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Objectives:
1. Describe the prevalence of dementia
. Describe the five sensory input and processing systems, highlighting the dominant role of vision and the major differences between protective and discriminating sensation in each.
3. Discuss the impact of changing sensory awareness and processing as dementia progresses.
How many people have dementia?
* Every 4 seconds someone new is diagnosed with dementia
* 50 million people currently living with dementia
* By 2050, 135 million people will have dementia worldwide
* 1:6 women and 1:10 men living past 55
* Cost is nearly 1 billion dollars annually today
5 Senses How Humans Take In Data
1. What you see
2. What you hear
3. What you feel/ touch
4. What you smell
5. What you taste
Visual Data
* The most powerful sensory input.
People with dementia pay more attention to what they see than what they hear.
Auditory Data
* What do we often do wrong?
Care partners like to talk.
The person with dementia is focused on how we look visually and they are not processing the content.
Dementia: What Changes
* Structural changes –permanent
* Cells are shrinking and dying
* Chemical changes - variable
Cells are producing and sending less chemicals
Can 'shine' when least expected – chemical rush
Four Truths About Dementia
1. At least 2 parts of the brain are dying
2. It is chronic and can't be fixed
3. It is progressive and will get worse
4. It is terminal
Mimics of Dementia Symptoms
*Depression
*Delirium
* can't think
* can't remember
* not worth it
* loss of function
* mood swings
* personality change
* change in sleep
* swift change
* hallucinations
* delusions
* on & off responses
* infection
* toxicity
* dangerous
Positron Emission Tomography (PET) Alzheimer's Disease Progression vs. Normal Brains
Normal
Early
Alzheimer’s
Late
Alzheimer’s
Child
Alzheimer's Brain
Normal Brain
Alzheimers Brain
Brain Atrophy
* The brain actually shrinks
* Cells wither then die
* Abilities are lost
* With Alzheimer's area of loss is fairly predictable
* BUT the experience is individual…
Vision
* Edges of vision – peripheral field
* Depth perception
* Object recognition linked to purpose
* SLOWER to process
– scanning & shifting focus
Preserved
* 'See' things in middle field
* Looking at… curious
Losses
Loss
* Misses some words
Understanding
* Can't interpret words
* Gets off target
Preserved Ability
* Hears tone of voice
* Can get facial expression
* Can get some non-verbals
* Learns how to cover
Loss
Sensory Changes
* Awareness of body and position
* Ability to locate and express pain
* Awareness of feeling in most of body
Preserved Ability
* 4 areas can be sensitive
* Any of these areas can be hypersensitive
* Need for sensation can become extreme
Loss
Self-Care Changes
* initiation & termination
* tool manipulation
* sequencing
* motions and actions
* the doing part
* cued activity
Language
Loss
* Can't find the right words
* Word Salad
* Vague language
* Single phrases
* Sounds & vocalizing
* Can't make needs known
* Singing
* Automatic speech
* Swear words, sex talk, forbidden words
Approach Matters
Use a consistent Positive Physical Approach™
* Pause at edge of public space
* Gesture and greet by name
* Offer your hand and make eye contact
* Approach slowly within visual range
* Shake hands and maintain Hand-UnderHand™
* Move to the side
* Get to eye level & respect intimate space
* Wait for acknowledgement
Supportive Communication
Make a connection
* Offer your name – "I'm (NAME)… and you are…"
* Offer a shared background – "I'm from (place) …and you're from…"
* Offer a positive personal comment – "You look great in that …." or "I love that color on you…"
Emotional Communication
Validate emotions
* EARLY –"It's really (label emotion) to have this happen" or "I'm sorry this is happening to you"
* MIDWAY – Repeat/reflect their words (with emotion)
LISTEN for added information, ideas, thoughts
EXPLORE the new information by 'watching and listening' (wonder what they are trying to communicate)
* LATE – Check out their 'whole' body –
Observe face, posture, movement, gestures, touching, looking
Look for NEED under the words or actions
Keep it SIMPLE
* USE VISUAL combined VERBAL (gesture/point)
"It's about time for… "
"Let's go this way…"
"Here are your socks…"
* DON'T ask questions you DON'T want to hear the answer to…
* Acknowledge the response/reaction to your information…
* LIMIT your words – SIMPLE is better always
* Wait, Pause, Slow Down
For ALL Communication
If what you are trying is NOT working…
* STOP
* Back off
* THINK IT THROUGH…
* Then, re-approach
* And try something slightly different
- Sapphires – True Blue – Slower BUT Fine
- Diamonds – Repeats & Routines, Cutting
- Emeralds – Going – Time Travel – Where?
- Ambers – In the moment - Sensations
- Rubies – Stop & Go – No Fine Control
- Pearls – Hidden in a Shell - Immobile
People living with dementia need care partners to think about and act on what they want, need, and think.
Watch and Observe
* What they show you- how they look
* What they say – how they sound
* What they do – physical reactions | web | https://www.kumc.edu/documents/coa/2022-11-30%20Dementia%20Foundations.pdf | 0.478168 | {
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WL Mission Statement
The WL is an organization of women from different nationalities. Its purpose is to promote a broad acquaintance, to socialize, learn and support one another, and establish social network. Its wish is to secure a yearly scholarship fund for a disabled student.
Inside this issue:
President’s Word.............1
December Lecture
Christmas Lunch
Recipe of the Month
Miscellaneous
Letter from the President
A year has gone and a new one has just begun on the hope that it will be a peaceful year.
January being the first month of the calendar year (or Januar) as it was first called, was named for the Roman god Janus, protector of gates and doorways, Janus is depicted with two faces, one looking in the past, the other into the future.
Our annual Christmas Lunch which was on December 16, 2013 at Le Maillon Restaurant in Achrafieh was very successful due to the efforts of all Board members, and was attended by members of the League and friends. Among the distinguished guests who attended, were her Excellency, Ex. Minister, Mrs. Mona Afeiche Choueiry with Mr. Choueiry and Her Excellency Ambassador of Colombia, Mrs. Georgina Mallat and Mr. Mallat.
During the Lunch, we were enchanted by the Christmas carols and old songs performed by two wonderful entertainers, namely Mrs. Maria Matar, Opera Singer, and Mr. Yorgo Elka, who made the atmosphere very joyful.
We look forward to have more and more interesting events during the current year.
At last I take the opportunity to wish everybody a Happy, Healthy and Peaceful New Year.
Lamia Kawar
Father Boulos Wehbe was the speaker for our General Meeting on December 2, 2013. The Topic was “The Shepherds and the Magi” a common narrative. He mentioned that Mathew and Luke, are the two gospels that mentioned aspects or parts of the Nativity story of our Savior. Mathew tells of the Maji, worshipers of the stars and planets, who are guided unto the birth manger of the infant JESUS; while Luke speaks of an angel of the Lord, appearing to shepherds at night, heralding the birth a Savior. Our lord spoke to the shepherds while they were shepherding and spoke to the Magi through one of the stars they worship, God speaks to us from within our lives because He is present in every detail and every moment of it and uses our own experiences to elevate us to Him.
Mr. Samer Madbak, who is a Soloist singer (a member of the Parish of Father Wehbe church, St. Michael and Gabriel in Mazraa, Beirut) chanted for us three Christmas Carols, then it was followed by Mrs. Ellen Genadri on the piano with the audience singing Christmas Carols.
A wonderful Christmas Lunch was held on Monday, December 16, 2013, T “Le Maillon” Restaurant by the Board of the Women’s League. The weather was sunny after a stormy week, so everybody was happy and really enjoyed our Lunch. Ms. Lamia Kawar, the President of the Women’s League welcomed the ladies and gentlemen who attended our Lunch and wished everybody a Merry Christmas and a Happy New Year. Mrs. Suad Khoury, Program Chairperson introduced Mrs. Maria Matar, an Opera Singer to our audience, Mrs. Matar with her marvelous voice, sang for us “Ave Maria” and many other great old songs and Christmas Carols which made everybody feels the Christmas spirit. She was followed by Mr. Yorgo Elka who sang oldies while playing the guitar, which made the ladies participate in dancing to the Greek Music. A superb three course lunch was served which was very tasty. A tombola was held and the ladies enjoyed their presents. At the end everybody thanked the Women’s League for their successful lunch.
Recipe of the Month by Mrs. Zeina Arab
Brownies
2 cups Flour, 2 cups ordinary sugar, 2 eggs, 1 tsp. baking powder, 1 tsp. vanilla, 1 small Danish butter, 3 tsp. cocoa, 1 cup water
Melt the butter with the cocoa in a saucer on medium fire until the butter melts and mix and get to the boil, then add all the other ingredients and mix for almost two minutes. Pour in a baking pan and bake for 20 minutes, on medium hear.
The topping includes half a small size Danish butter pack, 3 ½ table spoon cocoa. Melt the butter then add 1 tsp. vanilla and 1 ½ cup fine sugar. Then start pouring a glass of milk little by little on the cream until you reach the thickness of the cream you desire. Sometimes it takes whole amount of milk. It is advisable to pour the cream on the cake straight after taking it out of the oven so that the cream can go inside the cake from all sides.
Lessons from Life
- To realize the value of a sister/brother, ask someone who doesn’t have one.
- To realize the value of four years, ask a graduate
- To realize the value of one year, ask a student who has failed a final exam
- To realize the value of a minute, ask a person who has missed the train
- To realize the value of one second, ask a person who has survived an accident.
Time waits for no one
Treasure every moment you have
Remember: Hold on tight to the ones you love!!!
January Trip
Mrs. Zeina Arab, our Trip Chairperson, has planned the January Trip to be on Wednesday, January 15, 2014 to Enfeh, in North Lebanon, with a lunch at a Fish Restaurant. Price of the trip is $50.- Fifty U.S. dollars, or LL. 75.000.- Seventy Five Thousand Lebanese Pounds. You are all welcome to join the trip.
Our big thanks go to Mrs. Houda Khaireddine, who is kindly offering the delicacies of the tea table for this month.
In your soul are indefinitely precious things that cannot be taken from you.
Oscar Wilde
Photos from the Christmas Lunch
Leila Zacca Alameddine
Editor of the Bulletin | web | https://www.aub.edu.lb/women_league/Documents/jan-14.pdf | 0.428846 | {
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1. (a) Differentiate between active and passive sensors. What are the requirements for selecting a sensor? 5
(b) Describe the components of a continuous sensing system. 5
2. (a) What are the advantages and limitations of hydraulic systems over other systems? 5
(b) Explain the working of wrist sensors. 5
3. (a) Explain, what is meant by sequential control with the help of a suitable example. 5
(b) State steps that might be present in the sequential control of a dishwasher. 5
4. (a) Identify the various elements that might be present in a control system involving thermostatically controlled electric heater.
