of the many great birding spots in our area. | web | https://www.gcbo.org/wp-content/uploads/2022/03/Birdwatching.pdf | 0.438274 | {
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Martin Noel was a London scrivener. So widespread and varied were his activities that it may plausibly be suggested that for many years he was the most influential individual in England. Yet so self-effacing was he that few histories give him more than a passing reference, and many (including the Dictionary of National Biography) do no mention him at all.
In the Court Minutes of the East India Company Noel is frequently mentioned as a dealer in cotton goods and in munitions. In 1657, when Maurice Thompson became Governor of the East India Company, Noel was elected a "committee." A James Noell also mentioned in the Court Minutes, who was a factor in India, was apparently Martin Noel's brother; and it is not unreasonable to assume that the Matthew Noell who was at Bombay in 1662 may also have been a relation. Martin Noel was a business associate of Maurice Thompson, and also of Thompson's partner Samuel Moyer. Moyer was sufficiently important to be named to the Council of State in May 1653, and this is one of the few links connecting Noel with Cromwell.
some awkward questions in Parliament, but his explanations were accepted.
As a result of Noel's interest in colonies (and that of Thomas Povey) the Select Committee for Trade and Foreign Plantations was formed in 1657. In the domestic sphere Noel was a prominent tax-farmer, paying at least £87,000 for the privilege in 1658. He was also referred to as "ye great Salt Master of England" by Richard Cromwell, who called him "our very good friend Martin Noell." Some of Thurloe's spies were less complimentary, and complained about "Mr. Nowell's creatures" making a monopoly in salt. "Be assured, Sir, that farmers of this nature will bee the ruine of all trades but their owne." Richard Cromwell's letter makes it clear that Noel was also interested in Irish lands.
In 1656 Noel was returned to Parliament for Stafford, and was therefore on hand to support the Humble Petition and Advice presented by his fellow tax-farmer, Christopher Pack. He again represented Stafford in Richard's Parliament. His services were apparently as useful to the restored king as they had been to Cromwell, and he was re- | web | https://noelhistory.files.wordpress.com/2013/04/noel-martin-bros.pdf | 0.429864 | {
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Communication tips for people with hearing loss
Action on Hearing Loss
actiononhearingloss.org.uk
Be open: tell the person you're speaking to that you have a hearing loss.
Ask people to get your attention before they start talking to you.
Get a better view: stand a reasonable distance from the person so you can see their face and lips. Gestures and facial expressions will help you understand what they're saying.
If necessary, ask people to slow down and speak more clearly.
If you don't catch what someone says, just ask them to say it again or in a different way.
Keep calm: if you get anxious, you might find it harder to follow what's being said.
Play to your strengths: if your hearing is better in one ear, try turning that side towards the person speaking to you.
Learn to lipread: everyone does it a bit, especially in noisy places.
Be kind to yourself! No one hears correctly all the time.
Action on Hearing Loss Information Line
Telephone: 0808 808 0123
Textphone: 0808 808 9000
SMS: 0780 000 0360 (standard text message rates apply)
Email: [REDACTED_EMAIL]
Action on Hearing Loss (formerly RNID) is the largest UK charity helping people who are confronting deafness, tinnitus and hearing loss. To find out more about what we do and how you can support us, go to actiononhearingloss.org.uk
Action on Hearing Loss is the trading name of The Royal National Institute for Deaf People. A registered charity in England and Wales (207720) and Scotland (SC038926).
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JOHN DOBBYN’S PARENTS, Richard Dobbyn and Maria Bobier were married by the Reverend Ormsby in the Town of Castledomer, Kilkenny, Ireland, April 20, 1815. He, at the age of 20, and she at 18 years of age. Shortly after their marriage they decided to come to the New World and seek their fame and fortune in British North America. After a series of adventures during which Richard was captured by a press gang, escaped, and was reunited with his wife, the couple started farming in Ontario, where Richard also taught school for 12 years. They had a family of 11, four girls and seven boys. The eldest was John born February 8, 1820.
John Dobbyn and Jane Laird were married in 1847. With their children Richard John, Charles Sidney and Edward Francis, they all came to Manitoba in the early 1880s to take up farming. In 1881, John came to the Melita area and selected a homestead. He returned to Ontario in the fall and brought the family out the next spring.
It was the general belief that a railway line would soon cross the district and Mr. Dobbyn estimated that it would cross the Souris River near his homestead.
The years 1881 and 82 are remembered for the “Manitoba Boom.” Across the province rumours of rail lines prompted the creation of speculative cities, which were created on paper and aggressively marketed. Extravagant claims were made. Each site was to be the next big thing. By buying into one of these boom towns one was betting that the rail line would pass through and the paper city might well become a reality.
In the spirit of the times, Mr. Dobbyn had “Dobbyn City” surveyed on 36-3-27 in anticipation of a coming rail line. The railway did eventually come, but the river was crossed about a mile further north – and Dobbyn City was long forgotten.
Mr. Dobbyn had long since focused on his farm, but the entrepreneurial spirit never did leave him. In 1905 at 80 years, he started the Melita Brick & Tile Co., after discovering red brick clay near the river.
Adapted from *Our First Century*, page 36, 377, 508
**Dobbyn City**
During the summer of 1880 the lands in this district were surveyed by the Dominion Government and settlers who had gone on land in advance of the survey, or squatters, as they were called, were allowed to enter for their claims, but the land was not opened for others until 1882.
Among the first were A. M. Livingston, Dr. Sinclair and John Dobbyn who located themselves near where Melita now stands.
Dr. Sinclair and John Dobbyn both got busy. And built cities (in their minds). The former had a townsite surveyed on the west side of the river, on NW 36-3-27 which he called "Manchester", and the latter, on the east side, on 32-3-26, which he called "Dobbyn City". Lots in both townsites were sold in Winnipeg, and no doubt as far east as Ontario. Keen rivalry existed between the two embryo towns. This was increased when a post office was established, near Dobbyn City called "Menota," and the river rose to flood proportions the following spring, giving the easterners an apparent advantage, but Dobbyn City died a natural death, and "Manchester," after it too had got a post office and built a ferry boat, lost both its name and location, and became "Melita"
Adapted from *Our First Century*, page 368, 36, 54 | web | http://heritagemanitoba.ca/images/pdfs/featuredProjects/We_Made_Melita_Heritage_MB_Part1.pdf | 0.487705 | {
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Welcome to Agua Caliente Regional Park
History in the Desert
In 1775, Spanish explorer Juan Bautista de Anza was the first European to visit the area, and centuries before, the Kumeyaay Indians were attracted to the springs for its abundant water source, which is why it is now called Agua Caliente or “hot water” in Spanish. In more recent times, the springs were used by pioneers, soldiers, and prospectors.
The seismic activity that long ago shaped the Tierra Blanca Mountains (and created the spur of the Elsinore fault that runs beneath the park), also enabled water to come to the surface and form the park’s natural springs.
Agua Caliente offers far more than therapeutic pools. The spectacular vista views await campers and picnickers alike, and hikers will enjoy miles of trails that meander through the park’s canyons and hillsides. On a clear night the darkness also makes for great star gazing opportunities.
Natural Spring Pools
Three naturally fed pools provide different ways of enjoying the park’s mineral water. Of the two that sit outdoors, one is a children’s pool. Inside is a spa with soothing Jacuzzi jets, averaging 102 degrees. Showers are available, on a pay-per-use basis.
Tent & RV Camping
Many of the 140 campsites have full or partial hookups that can accommodate trailers, campers, motorhomes and tent camping. A caravan area can accommodate large groups, and a small picnic area is perfect for day-use and smaller groups.
Hiking and Day Use
Agua Caliente spans 910 acres, offering visitors an abundance of recreational opportunities including hiking, wildlife-watching, and relaxing in the warm, spring-fed pools.
Hikers will enjoy the spectacular views on four miles of trails, and depending on the season’s rainfall, wildflowers and succulents put on a colorful show during the spring. The local water supply supports lush plant life such as mesquite, willows, Washington Palms and acacias. A wide variety of wildlife is attracted to these springs, including big horn sheep, foxes, coyotes, bobcats and other desert animals.
Nearby Attractions
Only a few miles west of Agua Caliente is the historic Vallecito Stage Station. Vallecito, or “Little Valley” as its Spanish name translates, has been preserved as a County park built around the historic Butterfield Station. Camping is available at Vallecito – as well as at nearby Anza Borrego State Park, one of the largest state parks in the country, which provides additional adventures for visitors who come to explore. | web | https://www.sdparks.org/content/dam/sdparks/en/pdf/BrochuresMiscellaneous/AguaCalienteBrochure.pdf | 0.42492 | {
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Stress Management and Self-Care for Adult Learners
Topic area: Education (innovative instruction technique)
Presentation format: Workshop
Glenda Christiaens, MS, RN, AHN-BC Assistant Professor Brigham Young University College of Nursing
Mailing address: Glenda Christiaens 428 SWKT Provo, UT [REDACTED_PHONE]
Email: [REDACTED_EMAIL]
Phone numbers: [REDACTED_PHONE] (office) [REDACTED_PHONE] (cell)
FAX: [REDACTED_PHONE]
Adult learners are bombarded with personal, professional, and educational stressors. Many come to the classroom using coping methods that may be unhealthy and counter-productive. Educators often struggle with students who are sleepy, distracted, or inattentive. In this 90-minute experiential workshop, participants will have the opportunity to sample a variety of relaxation and self-care techniques that will assist them and their students to deal with the tension and stress that often accompany formal education.
At Brigham Young University College of Nursing, students learn about the detrimental health effects of stress, including high blood pressure, decreased immune function, increased chronic illness, and relationship difficulties, to name a few. They also understand how stress can affect their own ability to concentrate and learn. It is important for caregivers to take care of themselves in order to care for others. Therefore, we offer a four-hour hands-on workshop for our students to learn stress management techniques that they can apply to themselves and to those they care for.
The response from students has been very overwhelmingly positive:
"I loved the stress management clinic. It is important to take time out for yourself to relax and get proper perspective on things. The techniques are simple and can be used in everyday life, even in class or on the job. The things I learned have helped me to fall asleep easier and get more rest at night. Everything we learned was useful and fun. All of us who participated would like to do it again."
"The Stress Management clinical was my favorite clinical of the whole semester because it taught me skills I can use throughout my life. I can use the yoga or positive imagery to help me be a more calm and effective nurse, but I can also use those skills to be a more peaceful and well-rounded human being. There have been several times since the clinical when I've felt overwhelmed with big decisions in my life and I've sat down and tried to meditate and deep breathe. When I've remembered to do that, it's made a big difference in the way I feel about myself and about dealing with difficult situations."
During this 90-minute workshop, participants will learn the value of stress management in their professional and personal lives. They will practice several modalities to manage stress, such as guided imagery, music, art, connection with others, laughter, living in the present, progressive relaxation and positive affirmations. | web | https://nursing.byu.edu/Documents/research/abstracts_05-06/Christiaens%20%282006%29%20Stress%20Management%20and%20Self-Care%20for%20Adult%20Learners.pdf | 0.486274 | {
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51st World Earth Day
22nd April, 2021
Theme: "Restore Our Earth"
Earth Day is an annual event on April 22 to demonstrate support for environmental protection. First held on April 22, 1970, it now includes a wide range of events coordinated globally by earthday.org including 1 billion people in more than 193 countries. The theme of this year focuses on natural processes, emerging green technologies, and innovative thinking that can restore the world's ecosystems.
**History**
- **1970**: The first Earth Day mobilizes 20 million Americans to call for increased protections for our planet.
- **1990**: Earth Day goes global, mobilizing 200 million people in 141 countries.
- **2000**: Earth Day leverages the power of digital media to build millions of local conversations across more than 180 countries.
- **2010**: Earth Day Network launches A Billion Acts of Green® and The Canopy Project. Earth Day 2010 engages 75,000 global partners in 192 countries.
- **2020**: Earth Day 2020 marked 50 years with global activations that aim to mobilize a billion people worldwide for transformative action for our planet.
**Tips to keep our Earth healthy**
- Conserve Water
- Clean up plastic in your neighborhood
- Plant a tree!
- Swap out your household products!
- Reduce, Reuse, Recycle in the Garden
- Use wildflowers and native plants
- Support our pollinators!
- Get Kids Involved
LET'S STOP SPREADING COVID-19
STAY SAFE
STAY HEALTHY
Source: earthday.org | web | http://apenvis.nic.in/All%20PDF%20Files/Posters/PN%20-%2057%20%20World%20Earth%20Day.pdf | 0.437437 | {
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Life in the air
Creative flights of fancy
Flying birds, buzzing insects, colourful rainbows: the air offers a habitat for a multitude of creatures, provides a setting for enthralling natural spectacles and is indispensable for us humans. Under the motto “Let’s discover nature – in the air”, children will explore the air in all its facets for World Kids Colouring Day on 6 May. The little ones will capture their observations in creative images.
Feathery diversity
A research team at the University of New South Wales has calculated that there are around 50 billion birds worldwide. The house sparrow, the ring beak gull, the starling and the barn swallow are particularly common species.
Fresh air
According to experts, children should spend at least an hour a day in the fresh air as this strengthens their body’s defences and their immune system. In other words, go out into the open, take a deep breath and discover the natural wonders that the air has to offer.
Fata Morgana
We can’t normally see air. But at extreme temperatures it lets us see things that aren’t really there: the heat in the desert creates mirages – this is how Fata Morganas, which for example fool people into believing there is a waterhole in the sand, are created.
Air providers
Plants breathe through small pores on the underneath of their leaves – and, through photosynthesis, produce oxygen that humans benefit from. Rainforests provide the most oxygen thanks to the abundance of trees and plants.
Fair weather cloud
Clouds have a reputation for rain. Cumulus clouds prove otherwise. They generally form on days when the sun is heating up the ground. If the air is slightly damp, masses of air rise and then cool down at lofty heights and become a cloud.
Teddy bears of the air
Are bees very hard-working insects? Of course, but a furry relative gives them a run for their money: bumblebees collect about 12 times more nectar than honey bees. They buzz around for 18 hours a day to around 1,000 different flowers. | web | https://e.staedtlercdn.com/fileadmin/staedtler.com/my/Company/WKCD_2022/STAEDTLER_Factsheet_WKDC_2022_GB.1646382954.pdf | 0.446492 | {
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Bangladesh
Asia and the Pacific
If historic trends continue, the world won't achieve gender equality until 2108. How is Bangladesh performing on gender equality in the SDGs?
The SDG Gender Index covers 144 countries, 98% of the world's girls and women, and 14 of 17 Sustainable Development Goals. It includes 56 indicators capturing gender-related measures across the 2030 Agenda.
2015 Index score
2020 Index score
Global Rank
Regional Rank
Very poor
55
107
24
58
Very poor
Some progress
If current trends continue, a girl born this year will before there are reasonable laws in Bangladesh to protect gender equality at work
out of 144 countries out of 26 countries
Find out how old you will be!
Explore the Index Report
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Explore the Index Data
Best and worst performing indicators since 2015
Proportion of population with access to electricity
Extent of freedom of association and collective bargaining rights in law
Best
Proportion of women who have made or received digital payments in the past year
Proportion of women recognized as "contributing family workers" (as a % of total employment for female employment)
Score by goal for 2015 and 2020
Proportion of women (15+ years) who report that they feel safe walking alone at night in the city or area where they live
Extent to which women have secure, equal and effective access to justice
Scoring system
Worst
be in her thirties | web | https://www.equalmeasures2030.org/wp-content/uploads/2023/06/Country_Profile_Bangladesh.pdf | 0.423003 | {
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OFFICIAL
Media Release
A voyage of discovery: Sir Joseph Banks' florilegium. Explore it your way
To coincide with the 250 th anniversary of the Endeavour Voyage of Discovery, Australian Parliament House is holding an exhibition showcasing the botanical prints from Banks' Florilegium, based on the original plant specimens collected by Sir Joseph Banks during the voyage.