(b) Explain the function of a Programmable Logic Controller.
5. (a) Suggest the elements that might be considered for the measurements system to be used to continuously monitor and record the temperature of a room with an accuracy of \( \pm 1^\circ C \).
(b) What are the limitations of two steps (on-off) controls and in what situation is such a control system commonly used?
6. (a) An accumulator of volume 120 litres is pre-charged to a pressure of 120 bar. It is put in a hydraulic system operating at a pressure of 180 bar. If accumulator has to supply 17 litres of oil due to sudden demand in the system, what will be drop in the system pressure?
(b) A double acting cylinder has a pressure of 40 bar acting on both sides. The cross-sectional area of two sides are 200 cm\(^2\) and 100 cm\(^2\). Find out the net load against which the cylinder can operate. If a pressure compensated flow control valve is put in the return line which allows only a flow of 10 litres/min, through it, at what speed will the cylinder move?
7. (a) Assume a DC motor with the following parameters:
Motor torque control = 0·0848 Nm/ampere.
Back EMF control = 0·0848 volts/(rad/s)
Armature resistance = 0·75 Ω
Moment of inertia = 0·00001696 kg/m².
With zero frictional load and taking a feed forward gain of 2, determine the motor response for a unit step function.
(b) A motor is running at 3,000 rpm. If it is to be controlled using proper width modulation, what duty cycle will be needed for running at 2,000 rpm?
8. What are the various types of CAMs used in mechanism of mechanical system? Explain in detail with neat sketches and suitable examples.
9. Explain how the mechanical system is different from hydraulic and pneumatic systems. Discuss the relative advantages and disadvantages of the pneumatic system over hydraulic system.
10. (a) A 6-bit D/A converter gives an output voltage of 8·625 volts for an input of 010111. What is the step size, the full range voltage and the percentage resolution?
(b) Show the binary addition and subtraction of 250 (decimal) and 450 (decimal). | web | https://webservices.ignou.ac.in/Pre-Question/Question%20Paper%20December%202014/SOET/DMEVI-BTMEVI/BIME-016.PDF | 0.511662 | {
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www.wisconsinfoodforests.com
Caring for Your Food Forest
Watering
After your food forest is planted, you will need to water if it doesn't rain at least an inch in the first week. Your plants need to be watered once every week to 10 days, or when the soil feels dry on your fingertip when you insert it into the soil about 1.5 inches down/up to your second knuckle. Trees need about 3 to 4 gallons per watering, whereas other plants need less. It is best to water low and slow. Water until you see a sheen of liquid on the soil surface that stays for at least three seconds before soaking in. This means that the soil is saturated, and you should stop watering. Water only when necessary. Do not water every day. Too much water or lack of water are the main reasons why plants fail to thrive. Water more frequently (twice per week) during hot and dry weather. In the fall, keep watering until the ground freezes. The second and third year you can stop watering unless there is a drought (more than 3 weeks of no rain).
Mulching: Mulch with wood chips 4 inches deep around the plants and sparingly one foot out from the trunk or stems.
Tart Cherry: These trees require pruning. There are many ways to prune fruit trees. Consider attending a hands-on pruning workshop at Troy Gardens or Olbrich Botanical Gardens in Madison or getting a book about pruning. In Wisconsin, the best time to prune cherries is in March, while the plants are still dormant. It is also important to shape your trees starting next year to promote good branch structure. For example, using clothespins to bend branches down to a 30- or 45-degree angle for better fruit production. Emily can prune for you or show you how to do this. Your tree should be pruned every year and re-mulched with wood chips. Add a shovelful of compost annually in spring. The fence can be removed after 4 years.
Currants and Gooseberries: Add a couple handfuls of compost annually in early spring. Your shrubs should be renewal pruned in the spring by cutting off 1/3 of the oldest stems at ground level starting when they are 3 years old. The fences can be removed eventually unless you have heavy rabbit pressure.
Aronia, Juneberry, Hazelnuts, and Honeyberries: Light pruning, lightly fertilize with two or three handfuls of compost to the top of the soil during planting and annually thereafter, check the fences before winter. The fences can be removed eventually unless you have heavy rabbit pressure. Mulch with wood chips.
You do not need to do anything for your Redbud, Nannyberry, or Wild Rose except make sure the fences are secure before winter, trim off dead branches in the spring, and re-mulch with wood chips as needed. | web | https://www.wisconsinfoodforests.com/wp-content/uploads/2019/04/Emilys-Food-Forest-Care-Sheet-1.pdf | 0.433574 | {
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Ernie Grimo can be considered the Johnny Appleseed of the Ontario nut growing industry
Founding president of the Society of Ontario Nut Growers (SONG) in 1972 and current president of the organization, Grimo has the same passion to improve and promote nut growing as the mythical apple propagator in colonial America.
The 80-year-old retired elemen tary school teacher always had an interest in plants and flowers that produce edible seed.
ing, he said. In addition to their decorative attributes, growers can harvest their nuts and seeds for their own food.
"It was a passion that drove me on," he said.
advances in tree growing. A new development on display will be an adaptation of a self propelled apple harvester converted to pick up hazel nuts.
As a teacher for 35 years, he inculcated the value of plants and how to nuture seeds into multi-fac eted uses to his students.
His enthusiasm was often infectious among generations of students. Grimo fondly recalls one student who grafted a tree for her family which many years later be came a treasured table top after its lifetime.
Over the years he has donated about 10,000 trees from his class room projects and today "see my trees all over area schools."
Grimo also practised what he preached.
When he got married, Grimo built a house landscaped with about 100 nut and fruit trees. Tree nuts are a form of edible landscap
[
Grimo turned a hobby into a business when he bought an 11 acre orchard near Niagara on the Lake in 1974 and then branched into the nursery business with four acres of nursery
stock 25 years ago.
"My interest was in plants and flow ers producing ed ible seed from not only nut trees, but apples, cherries, and raspberries."
"It was a passion that drove me on."
He has been actively involved in breeding and propagating nut trees for more than 45 years.
SONG's annual general meeting will be held March 16 at the Simcoe Horticultural Research Station.
More than 30 people from southwestern Ontario are expect ed to attend to learn the latest
Most SONG members are small acreage growers totalling about 50 acres of 15 varieties of nuts ranging from pines, chestnuts, beech and pecans. In recent years however, the commercial viability of hazel nuts has spawned an estimated 700 acres in cultiva tion.
Grimo was instrumental in the commercial development of hazel nuts and a couple of years ago was presented with the Award of Merit for outstanding contributions to the Ontario hazel nut industry. His daughter Linda, who took over the nut nursery in 1999, is a past chair of the Ontario Hazelnut As sociation. | web | https://www.grimonut.com/shared/media/editor/file/Norfolk%20Farms%20Ernie%20Grimo%20Article%281%29.pdf | 0.422829 | {
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Pair the Grafix Mixed Media Journal Wet Media Dura-Lar with watercolors and acrylic paints to create a fun art journal page!
**Supplies:**
- Grafix Mixed Media Journal
- Grafix Double Tack Mounting Film
- Crayola Watercolor Paint
- American Crafts Slick Writers
- CraftSmart Acrylic Paints in Natural Beige, Golden Brown and Lavender
- Black Archival Ink
- Texture Stamp
- Stencil
- Paper Towel or Baby Wipe
- Posca Paint Pen in Sky Blue
**Directions:**
1. Begin by removing a piece of Wet Media Dura-Lar from your Grafix Mixed Media Journal. I placed a piece of white card stock behind my Dura-Lar so that I could better see what I was doing on the clear surface. Then, using Crayola watercolor paints, create a background by loosely applying several colors of paint to the Dura-Lar.
2. Once your watercolor paint is dry, place the Dura-Lar over a face image of some kind. For my example, I used an old journal page, but magazine images also work well. Then, using a pen that works for slick surfaces, trace the face.
3. Once you have a basic outline in place, you can thicken some of the lines to emphasize them. Here, you can see that I thickened the outermost edges in order to help the drawing stand out from the rest of the page.
4. Next, using acrylic paints, add color to the drawing you did in the previous step. The background watercolor will mix with your acrylics, so it may take several layers to get the desired color.
5. Now we are going to add some texture to the background. Place a stencil over the watercolor and using either a damp paper towel or a baby wipe, remove some of the watercolor through the stencil. Since we are using the Wet Media Dura-Lar, it should lift off quite easily.
6. Using a stamp and black ink, add some texture to the background. I added this alphabet stamp to various areas of my page, trying to be loose and extend past the edges of the page.
7. Now, add any extra details with a Posca pen. These acrylic paint markers work great over the Dura-Lar, and are fantastic for adding small details to illustrations. Here, I used the color Sky Blue to add some detailing to my character's hair and shirt.
8. Next, stamp out a quote using a set of alphabet stamps and a scrap of card stock. Then, cut the quote into several strips, and scrap the black ink pad along the edges of the strips to make them stand out.
9. Finally, adhere the word strips to your page using Grafix Double Tack Mounting Film and insert your page back into your Grafix Mixed Media Journal! | web | https://www.grafixarts.com/wp-content/uploads/2022/01/MMJ-DW-Journal-Page-Project-Sheet.pdf | 0.436084 | {
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U.S. Department of Agriculture Natural Resources Conservation Service
344 Merrow Road, Suite A * Tolland, Connecticut 06084-3917 * ([REDACTED_PHONE] * www.ct.nrcs.usda.gov
INVASIVESPECIESIDENTIFICATIONSHEET
Common Reed
Phragmites australis (Cav.) Trin. ex Steud.
Alternate Common Names: Phrag; Common Reedgrass; Giant Reed
Some Alternate Latin Names: Phragmites phragmites Karst.; P. maxima (Forssk.) Chiovenda; P. communis Trin.; P. communis Trin. var. berlandieri (Fourn.) Fern.
- very tall grass (6'-15' tall) from perennial rootstock; foliage has bluish-green color
- leaves alternate, stiff; diverging in two rows from hollow, upright culms (stems)
- leaf blades 8"-24" long, flat, up to 1 1/4" wide; edges rough with microscopic teeth
- flowers clustered in a conspicuous plume (8"-16" long) at the ends of the culms above leaves
- flower clusters dark brown with purplish highlights (late July-Oct.) fading to tan
- pale tan, upright dead stems and faded (greyish or pale tan) flower clusters remain in winter
The huge size, bluish-green foliage, thick plume of flowers (often drooping to one side), hollow, dead stalks and plume-like remains of flower clusters that persist even after the following year's leaf stalks have grown up make it easy to recognize Common Reed throughout the year. Do not confuse with Cattails which have spongy, green basal leaves and persistent dead stems on which the old flower clusters have a matted cotton appearance. At the point where the leaf blade departs from the culm (main stem), there is a horizontal line just below a "microscopic" row of silky hairs, each about 1/32"-1/16" long (use a good hand lens). In addition to this thick row of hairs (the ligule), there may be a few scattered, longer, wavy hair-like growths more readily visible to the naked eye. Common Reed stems remain green one season. Clumps may spread vegetatively 3'-30' per year. The stem beneath the flower clusters has a readily-visible ring of whitish hair. In maturity, long silky hair growing off the stalks within each individual 3-7 flowered spikelet may be seen. Be alert! Long-present, non-invading clumps of Common Reed may be the rarely-seen native race.
The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, sex, religion, age, disability, political beliefs, sexual orientation, or marital or family status. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA's TARGET Center at [REDACTED_PHONE] (voice and TDD). To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, Room 326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, DC [REDACTED_PHONE] or call ([REDACTED_PHONE] (voice and TDD). USDA is an equal opportunity provider and employer. | web | https://www.nrcs.usda.gov/Internet/FSE_DOCUMENTS/nrcs142p2_010834.pdf | 0.477031 | {
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Carden Primary School curriculum overview for Computing
Computing will be taught using the 'Switched on Computing' scheme of work published by 'Rising Stars'. Computing will be taught discretely, but where appropriate it will be linked to the year group topic. The scheme of work will be introduced gradually. Initially the children will carry out units of work from a lower year group. This will ensure that they have acquired the new skills, necessary to access the units from within their own year group.
Here at Carden we have identified the key subject skills for computing that we believe are essential for children to experience and re-visit several times between years 1 and 6.
These skills for computing are:
- Understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions.
- Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems: solve problems by decomposing them into smaller parts.
- Use sequence, selection, and repetition in programs: work with variables and various forms of input and output.
- Use logical reasoning to explain how some simple algorithms work and detect and correct errors in algorithms and programs.
- Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
- Understand computer networks including the internet; how they can provide multiple services, such as the World Wide Web; and the opportunities they offer for communication and collaboration.
- Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely.
The tables below outline what will be taught in computing for each year group in each half term or term.
'We are TV chefs' – filming a recipe. This unit will enable children to:
'We are games testers' – exploring how computer games work. This unit will enable children to:
'We are presenters' – videoing performance. This unit will enable children to:
'We are toy makers' – creating an interactive
'We are artists' – creating geometrical art. This unit will enable children to:
'We are project managers' – developing project management skills. This unit will enable children to:
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Lesson 5 of 6
Yoga
EQUIPMENT
music (upbeat and slow) » music player » mats (one per student and teacher) » white board/paper » felt pens » pencils » paper » yoga cards » Super Sequence Planning Sheet
RELATED RESOURCES
• Physical Education Online website, Alberta Education, www.education.alberta.ca/physicaleducationonline/teacherresources/toolbox/d_7_9/d_79_29.pdf
• Yoga Cards Website, www.yogacards.com/yoga-pose-cards.html
Warm It Up
YOGA FREEZE
Instruct students to remove their socks and shoes (no sock feet) and place them in a designated area. Invite students to move around the mats scattered throughout the activity area when the music starts, using the locomotor movement of their choice; e.g., crawling, jumping, running. When the music stops, students must freeze, walk to a vacant mat and demonstrate a yoga pose. Repeat several times, providing an opportunity for students to look around the room and observe the poses of other students. Ask a few students in each round to name the yoga pose they are performing and generate a list of the different poses. Challenge students to demonstrate all of the poses that have been learned thus far. Gather as a large group in front of the list of poses and explain that students will have an opportunity to create their very own, totally original yoga sequence.
Safety First!
See Safety Guidelines page 143.
Clues that students are achieving the outcome...
“Students will select and perform nonlocomotor skills involved in a variety of activities” K-12 Physical Education Program of Studies, Alberta Learning, 2000.
• Students can create their own yoga sequence.
• Students can demonstrate nose/mouth breathing during yoga.
Whoop It Up
YOGA SEQUENCE
Individually or in groups of 2-3, students will create a sequence of 5 to 8 poses that they will choose using the guidelines described below. Students must do poses 1 and 8, and must choose to include 3 or more of poses 2-7 in their sequence. Each pose will be repeated three times before moving to the next pose.
Pose 1 » a breathing pattern; e.g., Cleansing, Bunny, or Hot Air Balloon.
Pose 2 » a standing pose; e.g., Mountain, Jumping, Volcano, Triangle, Warrior, Tree, or Stork.
Pose 3 » a pose that requires balance; e.g., Triangle, Stork, Tree, or Warrior.
Pose 4 » a pose that uses hands and feet; e.g., All Fours or Downward Dog.
Pose 5 » a pose that uses the whole body; e.g., Hot Air Balloon, Triangle, Warrior, All Fours, or Downward Dog.
Pose 6 » student choice of a pose learned in class or create and name a new pose.
Pose 7 » a pose on the ground; e.g., Cobra, Rock n’ Roll, Swan, or Sitting position.
Pose 8 » a relaxing pose; e.g., Breathing, Hot Air Balloon, or Savasana.
Remind students that yoga is a non-competitive, individual activity and that each student should create a sequence to challenge their personal abilities. To further promote success, consider creating sets of yoga cards with pictures of the poses learned in previous lessons (see Related Resources). Allow plenty of time for students to develop and practice their yoga sequence.
Safety First!
See Safety Guidelines page 143.
Wrap It Up
SHOW EM’ WHAT YOU GOT!
Instruct each student or small group to get together with one other student or group and take turns acting as “yoga instructors”. Each student/group will teach and lead the other student/group through the yoga sequence they developed. Emphasize the importance of listening to the body and not doing any pose that hurts as well as being respectful of classmates. Circulate and try some of the student-developed yoga sequences. | web | https://everactive.org/wp-content/uploads/2020/04/K-3-IA-11_12.pdf | 0.481596 | {
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ENGR 301
Lab 1
Time and Frequency Responses of Series RLC Circuits
Partner 1
Partner 2
Date: MM/DD/YYYY
Objective:
- To investigate the step, impulse, and frequency responses of series RLC circuits. To compare experimental results with theory and LTspice simulations, and to account for possible differences.
Components/Instrumentation:
- Check the manual
Procedures, Data, Results, Analysis:
M1: Procedure
a.) Put the measurements in a table format.
b.) Explanations/Analysis of the result Put Image here to support the result.
E.g. The damping ratio determines whether the system response will produce overshoot or not.
There is overshoot when the system is underdamped because…
C2: Procedure
a.) Make sure you use MS Word Equation Editor.
Conclusion:
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.
PORTRAIT
Shay Pendray
CATHERINEAMOROSOLESLIE
Shay Pendray is a teacher, lecturer, designer, host of the PBS television series Needle Arts Studio, and owner of a retail needlework shop, a production company, and a company that manufactures and distributes needlework products. She is the author of four books, including Shay Pendray's Inventive Needlework: Techniques and Inspiration for Gold Work, Painted Canvas, and Shading (Iola, Wisconsin: Krause, 2004) and The Needleworker's Companion (Loveland, Colorado: Interweave Press, 2002).
Kiju Fukuda, a National Living Treasure of Japanese embroidery. Pendray was the driving force in bringing Japanese embroidery to the United States. She has taught the technique to thousands of students from around the world.
Pendray has studied Japanese embroidery for more than eighteen years. Her four sensei (teachers) in Japan include
Catherine Leslie: What is your idea of perfect needlework happiness? Shay Pendray: Perfect needlework happiness is sitting at my floor frame working on my Japanese embroidery surrounded by two or three other people who love it as much as I do. CL: What is your greatest fear when doing needlework? SP: I don't have fears; I always enjoy needlework, and if I make a mistake, I just call it a "creative happening."
CL: Which historical needleworker do you most identify with?
SP: The late Muriel Baker was my mentor. She took me under her wing and gave me great advice. She once told me that I would some day stop teaching at small gatherings and write
80
PI E C EWO R K
W W W
a book to reach more students.
CL: What is your greatest extravagance in needlework? SP: Hundreds of tubes of flat silk and many more threads than I will ever use in my lifetime.
CL: Which needlework talent would you most like to have? SP: Some of my students are faster than I am (and technically some are better stitchers than I, but I am always thrilled at how good they are), and I would like to be faster.
CL:
What do you consider your greatest achievement
in your needlework?
SP: My current PBS show—
we are reaching 72 million households a week.
CL: What is your favorite part of your work? SP: Teaching people to do needlework.
INTERWE AV E. C O M
Pendray has received the Excellence in Needlework Award from the National NeedleArts Association, a Life Achievement Award from the National Academy of Needlearts, DMC Teacher of the Year, and the American Needlepoint Guild's Literary Award. In 2000, the National Association of
Women Business Owners named Pendray one of the top ten businesswomen in the state of Michigan.
CL: What is your needlework motto?
SP: "Stitching toward perfection."
embroidery in the same piece. They are a blend of all the things I have learned over the years.
CL: What is your favorite needlework technique? SP: Japanese embroidery.
CL: What is it that you most dislike about your needlework?
SP: I love my needlework, mistakes and all.
CL: How would you like to be remembered?
SP: As someone who passed needlework on to a new generation.
CL: What is your favorite needlework journey?
SP: Traveling to Japan to study.
CL: What is the most marked characteristic of your needlework?
SP: Most of my pieces combine needlepoint, embroidery, and Japanese
CL: If you could choose any needlework project, what would it be?
SP: I would finish the 3-by5-foot (1-by-1.5 m) rug my late husband Don and I started several years ago.
CL: When and where have you been happiest doing needlework?
SP: Stitching in the evening while Don watched television.
CL: What is the greatest love of your needlework life? SP: Seeing my grandchildren stitching with me.