The botanical drawings, along with some of the original specimen plants that are now held in the Australian National Herbarium, will be on display from 13 August to 8 November in the Presiding Officers Exhibition Area.
To comply with COVIDSafe restrictions bookings are essential for all visitors and can be accessed via the Parliament House website. For those unable to visit the exhibition in person, an online digital experience https://www.aph.gov.au/Visit_Parliament/Whats_On/Exhibition/The_Florilegium has been created, with additional information about the prints and their relationship to Parliament House.
The botanical drawings by Sydney Parkinson gave most Europeans their first view of Australia's unique fauna. During his time with Captain Cook on the Endeavour, Banks collected more than 30,300 different plant specimens. Of those, more than 1,400 were unknown to science at that time.
Visitors to the exhibition and online experience, will gain a greater understanding of the voyage and its influence on science at the time, as well as the history of the Florilegium itself, which was not printed until some 160 years after Banks' death. The exhibition includes:
* a selection of prints from the Florilegium based on specimens collected in Botany Bay, NSW and various locations in Queensland
* engravings of Sir Joseph Banks and Captain James Cook
* present day works that recognise Banks' legacy to science
* original specimens collected during the voyage, which are on loan from the Australian National Herbarium
* botanist's tools and equipment.
Editor's note: Interviews with the exhibition curator can be made on request.
For more information please email [REDACTED_EMAIL] | web | https://www.aph.gov.au/-/media/05_About_Parliament/54_Parliamentary_Depts/543_DPS/Media/media_releases/Media_Release__A_voyage_of_discovery_Sir_Joseph_Banks_florilegium_Explore_it_your_way.pdf?la=en&hash=35956460E77563B0C0DE15A5635258E6D11F83F4 | 0.428086 | {
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PRESS RELEASE
Cree Nation Government Enacts 'Historic' Cree Language Bill
Waswanipi, Eeyou Istchee (September 17, 2019) – Today, the Cree Nation Government unanimously passed its first Bill – An Act respecting the Cree language of Eeyou Istchee. The objectives of the Act are to support and promote the use of the Cree language, to support Cree efforts to reclaim, revitalize, maintain and strengthen the Cree language, and to plan initiatives and activities for restoring and maintaining fluency in the Cree language.
In 2017, the Cree Nation of Eeyou Istchee (northern Quebec) successfully concluded a Governance Agreement with the Government of Canada which described a vast range of powers and jurisdictions to be exercised by the Cree Nation Government and by the local Cree First Nations. Pursuant to this Agreement, accountability to the Federal Minister of Native Affairs has been replaced by accountability to the Cree Nation Government. This Agreement also provided for the Cree Nation to draft its own Constitution. This Act passed today is the first piece of legislation to be enacted by the Cree Nation Government.
This historic enactment comes during 2019, which has been proclaimed by the General Assembly of the United Nations as the International Year of Indigenous Languages.
"The Cree Chiefs took a historic step today in enacting this urgently needed legislation", declared Grand Chief Dr. Abel Bosum. "It is in keeping with our Indigenous nationbuilding agenda, our mission to become 'masters of our own destiny' and our profound commitment to ensure the protection and the continuity of our Cree language. Our traditional knowledge, our values and our cultural practices are deeply embedded in our language and the Chiefs today expressed their dedication to vigorously protect and promote the Cree language."
"Revitalizing our Cree language is essential in ensuring a strong Cree culture", stated Dr. Sarah Pashagumskum, Chair of the Cree School Board. "We are inspired to do our share in building on this important achievement".
- 30 -
For more information:
Dr. Abel Bosum: ([REDACTED_PHONE]
Dr. Sarah Pashagumskum ([REDACTED_PHONE]
On the web:
Bill 1 – An Act respecting the Cree language of Eeyou Istchee https://cngov.ca/governance-structure/legislation/ | web | https://www.cngov.ca/wp-content/uploads/2019/09/press-release-september-17-2019-cree-nation-governement-enacts-historic-cree-language-bill_web.pdf | 0.441772 | {
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AMBITION - RESPONSIBILITY - COMMUNITY
Well, the weather has certainly taken a turn – from the sunshine and need for shade last week, to the need for coats and shelter this week! You will now have received a letter outlining the arrangements for dismissal on rainy days – a summary of these arrangements are included on this newsletter too.
Earlier this week children attended our NSPCC ‘Speak Out: Stay Safe’ assemblies. They were reminded about the importance of sharing worries they might have – or if being hurt by others – with trusted adults in school and out of school. And that no problem is too big or too small. For more information about the Buddy Zone area of the NSPCC website, visit: [Buddy Zone | Childline](https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/buddy-zone/) NSPCC
Wet Weather Dismissal Arrangements
In the event of rainy weather, the pick up at the end of the school day are as follows:
Year 6 – Y6 Classroom
Year 5 – KS1 cloakroom
Year 4 – KS2 cloakroom
Year 3 – Hive
Year 2 – Hall door
Year 1 – KS1 cloakroom
Reception – R Gate
If Wet Weather Dismissal Arrangements are required, a text will be sent 5 minutes prior to pick up advising the wet weather pick up arrangements will be in place.
Celebration Awards
Last week’s winners
Y1—Thomas & Lucy
Y2—Millen & Freya
Y3—Evie How & Carys
Y4—Olivia W & Logan
Y5—Bert & Scarlett
Y6—Teomi & Dylan
Head’s Awards
Olivia M (Y4) and Hunter G(Y1)
Reception—The whole of reception for settling so well into school life and demonstrating excellent behaviour
Y1—Karter and Darcie
Y2—Ayat & Alfie
Y3—Jake & Adyan
Y4—Ewan & Callum
Y5—Gabriela & Chloe
Y6—Beau and Brandon
Head’s Awards
Sidney (Y4) and Jayden (Y2)
September Birthdays
Ava Y6—18th
Vanessa Rec—18th
George Y4—19th
Archie Y4—20th
Solaman Y2—21st
Mrs Jones—24th
Attendance for week
Year R Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
97.6% 97.9% 97.2% 98.3% 93.6% 93.7% 96.3%
Congratulations to Year 3 for achieving the highest attendance this week of 98.3%. Our target for attendance is 96%.
Punctuality
Class with the highest level of punctuality will appear here each week
Reception and Class 5
Great Schools Need Great Parents
We have big plans to raise money and fund important projects for our school. We need to build a team of enthusiastic, caring and creative individuals!
Would you like to help enhance, enrich and improve learning experiences for all pupils?
Do you enjoy getting together and meeting parents and staff and work alongside each other while raising money for the school and supporting its aims.
If this sounds like your kind of thing or to find out more, please email [REDACTED_EMAIL].
Communication
Our comprehensive school website will continue to be regularly updated with information such as:
- Term dates
- Events and key dates
- Staff details
- Newsletters
- Letters
Class teachers can be emailed directly, via a class email account for general issues relating directly to the children in their classes:
[REDACTED_EMAIL]
[REDACTED_EMAIL]
[REDACTED_EMAIL]
[REDACTED_EMAIL]
For anything else including anything related to lunches, ParentPay, permissions etc, please contact the School Office on 020 8660 7501 or via [REDACTED_EMAIL]. | web | https://kenleyprimary.org.uk/wp-content/uploads/Newsletter-22nd-September-2023.pdf | 0.490521 | {
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Did you know that your kids can send their favorite Disney character a letter, and Disney World will send you an autographed postcard when you write a letter to the following addresses:
Walt Disney World Communications P.O. Box 10040 Lake Buena Vista, FL [REDACTED_PHONE]
Disneyland will send you an autographed postcard when you write a letter to the following address:
Walt Disney Company Attn: Fan Mail Department 500 South Buena Vista Street Burbank, CA 91521
The picture will arrive with 4-6 weeks.
Letter Writing Tips & Ideas
- The letter can be about anything you want.
- You can write repeated letters to each address.
- If you have multiple children, they can each write letters and have the kids mail the letter the same day
- We wait for our postcard to arrive and then send the next letter the following day.
- Writing letter is a great skill to teach your children. By writing their favorite characters, you are teaching them how to write a letter and how the postal service works.
You can also write to Pete the Cat:
Pete the Cat 2126 E. Victory Drive #112 Savannah, GA 31404
The 2019-2020 school year students in grades 3-8 are invited to enter the Doris Pennington Writing Contest.
Please fill out the sheet below and attach it to your entry. All entries are due to Mrs. Notarantonio, [REDACTED_EMAIL] by April 30, 2020.
Name: ____________________________ Grade: ________
Homeroom Teacher: __________________________
Age groups: ______ Grades 3-5 _____ or Grades 6-8 _____
Please email Mrs. Notarantonio at [REDACTED_EMAIL] if you have any questions.
Please respond to the question below.
How have community service projects helped you engage in your community and grow as a productive and contributing member of Prince William County?
Essays, books, or poems or any creative writing is encouraged! Be creative!!
Our school does a lot of community outreach and productive community service. Here is a way to continue that service by writing letters to the following people thanking them for their hard work in this difficult time.
Our Prince William County Police Department:
Attention: First Sargent Notarantonio 8900 Freedom Center Blvd. Manassas, VA 20110
The Sherriff's office:
Attention: Sherriff Glen Hill 9311 Lee Ave, Manassas, VA 20110
The Fire Station near our school:
Manassas Volunteer Fire Company 9322 Centreville Road Manassas, VA 20110
Prince William County Hospital:
8700 Sudley Road Manassas, VA 20110
You can also write letters to people in assisted living:
Fox Trail Assisted Living 10140 Hastings Drive Manassas, VA 20110
Brookdale Lake Ridge Assisted Living 3940 Prince William Parkway Woodbridge, VA 22192 | web | http://pennington.schools.pwcs.edu/common/pages/UserFile.aspx?fileId=41852825 | 0.437567 | {
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Ebola Virus Infection Prevention and Control in Non - Healthcare Settings
Ebola Defi ned
Ebola is a virus that causes hemorrhagic fever, a severe and often fatal disease in humans. It is spread through direct contact with body fl uids or blood of an infected person who is showing symptoms, or through contact with contaminated objects, such as needles.
OSHA Recommended Infection Control Procedures
Current Ebola Outbreak
Since March of this year, over 4,000 people have died from Ebola in Western Africa. The CDC recently confi rmed the fi rst Ebola transmission in the US, in which a healthcare worker was infected after treating an Ebola patient in a US hospital. In order to contain a potential Ebola outbreak in the US and prevent further spread of the disease, the CDC and OSHA recommend specifi c infection control procedures when dealing with potentially infectious bodily fl uids.
Useful Resources
General information about Ebola, including symptoms and mode of transmission OSHA Guidance for workers in nonhealthcare settings Multi-Clean EPA-registered disinfectants, sanitizing procedures, and method bulletins.
In non-healthcare settings, OSHA recommends regular cleaning and disinfecting of high-touch surfaces and objects with an EPA-registered disinfectant. Because Ebola is spread through bodily fl uids, any surface or object that comes into contact with a bodily fl uid, which includes urine, vomit, and blood, should immediately be cleaned up and disinfected with an EPA-registered disinfectant. When cleaning up a spill, personal protective equipment should be worn at all times. The PPE recommended for potential Ebola exposure includes gloves, facemasks, goggles, and fl uid-resistant gowns. Any material used to clean up a bodily fl uid spill should be disposed of in accordance with CDC guidelines. Note: If an EPA-registered disinfectant is unavailable, a 1:10 dilution of household bleach may be an eff ective alternative. Currently, there are no EPA-registered disinfectants with specifi c claims against Ebola. To disinfect in non-healthcare settings, an EPA-registered disinfectant should be used, ideally a disinfectant with claims against non-enveloped viruses (norovirus) or bloodborne pathogens (HBV, HCV, HIV).
Multi-Clean Disinfectants with bloodborne pathogen claims
Millennium Q Century Q Microcide TB Century Q Wipes | web | https://www.multi-clean.com/wp-content/uploads/2016/06/EbolatechBulletinnon-healthcare.pdf | 0.427392 | {
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AIRPORTS & ROADS
LANDSCAPE
A combination of flat areas and staggered sand dunes marked the landscape.
Not only the permanent asphalt road had to be built but also a temporary service road to be used by trucks and vehicles during construction.
ASPHALT
A hot mix asphalt plant was installed to provide materials for the bituminous layer.
Aggregates were produced locally by crushing stones collected from existing small hills.
FENCE
A security fence was provided all along the project.
The posts were anchored in pre-cast concrete foundation units that would interlock with each other to improve stability.
STRAIGHT LINE
The road had to follow a straight line along the fence regardless of topography and contours, at the same time the slopes along the road profile had to fall within the acceptable range.
ENGINEER 3 - SECTOR 1 & 2 (EPC)
In order to control the borderline, the Sultanate of Oman decided to build a security fence, a metal barrier, and a proper asphalt road along a distance exceeding 300 km.
The topography of the region varies from sand dunes to flat arid areas to green rolling hills.
A particularly challenging section occurred on the sand dunes of the ‘Empty Quarter’.
Finding good materials was a daunting task.
Finding water was even more difficult.
A security fence was built all along the borderline.
It is protected by a sophisticated system of electronic devices to observe every part in order to intervene rapidly whenever and wherever necessary.
Surveillance centres along the border monitor suspicious movements.
The information is transferred in real time by fibre optic cable (FOC) to control centres built in the proximity.
Even before completion, the number of smugglers and intruders dropped drastically.
DUNES
Millions of cubic meters of sand had to be pushed away to create the body of the embankment.
Twenty bulldozers worked in tandem continuously for months to achieve the desired dimensions and slopes on the road. | web | https://www.sarooj.com/_files/ugd/5743c5_a9dc376f63924f92a16fe740978f6920.pdf | 0.422748 | {
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2011 Assembly Joint Resolution 74
ENROLLED JOINT RESOLUTION
Relating to: the life and public service of Cecil B. Brown, Jr.
Whereas, Cecil B. Brown, Jr., was born on July 29, 1926, in Chicago, Illinois, and died on June 17, 2006, in Milwaukee, Wisconsin; and
Whereas, while in the legislature, Mr. Brown served on the Committee on Commerce and Manufacturers; and
Whereas, he earned a Ph. B. degree in business administration from Marquette University; and Whereas, Mr. Brown was elected to the Wisconsin assembly in 1954 representing Milwaukee's 13th District during the 1955 session; and
Whereas, Mr. Brown served in a predominately white district, and his achievement became an exemplar of black political empowerment; and
Whereas, Mr. Brown worked tirelessly for civil rights, equality, and justice for minorities during and after his tenure in the legislature; and
Whereas, Mr. Brown married his wife, Loretta, in 1965; and
Whereas, Mr. Brown broke down barriers, including the exclusion of African-Americans from trade unions in Milwaukee; and
Whereas, one of his greatest contributions was his battle with the unions to allow African Americans to participate in the trades; and
Whereas, Mr. Brown was a founding member of the Milwaukee chapter of the Congress of Racial Equality in 1963, bringing, along with a handful of others, "raw enthusiasm" to Milwaukee's emerging civil rights movement; and
Whereas, he was also heavily involved with the Milwaukee Public Schools, fighting for the rights of the students to be taught so they would have a chance in the world; and
Whereas, not only was he central in organizing and participating in many social acidities, he was an accomplished debater, plus a quarter−mile and half−mile track star; and
Whereas, Mr. Brown was well−liked and respected by many while never biting his tongue about various community and social issues, nor hesitant about confronting colleagues when he felt their actions veered away from the public's interests; and
Whereas, Mr. Brown will be remembered for principled leadership; now, therefore, be it
Resolved, That the assembly chief clerk shall provide a copy of this joint resolution to Mr. Brown's wife, Loretta, and to his daughters, Faith Aguilar, Hope Greenebaum, and Cecile Brown.