ABOUTTHE AU T H O R . Catherine Amoroso Leslie is an assistant professor in the School of Fashion Design and Merchandising at Kent State University, Kent, Ohio. | web | http://www.interweave.com/needle/piecework_magazine/files/portraits/pendray.pdf | 0.477221 | {
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In May 2010, Guatemala was hit by tropical storm Agatha. It rained nonstop for 3 days and due to the poverty of the country and the majority of its people, devastation was inevitable for thousands of families. In the lowlands, rivers overflowed sweeping the communities along the riversides. In the hills and mountains there were terrible mudslides taking trees down, rocks and everything in their path, which caused serious damage to people's homes, crops and infrastructure. This happened right after the eruption of the Pacaya Volcano, which destroyed many houses and left thousands of people in the central region of the country unable to communicate or to receive help and medical care.
The funds that De Familia a Familia gathered locally and overseas were invested in first need items such as folding beds, clothing, blankets, shoes, metal sheet roofing, cookware and groceries. All these items were distributed among severely affected families.
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In honor of this year’s NCW theme, “Chemistry Rocks!,” I traveled to Kent State University in Ohio, where I met Dr. Elizabeth Herndon. Dr. Herndon is an Assistant Professor in the Department of Geology. Dr. Herndon explained that as an environmental geochemist, she studies soil, rocks, and water to learn how people change the chemistry of their environment.
So where does Dr. Herndon do most of her work? “I spend a lot of time writing in my office,” she said, “but I also teach in my classroom, run experiments in the lab, and collect more samples to analyze out in the field.”
I could not wait to go outdoors with her to learn more about field sampling! When we arrived at the collection site, Dr. Herndon pulled out her auger — a metal pole with a tube on the end that she uses to collect soil samples. I told her that moles (like me) love to dig into the dirt, too!
I asked Dr. Herndon what she liked the most about her job. “Scientists never stop exploring,” she said. “I get to ask questions about the world around me that no one knows the answers to, and then try to find answers to those questions.” The work she does impacts a lot of people. She explained, “My work can help kids have beautiful and fun places where they can go to explore nature.”
Growing up, Dr. Herndon did not have to go far to learn about science. “My dad is a high school science teacher, so I grew up around science,” she said. “When I was in kindergarten, he had me help his science club build a model rocket ship out of balloons and cardboard. Our rocket flew farther than any of the others.” How exciting!
I also asked Dr. Herndon why she decided to pursue a career in science. “I enjoyed learning about the mysteries of the Earth and other planets. I always wanted to find out more.” She did not decide to be a soil scientist as a child, but was always interested in our planet itself. “I wanted to be an astronomer when I was growing up,” she recalled. “I read books about astronomy and memorized the names of galaxies and stars in different constellations.”
She also shared another memory from high school, saying, “I participated in the science fair in high school, and my experiments tested how different pollutants impacted the health of plants and creatures such as sea urchins. I had a wonderful teacher who made it possible to do these projects as part of a science class.”
So, as many of you know, moles like me love dirt! I am very thankful that there are scientists like Dr. Herndon who continually study the soil, rocks, and water around us to ensure it is safe for all of us!
**Mud Pie continued**
**Personal Profile**
**Favorite color?**
Green
**Favorite food?**
Chocolate ice cream
**Birthdate?**
August 24
**Favorite hobby/pastime?**
Running
**Very interesting project you were a part of?**
I went to Alaska to study how warming climate is changing the geochemistry of boreal forests and tundra ecosystems. | web | https://www.acs.org/content/dam/acsorg/education/resources/k-8/science-activities/whatchemistsdo/megamoleinterviewschemists/2017-ncw-dr-elizabeth-herndon.pdf | 0.47729 | {
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California, 2009
Cause
Effect
Why?
NOTE: Read the Cause Map from left to right
with the phrase "Was Caused By" in place of
each arrow.
Step 2. Cause Map
Detail Level
Copyright ThinkReliability 2010
Houston, Texas [REDACTED_PHONE] ThinkReliability.com
Investigate Problems. Prevent Problems.
Patient Safety
Goal Impacted
Compliance
Goal Impacted
Transfusion of
contaminated
blood to
patients
Patient
Services
Goal
Impacted
Organization
Goal
Impacted
Property
Goal
Impacted
Disposal of
contaminated
blood
products
Potential for
transmission of
yellow fever
virus
Labor
Goal
Impacted
Investigation
Patients
transfused with
donated blood
Donated blood
with yellow
fever virus
AND
Patients
required blood
transfusions
Health issues
Blood donors
had yellow fever
virus in system
Donors received
yellow fever
vaccine four
days prior
vaccine
contains live
virus
Military
requirement
Donors
unaware they
shouldn't
donate
Blood not tested
for yellow fever
virus/antibodies
Warnings on
vaccine deferral
insufficient
Change in
vaccine
schedule
Previously Implemented
Solution: Red Cross
recommends donors wait
for 2 weeks after
receiving yellow fever
vaccine
Blood bank
unaware of
issue for
several weeks
Blood not
recalled for
several weeks
Discovered during
routine record review
for subsequent blood
drive
Questioning
insufficient
Evidence: 89
recently
vaccinated
donors
Possible Solutions:
Vaccination records
provided to blood bank
Possible Solutions:
Donors questioned
individually about recent
vaccinations
Evidence: Presence
of antibodies
Healthcare providers
warn of blood donation
deferral when
administering vaccines
Evidence: Red
Cross test list
No blood
substitute
available
AND
AND
AND
AND
AND
AND
AND? | web | https://www.thinkreliability.com/InstructorBlogs/blog-ContaminatedBlood-2009.pdf | 0.417897 | {
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LIVING LIFE BACKWARD
How Ecclesiastes Teaches Us to Live Life in Light of the End
BASED ON A BOOK BY THAT NAME
* Previous Themes:
* Certainties
* How to live in light of them
* Today:
* Uncertainties
* How to live in light of them
INTRODUCTION TO WEEK 8
QUESTION
* What is something in your life you often wish you knew but don't?
* What difference would it make to your life if you did know it?
* "Cast your bread upon the waters…"
ECCLESIASTES 11:1-6
* The future
* God's hidden works
* How to guarantee success
THINGS WE DON'T KNOW
* Hold to life and possessions loosely
* Neither success nor failure is ultimate
* Wise living is its own reward
THINGS WE DO KNOW
* Returning to the thing you wish you knew…
* What difference does it make that you don't know it?
QUESTION
ANOTHER QUESTION
* What does the Preacher want us to know about God?
THE POINT
* Trust God in living wisely and generously in the face of uncertainty.
FINAL THOUGHTS | web | http://arbor-church.com/Audio/Sunday%20School/Audio/2019-2020/PPT/LLBW8.pdf | 0.421786 | {
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Source Markets for imports of food & beverage to Egypt
EGYPT'S FOOD IMPORTS
Due to its large population, which is expected to exceed 100 million people by 2020, Egypt imports 60% of its food. Egypt's annual food import bill amounts up to USD 15 billion, making the Egyptian market a great potential for exporting companies.
| Value US$ thousand | Product |
|---|---|
| 3.12 | Almonds (Fresh or dry) |
| 1600 | Animal/ Vegetable Fat & Oil |
| 221.32 | Apple |
| 4700 | Cereals |
| 6.84 | Coffee |
| 169.61 | Cotton |
| 2.14 | Fruit & Nuts (Fresh or Dried) |
| Value US$ thousand | Product |
|---|---|
| 5.42 | Garlic (Fresh or Chilled) |
| 2.23 | Grapes |
| 1.52 | Citruses |
| 1985 | Maize |
| 2.23 | Potatoes (Fresh or Chilled) |
COMESA'S FOOD IMPORTS
| Value US$ thousand | Description |
| 938 | Edible Products & Preparations |
| 929 | Fish (Fresh, Chilled or Frozen) |
| 2.108 | Fixed Vegetable Fats & Oils |
| 1.317 | Fixed Animal Fats & Oils |
| 547 | Fruit & Nuts (Fresh or Dried) |
| 2.351 | Maize |
| 855 | Meat of Bovine Animals |
| 882 | Milk & Milk Products |
| 1.459 | Oil Seeds & Oleaginous Fruits |
| 6.113 | Other Food |
| 667 | Other Meat & Edible Meat Offal |
| 966 | Rice |
| 2.267 | Sugar, Molasses and Honey |
| 832 | Vegetables |
| 4.414 | Wheat |
(*) COMESA: Common Market for Eastern and Southern Africa, composed of: Republic of Burundi, the Union of Comoros, D.R. Congo, Djibouti, Arab Republic of Egypt, State of Eritrea, the Federal Democratic Republic of Ethiopia, the Libyan State, the Republic of Madagascar, the Republic of Malawi, Mauritius, Republic of Rwanda, Republic of Seychelles, Republic of Sudan, Kingdom of Swaziland, Republic of Uganda, Republic of Zambia and Republic of Zimbabwe. | web | http://macfruitattraction-expo.com/pdf/Source%20Markets%20for%20imports%20of%20food%20and%20beverage%20to%20Egypt.pdf | 0.47167 | {
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observed at Lake Pasquaney, Bridgewater, N. H., for the past three years. On August 25, 1900, Mr. G. M. Allen noted in the records of Camp Pasquaney twelve Nighthawks (Chordeiles virginianus); the most seen on any date that summer. In 1901, on August 22 and 23, I recorded a large flock, over twenty-five birds each day, passing at sundown slowly to the southwest over the lake. On August 22, 1902, at dusk, a flock of fully three hundred were seen migrating in the same direction. Again this year, on August 22, 1903, in the forenoon, nearly a hundred birds were noted passing over to the southwest. Thus for four years a definite migratory movement of these birds in considerable numbers has been observed between August 21 and 25. This migration has been noticed in Saco Valley, and I take it the birds passing over Pasquaney are stragglers from the Pemigewasset Valley migration, which occurs regularly.—Reginald Heber Howe, Jr., Concord, Mass.
Nests and Eggs of Cœligena clemenciae.—About July 7, in the Huachuca Mountains, Arizona, I discovered a Blue-throated Hummingbird beginning its nest on a shelving rock on the face of a cliff. On the 13th the first egg was laid and on the 15th I took the set of two eggs, nest, and female parent. A single small fern was the only vegetation growing within ten or twelve feet of the nest. The rocks above the nest projected well out from the nest, protecting it from the torrents of rain that falls at that time of the year. The nest was composed chiefly of down from the under side of sycamore leaves, some cocoons and green moss, all firmly bound together with spider webs. The female when started from the nest, instead of flying directly out from the nest and away, would fly straight up the face of the cliff and pass through a rift in the wall. A great fondness is shown by this species to associate itself with rugged places.