Resolved by the assembly, the senate concurring, That the members of the Wisconsin legislature commend the devoted public service that Cecil B. Brown, Jr., contributed to this state and his community, express their sorrow at his death, and extend their condolences to his family and friends; and, be it further
Senator Michael G. Ellis President of the Senate
Date
Patrick E. Fuller Assembly Chief Clerk
Representative Jeff Fitzgerald Speaker of the Assembly | web | http://docs.legis.wisconsin.gov/2011/related/enrolled/ajr74.pdf | 0.48268 | {
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Medical Laboratory Technician Background
Perform routine medical laboratory tests for the diagnosis, treatment, and prevention of disease. May work under the supervision of a medical technologist.
Typical Activities
- Conduct chemical analyses of body fluids, such as blood or urine, using microscope or automatic analyzer to detect abnormalities or diseases and enter findings into computer.
- Analyze the results of tests or experiments to ensure conformity to specifications, using special mechanical or electrical devices.
- Set up, maintain, calibrate, clean, and test sterility of medical laboratory equipment.
- Prepare standard volumetric solutions or reagents to be combined with samples, following standardized formulas or experimental procedures.
- Collect blood or tissue samples from patients, observing principles of asepsis to obtain blood sample.
Education Required
Most have a 2 year bachelor's degree but most are currently trained in 2 year AAS degree now
Pay
- US Wage = unable to determine on onetonline.org
- NYS Wage = unable to determine on onetonline.org
- National Job Growth = 10% to 14%
- NYS Job Growth = + 19%
Interests
- Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
- Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.
- Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.
- Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
Sample Job Titles
Certified Clinical Laboratory Technician, Clinical Laboratory Scientist, Clinical Laboratory Technician (Clinical Lab Technician), Laboratory Assistant (Lab Assistant), Laboratory Supervisor, Laboratory Technician, Medical Laboratory Technician (MLT), Medical Laboratory Technicians (Medical Lab Technician), Medical Technician
Career Video: https://youtu.be/QS97tc_7DqQ | web | https://ncyi.org/wp-content/uploads/2021/10/NYSCLAMedicalLabTechCareerFlyer.pdf | 0.429435 | {
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In part to aid in the recovery from the devastation of Hurricane Ike, an annual Jane Long Festival was started on the peninsula's incredibly picturesque point — with sweeping views of shore birds, Bolivar Lighthouse, the Gulf of Mexico, Galveston Bay, Galveston Island, fishing, shrimping and sailing boats and huge freighters...
lutionaries, including Travis, Austin, Ben Milam, Sam Houston and, particularly, Mirabeau B Lamar. But she never remarried, perhaps her love for James Long was too great.
constructed by the Spanish explorer Frances Xavier Mina in 1816, only a few years before General Long and Jane arrived in his quest to free Texas from Spanish rule.
Hopefully, the folks on Bolivar Peninsula are going to make Jane more of a household word. They are gearing up for 2015's 6th annual Jane Long Festival (second Saturday in October) and this time they have gone statewide in their cam paign to put the "Mother of Texas" into a much bigger spotlight.
Already members of the Jane Long Society
* Have had Texas State Highway 87 — which runs the length of the Bolivar Peninsula from the Bolivar Ferry Landing to High Island — renamed the Jane Long Highway.
* Presented a portrait of Jane Long to the State Capital in Austin where it now hangs with other distinguished Texans.
* • Helped institute a complete extensive improvements at his toric Fort Travis, which now includes an historical Jane Long Pavilion — with its three distinctive flags — the U.S. Flag, the Texas State Flag and the famous Jane Long Red (petti coat) Flag — that (it's said) she used to trick the Karankawa Indians into thinking the fort was still armed with soldiers!
Margo Johnson and other Bolivar Jane Long supporters credit the late author A. Pat Daniels for helping to spark such active interest in this historic woman. The Doyle family is responsible for getting Hwy. 87 renamed. The Doyle Foundation donated generously to the Jane Long Society as have numerous other state departments and local organizations and individuals.
The Jane Long Memorial is very much a tribute to those who have worked so hard to rebuild Bolivar Peninsula after the devastation of Hurricane Ike.
Jane Long — all agree — was an inspiration in this effort.The Society's mission is to keep that spirit of survival alive and bring attention to Fort Travis which itself suffered severe Ike damage to the historic bunkers and other fortifications.
"Jane Long was a revolutionary, just like the famous male Tex as heroes we learned about in school," explains Helen Mooty, of the Galveston County Historical Commission.
"She was one of the most politically powerful women in Texas in the early 1800s, a time when women were sup posed to give birth and do little else. That is the truly amazing thing about Jane Long."
Jane, a former debutante from Mississippi, was 22 when she arrived with her husband, General James Long, on Bolivar Peninsula. The first known actual fort on that site was an earthen levee
Jane's abandonment (as many today would see it) on Boli var Peninsula was a experience almost impossible to imag ine today.
The winter was said to have been so cold, the waters be tween Galveston and Bolivar froze over so solidly animals such as bears were able to walk across. It wasn't until Jane received reliable word that her husband had been killed in Mexico that Jane agreed to leave the peninsula.
After learning her husband had been captured, Jane agreed to leave Bolivar. From her home base in what is now Fort Bend County, Jane worked with, and organized meetings for, Texas revolutionaries Stephen F. Austin, Sam Houston, Mirabeau B. Lamar, and others.
At her boarding house, she wined and dined Mexican troops to gather enemy secrets. After Texas became a Republic, Jane moved to Richmond, where she ran a plantation and lived until 1880.
Jane — alone with only the two young girls to help — gave birth during that incredible stay on Bolivar Peninsula, cer tainly an amazing feat. But her strength and influence con tinued long afterwards, thrusting her into a noteworthy role in the whirlwind of forces that resulted in the birth of the "Lone Star State." She is, indeed, the "Mother of Texas."
As part of its recovery from the devastation of Hurricane Ike, the Bolivar Peninsula instituted an annual Jane Long Festival on the incredibly picturesque point of the peninsula — with sweeping views of the Gulf of Mexico, Galveston Bay, Galveston Island, and huge freighters heading to and from the Houston Ship Channel.
Always the second Saturday in October, the 2015 6th An nual Jane Long Festival will again attract a colorfully cos tumed crowd and include the now-traditional, ever expand ing delightful play featuring Jane and the pirate Jean Lafitte.
A broad-spectrum lecture series accompanies the festival with statewide experts on Jane and referencing the many
notable Texas Revolutionaries with whom Jane collaborated as the Lone Star State became a re ality: Stephen F. Austin, Sam Houston, Mirabeau B. Lamar, and William Travis, to name just a few.
Details on the 2015 Jane Long Festival (Oct. 10 2015) and its historical lecture series, can be found on Society's website: janelongfestival.org. | web | http://bolivarfoundation.com/wp-content/uploads/2015/09/2015aboutjlp2.pdf | 0.483629 | {
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KENTUCKY SRO Quotes from Students
Kentucky Center for School Safety is proud to share quotes written in support of SROs in schools by eighth grade students from Lincoln County Middle School
KCSS is highlighting quotes from students on its homepage. Use the website search to find these articles ("Lincoln County Middle School 8th Graders Support SROs") after date of publication. Below is a list of student initials and dates of publication:
VISIT KCSS ONLINE: KYSAFESCHOOLS.ORG
Thank you SROs!
Quotes from Lincoln County Middle School Eighth Grade Students
" SROs help keep our schools safe in many ways, such as them being present when students are switching classes, and during the students' lunch. Anything can happen at or in a school building, and you need someone to prevent any dangerous things that could happen. If we didn't have school resource officers, our school or any school would be unprotected and vulnerable from threats from outside and even inside." – A.C.
" SROs make kids and teachers feel safer when they come to school and allow people to enjoy school without having to worry about potential threats." – C.P.
" These officers are great role models and protectors for all the students in the school. Please be thankful and appreciative of your SRO if you have one, and thank them for their service. " – S.R.
" One reason that school resource officers are better for kids' safety is because they can help to prevent bullying. Bullying is a huge part of major problems at some schools, but if you have a school resource officer at your school, then you could tell him about it." – C.C.
" SRO officers do the tasks that other school staff cannot do. They handle the student's protection and safety. If you took away SRO officers, I believe we would lose someone that helps students with their struggles and we would also lose a role model as well." – O.C.
VISIT KCSS ONLINE: KYSAFESCHOOLS.ORG | web | https://kycss.org/ns/wp-content/uploads/2021/08/RES-KCSS-Lincoln-MS-SRO-Letters-Handout.pdf | 0.451455 | {
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PHYSICAL BULLYING: Hitting, poking, pinching, pulling hair, or damaging someone else's things are all examples of physical bullying. Hurting someone physically is never ok, even if they do it first.
Have I ever....
VERBAL BULLYING: Teasing, name-calling, spreading rumors, insulting, mean jokes, threats, or other verbal attacks that make us feel hurt or hurt someone else's feelings because I was jealous? made fun of someone because it made me feel better about myself? joined in with my friends' taunts even though I didn't actually want to participate? pinched, slapped, or physically hurt someone else because they were different? damaged someone's property on purpose to make them upset? sent hurtful text messages, e-mails, or spread online rumors?
threatened. The old adage, "Sticks and
stones may break my bones but words will
never hurt me" is not true. Verbal torments can
made fun of someone else simply because I could?
Sometimes a bully cannot recognize that they are being a bully.
DO I BULLY?
When we routinely hurt others on purpose we become bullies.
Reflect:
lead to depression, in some cases. If you wouldn't want someone to say something to you, then don't say it
to them.
SOCIAL BULLYING: Excluding or teasing others who are different from you and your friends (What a geek!). Or, picking someone last or not at all for kickball, just because you don't like them or they are
unpopular among your friends.
CYBER BULLYING: Using the internet or electronic devices to engage in verbal or social bullying. Spreading rumors on social media sites and sending hurtful text messages or e-mails are a few examples. In some states, cyber bullying is now illegal. For more information, visit: www.cyberbullyalert.com.
Describe a time you or another person were bullied:
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AMERICAN FOULBROOD (AFB)
Description
American Foulbrood (AFB), Paenibacillus larvae, is an infectious and contagious bacterial disease of honey bee larvae. AFB is introduced and spread by spores carried on drifting bees from nearby colonies, infected comb, used equipment, tools, beekeepers, and robbing. The infection is initiated when spores enter the colony and then nurse bees feed contaminated spores to developing larvae. Note that spores are only infectious to larvae and do not present symptoms in adult bees. The spores then migrate to the midgut, germinate and become vegetative allowing the bacteria to consume the larvae causing death. Typically, larval death occurs after the cells are sealed. The dark colored AFB scale that results from dead, dried larvae is very hard for workers to remove allowing colonies to be continually infected if using contaminated equipment. AFB scales contain millions of spores allowing ease of transmission within and between colonies. Given this, AFB is highly contagious and can spread rapidly becoming lethal for infected colonies, as such is considered a major threat to apiculture.
Signs and Symptoms
- May see colony worker population decline
- Foul, rotting smell (compared to rotting meat or sulfurous chicken house)
- May have an agitated and/or aggressive colony
- Uneven and/or spotty brood pattern on frame(s)
- Sunken sealed brood cell capping(s)
- Perforated, greasy and/or darkened sealed brood cell capping(s)
- Moisture on top of sealed brood capping(s)
- Roping, sticky larval remains at least 2cm in length when drawn out of cell
- Coffee brown colored larvae located at the bottom of the cell
- Coffee brown to black colored larvae hardened into dark "scales", located at the bottom of cells that are difficult to remove and may fluorescence when shined upon using UV light source
- Coffee brown colored dead pupae with protruding tongue
Think You May Have AFB?
Contact the MDAR Chief Apiary Inspector immediately if you suspect your colony is contaminated with AFB: [REDACTED_EMAIL]; [REDACTED_PHONE](office) or [REDACTED_PHONE](cell). AFB infected colonies should not be treated and must be destroyed pursuant to M.G.L. c. 128, Sections 33-34, 330 CMR 8.02-8.03.
References
1. Pernal, S.F. and Clay, H. (eds). 2013. Honey bee diseases and pests, 3 rd edition. Canadian Association of Professional Apiculturists (CAPA). Beaverlodge, AB, Canada. 68pp.
2. Sallman, B and Synder, R. 2014. Diagnosis and Treatment of Common Honey Bee Diseases. Bee Informed Partnership, Inc. 21pp.
3. Vidal-Naquet, N. 2015. Honeybee Veterinary Medicine: Apis mellifera L., 1 st edition. 5m Publishing, United Kingdom. 260pp. | web | https://www.mass.gov/doc/american-foulbrood-fact-sheet/download | 0.434543 | {
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John Wilder Tukey: Statistical Inventor, Discoverer and Revolutionary
Howard Wainer
The four articles that follow are part of a celebration of the life and work of John Wilder Tukey (1915– 2000)—a polymath whose work, though centered in statistics, spanned many arenas. He was also an avid folk dancer, bird watcher, reader of mysteries and science fiction, dedicated husband and the best mentor any student could ever hope for.
Frank Anscombe, John's nephew, begins the celebration with a biography that mixes public facts with family observations, providing as rounded a portrait of its remarkable subject as has ever been produced.
John often described himself as a data analyst. David Hoaglin, who wrote his Ph.D. thesis under Tukey and who formed a major part of what John called The Cambridge Writing Machine, next provides a brief overview of some of Tukey's data analysis inventions and, more importantly, points out the change in attitude that his work generated toward the recognition of the honorable place that data analysis ought to occupy in the world of science.
Karen Kafadar, another of John's eminent graduate students, tells us about Tukey and robustness—the two words go together so naturally that it seems almost redundant to use them both, like Newtonian physics.
As it did for most people alive during that time, World War II had a profound effect on Tukey's career. At the time, as a young mathematician, he joined Princeton's Fire Control Research Office, which did very applied work on ways to make weapons more effective. Tukey thus came into close contact with a community of some of the best statisticians in the country. The recommendations they were asked to make were based on data. Within this milieu, Tukey found a home. He enjoyed the work and produced a torrent of inventions that allowed him and his coworkers to accomplish their tasks better. At the end of the war, he shifted his academic focus to the statistical wing of the Department of Mathematics and, at the
Howard Wainer is Distinguished Research Scientist, National Board of Medical Examiners, Philadelphia, Pennsylvania [REDACTED_PHONE] (e-mail: HWainer@NBME. org).
same time, joined AT&T Bell Telephone Labs. Joining Bell Labs was very much an extension of his Fire Control work. He was hired at Bell Labs by Henrik Bode, head of military systems and best man at his wedding, to co-design the general elements of Nike, the world's first anti-aircraft (surface-to-air) missile. Military work was very much John's wartime entree to Bell Labs, although he did many other things there in the fullness of time.
Colin Mallows, a long-term colleague of Tukey's at Bell Labs, discusses the impact of 40 years of John's work at Bell Labs, including, but not limited to, his development of fast Fourier transforms and other tools for spectrum analysis.
Webster says to celebrate is "to observe a notable occasion with festivities" and "to demonstrate satisfaction by festivities or other deviations from routine; to hold up for public acclaim." This tribute from Statistical Science dedicated to the work of one man is anything but routine, and I hope that these articles evoke memories of other festive times. John's life was his work, so as you read these articles, in a very real way you will sense John's presence. However, because he was a very private man, I hope that "holding him up for public acclaim" does not render him acutely uncomfortable. Causing John discomfort on an occasion in his honor seems grossly unjust. Perhaps, as he looks down upon us, he will endure the ordeal with less embarrassment if I am brief.
All of us, formally or informally, have been, and usually remain, John's students. Thus I find it more than a little ironic that today we honor John for, among his other accomplishments, having spawned us. Nevertheless, for better or for worse, he did it and hence must accept the consequences for his actions. Describing some of those past actions forms the content of my remarks here today.
The other authors today discuss the power and brilliance of John's technical contributions, so, I, instead, would like to focus on a different aspect of John's character: his kindness and his devotion to service. Throughout his life John lent his genius to countless important public service projects, from aiding the war
effort in the 1940s, to contributing to the discontinuance of nuclear weapons tests, to studying the impact of fluorocarbons on the stratosphere, to assessing the validity of methodology in sex research, to measuring the efficacy of the U.S. educational system; the list goes on and on. In the 35 years I knew him, he even found time in his busy schedule to help with much smaller, more personal projects as well.
A letter sent to him on his 85th birthday from Ying Wang, the Director of Pfizer's Statistical Consulting group, nicely illustrates John's genius and kindness:
I am writing to wish you good health and continued happiness.
Many years ago I was a summer student at Bell Labs. During a lunch meeting you suggested a research topic on the multivariate Behrens–Fisher problem.
You kindly wrote down the idea on a tiny paper napkin, and gave me half of your pie for dessert. The idea led to my Ph.D. thesis at the University of Chicago under David Wallace. The dessert added to my memory of that occasion.
With warm wishes and deep appreciation.
To his very last day, at the end of any conversation we ever had, he always finished with, "Is there anything else I can help you with?" If the answer was "yes," the conversation went on longer; often a great deal longer. However, I will not. Instead let me end with the remarkably apt homage that Robert Whittington paid to Sir Thomas More almost 500 years ago:
More is a man of angel's wit and learning:
I know not his fellow.
And as time requireth,
Amanofmarvelousbreadth andpastimes...
And sometimes gravity.
A man for all seasons.
John Wilder Tukey was a man of remarkable qualities—a man, indeed, for all seasons. | web | https://projecteuclid.org/journalArticle/Download?urlid=10.1214%2Fss%2F1076102416 | 0.49113 | {
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Assignment Description: Line
Create a series of line drawings that demonstrate your knowledge of line including, blind contour, contour, gesture, open, closed, parallel and varied line. Goal for this unit is to investigate line as an element of art and also to explore varied media used in drawing.
Specifics: Classwork Assessed at 70% of Total Term Grade
- Work must be a 12 x 18 minimum
- Work must show full experimentation with the element of line
- Work must show variety in the line qualities used
- Work must be done in a variety of media
- Strong composition and design should be evident
- Work must show a strong focal point: Subject of drawing
- Work must show an interesting, meaningful and purposeful break-up of space
- Work must show an awareness of positive and negative spaces
- Work must be completed in the time frame given and meet all deadlines
- Final collection should include:
- Blind contour of face in marker (multi color)
- Gesture line figures in color conte crayon and charcoal
- Gesture line figure in India ink
- Blind contour of still life (choice of media, ink or conte)
- Contour of complex object (of still life) choice of media, but not pencil
- Full line drawing of still life (no shading) ink when finished using sharpie. Show a complex composition and details of contours you are observing.
Sketchbook Requirements: Assessed at 15% of Term Grade
- Thumbnail sketches planning your composition of the still life.
- Written Goals and definition of drawing.
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The USS Kitty Hawk Riot, October 1972
Wallace Green joined the Navy in 1971. He was deployed to Vietnam aboard USS Kitty Hawk, an aircraft carrier, in October 1972, when a riot broke out aboard that ship. Racial tensions were running high between Sailors aboard the ship, as many of the African American Sailors believed they were being treated poorly and given worse jobs than the white Sailors aboard the same ship. These feelings led to a riot that took place over two nights aboard Kitty Hawk. This riot injured a number of Sailors and brought racial tensions in the Navy to the forefront of people's minds (especially elected representatives and the Chief of Naval Operations). Sailors aboard Kitty Hawk were being discriminated against—in some cases, their officers didn't even realize they were doing it, but there was something in the Navy called "institutional racism." While race relations did not improve overnight, this riot—and additional events that took place on other ships—helped to point out this issue and encouraged Navy leadership to fix inequality by offering a wider variety of jobs and training to African American sailors.
Watch Wallace Green's oral history to hear about his experiences during the riot. The video is available on YouTube: https://tinyurl.com/WallaceGreen or you can click directly on this QR code from your smartphone or tablet (using either a QR reader app or your phone's camera).
Questions to consider:
1. What is the importance of oral histories? Why do we spend the time to speak with veterans about their experiences?
2. What do you think "institutional racism" is? If you don't know, feel free to look it up. What do you think the Kitty Hawk's officers might have done to treat African American sailors differently?
3. Describe Wallace Green's experiences during the riot.
4. As Wallace states, there are conflicting stories about what started the riot. Why do you think there are conflicting stories?
5. How do you think the riot affected race relations aboard USS Kitty Hawk afterwards?
6. What are some ways that this riot actually helped to improve race relations in the Navy afterwards? (You might have to do some research to find this answer!) | web | https://www.history.navy.mil/content/dam/museums/hrnm/VietnamPhotos/VietnamOralHistorySheets/Wallace%20Green-%20The%20USS%20Kitty%20Hawk%20%20Riot.pdf | 0.425421 | {
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Responsible pesticide use is an important issue across generations.
Older adults may be more susceptible to the effects of exposure to pesticides because of age-related changes in how the body processes chemicals.
Using an integrated pest management system can help you avoid unnecessary use of pesticides.
Effective Control of Household Pests
Information for Older Adults and Their Caregivers
D id you know that eight out of ten U.S. households use pes ticides both indoors and outside their homes? 1 Examples of pesticides in common use include cock roach sprays and baits, termite control products, rat poison, flea and tick sprays and pow ders, weed killers, bug sprays, and kitchen and bath disinfec tants.
Environmental Hazards of Pesticides
Exposure to high levels of pesti cides, usually due to improper application of a product, may lead to acute effects such as headaches, dizziness, muscle twitching, weakness, and nausea. Long-term and/or excessive exposure to some pesticides has been linked to cancer, reproductive effects, and effects on the central ner vous system.
Preventing Exposure
Grandparents can play an important role in keeping chil dren safe by placing hazard ous pesticides out of reach.
Emergency room surveys suggest that children under age six are more likely to be poisoned while visiting grandparents where poisons are more likely to be in reach and without child-resistant closures than when in their own homes. In addition, while older adults account for only 2.8% of reported poisoning incidents, they account for 5.9% of all cases with a mod erate to major medical out come and 28% of deaths. 2
If you or a family member shows symptoms of having been poisoned, call the National Poison Control Center at [REDACTED_PHONE]
Footnotes:
1 U.S. EPA, National Household Pesticide Usage Study, 1992, Office of Pesticide Programs
2 National Poison Control Center Data, 1993-1998
What You Can Do to Control and Reduce Exposure to Pesticide Hazards
Tips for home pesticide use:
n Read the label. The pesticide label is your best guide for safe and effective use of pesticides. If you have impaired vision, ask for assistance.
n Store pesticides only in their original containers. Never use an empty pesticide container for another purpose.
n Use a community disposal program in your neighborhood. Check with your local solid waste management authority, environmental agency, or health depart ment to find out if your community has a hazardous waste disposal program. If not, carefully follow the disposal instruc tions on the label.
n Never use outdoor-pesticides indoors.
n Keep people and pets away from areas where pesticide sprays and foggers are applied. Read the label to determine when it is safe for people or pets to re-enter the area.
n Avoid spraying where you prepare or store food, and avoid treating entire floors, walls or ceilings.
n Limit pesticide applications to infested areas and use only the amount recom mended on the product label.
n Avoid applying pesticides outdoors on a windy day. Before spraying close the doors and windows of your home.
n After applying a pesticide, wash any parts of your body or clothes that might have come in contact with the pesticide.
Use Integrated Pest Management (IPM) — Avoid Unnecessary Use of Pesticides
The US EPA recommends using an overall pest management strat egy, often called "integrated pest management (IPM)" for control of pests in homes or apartment buildings. IPM is a pest manage ment system that combines nonchemical control strategies with less toxic pesticide use minimizing risk to human health and the environment.
For example, you might use traps, baits and gels instead of sprays to control pests. IPM minimizes health risks for susceptible popu lations, such as older adults.
Learn More About EPA's Aging Initiative
EPA's Aging Initiative is working to protect older adults from environ mental health risks through the coordination of research, preven tion strategies and public educa tion. Visit www.epa.gov/aging.
For more information on pesticides, call [REDACTED_PHONE] or visit our web site at www.epa.gov/pesticides. | web | https://www.epa.gov/sites/production/files/2015-08/documents/echp_english_100-f-04-009.pdf | 0.493678 | {
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Girls are spending more and more time plugged into digital devices. Some spend more time with pixels than with people! If used excessively or inappropriately, technology can negatively impact their health, wellbeing and development.
There are not only gender differences in what technologies boys and girls use, but also in how they use technology and the impact on their physical health and emotional wellbeing.
Many parents, educators and health professionals feel confused about girls’ digital habits and are concerned about:
// girls’ infatuation with text messaging and social media;
// the impact of social media on girls’ body image and mental health;
// the addictive potential of social media and other screen activities;
// girls’ attention spans being hijacked by screens; and
// the impact of screens on girls’ sleep habits.
In this engaging seminar, Dr Kristy draws on the latest neuroscience, developmental science and technology research to explain why technology infatuates our girls (there’s science behind why your daughter wants to sleep with her mobile phone). She arms parents and professionals with research-based information about both the positive potential and the pitfalls associated with technology.
Dr Kristy knows that digital amputation isn’t the solution for our girls (no, she won’t suggest that you ban phones)! Instead, Kristy explores how educators, health professionals and families need to help our girls use technology in healthy and helpful ways and also how to mitigate some of the potential pitfalls.
We need to teach girls not to be slaves to the screen!
In this keynote address, Dr Kristy explores:
// the biological drivers that explain why girls want to be connected to their phones 24/7;
// the neurobiological reasons why girls have techno-tantrums when asked to turn off their phone (Kristy translates the neuroscience into practical and digestible information)
// when and why girls engage in cyber-bullying and what to do if a child is a victim of cyber-bullying;
// the adverse impact of screens on girls’ physical health (sleep, vision, hearing, physical activity levels)
// the impact of pornography on teens’ sexual behaviour; and
// cyber-safety considerations that families and schools must explore to help keep our girls healthy and safe online.
About Dr Kristy
Dr Kristy Goodwin is a leading digital wellness expert, researcher, author & former teacher (and mum of two). She translates the latest research into essential and digestible information and tips, for parents, educators and health professionals so that they can help young children and teens navigate the digital terrain safely and with confidence... without suggesting that they need to give up their phones or abstain from using social media.
Seminar Details:
Suitable for: educators (primary and secondary), health professionals
Duration - This keynote address can be delivered as a 60-90 minute presentation | web | http://drkristygoodwin.com/wp-content/uploads/2016/02/Screens_social-media_selfies_and_sleep_keynote.pdf | 0.419238 | {
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THE SOLAR PROJECT
BANTAYAN ISLAND
Project Specifications
November 2022
Our Vision
Ecologically sustainable development is always linked to the social and economic stability of an ecosystem. Our vision: sustainable tourism through solar energy. We want to react to the economic and social consequences of the COVID-19 pandemic by contributing to a more sustainable tourism industry in the Philippines.
Location
The three municipalities of Bantayan Island:
• Bantayan
• Madridejos
• Santa Fe (center of tourism)
Island Group:
Bantayan is the main and largest island of the Bantayan island group (around 20 Islands) that lies close to the geographical centre of the Philippine archipelago.
Population: 160'000 (EST, cs. 2015: 120'447 *)
Area: 108.77 km² *
Energy Consumption p.a.: 0.82 TWh (EST)
Energy Sources: 98% Fossil fuels (EST)
* Source: https://en.wikipedia.org/wiki/Bantayan_Island
The Property
«SMAK’s Hotel» is our boutique Hotel in Santa Fe, Bantayan Island - Philippines.
Rooms:
• 2x Two Bedroom Apartments
• 4x Double Rooms
• 2x Deluxe Double Room with Extra Bed
Amenities:
All bedrooms are equipped with Split Type Inverter Air-Conditioners.
The two Apartments on the ground floor have each an Inverter Refrigerator.
Four of the Bedrooms upstairs have a Mini Bar Fridge. All of the 10 Showers have each a flow heater.
Sure, comfort is sometimes in conflict with the rational handling of energetic resources.
Check our location here on google maps:
SMAK’s Hotel
Through Solar Energy we could produce more than 120% of our monthly Energy usage with an average Occupancy of 70%. The actual average monthly electricity bill is about 10% of the total cost under normal operation and around 6% of the monthly revenue.
- For a completely self-sufficient, off-grid solar system, about 10 batteries (13.5 kWh) would be needed as storage.
- For a hybrid solar system connected to the grid, 2 batteries (13.5 kWh) would be sufficient to meet the energy demand during temporary electricity outages.
### Facts & Figures
#### SUNSHINE HOURS AND OCCUPANCY
#### ENERGY CONSUMPTION AND PRODUCTION
#### ELECTRICITY COSTS AND SAVINGS
* Percentage of rooms occupied during the month (in total 10 rooms good for 2-3 persons)
** 85 Panels on 144 m2 Roof space, Energy production per Panel: 280 W per hour
*** Average usage per guest staying overnight: 7.33 kWh
**** According to monthly electricity bill: 1 kWh = PnP 9.44 (USD 0.18)
***** 1 USD = 49 PHP
Be part of the change and get rewarded
We want to use the abundant energy of the sun not only for moments of happiness for our guests, but also for independent climate-neutral production of power.
For your contribution we will invite you to stay here on one of the most amazing islands! Experience the great hospitality like also the relaxing atmosphere on Bantayan Island. If no time to travel we are happy to put your name on our Wall of Fame.
Thank you so much for your support and we hope to welcome you here on Bantayan Island soon!
The Solar Project - Bantayan Island
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CHRIS DOBROWOLSKI
WASHED UP CAR-GO
Created by Chris Dobrowolski Produced by Artsadmin
Cat Harrison Artists' Producer [REDACTED_EMAIL] t +44 (0)[REDACTED_PHONE] f +44 (0)[REDACTED_PHONE]
artsadmin.co.uk/projects/washed-up-car-go cdobo.com
WASHED UP CAR-GO
From the outside Washed Up Car-Go might seem like an ordinary car parked in an ordinary car park. But sidle closer and you will find it filled with the tideline of the beach, bringing the outside inside. And there's more hidden amongst the sand…
Featuring iconic local landscapes and toy sea creatures Washed Up Car-Go is an art installation with a sense of humour. Using film, music and a lot of locallysourced sand and pebbles, it asks us to think about plastic pollution, consumerism and the tradition of maritime art.
FURTHER INFORMATION
QUOTES
– Derek Horton, Corridor8
"The wit and ingenuity Dobrowolski brings to all his work are very evident in Washed Up Car-Go, but this playfulness does nothing to detract from the seriousness of his concern with marine pollution, consumerism and the dangers of a globalised economy."