This set of eggs, so far as known, is the third in existence. E. W. Nelson speaks of a nest from which a single egg was secured, built in a shrub up on the side of the Vulcan de Tuluca, Mexico. Josiah H. Clark (Auk, XVII, July, 1900, p. 294) tells us of a set of eggs taken by himself in the state of Vera Cruz, Mexico. In 'The Osprey' for February, 1899, I described a nest with two eggs I took on May 31, 1897, in these same mountains, built in a clump of maiden-hair ferns growing from the side of a wall of rock—the side of a deep gorge. The set of eggs taken this year is now in the collections of the Field Columbian Museum.—George F. Breninger, Phoenix, Arizona.
Mortality of Purple Martins (Progne purpurea) at Brattleboro, Vt.—During the long rain in June, 1903, the nests in the bird house belonging to William C. Horton of Brattleboro, Vt., became completely water-soaked, and thirty young and two adult Purple Martins were found dead in their nests. The remaining members of the martin colony abandoned the | web | https://sora.unm.edu/sites/default/files/journals/auk/v020n04/p0435-p0435.pdf | 0.423542 | {
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JAIN COLLEGE
463/465, 18th Main Road, SS Royal, 80 Feet Road Rajarajeshwari Nagar, Bangalore - 560 098
SUBJECT: BUSINESS STUDIES
II PUC
MOCK - II
Timings Allowed: 3 Hrs 15 Minutes
Total Marks: 100
Instructions:
1) Asnwer all the questions.
2) Number the answers properly.
3) Draw diagram wherever necessary.
Section- A
I. Answer the following in a sentence each
2. Who is called the father of scientific management?
1. Give one example for top level management
3. State a benefit of planning
4. Name any one type of organizational structure
6. State any one element of direction.
5. What is placement?
7. Give the meaning of deviation in controlling.
8. What is fixed capital?
10. Who is a consumer?
9. What is market?
Section- B
II. Answer any ten of the following in two sentences each.
12. What is Gang Plank?
11. State any two social objectives of management.
13. What is decision making in planning?
14. Give the meaning of organizing.
16. State the two activities of staffing.
15. What is departmentalization?
17. Define motivation.
18. How the variation is ascertained in controlling?
19. What is financial planning?
21. What is meant by advertising copy?
20. What do you mean by labeling?
22. Mention any two needs of consumer protection.
Section - C
III. Answer any six of the following .
23. Explain the principles of scientific management of F W Taylor.
24. Explain the importance of decentralization.
26. Explain the advantages of good communication.
25. Explain the importance of staffing.
27. Explain the steps involved in controlling process.
28. Explain the other objectives of financial management.
30. Explain briefly the channels of distribution.
29. State the factors affecting fixed capital requirements and explain.
31. Explain the importance of consumer protection.
10X1=10
10X2=20
6X5= 30
IV. Answer any three of the following
32. Explain the functions of management.
34. Explain the methods of training.
Section- D
3X10=30
33. Explain the types of plans.
35. Explain the functions of stock exchange.
36. Briefly explain the methods of sales promotion.
Section- E
V. Answer any two of the following
2X5=10
37. State any ten Fayol's principles of management.
38. State any ten qualities of a successful leader.
39. As an aggrieved consumer write a complaint to district forum seeking redressal.
************************** | web | https://www.jaincollege.ac.in/pdf/2014-15/II%20PU%20-BUSINESS%20STUDIES-%20MOCK%20PAPER%20II-%20RR%20NAGAR.pdf | 0.4307 | {
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Rainbow Matryoshka SOLUTION
This puzzle is more of a pinpoint game, in which you try to solve for the exact location by solving a series of small riddles. The game´s rules/hints are all in the title. The word Rainbow gives you the sequence in which you solve the puzzle. (Red,orange,yellow, green,blue,purple fireworks.) The word Matryoshka means russians dolls that stack within each other from large to small. This symbolizes each picture within the firework, which gradually leads to a more specific location. (Continent, Country, State, City, Attraction , Main point of Attraction.)
As given in the title you start with the color red and try solving for the location depicted using the given pictures, and are allowed to use any outside source if necessary. The first color has a compass pointing to North, and a picture of Amerigo Vespucci, a explorer in which the continent was named after (Solution: NORTH +AMERICA)
Then following the color scheme, you solve for the orange firework. Which has a picture of the Bald Eagle, which represents Freedom and is the national bird of USA. (Solution: United States of America)
The yellow firework has a picture of a flag which consists of a bird and american shield. Knowing that this puzzle is a pinpoint game, and given the first 2 answers, it can be assumed that the given would most likely be a state. Using outside sources and finding this flag, will lead the person to decipher that this is the Illinois flag. (Solution: State-Illinois)
Onwards to green, there is a picture of a cloud blowing wind and a city. This symbolizes Windy city, another name for Chicago. (Solution: City-Chicago)
The blue firework consists of different shades of blue, with an arrow pointing to a darker shade. And a dock like picture. The shade of blue it's pointing to is Navy Blue, and the other picture represents a Pier. If you think of a place in Chicago that consists of the word Pier, most likely conclude that it depicts Navy Pier. (Solution: NAVY PIER)
The fun doesn't end there, because there is one last picture to solve. This picture is pretty straightforward. It's the main attraction at Navy Pier and the picture basically depicts it. (Solution: Ferris Wheel)
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Fact Sheet
California Deaf-Blind Services San Francisco State University 1600 Holloway Avenue San Francisco, CA [REDACTED_PHONE] ([REDACTED_PHONE] VOICE/TTY ([REDACTED_PHONE] FAX www.cadbs.org
Tadoma
Students who are deaf-blind frequently use their senses of touch and movement to get information about the activities, people and places around them. Students may be able to use several senses together (e.g., touch + hearing + movement) to build skills such as speech, use of remaining vision and/or hearing, and sign language. They may also use their senses of touch and/or movement for the sole purpose of enjoyment.
Objective
Tadoma is a method for teaching the student with dual sensory impairments to speak. The method was developed at Perkins School for the Blind for deaf-blind children. Tadoma also can be used to provide students with very pleasurable sensations of touch and movement which come from others' speech and singing which they cannot see or hear.
Hand placement
The hand of the student is placed on the face of the speaker with the thumb lightly placed on the speaker's lips and the fingers spread on the cheek and upper neck. In this way, the student feels the lip movement, air in the cheeks, and the vibration of the vocal cords as each sound is made. Sounds which look alike on the lips (e.g., "F" and "V") will feel differently on the speaker's face and throat. If the child has some vision, the adult should be positioned so the student can watch the adult's lips and facial expression. If the student wears hearing aids, it would be helpful to wear them at this time.
Procedure
1. Assist student with hand placement. A young child may need to use both hands.
2. Speak clearly and naturally.
3. Assist student to feel his own face and throat to encourage him to repeat the sounds just made by the adult.
4. Repeat steps one through three to encourage the student to imitate.
5. Do not force the student to join in the activity if he seems tired or uninterested. This method should be enjoyable for both the student and the adult.
Resources: http://www.perkins.org/resources/ask-the-expert/carol-crook-discusses-tadoma.html
Order # 05
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Define you "why"
There are many benefits to using social media when you use it with intention. From the list below, select at least three objectives that will form the basis for your social media blueprint.
What are your top objectives for Social Media?
* Increase brand awareness
* Build a personal brand
* Stay top of mind
* Attract an audience
* Engage with your audience
* Generate revenue
* Grow your email list
* As a promotional tool
* As a way to network
* Increase website traffic
* Partner with influencers
* Stay on top of industry news
Set your goals
In the area below set your S.M.A.R.T goals
Each social media channel is good for something different. Consider the strengths and weaknesses of each platform against your goals in order to determine which channels are right for you.
Write down your first social media goal and brainstorm the ways each channel could help you meet that goal. Repeat for your second goal, and then your third etc.
Goal
Facebook
Goal
Instagram
Goal
YouTube
Goal
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Distributed Hash Tables
What is a DHT?
* Hash Table
* data structure that maps "keys" to "values"
* essential building block in software systems
* Distributed Hash Table (DHT)
* similar, but spread across many hosts
* Interface
* insert(key, value)
* lookup(key)
How do DHTs work?
Every DHT node supports a single operation:
* Given key as input; route messages to node holding key
* DHTs are content-addressable
Neighboring nodes are "connected" at the application-level
Fundamental Design Idea I
* Consistent Hashing
* Map keys and nodes to an identifier space; implicit assignment of responsibility
Mapping performed using hash functions (e.g., SHA-1)
* What is the advantage of consistent hashing?
Fundamental Design Idea II
* Prefix / Hypercube routing
Source
Destination
How to design a DHT?
* State Assignment:
* what "(key, value) tables" does a node store?
* Network Topology:
* how does a node select its neighbors?
* Routing Algorithm:
* which neighbor to pick while routing to a destination?
* Various DHT algorithms make different choices
* CAN, Chord, Pastry, Tapestry, Plaxton, Viceroy, Kademlia, Skipnet, Symphony, Koorde, Apocrypha, Land, ORDI …
State Assignment in Chord
* Nodes are randomly chosen points on a clock-wise Ring of values
* Each node stores the id space (values) between itself and its predecessor
Chord Topology and Route Selection
* Neighbor selection: i th neighbor at 2 i distance
* Route selection: pick neighbor closest to destination
Issues
* How do you characterize the performance of DHTs?
Issues
* What are the fault tolerance/correctness issues?
Issues
* What are the security issues?
Issues
* What are the load balance issues? | web | https://courses.cs.washington.edu/courses/cse550/14wi/notes/lect14.pdf | 0.423415 | {
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Pathway to Personal Progress
Overview
The Pathway to Personal Progress has been designed as a supported first step to post-16 education and into a college setting. It will take 1–2 years to complete.
The objective of this pathway is to recognise personal growth and engagement in learning. It will address the needs of individuals working at Entry 1 or below, in particular those individuals with learning difficulties and disabilities.
Each qualification within the Pathway to Personal Progress ensures that all individuals are given the same opportunities to access appropriate and relevant education to improve their life chances.
What will be studied
Developing communication skills
Developing self-awareness: All about me
Rights and responsibilities: Everybody matters
Encountering experiences: Being a part of things
Engaging with the world around you: People
Engaging with the world around you: Events
How will individuals be assessed?