DOCUMENTATION
Watch a film of the making of Washed Up Car-Go made by filmmaker Rosie Powell
PREVIOUS TOUR DATES
The Deep, Look Up, Hull City of Culture, UK
March-June 2017
CHRIS DOBROWOLSKI
Chris Dobrowolski is an artist and maker who works from his garden shed in Colchester, Essex. He studied Fine Art in Hull but, when he arrived, he built a boat from driftwood to try to escape. Chris has since ended up making a whole series of working vehicles in a similar vein, including a tank, a hovercraft, an aeroplane and a sledge. Each vehicle and escape attempt has its own story attached. Over the years, Chris has retold and refined these stories as both an artist and teacher.
His performance work includes the acclaimed All Roads Lead to Rome and Poland 3 Iran 2 with 30 Bird Theatre about the 1976 cup match final. He has also published a book, 'Escape' (Jardine, 2014).
TECHNICAL SPECIFICATION
- Site-responsive installation
- Can exist in one car or be made as a series
- Originally imagined for car parks and inconspicuous areas you might find a parked car
- Motion sensor starts up film and audio as public get closer
- Requires power source
- 2 days install for each car, 1 day take-down
- Installation can run for long periods of time (longest so far is 3 months) | web | https://www.artsadmin.co.uk/wp-content/uploads/2020/05/Chris-Dob_WUCG-2018.pdf | 0.476994 | {
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Workshop Description
Júlia Montagut Mogas; Irene Del Caño Garcia; Yingye Ling
Title: Empower you in the intercultural communication
Core benefits
Become confident in the communication.
Be aware of and respect the cultural differences.
Learn some communication strategies esp. regarding to cultural differences and stereotype.
Activities
(playing the 2min film-Intercultural Communication before the class)
1-Warming up (5 min estimated)
Purpose:
* Arousing interest
* Familiarizing each other
* Experiencing body language communication (as well as cultural differences if possible)
Preparation:
2~3 common names from daily life.
Process:
1. Participants are divided into 2 groups, standing in line.
2. Show a prepared name to the first person of each group.
3. The first person expresses the name with body language to the next one. Other group members close their eyes.
4. The next person uses his/her body language to express the information received to another one. Other group members close their eyes.
5. Repeat step 4 until the last person receives the message.
6. The last person says the message (the supposed name). If it matches to the prepared name, the group wins this turn.
7. Change the prepared name and repeat step 2-6.
2-Difficulties of Communication——Face to Face (10 min estimated)
Purpose:Peer learning
Process:
1. Playing the 2min film-Intercultural Communication. Now, "What's your story?"
2. Participants stand face to face in a circle (including organizers)
3. Anyone pose a question/difficulty they meet.
4. Others give response (similar experience, suggestion…) to her/him.
5. The organizer comments on the topic(question).
6. Repeat 2-5, until no one have questions.
7. The organizer poses the rest of the common questions and stimulate participants' response.
3-Lecture session (40 min estimated)
:
Purpose: Teaching practical knowledge which help to intercultural understanding.
Process:
To see in Lesson Plan
4-Reflection (5min estimated)
Purpose: reflecting & feedback
Process:
1. Deliver the feedback survey（online, using QR code）.
2. Participants sit in a circle, sharing:
a. What have you learnt?
b. What is the most impressive thing?
c. Any suggestion to our workshop?
3. Organizers wrap up the workshop. | web | https://www.comundos.org/sites/default/files/%40Workshop%20Description-Intercultural%20Communication.pdf | 0.444836 | {
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Polak and Warwick explain why only business can end poverty, which they define as "encompassing those families who live on the equivalent of $2 a day or less per person." Much of their book focuses on zero-based design for the poorest people on Earth. This is an extremely affordable and durable design with a plan for getting the technology and products delivered "the last 500 feet" to the users. The book is chock-full of practical examples and step-by-step instructions. The authors propose tapping capital markets to fund global enterprises to address the needs of the poor for water, energy, housing, health care, and education. They indicate that private businesses have the advantages of attracting capital, hiring lots of people when successful, and being capable of reaching the large scale. One notion is to enable poor people to earn more money by using local resources. Among the key pieces of advice offered in the book is this: "Poor people have to invest their own time and money to move out of poverty." *Global Poverty Alleviation: A Case Book* (2013), edited by Pauline Albert, Patricia Werhane, and Tim Rolph, has a wider range of cases for teaching and offers a useful multi-stakeholder perspective.
**Summing Up:** Recommended. Lower-division undergraduate through professional collections. -- C. Wankel, St. John's University, New York | web | http://businesssolutiontopoverty.com/media/BSTP-Review-in-CHOICE-Mar-31-2014.pdf | 0.448975 | {
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BY THE GOVERNOR OF THE STATE OF GEORGIA
A PROCLAMATION
CAMPUS FIRE SAFETY MONTH
WHEREAS: Since January 2000, at least 172 individuals in the United States have died as a result of college campus-related fires. Nearly 87 percent of those deaths occurred in off-campus residences; and
WHEREAS: Many college students live in off-campus residences, fraternity and sorority housing, and residence halls that may not be adequately protected by automatic fire sprinklers or fire alarm systems. A significant number of fatal fires have occurred in buildings with compromised or disabled fire safety systems; and
WHEREAS: Automatic fire alarm systems and smoke detectors warn both residents and first responders of a potential fire and provide those in danger with opportunities to respond appropriately to find safety. In addition, automatic fire sprinkler systems help to control or extinguish a fire in its early stages, protecting the lives and property of associated occupants; and
WHEREAS: Fire safety education is an effective method of reducing the occurrence of fires and the resulting loss of life, injuries, and property damage. It is therefore critical to inform young people of proper fire safety procedures to protect their lives, during years of postsecondary education and thereafter; and
WHEREAS: By developing a generation of fire-safe adults, future loss of life from fires may be significantly reduced; and
WHEREAS: During Campus Fire Safety Month, schools and municipalities across the state are encouraged to evaluate fire safety in student housing and take the necessary steps to ensure fire-safe living conditions for residents; now
THEREFORE: I, NATHAN DEAL, Governor of the State of Georgia, do hereby proclaim September 2018 as CAMPUS FIRE SAFETY MONTH in Georgia.
In witness thereof, I have hereunto set my hand and caused the Seal of the Executive Department to be affixed this 23rd day of August in the year of our Lord two thousand eighteen.
Nathan Deal
GOVERNOR
ATTEST
Chris W. Riley
CHIEF OF STAFF | web | https://nathandeal.georgia.gov/sites/nathandeal.georgia.gov/files/related_files/site_page/Campus%20Fire%20Safety%20Month%202018.pdf | 0.424875 | {
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Identify Illegal Dumping
Sediment
* Orange yellow, red
* Odorless
* High turbidity
Construction Runoff
* Mud and debris in roadways
* Cloudy odorless water
* High in sediment and turbidity
Sewage Waste Water
* Strong foul smell
* Bubbles, foam, waste toilet paper
* High in sediment and turbidity
Lorain County PIPE
C/o Lorain County Storm Water District
226 Middle Ave. 5th Floor
Elyria, Ohio 44035
Phone ([REDACTED_PHONE]
Fax ([REDACTED_PHONE]
[REDACTED_EMAIL]
Stormwater Hotline ([REDACTED_PHONE]
Stormwater.loraincounty.us
Lorain County Storm Water Management District Board ~ Lori Kokoski ~ Matt Lundy ~ Sharon Sweda
Public Involvement Public Education
Educating the public on our impact on Lake Erie
Vinegar and Baking Soda Natural Drain Cleaner Recipe
½ cup of white vinegar
¾ cup of baking soda
Pour the baking soda down the drain and allow it to settle. Pour the white vinegar into the pipe. Allow mixture to bubble and work for 30 minutes. Pour hot water down the drain to rinse. Repeat if needed.
Hazardous Waste Collection
Rid your home of toxins properly through a local household hazardous waste collection event in your area or you may take them directly to the Lorain County Solid Waste Management District Collection Center, located at 540 S. Abbe Rd. in Elyria.
For more information:
([REDACTED_PHONE]
www.loraincounty.us/commissioners/solid-waste
Illegal Dumping Identifying Home Sources
Grease (Petroleum & Cooking)
- Yellow, golden, brown color
- Clumps & strings of material, stale grease odor
- grease clog in pipe.
Soaps & Detergents
- White milky color, bubbles, foam, high turbidity
Auto Materials Oil/Fuel)
- rainbow sheen on storm drain, paved and water surfaces
Yard Waste
- grass clippings, woody debris, leaves, and other vegetation | web | https://loraincountyohio.gov/DocumentCenter/View/1222/Identify-Illegal-Dumping-PDF | 0.429343 | {
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What I can do in mathematics – level 3
| **I can find a missing number in a sequence** | Find the next two numbers: 189, 192, 195, __, __
Find the missing numbers:
\[ \bigcirc \quad 738 \quad 728 \quad 718 \quad \bigcirc \quad \bigcirc \] | |
| **I understand the value of each digit in a three-digit number and can explain how I know** | Max puts these numbers in order from smallest to largest. What would be the third number?
835, 535, 538, 388, 508
How many three-digit numbers is it possible to write if they all have 6 in the tens column? | |
| **I can multiply/divide a number by 10** | Ann says that 38 x 10 is 308. Explain how you know she is wrong.
How many £10 notes are needed to make £470? | |
| **I can round numbers to find approximate answers to calculations or problems** | Which of these numbers is closest to the answer of 342 – 119:
[REDACTED_CARD] | |
| **I can solve problems that involve decimal numbers as money or measures** | How many 10p pieces do you need to make £2.30?
Samir walks 0.8 km. How many metres is this? | |
| **I can recognise and write a fraction of a shape** | Would a chocolate lover rather have \( \frac{1}{2} \) or \( \frac{3}{5} \) of this bar of chocolate? Explain your answer.
\hline
& & & & \\
\hline
\end{array} \] | |
| I can add two-digit numbers, choosing an efficient method | What number is 27 more than 45?
What number is 19 more than 45?
Explain how you worked out these two calculations.
Work out the missing digits:
3□ + □2 = 85 | |
| I can subtract two-digit numbers, choosing an efficient method | Work out these subtraction calculations:
72 – 5 72 – 68 70 – 3
82 – 15 32 – 28 70 – 66
Did you use the same method for each calculation? If not, why not?
Explain your methods to a friend and compare your methods with theirs. | |
| I can check my answer to a calculation | Paul says 72 – 15 = 63. Write down an addition calculation that you could do to check this.
Paul’s working is: 70 – 10 = 60
and 5 – 2 = 3 so 72 – 15 = 63
Can you identify where Paul has gone wrong? | |
| I can give the multiplication sentence that is linked to a division sentence and vice versa | What multiplication could you work out to check $32 \div 4 = 8$?
What is the missing number:
$35 \div \square = 5$?
How do you know? | |
| I can divide a two-digit by a one-digit number and record the steps I take | How can you use the fact that $60 \div 3 = 20$ to help you find $72 \div 3$?
Divide 75 by 5, recording your working. | |
| I can solve problems that involve multiplication or division | My dad does 25 minutes of exercise every day. How much exercise does he do in a week?
36 children need to sit on benches. Five children can sit on one bench. How many benches are needed? | |
| **I can jot down the steps to show how I worked out a problem** | Josh buys one coconut and half a kilogram of bananas. What does he pay? Based on KS2 2005 Paper B level 3. © QCA
Coconut 78p
Bananas £1.50 per kg
Show your working. Explain your method to a friend. | |
**Acknowledgments**
Three questions taken from Key Stage 2 Maths 1997–2005. © Qualifications and Curriculum Authority. Used with kind permission.
QCA test questions and mark schemes can be found at [www.testbase.co.uk](http://www.testbase.co.uk) | web | http://www.staplehurstschool.co.uk/downloads/numeracy/pri_math_sec_lvl_3.pdf | 0.488805 | {
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Mass Academy Class of 2019
Summer Humanities Assignment
Your Summer Assignment for Humanities focuses on Henry David Thoreau's Walden, a seminal text that has become part of Mass Academy culture and lore, and includes reading the text, writing reflections, and expanding your vocabulary.
Obtain a copy of the Enriched Classics Pocket Books edition of Walden and "Civil Disobedience" by Henry David Thoreau (ISBN # 13:[REDACTED_PHONE]). This edition was selected specifically because of its accessibility and the applicability of its explanatory notes. (Note: you do not have to read Thoreau's "Civil Disobedience" at this time.)
IMPORTANT: Before you begin reading Walden, watch "Why Every Student in America Should Read Henry David Thoreau's Walden" at https://www.youtube.com/watch?v=6TfhwmU6sFo
DUE ON THE FIRST DAY OF SCHOOL (AUGUST 16, 2017):
Your own personal Walden Journal. As you read Walden, write a running commentary of reflections and reactions to what you are reading. Write one page (8 ½ x 11 inch, double spaced) of reflections/reactions for each chapter of the book. Do not worry about the format. Be as informal or "conversational" as you want; use bullets if you are so inclined. But you must use correct grammar and spelling. Do not write more than one page per chapter.
Your Walden Journal should be in the form of a logbook or diary, with a recorded date for each journal entry. Your entries must be printed or typed.
Your reflections/reactions should be genuine responses to what Thoreau says. Argue with him, talk back to him, ask him questions. Challenge his observations and comments, agree or disagree with him, and make your own comments and observations.
Because this is a difficult book to read, the Introduction (pp. vii – xv), End Notes (pp. 401 428), and Interpretive Notes (pp. 431 – 430) in the Enriched Classics edition of Walden should help you as you make your way through Thoreau's text.
At the back of your Journal should be a Vocabulary Appendix listing of at least 50 new words (plus their definitions) that you encountered in reading Walden.
Feel free to embellish your Journal with illustrations and/or a unique cover.
In order to assist you in your understanding of Walden, you should watch the "Great Books: Walden" documentary at https://www.youtube.com/watch?v=LHRDg4z3brs II.
Also due on August 16, is a copy of a Corrected Essay that you wrote in an English (or "Language Arts") class during 10 th grade.
This is important for a couple of reasons. It establishes a base-line for the type of writing that you have been accustomed to producing in English classes. And it provides an indication of the thoroughness of feedback and the kinds of corrections that you are accustomed to receiving for your written work. | web | http://www.massacademy.org/Images/CMS/Academics/HUM_Summer_Asssignment_Class_of_2019.pdf | 0.451917 | {
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How Hawai‘i Recognizes Its Best and Brightest ... Trees
The state has some strict standards to be named an exceptional tree, and competition is pretty stiff.
BY SABRINA IMBLER • JUNE 7, 2019
According to the state of Hawai‘i, all trees are important. But some are more than that. Some are exceptional. There are certain requirements to attain this designation, according to the state’s Exceptional Tree Act. Is a tree big, old, or—better yet—rare? Is it located somewhere unusual? Does it have a particular, unique aesthetic quality not seen in other trees? Is it endemic to the state? If it meets enough of these standards, it just might be exceptional.
For Hawai‘i’s trees, this is no empty title. The state legislature passed the Exceptional Tree Act in 1975, responding to community calls to save the islands’ trees from deliberate damage or destruction. Local environmental groups, including the Mokihana Club of Kauai and The Outdoor Circle, lobbied hard in favor of the act. The program was likely the first of its kind in the nation, according to Myles Ritchie, programs director for The Outdoor Circle. Now the state of Washington has a similar program.
Before a tree can be named exceptional, it must pass a stringent vetting process. Though the act lists seven possible criteria—age, rarity, location, size, aesthetic quality, endemic status, and historical or cultural significance—a tree need only fulfill one for a chance to be named exceptional. But most trees don’t stand a chance. “In order to maintain the high standards set for the program and prevent diluting its reputation, only truly exceptional trees will be added,” Ritchie writes in an email. “The nomination and approval process can last several months.”