A continuum allows individuals to demonstrate very small steps of progress and enables providers to differentiate between the levels of achievement of individuals working within Entry 1.
What can individuals do after?
Individuals may progress onto other supported programmes within Bloom. Others may move onto higher level qualifications at any of the college campuses.
Some individuals may wish to be supported out of education, for example, to access a social care provision or employment through a Supported Internship.
Scan the QR code for more information about Bloom: Preparation for Adulthood at The Sheffield College or email [REDACTED_EMAIL] | web | https://www.sheffcol.ac.uk/uploads/Bloom%20-%20Pathway%20to%20Personal%20Progress.pdf | 0.440155 | {
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Fix leaking seams in aluminum boats with G/flex® 650 Epoxy
By Randy Zajac
We wanted to experiment with using G/flex to fix leaking aluminum boats. I was quite surprised to find that every aluminum boat owner I talked to said they had some sort of leak. Within 3 hours, I had several co-workers volunteer their aluminum boats for the experimental fix using G/flex.
Finding the leaks
The first step is to find the leak. This is fairly easy—just fill the inside with water up to the waterline. To reduce the possibility of destruction or distortion, I tilted the boat and only filled one end at a time since filling the boat up entirely might have done more damage to the seams.
On each boat I repaired, I found many rivets that merely seeped water. However, I also found at least one that poured a constant stream. These bigger leaks were the main cause of water inside the craft during normal use. One boat actually carried a bilge pump to help keep up with the bailing. I circled any leaking rivet or seam with a black marker.
Making the repair
With the leaks identified and marked, here are the techniques used for the repair.
Flip the boat over for easier access to the bottom and prepare the surface for bonding. For the seams, clean out any debris that might still be stuck inside. On the rivets, I used a wire brush in a circular motion to abrade the surface. A wire brush attachment on a cordless drill made the job even easier.
Once everything is clean and well scuffed, gather the needed materials: a handheld propane torch, a heat gun, an 804 Syringe, paper towels, and G/flex 650 Epoxy.
Mix the G/flex 650 Resin and Hardener together and fill the syringe. I cut the tip of the syringe to enlarge the hole to about \( \frac{1}{16} \). Heat the repair area with a propane torch (a heat gun will work) up to 180–220°F to dry out the repair area. The heat drives moisture from the seam and thins out the G/flex, allowing it to flow more easily into the seams and rivets.
Then fill the seams and rivets in this area while the aluminum is still warm. Use the heat gun (do not use a propane torch for this step) in one hand while applying the G/flex from the syringe with the other. The forced air from the heat gun keeps the repair area warm and lets you direct the G/flex where it needs to go. This lets you do the repair without flipping the boat over.
After you have applied enough G/flex, pull the syringe plunger back slightly and lay it on a paper towel for the next rivet or seam. Keep applying heat until the G/flex has gelled and no longer moves with the forced...
air from the gun. Then, you can either let the G/flex® cure at ambient temperature or continue using the heat gun on a lower setting until the epoxy is fully cured.
Complete heating and filling each rivet or seam section before moving on to the next to avoid too much heat loss.
**Testing the results**
Once the epoxy is cured, you are ready for an immediate water test. The boats I repaired in our shop were taken right out to the water and thoroughly abused. After repeated beaching and thermal cycling, the G/flex still holds strong. ■ | web | https://www.nrs.com/assets/downloads/repair/fix_seams_gflex.pdf | 0.494655 | {
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1. List four things that the concept of culture includes.
tools, education, religion, shelter
| Culture, defined |
|------------------|
| Crystal Palace Exhibition |
| Cuba |
| Cubism |
| Cui, Cesar |
| Cuneiform |
| Cuzco |
| Cyprus |
| Cyrus, king of Persia |
| Czar (source of word) |
**Prologue - Prehistoric People...>Prehistoric Pioneers>Work of Archaeologists**
**Prologue - Prehistoric Peoples: Pioneers**
**Overview**
- Interacting Civilizations in the Middle East
- Egyptian Civilization in the Nile Valley
- Early Civilizations in India
**Keynote**
- Prehistoric Pioneers
- Neanderthals
- Cro-Magnon
- Development of Farm Communities
**Work of Archaeologists**
- Pioneers on Earth
- Migrations
- Social Organization
- Humans and Tools
**The Work of Archaeologists**
The people of Choukoutien lived some 400,000 years ago. Detective work pieced their story together. Bones of various kinds appeared at different levels, the lowest and oldest beginning 160 feet below the surface. In the oldest and deepest layers, layers of human bones alternated with layers of the bones of the huge animals. This suggested that the people and animals had fought for control of the Choukoutien cave and that the animals often succeeded in driving the people out. In these layers there were no charred bones to indicate that when the people occupied the cave they had fire.
Then at a certain layer, human bones took over permanently, suggesting that the people had at last won out. At this layer charred bones told that these people had discovered fire. They were using fire to keep huge animals out of the cave and to cook the meat of the animals they had killed.
Archaeologists are the chief investigators in such an enterprise. They are concerned with uncovering and studying evidence of life in prehistoric times. This was the period of hundreds of thousands of years before humans learned to write and record their thoughts and deeds.
Artifacts—such human-made objects as a simple hand tool or an arrowhead—tell archaeologists something about a people's skills. Archaeologists also deal with fossils, which include not only bones but also traces of bones, footprints, and leaves left in mud that eventually turned to stone. They also study living sites, places where humans remained for a time, leaving behind bones, charcoal, and evidence of tools. From bits and pieces of evidence, archaeologists fit together a picture of what a group of people in the distant past might have been like.
Archaeologists are interested in all evidence of a culture. Culture means a people's way of life that reflects how they satisfy their needs within a certain environment. Culture includes the kind of shelter a people use, the way they obtain food, their religious ideas and practices, the kinds of tools and weapons they use, and how they communicate and pass on knowledge to children. | web | http://communicrossings.com/files/ebooks/pdf/weyer_dissertation_p50.pdf | 0.48151 | {
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Eleven Trends for 2011 and Beyond…
Lisa White confirms that 2011 will be blooming with new ideas for welcoming plants and flowers in the home, balcony and garden. Some of these ideas bring us reassuringly back to our roots, and some take us forward with new techniques, but all of them inspire us with practical suggestions. Let's get to work on 11 key trends for 2011 - and beyond:
1. SUSPENDED: After vertical gardens, we will be amazed by suspended and hanging gardens and plants. (photos 1/2)
- Plants and flowers can grow on substrate in a mesh tube, allowing for gardens that can be hung from and arranged into architectural spaces.
2. MOBILE: Inspired by Berlin's mobile communal vegetable garden (www.prinzessinnengarten.net), we want to be able to grow our vegetables anywhere, and take them everywhere. (photos 3/4)
- Planters hanging from the ceiling are fascinating, artistic, and allow for more floor and shelf space.
- Plants that hang in space, such as epiphytes, or- chids and ferns, are both surprising and uplifting.
- Soft pots and planters allow gardens to spring up in unusual places and be moved at a moment's notice.
- Miniature greenhouses are both beautiful objects and practical pieces.
- Vegetables are considered both aesthetic and edible and can be planted in pots and window boxes.
3. SUCCULENT: In difficult economic and ecological times, we are inspired by plants and flowers that flourish on minimal resources. (photos 6/7/8)
- Succulent plants are appreciated for their incredible variety of shapes and structures, and the almost appetizing aspects of their leaves.
- The plump, sculptural forms of succulent plants also inspire furniture and accessories. - Succulents can be styled to suit every season - including Christmas and Valentine's day.
4. CERAMIC: Creativity abounds in the fastdeveloping field of ceramics, where science meets craft, and precision meets chance. (photos 5/9)
- Glazes both realistic and unusual bring still-life style to contemporary and traditional interiors.
- Poetic messages handwritten on pots add depth to the indoor or outdoor garden.
- Ceramics can take the form of plants, fruit, vegetables and flowers, as well as pots for plants.
5. TERRACOTTA: We are moving into an era of warmer tones, from beige to coral, orange to red--and terracotta is an inspiring colour as well as a material that brings us back to earth. (photos 11/12)
- Traditional terracotta shapes and textures are interesting when grouped together.
- Whitened patterns and subtle textures bring contemporary nuance to terracotta.
- Terracotta tones continue to grow in plants and flowers.
that seem as if they have been worn away. - We no longer want stainless steel, but stained steel, rusted metal and aged zinc.
8. ARTISANAL: Now more than ever we appreciate the practical knowledge and the steady gestures of the artisan : the intelligence of the hand. (photo 15)
- We want to see how things are made : in a shop, put the artisans out front and let people see how they work.
6. GREENHOUSE: We aspire to live in a greenhouse, an oxygen-rich atmosphere full of sunlight, softness and growth. (photo13)
- The greenhouse enters the living room, and soft furnishings enter the greenhouse.
- An eclectic mix of plants, pots, cut flowers, vases, design and decor all cohabit in a lively, aesthetic mix.
- Bold statements and small details sit together harmoniously.
7. PATINA: Old is new - we want objects that truly feel as if they have lived and have stories to tell. (photo 14)
- A stone garden gnome goes from tacky to touching if he has weathered years of sunshine and rain.
- Pots are imperfectly glazed, with random stains
- The tools of the trade are noble elements : string, scissors, watering cans, etc. should be as beautiful as they are functional, and arranged on display.
- Authenticity: natural products and artisans with real skills and knowledge are key concepts for this trend.
11. TERRARIUM: Hearkening back to Flower Power days, we are again attracted to creating mini vegetal worlds within a glass container. (photos 19/20)
9. WOVEN: Tying in with the artisanal trend, we are inspired by elements of nature woven into both practical and decorative forms. (photos 16/17)
- Weaves can be regular or random, controlled or exuberant.
- Natural color variations are showcased. - Live plants are woven for a play on the natural and the cultural.
10. THEATRICAL: Staging plants and arranging flowers in dramatic fashion to call special attention to their beauty. (photo 10/18)
- Dark backgrounds (walls, boxes, fabrics, wrap- ping paper) bring out the colours of flowers and
plants in an elegant, eye-catching manner.
- Creating a 'theatre' to stage plants gives them individual personality and star status.
- Putting a few select plants on pedestals, or on the contrary creating a vibrant 'chorus' of flowers, are two ways of capturing 'audience' attention.
- Indoor terrariums in large, blown-glass bubbles are like small planets that captivate the imagination. - Terrariums can be tiny, implanted in transparent decorations that hang like minuscule museum displays. - Terrariums can also be created outdoors, like gardens within a garden. •
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Students "Study-From-Home" Task List
Class
- Junior Two UEC-English (J23, J24, J25)
Learning Period: 22th Jun 2020 – 26 th Jun 2020
English
Unit 8
- Read the text about 'Chasing Tornadoes
- Highlight the unfamiliar words
(PFCE)
Facing Danger and find the meaning as you read
- Reading & Vocabulary by Cameron Smith' on Pg. 75. Then,
Answer Exercise 1 and 2 on Pg. 74 and
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The European Fire Ant in British Columbia: Identification and Approaches to Control
Dr. Rob Higgins
Thompson Rivers University
Chilliwack
22 April 2015
Photo Credit: S. McCann
There are almost 100 species of ants in BC.
Currently I am watching about 5 invasive species with one more I am expecting to see appear.
The Ants
Images courtesy: Sean McCann (ibcyter.com)
Ant Anatomy: Typical of most ants in BC but not fire ants
Ant Anatomy: Typical of fire ants and some native species
Images Copyright © AntWeb 2002 - 2015. Licensing: Creative Commons Attribution License
Impressive fire ant (Myrmica specioides)
Image: R. Higgins
The European fire ant (Myrmica rubra)
Impressive fire ant (left) and European fire ant (right).
Images: Courtesy Sean McCann (ibyceter.com)
The European Fire Ant (Myrmica rubra)
CAUTION
European Fire Ants (Myrmica rubra) have been discovered in this area.
European Fire Ants can be aggressive in defending their territory. If nests are disturbed the ants may swarm and deliver painful stings. Avoid remaining stagnant water or wet areas.
If experiencing a stronger reaction than minor swelling, redness, discomfort, and itching call HealthLinkBC at 8-1-1 for symptom advice. An extreme allergic (anaphylactic) reaction can be life threatening and requires emergency care.
Infants, children and pets may be more affected by stings.
DO NOT move ants, plants, soil, or debris material from infested areas.
For more information visit www.dnv.org/fireants or call the Parks Department at [REDACTED_PHONE]
Actual Size
fairly small: 4 - 9 mm
Image: R. Higgins
Distribution of the European fire ant (*Myrmica rubra*) in BC
Source
Photo credit: C.G.P. Grey, Wikicommons CCA 3.0
SOIL WATCH
REPORT ALL SOIL DEPOSITING TO BY-LAW ENFORCEMENT AT ([REDACTED_PHONE]
Known Locations
Burnaby
Chilliwack
Coquitlam
Courtenay
Delta
District of North Vancouver
Electoral Area A (UBC)
Maple Ridge
Naramata
New Westminster
Oak Bay
Richmond
Surrey
Pitt Meadows
Vancouver
West Vancouver
Victoria
## Estimated Economic Impact of the European fire ant in British Columbia
### Table 4.2: Preliminary damage estimates for European fire ant in 2012 CAD.
Source: Robinson et al. 2013
Affected Stakeholders
- Residences
- Parks/Municipalities
- Botanical Gardens
- Commercial Landscaping Operations
- Equestrian Areas
- Community Gardens
- Pest Control Professionals
Right now our yards are totally unusable, and has been this way for a number of years. A few of my children as well as my husband has been stung and can't play anywhere that there is grass. So now, they play in the carport but the ants have begun to come up in the cracks. As is stands, they are running out of places to play. Really need help! 5 kids in the house all summer is not really a fun idea to me so I would love to begin fixing this issue asap!
An issue at VanDusen Botanical Gardens
Distribution of *Myrmica rubra* (red) and the *Myrmica specioides* (yellow) at VanDusen July 2014
Image created by R. Higgins using Google Earth
What’s at stake for VanDusen?
• Integrity of our plant collections and reputation
• Garden closures
• Impacts to operations (loss of service yard)
• Potential source of spread to adjacent properties
• Potential litigation
• Potential lost revenues from garden rentals, special events, admissions & memberships
• Direct control costs
• Staff wages & lost productivity (8 staff stung)
$190,495 and counting! (based on 2014 figures)
European Fire Ant Biology
Image: Courtesy Sean McCann (ibycter.com)
Fire ant colonies have no visible structure at the surface once the nest is more than a few weeks old.
EFA nests below ground are often offset from where they appear above ground.
M. rubra is strongly attracted to sugars
Good News: they do not like to move indoors
Good news: they do not seem to like crossing paved roads
Source: Google Earth Street View
Bad news: they like backyard lawns where fences, trees and shrubs allow sunlight to reach the ground but create enough shading to hold moisture. They prefer tall grass to short cut grass.
Source: Susan Horton, Halifax
Bad news: they like raised garden beds
Source: BARAGA Community Garden
Control
Image: Jim Henderson CCA 1.0 (Wikimedia)
Scale
Small (e.g., garden beds)
Large (e.g., parks, airports)
Medium (e.g., home and neighborhood)
Small scale
Experimental plots at BARAGA
(Burnaby Community Gardens)
Anything Else?
Neem (*Azadirachta indica*) tree.
Can this wood, in chip form, be used as a barrier?
Cloves (contain eugenol)
Peppermint/Spearmint (contains pulegone)
Medium scale (e.g., home and neighborhood)
Digging and Torching
TORCHING
• Propane torch applied to infested soil
• Requires 2 people: one to turn over soil to expose ants while second person applies torch
PROS: chemical-free and effective for small scale infestations
CONS: safety considerations, labour-intensive, difficult to reach all ants, repeat application likely needed
Slide Courtesy: Cynthia Sayre, VanDusen Botanical Gardens
Diatomaceous Earth
**Perma-Guard Fossil Shell Flour**
Applied in thick lines around heavy infestations to prevent EFA spread
**PROS:** easy to apply, relatively safe for public areas
**CONS:** NOT effective or practical for outdoor use in our region. Must be re-applied immediately after a rainfall. Even wet soil absorbs the products, rendering it inactive.
Nematodes
Applied nematodes (two applications) to test plot in moist, shady conditions
Results
• No apparent impact on EFA density
• 6-8 weeks after second application a gardener was stung at treatment site
Conclusion
NOT effective
Traps + Freezing
TRAPS + FREEZING
• Clamshell container lined with paper towel and landscape cloth, filled with moist soil & mulch
• Bury so flush with soil surface; cover with paver
• Check after 5 days, remove colonized traps and surrounding soil, double-bag, and freeze for 7 days
• Return soil to original site
Slide Courtesy: Cynthia Sayre, VanDusen Botanical Gardens
....Traps + Freezing
Conclusions
• Pavers highly effective at isolating colonies to make them accessible (12/17 bricks had colonies after 1 week)
• Pavers alone work better than traps
• Freezing is time-consuming
Baits
Image: Etiproducts CCA 3.0 (Wikimedia)
Baits Stations vs Broadcast Granular Baits
Digging and Treating with Permethrin
How does this Work?
2014 success story!
Meditation Garden Reopened! How?
• Removed surface leaf litter and debris
• When nest identified, sprayed systematically, from perimeter to prevent escapees, honing in on nest
• Applied 0.25% permethrin (Ant Out)
• Turned over soil while spraying
• Sprayed infested moss
• Single treatment effective 90% of time
• Repeat as needed
What is Permethrin?
Permethrin is a pyrethroid, a synthetic variant of pyrethrins. Pyrethrins are extracts of chrysanthemum seed cases. They have low vertebrate toxicity (except to fish and cats) and a half-life of approximately 40 days within soil.
Control trials at Van Dusen – What’s next?
NEEM Trials
• Neem plant is native to India.
• Used in cosmetics, traditional medicine and as a natural insecticide
• Plan to trial Neem as potential EFA control at VanDusen
• Working with Terramera and ES CropConsult, a local IPM research company
• Goal is to register Neem for use to control ants in Canada
Large scale (e.g., parks, airports)
Decapitating flies
*Pseudacteon spp.*
Research has examined the utility of using *Pseudacteon tricuspis*, *P. curvatus* and *P. nicens* decapitating flies to control the red imported fire ant in the southern US. Impacts suggest more of a harassing role adding stress to colonies but not eradicating.
*Pseudacteon brevicauda* is a European species believed to be specific to *Myrmica rubra*.
Fungi
Formica argentea infected with the zombie fungus, Pandora sp.
Photo credit: Pat Teti, Williams Lake
A metal expansion joint on bridge (Annacis Island) where fire ants that die or show signs of infection in the nest are dumped for the purpose of sterilizing the remains.
Image: Courtesy Sean McCann (ibcyter.com)
Broadcast Baits
Spinosad
Image: WikiCommons, Capaccio, CC 3.0
Best Practices
1. Inspect all plants/soil coming onto property for ants
2. Keep all soil on site
3. Reducing watering as much as possible
4. Remove lawn clutter that ants are able to nest beneath
5. Keep grass short
6. Consider replacing wooden garden bed frames with aluminum
7. Map using slices of apple
8. Use pavers to help lure colonies into more vulnerable areas
9. Dig and Treat with low concentration Permethrin
It Could Be Worse
Crista Miller
• 2014: 1st International Conference on Aquaculture and Fisheries Management, 2014, 2014
Active participation of residents, botanical garden managers, regional invasive species councils, commercial landscaping operation managers, community gardeners, pest control professionals, and the municipalities of southwestern BC.
Field and lab work with Dr. Sean McCann, Erin Adams, Hester Williams, Brittany Lowe, Dominic Torheiden, Mitchell Johnson | web | https://www.chilliwack.com/main/attachments/Files/2398/Dr.%20Higgins%20Presentation%20April%2022%202015.pdf | 0.481655 | {
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http://www.KSCBNews.net/news/index.cfm?nk=2981
Brief `Landspout' Tornadoes Spotted In SW Kansas A series of small, brief tornadoes have been reported in southwestern Kansas, with damage limited by mid-evening Wednesday to a ruined shed.
The public began reporting sightings of funnel clouds and rope tornadoes shortly before 6 p.m. in Gray and Finney counties.
The National Weather Service described the brief tornadoes as "landspouts" created by unsettled weather and said they were not related to Wednesday's supercell tornado outbreak in Oklahoma.
Weather Service meteorologist Frederick Kruse in Dodge City says landspouts typically last only a few minutes and rarely do damage.
No tornado warnings were issued before most of Wednesday's landspouts because, Kruse said, "as soon as we get a warning out on one, it's gone."