You can check out every exceptional tree in the state on The Outdoor Circle’s interactive map and database.
The first exceptional tree in Hawai‘i became exceptional in 1975, after the Mokihana Club rallied to protect a large banyan tree on Kaua‘i. The Indian banyan planted by the Moana Surfrider resort in Waikiki Beach was another early entrant. Planted as a mere seven-foot sapling in 1904, the banyan’s canopy has grown into a green-crested chandelier that towers over the hotel’s courtyard. Now 75 feet tall and 150 feet wide, its multiple trunks ripple out among the guests.
Trees can be added or removed from the list only once a year, during the annual ordinance change. As expected, new trees regularly join this exclusive club. By the same token, some trees inevitably lose their exalted status if they no longer have the qualities that made them exceptional in the first place, or if they’ve become a significant threat to public safety, Ritchie says. Take the banyans that line Banyan Drive in Hilo, which were planted by celebrities such as Franklin Roosevelt, Babe Ruth, and Amelia Earhart. They’re gone from the list. No one, not even Ritchie, is clear on why these trees lost their status, according to a story in the *Honolulu Civil Beat*. But Ritchie says they’re currently undergoing another evaluation.
Some trees are celebrities in their own right, beyond the bureaucratic designation. Take the world’s most famous monkeypod, which grows in Moanalua Gardens. It even has a nickname, the Hitachi Tree, because its image and silhouette became corporate symbols of the Japanese electronics titan. The monkeypod’s distinctive umbrella shape shades an enormous swath of the park and sees thousands of visitors a day, including many visitors from Japan, who grew up with Hitachi commercials and their signature jingle.
Some of Hawai‘i’s exceptional trees earned their designation because they are the largest examples of their respective species in the United States, including the mammee apple, baobab, queen flower tree, cannonball tree, doum palm, nawa, narra, and Queensland kauri, according to the Exceptional Trees of Hawai‘i site. A Mindanao gum, or *Eucalyptus degupta*, growing in the Wahiawa Botanical Garden, holds the title of tallest exceptional tree, towering over 200 feet. And several banyans growing by the International Marketplace in downtown Honolulu likely vie for the title of largest overall.
Hawai‘i’s oldest exceptional tree is a 227-year-old orange tree that grows in South Kona, planted in 1792 after British captain George Vancouver visited the islands on *HMS Discovery*, according to the site. The ship’s surgeon and naturalist, Archibald Menzies, distributed citrus seedlings to local chiefs, left over from the ones he kept on board to keep scurvy at bay.
Other trees earned their status due to mystical significance, such as the sacred fig, *Ficus religiosa*, known as the Bodhi tree. Found in Honolulu’s Foster Botanical Garden, it’s said to be a direct descendant of the tree under which Prince Siddhartha Gautama sat in the sixth century B.C. to reach enlightenment and become the world’s first Buddha, according to *Honolulu Magazine*. The tree arrived on the island in 1913 after Sri Lankan monk Anagarika Dharmapala befriended Mary Mikahala Foster, a theosophist and royal descendant. Another exceptional tree—in this
instance, an entire sacred grove—grows at Pu’u o Hoku Ranch on the island of Moloka‘i. The circular kukui grove spans five acres and is believed to be the burial site of Kahuna Lanikaula, a renowned Hawaiian priest, according to a 1955 story in *The Honolulu Advertiser*.
And some are much more humble, such as the lychee tree growing in the corner of a parking lot by a strip mall on the corner of Nu‘uanu Avenue and School Street. It was the first of its kind in the state, according to *The Honolulu Advertiser*.
Exceptional trees pepper all the islands except for lightly populated Ni‘ihau and unpopulated Kaho‘olawe, but Oahu leads the list in terms of sheer quantity—more than 1,000 in total. While Oahu is not inherently more arboreally exceptional than the other islands, Ritchie says, more residents there know about the program than on other islands. On the Big Island, for example, the Arborist Advisory Committee long languished in inactivity, but has just begun to re-form, Ritchie told the *Honolulu Civil Beat*.
Citizens also have quite an incentive to identify any exceptional trees on their own property—a $3,000 tax credit every three years, intended to subsidize proper arboreal maintenance. If you live in Hawai‘i and know a tree you think deserves recognition, contact your County Arborist Advisory Committee and fill out an application. A committee will later decide the fate of your tree and, if you’re lucky, adorn its trunk with a small plaque that tells the world—or at least anyone who comes close enough to read it—just how special it is. | web | https://www.outdoorcircle.org/uploads/2/6/1/4/26147365/ff002fdcdcf9f1b89e9c.pdf | 0.509389 | {
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MESSAGE
HIS EXCELLENCY THE MOST HONOURABLE SIR PATRICK ALLEN ON, GCMG, CD, KSt.J GOVERNOR-GENERAL OF JAMAICA
THE ARRIVAL OF THE WINDRUSH PIONEERS 75 th ANNIVERSARY CHURCH SERVICE BRIXTON SDA CHURCH SABBATH 24 TH JUNE 2023
"Celebrating the Unwavering Spirit and Invaluable Contributions of the Windrush Pioneers"
As we look around us today, we see a Great Britain that is vibrant, diverse, and rich in culture. This success story is indelibly intertwined with the courage, sacrifice, and enterprise demonstrated by an extraordinary group of people - the Windrush Pioneers.
In the wake of World War II, a depleted and wounded Britain called out for help to rebuild itself. The Windrush Pioneers, hailing from the Caribbean, answered that call. Braving the unknown and leaving their homeland behind, they journeyed across the Atlantic, personifying courage, resilience, and sacrifice.
The promise of new opportunities carried with it the weight of the harsh realities they would encounter. Yet, these Pioneers did not falter. They battled systemic racism, cultural alienation, and unfamiliar weather, all the while tirelessly working to reconstruct a nation from its ashes.
Their invaluable contributions permeate every facet of British society. They laid bricks and mortar, ministered to the sick, drove buses, educated the young, and so much more. They breathed life into the arts, enriched the culture, brought diversity to palates, and introduced new rhythms to music.
In the face of adversity, the Windrush Pioneers did not just survive; they thrived. Their stories are threads in the rich tapestry of Britain's postwar resurgence. They forged a path for subsequent generations, breaking barriers and challenging the status quo, ultimately shaping the diverse and inclusive society that you are today.
As you reflect on their journey and contributions, there should be a deep sense of pride and admiration. Theirs is a tale of resilience and determination, a testament to the human spirit. Through their sacrifice and hard work, they demonstrated the transformative power of enterprise and resolve.
Much of Britain's successes today are owed to the Windrush Pioneers. They built bridges where there were walls, united diverse cultures and traditions, and proved that strength lies in our differences. In their honor, an environment of inclusivity, respect, and understanding, should be fostered to celebrate the diversity they championed.
The Windrush Pioneers left an indelible mark on the society, a legacy that continues to inspire. They turned challenges into opportunities and helped fashion the diverse, dynamic Britain we know today. Their spirit, their sacrifice, their enterprise – we salute and cherish it all. | web | https://www.liferadio.uk/wp-content/uploads/2023/06/Jamaica-Governor-General-Windrush-75th-Anniversary-Message.pdf | 0.481913 | {
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CREATED FOR COMMUNITY
June 13, 2021
There's a knock on the door, and it's your neighbor asking for an egg. You grab one from the fridge to share, and it turns out that you borrow their hedge trimmer next week because yours is broken. Later that evening, you are grateful to another neighbor for keeping an eye on your children as they navigate their new wheels on the sidewalk while you wash the dishes. Sound familiar? Sharing childcare, recipes, and lawnmowers helps to foster connections with neighbors and friends.
When there is sudden grief or unexpected loss, having access to others nearby can also be life-saving. In 1 Corinthians 12:20, the apostle Paul reminds us that though we are many individual parts, we are also connected as one body. Being connected with each other as a community brings a level of comfort, reminding us we are not alone.
Our children learn about this community connection when they have a chance to help others. But our children might express frustration at having to help—and maybe we can relate. We too might also find it inconvenient to stop our work to help another. We might get irritated when our to-do list for the day is sidetracked by someone who needs a listening ear.
As adults, let's consider what we risk losing when we overlook the opportunity to help. How are our faith communities affected when we help only at convenient times and in the manner we see fitting? What happens when the young woman—who you've supported through your church with meals and grocery gift cards—no longer answers your phone calls and emails? How are your kids shaped when you turn down requests for help?
Philippians 2:4 reminds us we are called to be mindful of others. We are not intended to live independently of others but instead interdependently with others. Embracing that shared life together requires grace, vulnerability, and patience.
We are created for connection through community in our local neighborhood and our larger world. When we show our children how to willingly help others—by making time and not expecting anything in return—we are modeling God's care. God offers unconditional love to all, and we can share in that amazing love through community with our helping hands and hearts.
Want to do a deep dive? Check out Family Fire's article Missional Living: Serving Your Community written by Sara Pot
https://kidscorner.reframemedia.com/devotions/created-for-community
Printed on June 29, 2022 | web | https://kidscorner.net/pdf/blog/created-for-community | 0.429252 | {
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We encourage you to read over the summer. Here are a few of our favorite titles! Enjoy!
Grade 6
Realistic Fiction
Rules by Cynthia Lord Fish in a Tree by Lynda Mullaly Hunt Maniac Magee: A Novel by Jerry Spinelli
Fantasy Fiction
Princess Academy by Shannon Hale
Wings of Fire: The Dragonet Prophecy
Tui T. Sutherland
Historical Fiction
Our Only May Amelia by Jennifer Holm Nory Ryan's Song by Patricia Reilly Giff Echo by Pam Munoz Ryan
Science Fiction
Among the Hidden by Margaret Peterson Haddix Legend by Marie Lu
Mystery
Theodore Boone: Kid Lawyer by John
Grisham
The Puzzling World of Winston Breen by
Eric Berlin
Biography Autobiography Memoir
El Deafo by Cece Bell
Ugly by Robert Hoge
Informational Text
Lincoln's Last Days: The Shocking Assassination That Changed America Forever by Bill O'Reilly Titanic: Voices from the Disaster by Deborah Hopkinson
Novel in Verse/Poetry
Garvey's Choice by Nikki Grimes Love that Dog by Sharon Creech Where the Sidewalk Ends by Shel Silverstein by
Grade 7
Realistic Fiction
Biography/Autobiography
The Honest Truth by Dan Gemeinhart Bystander by James Preller Drums, Girls, and Dangerous Pie by Jordan Sonnenblick Out of My Mind by Sharon Draper The Seventh Most Important Thing by Shelley Pearsall
Fantasy Fiction
Red Queen by Victoria Aveyard Eragon by Christopher Paolini Miss Peregrine's Home for Peculiar Children by Ransom Riggs The Red Pyramid by Rick Riordan
Historical Fiction
The Book Thief by Markus Zusak The War that Saved my Life by Kimberly Brubaker Bradley The Boy in the Striped Pajamas by John Boyne Maggie's Door by Patricia Reilly Giff
Science Fiction
Cinder by Marissa Meyer Uglies by Scott Westerfield Maze Runner by James Dasher Divergent by Veronica Roth
Mystery
Mysterious Benedict Society
Lee Steward
Hoot by Carl Hiassen
Loot: How to Steal a Fortune by Jude
Watson
The Inventions of Hugo Cabret by Brian
Selznick
The Marvels by Brian Selznick
by Trenton
I am Malala by Malala Yousafzai How They Croaked: The Awful Ends of the Awfully Famous by Georgia Bragg Night by Elie Wiesel No Easy Walk to Freedom by Nelson Mandela Steve Jobs: The Man Who Thought Different by Karen Blumenthal
Informational Text
Almost Astronauts by Tanya Lee Stone A Night to Remember by Walter Lord Phineas Gage: A Gruesome, But True Story About Brain Science by John Fleischman Chasing Lincoln's Killer by James L. Swanson
Novel in Verse/Poetry
Brown Girl Dreaming by Jacqueline Woodson
The Crossover by Kwame Alexander
A Pizza the Size of the Sun by Jack
Prelutsky
Something Big Has Been Here by Jack
Prelutsky
Adventure
Alex Rider Series by Anthony Horowitz Peak by Roland Smith All Fall Down by Ally Carter Worst Class Trip Ever by Dave Barry A Dog's Purpose by Bruce Cameron
Any of the above listed books plus…
Rules of the Road by Joan Bauer
The House on Mango Street by Sandra Cisneros
All Quiet of the Western Front by Erich Maria Remarque
Ender's Game by Orson Scott Card
A Mango-Shaped Space by Wendy Mass
Queen's Own Fool: A Novel of Mary Queen of Scots by Jane Yolen
Wednesday Wars by Gary D. Schmidt
Flipped by Wendelin Van Draanen
The Shadow Thieves by Anne Ursi
The Graveyard Book by Neil Gaiman Virals by Kathy Reichs
Grade 8 | web | https://www.rrcs.org/Downloads/SR%202021%206-8%20%20title%20suggestions2.pdf | 0.463878 | {
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Housing Vulnerabilities
Housing built before 1990 is highly susceptible to hurricane damages. In 2017, there were over 5 million of these homes in Florida (that's almost 60% of all occupied homes!). In total, they are valued at $6.7 Billion.
Social Vulnerabilities
Risks from environmental hazards depend largely on geography, socioeconomic status, and demographics. Characteristics like gender, low income, and language barriers can make a person more vulnerable to a storm because of lack of access to information resources and other factors.
Sources: American Community Survey 2017, Census 2018 Population Estimates. Photos courtesy of: Brenda Sales and Jason Milano. | web | http://metropolitan.fiu.edu/research/periodic-publications/hot-topics/hurricane-social-vulnerability.pdf | 0.439871 | {
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Diversity and inclusivity in the classroom
Esra Pais
DIVERSITY is inviting new people to the party
INCLUSION is asking them to DANCE
TODAY'S TOPICS
DIVERSITY IN OUR DAILY TEACHING
HOW TO ADAPT OUR LANGUAGE AND AVOID LANGUAGE BIAS
MATERIALS: HOW TO FIND AND REFINE IT
SLOW YOUR THOUGHT PROCESS
System 1 (Fast Thinking)
- Continuously scans our environment.
- Fast but error-prone
- Works automatically & effortlessly via shortcuts, impulses and intuition.
System 2 (Slow Thinking)
- Used for specific problems, only if necessary
- Takes effort to analyze, reason, solve complex problems, exercise self-control
- Slow but reliable
Fast thinking
• Stereo-typing
• Lack of consideration
• Ingroup bias
• Complexity ignorance
• Limited reflection
Slow thinking
• Reducing bias
• Building empathy
• Enhancing communication
• Creating authentic connections
• Promoting inclusivity
• Avoiding misjudgements
• Facilitation learning and growth
Look at this object and share your thoughts.
DESCRIPTION
INTERPRETATION
EVALUATION
Social Identity Theory (Tajfel and Turner)
Idea that our perception of ourselves, others and our self esteem roots from the groups we belong to/associate with.
In order to increase self esteem we discriminate and create prejudice against groups that are different from ours.
need for social acceptance + positive self esteem
similar to the groups we associate with -> source of pride and self esteem
group is good = high self esteem or group is bad = low self esteem
Social Comparison - compare our group to others
Social Categorisation - categorize people based on similar characteristics
Social Identification - we adopt an identity based on the groups we belong to
defines how one must act (behavior)
may give some groups a stronger feeling of power
by knowing categories we understand things about ourselves and others
remember more positive things about our own group, look for errors in rivals
adopt the values and beliefs of the group even when we might not completely agree
we act in ways that others in the group act
in more extreme cases this stereotyping can turn into racism/homophobia/islamophobia
MATERIALS
• WHERE TO FIND MATERIALS AND HOW DO YOU KNOW IF IT IS SUITABLE?
• WHAT DO WE USE AT OPO HOF VAN TWENTE FOR OUR ENGLISH LESSONS AND WHY
Rapunzel
BY CHLOE PERKINS
ILLUSTRATED BY ARCHANA SREENIVASAN
Cinderella
Moral of the story
“Even in the darkest of times, there is always hope for a brighter future.”
DIVERSITY IN OUR DAILY TEACHING
HOW TO ADAPT OUR LANGUAGE AND AVOID LANGUAGE BIAS
Take a step back, become aware of our thoughts and slow our thought process to avoid (language) bias.
MATERIALS: HOW TO FIND AND REFINE IT
Materials can be found anywhere; the trick is how to use these materials. Be critical of the materials you use and make changes if necessary.
Reading: Dutch and English books
Mijn ontelbare identiteiten
Sinan Çankaya
Anousha Nzume
Klasse heeft ook een kleur
Hallo witte scholen
Mounir Samuel
Je mag ook niets meer zeggen
Een nieuwe taal voor een nieuwe tijd
Cordula Rooijendijk
Vijftien lessen die Zwarte basisscholen ons leren
The Inclusionism Toolkit
Strategies and Toolkits for All Teachers
Third Culture Kids
Growing Up Among Worlds
David C. Pollock, Ruth E. Van Reken, and Michael V. Pollock
White Fragility
Why It’s So Hard for White People to Talk About Racism
Robin DiAngelo
Foreword by Michael Eric Dyson
Thinking, Fast and Slow
Daniel Kahneman
Winner of the Nobel Prize in Economics | web | https://nationaalcongresengels.nl/wp-content/uploads/2024/04/11-Esra-Pais-Diversity-in-the-Classroom.pdf | 0.494765 | {
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Dry Diets
Orijen
Acana
Fromm
Now!
Recommended Feline Diets
Canned Diets
* Tiki Cat
* Fromm
* Weruva
* B.F.F.
* Go! Natural
* Party Animal
* Wild Calling
* Bravo
Go! Natural
* Now!
* Stella and Chewy's (Freeze-Dried)
Mounds carries many of these brands at all of their locations. Nutzy Mutz and Crazy Catz in Madison (locations on Lakeside St., off of John Nolen Dr. and on Midvale Rd. in the Midvale Plaza Shopping Center) carries a wide variety of dry and canned diets. Their staff is very knowledgeable and can assist you in choosing an appropriate food for your cat.
The top five things to look for on commercial cat food labels are:
1. Read the ingredients panel and look for real food ingredients. Look for products with ingredients that you can readily identify as actual food ingredients. If you can't explain to someone what an ingredient is, it's probably not something you want to feed your cat. For example, chicken versus chicken by-product meal.
2. Look for named whole meat ingredients to be listed as the first several ingredients. Whole meats include chicken, beef, lamb, duck, turkey, pork, bison, or rabbit. Organ meat and meat meals are also good, but they should not be the first ingredient listed.
3. Read the "guaranteed analysis" and check the percentage of protein and fat in a diet. How much fat or protein your cat should consume depends on many factors including your cat's age, breed, weight, activity level, and overall health. Most cats should be on a diet that contains 30-40% protein, and is low in carbohydrates. Your veterinarian can help you determine your cat's specific dietary needs.
4. Look for the product's AAFCO (Association of American Feed Control Officials) statement. The AAFCO seal means that the food has been formulated to meet specific standards of nutritional adequacy. Also be sure the diet is listed as "completely balanced" or has some similar statement marked on the package.
5. Find and check the foods "best by" date. Foods that are past the "best by" date are likely to have lost some of their nutritional value. Canned foods tend to retain their nutritional value longer than dry foods. Dry foods are more prone to rancidity as they age. | web | http://www.tokencreekvet.com/storage/app/media/_ob/feline-diets.pdf | 0.434158 | {
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Revision Task 3: Literature Paper 1 Section A: An Inspector Calls
AO1: Inference and Quote Finding – Set or costume design
Priestley is very helpful in giving us a clear image as to how he wants the play to be performed, not least instructing us clearly how he wants the play to look.
It is important you discuss this where you can because it shows you understand the FORM of the play (this is a Level 5 and Level 6 descriptor – aim high!) and that you understand this is meant to be performed and not read.
TASK:
Using information from the text, you will need to create the design for the set or a costume for TWO CHARACTERS of your choice, which you will need to justify.
You can justify by writing a paragraph at the end, or you could indicate the ideas as annotations to the piece, as long as it is clear where the inspiration came from for the design.
Be creative as you like – you could do collage, or use computer software, or use your drawing skills.
NB: For maximum marks, it is recommended you do this for every character, focusing on one every week. | web | http://www.southchurchschool.com/wp-content/uploads/2023/02/An-Inspector-Calls-Revision-Task-3-Set-Design-and-Costume.pdf | 0.483454 | {
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Ancient Greek Democracy
Democracy is a fair political system where all adults vote for an elected government. This government then make decisions on how to run the country.
Adults in the UK vote in elections to choose a political party, MPs and the Prime Minister.
Where did democracy begin?
Democracy began in Ancient Greece. In fact, the Ancient Greek system is very famous and has helped to shape many systems of democracy around the world today.
Democracy in Ancient Greece
There were three main systems of democracy in Ancient Greece:
- The Ekklesia
- The Boule
- The Dikasteria
The Ekklesia
- The ekklesia was the main assembly of citizens who met 40 times a year to make laws and decisions.
- Any male Athenian citizen could attend.
- Out of 40,000 men, about 5,000 attended regularly.
- They made decisions by a simple majority vote.
The boule were a group of 500 men who served for one year. They met daily and made lots of decisions. They decided what issues to take to the ekklesia. They were chosen randomly.
The dikasteria, or popular courts, was a group of 500 jurors who dealt with crimes. There were no rules or police so the dikasteria decided what would be tried and what the sentences would be. The jurors were chosen daily at random from a group of male citizens over 30 years old.
Who were a part of the democracy?
Men
Adults
Athenian Citizens
Who was left out of the democracy?
- All women
- Metic (not Athenian citizens)
- Slaves
- Children
Who was included?
Look at the name cards on your tables. Sort the cards into two piles; those who are included in the democracy and those who are not.
• Why have you sorted them like this?
• Did we all agree?
Who doesn’t have the vote?
• Under 18’s
• Prisoners
• People who are not British Citizens
Should any of these groups be given the vote?
Democracy Differences
What are the main differences between democracy in Ancient Greece and democracy now?
Fill in the table on the activity sheets by listing the main differences between democracy in Ancient Greece and democracy in the UK now.
| Ancient Greece | UK |
|---------------|----|
| | |
Athenian theatre
The stage was built into the hillside and the audience sat in tiered rows of stone seats. The actors performed on a raised platform called the orchestra. | web | https://firsprimary.derby.sch.uk/wp-content/uploads/2021/02/Democracy-ppt-for-website.pdf | 0.477336 | {
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Motivation Lesson Plan∗
Angela Amara
This work is produced by The Connexions Project and licensed under the Creative Commons Attribution License †
Abstract
This module is a motivational lesson plan that can be used by all grades and levels. This is on on-going lesson that can be used to boost student morale and con
dence. This motivational journal can be used by the adults whom support students as well.
Table 1
∗ Version 1.1: Jun 22, 2011 7:22 pm -0500
† http://creativecommons.org/licenses/by/3.0/
INSTRUCTIONAL STRATEGIES/PROCEDURES/GROUPING:
1. During the
rst week of the school give each student a notebook or journal.
2. Have students write down 5 moments when they felt good about themselves. Allow student to decorate their journal, and each entry. Give them freedom of expression
3. Have students take the journal home and ask parent to write down 5 moments when they felt proud of their child.
4. Explain to the students that they can write down moments when they accomplished something, handled a di
cult situation well, or times when they just felt good about themselves.
5. Have students add to their journal throughout the school year.
6. Occasionally, send home notes to parents asking them to write down moments when they are pound of their child. Not all situation need to be school related. Encourage parent to keep a running record of these moments as well. Have parents return them to school and allow students time to glue or tape the letters into their journal.
7. Check regularly to see if students are adding to their journal. As their teacher, you can add to this too.
8. If students are not adding entries, them conference with them to see if there is something you can add, or help them to add.
9. have students re
ect on their journal entries during times of self-consciousness, or times when they are feeling down. Have student re
ect 2 times a year (before the end of each grading period, or the beginning of each grading period) for a little boost of con
dence.
TEXTS/MATERIALS/TECHNOLOGY/AUDIO-VIDEO/OTHER RESOURCES:
Notebooks, spiral notebooks or composition journal
Table 2
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Dear all,
Here is my monthly letter as a delegate for the Environment and Sustainable development at Onc-Pat. For the last few months we were defrosting/desnowing our -80 freezers at Bioclinicum and we are almost done for this time! Great work, everybody!
WASTE – is my theme for May. One of the habits of a sustainable mind is sorting the waste. Why do we do it? Because we want to RECYCLE instead of producing new materials. Here is the list of what becomes from the waste items when you sort properly:
Source: [Återvinningsprocessen – Förpacknings- och tidningsinsamlingen, FTI (ftiab.se)](http://ftiab.se)
KI SUSTAINABILITY DAY – ATTEND AND LEARN MORE!
[KI Sustainability Day 2021, May 18 | Karolinska Institutet](https://www.ki.se/en/events/sustainability-day-2021). This year theme is "building back better". How can we implement the new Climate Strategy at KI and build a more resilient, sustainable and fair future post COVID-19. Note that one session is in Swedish. You can also fix you bike on-line 😊 if you attend the event!
Our motto: We can make a difference!
I'll be back!
Katja | web | https://ki.se/media/209054/download | 0.448088 | {
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Examples for All Content Areas
Stand-Alone Answers
DIRECTIONS: Choose or write the best answer to each of the following questions using the evidence presented in the passage. When required, list specific sentence numbers or paragraph letters from the story to support your answer.
1. What coats the outside of an owl pellet?
The coat of the cut side of an owl pellet is fur or feathers of animals the owl has eaten.
Give the number of the sentence that best supports your answer. 11
2. According to paragraph A, why does an owl cough up a pellet?
Owls cough up pellets because they can't digest parts of what they eat.
Give the number of the sentence that best supports your answer. 4
3. Looking at the skull pictured in the diagram, how might you determine that it belongs to a bird?
You might determine the skull belongs to a bird.
4. Why would it be helpful to identify what kind of body parts are in the pellet? (as shown on the diagram)
It would be helpful to identify body parts from the owl pellet because you could find out what other animals ate the owl.
5. How does a cat’s hairball compare to an owl pellet?
A cat’s hairball compares to an owl pellet by how both these animals cough up.
List the numbers of the 2 sentences that best support your answer. 10, 7
6. As used in sentences 8 and 18, what does the word dissecting most closely mean?
A. giving an estimate
B. putting together
C. separating into pieces
D. cleaning thoroughly
7. Why do you think owl pellets are commonly found beneath an owl’s roosting place?
A. This is the place an owl rests and sleeps during the day.
B. The pellets are used to make the owls’ nests.
C. Owls toss them out when they clean their nests.
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Starting uni is one of the most exciting times of your life but it’s totally normal to feel nervous about meeting new people. To reassure you - pretty much everyone will be feeling like this.
That’s why iQ has teamed up with leading relationships charity, Relate. One of their amazing counsellors, Sam, has some tips on how to be yourself and make new friends and embrace the unexpected.
**THINK OF SOME CONVERSATION STARTERS**
Preparing some opening sentences and practicing them will help you approach people confidently and open up dialogue. We’ve made some suggestions below but switch them up and use your own words and details, obviously.
- Hi, I’m Adam. I’m from Bournemouth and am studying drama. How about you?
- How are you finding it so far? I’m excited but a little nervous!
- So, who have you met so far on this floor?
- I love your shirt/ shoes/ hair/ sunglasses etc.
- Hey, how’s it going? I’m making a cup of tea. Do you fancy one? I’m going to check out the common room if you fancy joining me?
**USE POSITIVE BODY LANGUAGE**
Of course, it helps to say the right things but body language can also reveal a lot about your feelings and emotions and will help you to connect with other students.
- Smile – nothing beats a smile for spreading positive vibes!
- Make eye contact – this helps you to seem interested and to build trust.
- Have a firm handshake (but not too firm!)
- Put your hands by your side – an open body position makes you seem more approachable. If you don’t know what to do with your hands have something small to hold like a stress ball, Blu Tack or a fidget spinner!
- Relax your shoulders – this gives the impression that you’re feeling comfortable.
- Mirror – gently matching the posture of the person you are talking to can help build rapport.
KEEP AN OPEN MIND
We often judge people based on their appearances, their interests or their background. Try to cast these things aside when meeting people and keep an open mind. People with different perspectives can enrich your life in wonderful ways.
TAKE AN INTEREST
Listen to what the person is saying rather than focusing too much on what you want to say next. Be inquisitive and ask them questions. People like it when you take an interest in them.
BE HONEST IF YOU DON’T UNDERSTAND
If English isn’t your first language and you haven’t understood something, don’t be afraid to ask the person to slow down and repeat it. Also, don’t be afraid to have a go at another language – people would rather you try and mispronounce something than avoid talking to them.
DON’T PUT TOO MUCH PRESSURE ON YOURSELF
Remember that friendships take time to develop. If you don’t connect with somebody, understand that’s OK and move on.
STICK TO YOUR GUNS
It can be tempting to let down your boundaries or do things that just aren’t you in a bid to fit in. If you don’t want to drink or stay up late, politely explain this. If people are eating your food without asking or want to copy your work, don’t accept it.
JOIN A CLUB
Whether it’s a sport club or the curry appreciation society – whatever you’re into it’s likely there’s something on offer. Friendships tend to develop naturally and organically through shared interests.
ATTEND EVENTS
Whether it’s at your iQ, arranged by the students’ union or a community run gathering, accept the invitation to attend events – it is a great way of meeting new people.
DON’T LOOK FOR PERFECTION
Not every friend has to meet all your needs. You may make one who you prefer to confide in and another you like to play sport with and somebody else who you have wild nights out with.
THINK BEYOND FRESHERS’ WEEK
It’s a great time to meet people but keep yourself open to the idea of new relationships throughout your time at uni. Friendships can form in the most unlikely places, so keep open to opportunities.
GIVE YOURSELF SOME LOVE
Find out where the student wellbeing centre is. They usually offer free counselling if you need it, and some run classes on confidence building.
REMEMBER YOU’RE NOT ALONE
Everyone else will feel lonely and homesick at some point. Share how you feel with others. It may be a conversation starter and lead to a connection.
We hope you find this information useful and are looking forward to putting some of it into practice. Do remember though it’s only a guide – the most important thing is to be friendly and be yourself!
iqsa.com/iqunexpected | web | https://www.iqstudentaccommodation.com/sites/default/files/inline-files/How%20to%20be%20yourself%20and%20make%20friends.pdf | 0.498636 | {
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Field Museum to return Maori remains to New Zealand
Te Papa Tongarewa, the national museum in Wellington, will hold them until they can be identified
1st May 2007 00:00 BST JASON EDWARD KAUFMAN
The Field Museum of Natural History in Chicago is to return the remains of 14 Maoris to New Zealand, concluding three years of negotiations with Te Papa Tongarewa, the national museum in Wellington. The decision was announced by museum trustees in March during a visit to Chicago by New Zealand Prime Minister Helen Clark.
John Terrell, curator of Pacific Anthropology, said the Maori remains, which include parts of 13 skulls, were purchased in the late 19th century from a New York scientific supply company, but he does not know how the firm obtained them. "We don't know who they are—in most cases we don't even have a clue. But the reality is that we agree they need to go home," he said.
The museum is also returning a preserved tattooed human head acquired in 1958.
Dr Terrell says that a Maori delegation is expected to travel to Chicago in September to retrieve the remains. These will be taken to the national marae (meeting ground) at Te Papa Tongarewa and held there until the tribal identities of the individuals can be established.
Appeared in , The Art Newspaper Archive 180 May 2007
More Archive
Topics
Chicago
New Zealand
Te Papa Tongarewa
Maori | web | https://jasonkaufman.com/wp-content/uploads/2020/06/Field-Museum-to-return-Maori-remains-to-New-Zealand-The-Art-Newspaper.pdf | 0.47676 | {
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An unlikely survivor: A low-density, hot Neptune orbiting a red giant star
Samuel Grunblatt¹, Nicholas Saunders², Daniel Huber²,³, Daniel Thorngren¹, Shreyas Vissapragada⁴
1. Department of Physics and Astronomy, Johns Hopkins University, 2. Institute for Astronomy, University of Hawaii, 3. Sydney Institute for Astronomy, University of Sydney, 4. Center for Astrophysics | Harvard & Smithsonian
Key Points
- The shallow, long-duration transit signal of this planet could initially be found only with the giants FFI pipeline, but has now been confirmed with a high-cadence, SPOC light curve detection and ground-based RV followup.
- With a mass of 19.2 +/- 4.2 Earth masses and 6.2 +/- 0.8 Earth radii, this is the first hot Neptune found around an evolved star.
- The planet is predicted to have lost ~65% of its mass to atmospheric mass loss, which should have stripped its atmosphere entirely, unless the star was unusually inactive, or the planet experienced late-stage migration and/or re-inflation.
A needle in the haystack
A targeted visual search for giant planets transiting giant stars with the giants pipeline (Saunders+ 2022) revealed a shallow (~400 ppm), long-duration (~9 hr) transit signal at a 4.2 day period. This signal was not found by other pipelines until 120-second cadence TESS data was available and a SPOC light curve was produced.
The first hot Neptune with an evolved host
Using exoplanet (Foreman-Mackey+ 2018), we modeled the available data for this system to determine the planet mass and radius.
\[ R_p = 6.21 \pm 0.76 \text{ R}_\oplus \]
\[ M_p = 19.2 \pm 4.2 \text{ M}_\oplus \]
Taking stellar parameters into account, we found that this is the first well-characterized hot Neptune known orbiting an evolved star.
An atmosphere saved by re-inflation?
Integrating the XUV flux expected for this and all other well-characterized planets with ages, we determine the cumulative expected atmospheric mass loss as a fraction of total planet mass. This planet is expected to have lost 65% of its mass, more than any other gaseous planet, despite models suggesting the atmosphere is only 20-30% of the planet mass (Lopez & Fortney 2014, Chen & Rogers 2016).
How did this planet retain its atmosphere?
Atmospheric mass loss depends on the planet density (Watson+ 1981):
\[ M = \frac{\pi R_p^2 R_{XUV} F_{XUV}}{KGM_p / R_p} \]
Thus, if the planet’s density was higher in the past, it can retain significantly more atmosphere. A 16% reduction in early planet radius results in a 50% reduction in atmospheric mass loss, allowing this planet to survive.
Link to arXiv: https://arxiv.org/abs/[REDACTED_PHONE] (or use QR code above!)
References
1. Saunders, N., Grunblatt, S., Huber, D., Collins, K., Jensen, E., et al. “TESS Giants Transiting Giants. I. A Noninflated Hot Jupiter Orbiting a Massive Subgiant,” AJ, 163, 53, 2022.
2. Foreman-Mackey, D., Luger, R., Agol, E., Barclay, T., Bouma, L. et al. “exoplanet: Gradient-based probabilistic inference for exoplanet data and other astronomical time series,” JOSS, 2021.
3. Watson, A.I., Donahue, T.M., Walker, J.C.G. “The dynamics of a rapidly escaping atmosphere: Applications to the evolution of Earth and Venus,” Icarus, 48, 150, 1981. | web | https://exoplanets5.org/wp-content/uploads/220.pdf | 0.443228 | {
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RealEstate Sequence Diagram
This sample sequence diagram goes through the scenario of the beginning of a players turn. The player clicks the roll dice button and the player moves to the space specified by the dice roll. Then the GUI is updated based on the cell the player is in. | web | http://agile.csc.ncsu.edu/SEMaterials/realestate/documents/RealEstateSequenceDiagram.pdf | 0.450638 | {
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At North Curry Primary School, we understand how physical health and mental wellbeing are interlinked. The health and wellbeing of our whole school community is our upmost priority, and we adopt a whole-school approach to the teaching and promotion of health and wellbeing which has a potential positive impact it has on all our lives. We produce this monthly newsletter for parents, carers and staff to emphasise and promote the positive two-way relationship of physical and mental health and will include culture, relaxation, nutrition, staying active and ways of managing mental health in the community. Many thanks Ms Harris and Mr Bulbeck
Ms Victoria Harris Mr Matt Bulbeck Senior Mental Health Lead/ELSA PE – Coordinator and PSHE Lead [REDACTED_EMAIL] [REDACTED_EMAIL]
March 2024
Nutrition:
Podcasts:
What's in season in March? - BBC Good Food
Just One Thing - with Michael Mosley - Get an Early Night - BBC Sounds
Nutritional Benefits of Water
1. May improve memory and mood
3. May improve exercise performance
2. May aid weight maintenance
4. May support the health of the urinary system
https://www.bbcgoodfood.com/howto/guide/whatare-health-benefits-drinking-water
March Wellbeing Calendar Dates
1st March | Employee Appreciation Day
8th March | International Women's Day
15th March | World Sleep Day
12th – 18th March | Nutrition And Hydration Week
18th – 24th March | Neurodiversity Celebration Week
Mr B's Sporting Calendar March 2024
2 February to 16 March - Rugby union - Six Nations
1-3 March - Athletics - World Indoor Championships, Glasgow
12-15 March - Horse racing - Cheltenham Festival
21 March - Football - European Championship qualifying play-off semi-finals: Wales v Finland
23 March - Football - England v Brazil, Wembley Stadium
23 March to 27 April - Rugby union - Women's Six Nations
North Curry Produce Market
North Curry Village Hall First Saturday every month
Family Health - North Curry Health Centre
Things to do in Taunton | Attractions, Things to Do, Activities & Events in Taunton | Visit Taunton - Visit Somerset | web | https://www.northcurryschool.co.uk/wp-content/uploads/2024/03/Heron-Health-March-2024.pdf | 0.427629 | {
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KCPL10 C.A. Wickland Papers
Introduction:
The papers, photographs, music recordings, and miscellaneous material of a Kenton County Agriculture Agent from 1919-1959.
Biography:
Carl Anton Wicklund was born on November 1, 1889, in Sweden to Andrew and Annie Wicklund. The family immigrated to the United States in 1891 and settled in Central City, Muhlenberg County, Kentucky. Wicklund graduated from the University of Kentucky in 1917 with a B.S. in Agriculture. He was then commissioned as an officer in the U.S Army and assigned to Camp Zachary Taylor, Louisville, Kentucky, and later a raining school at the University of Cincinnati. In March 1919, he became the Agriculture Agent for Kenton County, Kentucky, serving in the position until December 1959. He was married to Julia Folmer Wicklund ( ) and they had four children: Anna, Doris, Andra, and Carl. Wicklund died on May 7, 1966.
Collection Description:
Photographs:
f. World War I service and family photos, 1910s-1920s
f. Photographs, 1921-1922
f. Photographs, Livestock, Hogs, Poultry, and Farm Management, n.d.
f. Photographs, Plants, n.d.
f. Photographs, unidentified, n.d. (3 folders, one in preservation)
f. Photograph Negatives, unidentified, n.d.
f. Lantern Slides, Do We Part to Meet Again
Music:
f. Rough drafts of lyrics.
f. Sheet music and songbook.
f. Correspondence.
Miscellaneous:
f. Unpublished manuscript, "The Mound Hill Mystery or the Power of Psychic Forces."
f. Kentucky Highway Maps, 1928, 1942, 1943, n.d.
f. Reds Official Score Book 1940.
f. Sing Kentucky songbook, 1965.
Recordings:
Vinyl Record 1 "Poor Little, Poor Little Me," 7 inch.
Vinyl Record 2 "Hail, University of Kentucky," 7 inch.
Vinyl Record 3 "Love Flowers to the Living," 12 inch.
Vinyl Record 4 "Dreamland Girl," 12 inch. | web | https://www.kentonlibrary.org/wp-content/uploads/sites/104/2021/09/KCPL-10-C.A.-Wicklund-Papers.pdf | 0.417454 | {
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Long-Term Complications of Diabetes
Diabetes can cause health problems over time. These are called complications. They are more likely to occur if your blood sugar is often too high. Over time, high blood sugar can damage blood vessels in your body. It is important to keep your blood sugar in your target range. This can help prevent or delay complications from diabetes.
Possible complications
Complications of diabetes include:
* Eye problems, including damage to the blood vessels in the eyes (retinopathy), pressure in the eye (glaucoma), and clouding of the eye's lens (a cataract). Eye problems can eventually lead to irreversible blindness.
* Blood vessel (vascular) disease leading to circulation problems, heart attack or stroke, or a need for amputation of a limb
* Tooth and gum problems (periodontal disease), causing loss of teeth and bone
* Problems with sexual function leading to erectile dysfunction in men and sexual discomfort in women
* Nerve problems (neuropathy), causing pain or loss of feeling in your feet and other parts of your body, potentially leading to an amputation of a limb
* Kidney disease (nephropathy) can eventually lead to kidney failure, which may require dialysis or kidney transplant
* High blood pressure (hypertension), putting strain on your heart and blood vessels
* Serious infections, possibly leading to loss of toes, feet, or limbs
How to avoid complications
The serious consequences of these complications are completely avoidable for most people with diabetes by managing your blood glucose, blood pressure, and cholesterol levels. This can help you feel better and stay healthy. You can manage diabetes by tracking your blood sugar. You can also eat healthy and exercise. And you should take medication if directed by your health care provider. | web | http://hfmg.net/assets/long-term-complications-of-dm.pdf | 0.493392 | {
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Middle School SEED: Understanding 'Tragedy of the Commons' and Using 'Carrying Capacity'
(Submitted by Martin Spreckley, 2018, while serving as Science and SEED Teacher at UWCSEA, Singapore)
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Lesson Plan/Description of the Project:
PDF copy of the presentation is included above.
Lesson 1 sees students playing the Harvest game in 5 groups. After running this lesson a few times with different groups, I put together the following notes for other SEED teachers:
To play this game with a class of 20-24 students you will need (all these materials are already prepared and should be together with Martin or in B410 SEED room):
- 5 fishing company cards (detailing the type of fishing company for each group)
- 5 boats
- A few hundred laser cut fish
- Instructions (from the Systems thinking playbook)
- This tally chart to record #fish each season
Before the lesson: Read the instructions and familiarise yourself with the rules!
What worked for me:
- Split the group into 5 teams and assign each team with a card (they read their own but don't talk to
other groups)
- Tell the students that the 'Carrying Capacity' of the ocean they will fish in is '50'
- Introduce the term 'Carrying Capacity'
- Tell the students that they won't know how many fish are in the ocean to begin, but that they know the ocean is in a fairly healthy state
- Let them know they can fish any number between 0 and 6 fish per year
- Begin with 40 fish in the ocean (don't tell them!)
Begin the game:
- If 20 fish were taken in total, then we're down to 20 in the ocean - repopulate (less than 25 means you double the number, so now we're back to 40).
- After round 1, complete the projected tally chart so all groups can see how many fish were collectively taken from the ocean.
- If more than 20 were taken then it's the start of a slippery road (although they don't know this yet…)
- Let play continue for a few years - expect the ocean to be dead within a few years.
Discuss with the class and plot the BOTG Introduce the term 'Tragedy of the Commons'
Play again - this time they can collaborate, and try and improve on their total from the first game.
If you want to introduce new factors during the game (because they have been fishing sustainably for a number of years) you could:
- If this doesn't tempt any group to over fish, then you, master of the seas, could secretly remove a number of fish from the ocean - this is mean, as the students continue to do what was working but it brings about disaster. This is what happens when an event occurs that changes fish population (disease, for example)
- Increase the maximum to 8 (they have been successful for a few years so have made enough profit to invest in 'improved' fishing techniques, bigger nets, larger boats)
Lesson 2: begin with a quick HW review and reinforcement of the terms and vocab. Followed by discussion of the Compass points from the different perspectives of the various fishing companies. (i.e. the different social impact for the local fisherman that will need to relocate or change industry after the fish stocks are depleted vs the multinational that moves on and repeats the damage elsewhere).
Students then compass the issue in their small groups (photo linked). Subsequent lessons introduce Causal Loop Diagrams (older students have seen this in Grade 7) and we use Loopy to look at reinforcing and balancing loops before working collectively to create a Causal Loop Diagram of the 'Harvest' game.
Reflection
Plusses:
Excellent understanding of the range of systems vocab and terms. Student were engaged in the game and the series of lessons included a nice blend of group and individual work.
Challenges:
Students that have not previously used Causal Loop Diagrams will need more time and simpler examples of the different types of loops before mapping the Harvest game as a whole class - It's easy for students to let others contribute if they are unsure and these could slip through the net.
Suggestions for other practitioners and educators:
When compass mapping the fishing game, students tend to focus on the N and E and struggle as little with points S and W. This might need teacher input and class discussion: loss of culture and history of fishing industry, government intervention etc.
Evidence and Resources: | web | https://www.compasseducation.org/wp-content/uploads/2020/07/Middle-School-SEED-Understanding-Tragedy-of-the-Commons-by-Martin-Spreckley.pdf | 0.498684 | {
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Case Study
Weetslade
Location: North East
This popular and attractive park is a former colliery site that has become a haven for wildlife.
Only four years after restoration, the park was awarded a green flag, marking it out as one of the best parks in the country.
Weetslade Country Park covers around 44ha and lies partially on a former pit heap. Abandoned in 1967, the site was left to naturally rejuvenate. The area was designated as a Site of Nature Conservation Interest in the mid 1990s. The Regional Development Agency acquired the land and revitalised the space using funding from the Homes and Communities Agency’s National Coalfields Programme.
The site has been designed to integrate open space, wildlife habitats and recreational facilities. The pit heap is dominant on the local landscape and features a new landmark ‘Drillhead’ sculpture which was inspired by the park’s mining origins.
The park is primarily a site for informal recreation and is well used for walking, cycling, jogging, dog walking, horse riding and bird watching. A two mile network of paths and bridleways run through the park and over the hill giving easy access to all users. The ‘Reivers’ Coast to Coast Cycle Route also runs through the park. Wildlife is thriving at the park with otters now resident and birds such as skylark, bullfinch and lapwing present.
The Land Trust’s role
The Land Trust owns the park and provides a secure source of funding in the form of an endowment. This allows the Northumberland Wildlife Trust and their volunteers to manage the park for the local community by delivering a range of events and activities.
Managing environmental risk
Being a former colliery, certain residual environmental liabilities remain. The Land Trust has established a series of monitoring mechanisms to manage these risks effectively and insure against any future issues. | web | https://thelandtrust.org.uk/wp-content/uploads/2017/07/Weetslade-July-2017.pdf | 0.423481 | {
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} | 30df2a23e2e861058494f9d8d5e0d91b25fae568f9f3652111f0b3964dc8b77b |
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