Copyright Associated Press | web | http://www.kscbnews.net/print/index.cfm?nk=2981 | 0.449455 | {
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Jorge M. Pérez Family Foundation at The Miami Foundation is making $600,000 in grants to benefit nonprofit groups that promote equitable education, address growing concerns of economic inequality and more. The grantees include 10 local and national organizations.
“Supporting such worthy causes brings the entire family great joy,” said Jorge M. Pérez, founder of the Pérez Family Foundation and the Related Philanthropic Foundation, in a statement. “The Miami Foundation assisted with providing recommendations and then each group was hand-selected by the family based on their track-record, upcoming initiatives and, of course, their respective level of need.”
The grantees and their focus areas are:
■ **Catalyst Miami Inc. (education)**
Catalyst Miami’s mission is to solve issues adversely affecting low-wealth communities throughout Miami-Dade County. Their grant will support the launch of “Future Bound Miami,” a local Children’s Saving Accounts (CSAs) program – a college savings model – by investing in the key first-year outreach and engagement of parents of kindergarteners in the City of Miami. ■ **Easter Seals South Florida (health and well-being/economic development)**
Easter Seals’ grant will go towards expanding the reach and impact of its Life Skills Centers. The goals are to grow the Life/Job Skills program, currently serving about 100 individuals, from one to three sites (Miami, Miami Gardens and Kendall) and create an expansion plan for more off-site programs and real-world experiences.
■ **GableStage (arts and culture)**
GableStage’s grant will support the world premiere of “Watson” by New York Times
Grameen America Inc. (economic development)
The Miami branch of Grameen America provides low-income women with business capital in the form of micro-loans, financial training, and community support to help lift their families out of poverty and spearhead economic revitalization in their neighborhoods. Since opening in December 2017, it has become the organization’s fastest-growing branch in the nation.
KIPP Miami (education)
Launched in 2018, KIPP Miami has enabled families to enroll their child in KIPP Miami’s high-performing schools. Their grant will support the growth of the KIPP Sunrise Academy elementary school in Liberty City as it adds more grade levels.
Miami Lighthouse for the Blind and Visually Impaired (health and well-being/education)
This grant will support the organization’s Learning Center for Children. In addition to its pre-kindergarten and kindergarten classes, the center will add classrooms for students moving to first and second grades. It will also expand on-campus workshops and seminars, and use digital technology to increase the ability to raise awareness of best practices and provide professional development.
Miami Waterkeeper (environment)
Miami Waterkeeper’s grant will support its “1,000 Eyes on the Water” program and develop a mobile application for pollution reporting in conjunction with Google developers, create online learning materials, implement more Spanish language outreach and outreach to high-need areas.
The Education Fund Inc. (health and well-being/education)
The Education Fund’s grant will expand its Food Forests for Schools initiative to more public schools in Miami-Dade. That first-in-the-nation effort aims to transform schoolyards into large-scale, outdoor eco-classrooms planted with superfoods that are used to improve science learning and nutritional habits, provide fresh foods for school meals and send food home to thousands of families.
Together for Children (health and well-being/education
This grant will support ongoing grassroots family engagement and youth in the communities served by its six neighborhood coalitions. The countywide, multi-partner collaboration has created a referral and family case management system that reaches more than 10,000 high-risk youth. The neighborhood-based work will continue to reduce chronic school absenteeism, youth arrests, and increase the number of youth participating in out of school programs or internships.
Voices For Children Foundation Inc. (health and well-being)
This grant will aim to reduce the time children spend in foster care by adding a specialist focused exclusively on permanency. For children in foster care, the lack of permanency – a secure attachment to at least one adult – has significant implications for their health, educational, social needs, and prospects for success.
“The unimaginable inequality I saw during my youth in Cuba and Latin America left an irrevocable mark,” said Mr. Pérez. “Those early experiences not only fueled me during my early years as a city planner, but also led to my lifelong commitment to improving the quality of life in Miami and other cities around our country. This pledge has now been picked up by my children, letting me rest easy knowing the Pérez family will remain a steadfast community supporter long after I am gone.”
Details: jmperezfamilyfoundation.org, Relatedgroup.com. | web | https://www.educationfund.org/file_download/inline/a62a23b1-85f4-4507-af41-67cd0dff8ab4 | 0.489953 | {
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32nd Sunday in Ordinary Time
Catholics United for the Faith
Across
Down
1 Today we hear from a letter to these.
5 Jesus said those who attain the resurrection of the dead can no longer ____.
9 These Jews denied there is a resurrection.
3 "Keep me as the ____ of your eye." Ps 17
8 The four last things are death, judgment, ____, hell.
10 The branch of theology that deals with the end of time and the last things.
16 The reuniting of each person's soul and body at the end of time.
12 "He is not God of the ____ but of the living,"
17 Jesus said those who attain the resurrection of the dead will be like
20 "That the dead will rise even ____ made known in the passage about the bush,"
____. 19 "The King of the world will raise us up to ____ again forever."
21 Today's Gospel writer.
4 A king tried to force the brothers to eat this.
2 St. Paul asked for prayers that "we may be delivered from perverse and ____ people"
6 "Jesus said to them, 'The children of this ____ marry and remarry . . .'"
11 At the resurrection the bodies of the just will be ____ and have special properties.
7 The first reading is from this book.
13 The Sadducees asked a question about seven ____ who all married the same woman.
15 "Hide me in the shadow of your ____." Ps 17
14 In the first reading, this many brothers were arrested and tortured.
18 "Pray for us, so that the word of the Lord may ____ forward and be glorified," | web | http://mncuf.org/YrC_32ndSunOT.pdf | 0.433897 | {
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Daily Feeding Amount Examples:
The following chart provides daily feeding amounts for the average adult pet only. For puppies, kittens and pregnant or lactating females please calculate accordingly. A handy Feed Calculator is also available on our website to assist you with this or in the case where your pet falls between the weights listed here.
Overweight Pets:
If your dog or cat is overweight, feed a little less each week until your pet reaches his ideal weight. Dogs fed raw naturally shed pounds and fat turns to lean muscle.
** Giant Breeds: It would be rare to have a giant breed eating at high activity or performance level because most are just not that active and they generally have a lower metabolism than smaller breeds. Example: Our English Mastiff Hooch is 8 1/2 years old and weighs about 200 lbs. Hooch is a typical Mastiff, he's a real "couch potato". Aside from his two forty-minute daily walks, you can find him snoozing on his oversized bed or laying around on the porch. Hooch only requires an average of 2 3/4 lbs. of raw food per day to maintain his trim, muscular form. Hooch has no desire to eat any more than this. You know your companion animal's ideal weight and condition and whether or not they are satisfied or still hungry, so adjust accordingly. | web | http://www.gratefulpet.com/dailyfeedingamountchart.pdf | 0.508121 | {
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Galesburg Public Library 40 East Simmons Street Galesburg, IL 61401 [REDACTED_PHONE] [REDACTED_EMAIL] www.galesburglibrary.org
Reading Colors Your World!
Galesburg Public Library Children's Room
Picture Books
Paint me a Picture E BANNISTER, EMILY
Maybe Something Beautiful E CAMPOY, F. ISABEL
Luna Loves Art E COELHO, JOSEPH
Parker Looks Up E CURRY, PARKER
Just add Glitter! E DITERLIZZI, ANGELA
Isabella, Artist Extraordinaire E FOSBERRY, JENNIFER
Kahlo’s Koalas: 1, 2, 3 Count art with me E HELMER, GRACE
Anna at the Art Museum E HUTCHINS, HAZEL
This Little Artist: an art history primer E HOLUB, JOAN
Auntie Luce’s Talking Paintings E LATOUR, FRANCIE
Drawn Together E LE, MINH
My Forest is Green E LEBEUF, DARREN
Woodpecker Girl E LIU, CHINGYEN
The Book of Mistakes E LUYKEN, CORINNA
Share Your Rainbow E PALACIO, R. J.
Bob Ross and Peapod the Squirrel E PEARLMAN, ROBB
Clive and his Art E SPANYOL, JESSICA
A Gift for Amma E SRIRAM, MEERA
Radiant Child E STEPTOE, JAVAKA
Anonymouse E VANSICKLE, VIKKI
Hey, Wall! A Story of Art and Community E VERDE, SUSAN
Chapter Books
Chasing Vermeer JFIC BALLIETT, BLUE
Me, Frida, and the Peacock Ring JFIC CERVANTES, ANGELA
The Van Gogh Deception JFIC HICKS, DERON
Claudia and the New Girl JFIC MARTIN, ANN
The Junction of Sunshine and Lucky JFIC SCHINDLER, HOLLY
All the Greys on Greene Street JFIC TUCKER, LAURA
Biographies
Between the Lines: How Ernie Barnes went from the football field to the art gallery J/B BARNES
The Astronaut who Painted the Moon: the true story of Alan Bean J/B BEAN
The Secret Kingdom: Nek Chand, a changing India, and a hidden world of art J/B CHAND
It Began with a Page: How Gyo Fuokawa drew the way J/B FUJIKAWA
Yayoi Kusama Covered Everything in Dots and Wasn’t Sorry J/ B KUSAMA
Yves Klein Painted Everything Blue and Wasn’t Sorry J/B KLEIN
Maya Lin: Artist-Architect of Light and Lines J/B LIN
Who Was Claude Monet J/B MONET
Hi, I’m Norman: the story of American illustrator Norman Rockwell J/B ROCKWELL
Paper Son: the Inspiring Story of Tyrus Wong J/B WONG
Nonfiction
The Day-Glo Brothers J 535.352/BAR
The Secret Language of Color J 535.6/ECK
Modern Art Explorer J 709 / HAR
A History of Pictures for Children J 709/ HOC
Kid Artists J 709.22/STA
The Usborne Book of Famous Paintings J 750.11/DIC
Dazzle Ships J 940.459/BAR | web | https://galesburglibrary.org/main/wp-content/uploads/2021/06/Reading-Colors-Your-World.pdf | 0.476713 | {
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SMASH
Spotted Lanternflies!
Spotted lanternflies are bad for U.S. farms and forests.
Learn how to spot and report them. If you see this invasive pest, take a picture, note the location, and smash it.
Actual Size 1"
Report sightings to your State department of agriculture.
SMASH and SCRAPE Egg Masses
Just one spotted lanternfly egg mass can have 30–50 eggs. Use this scraper card to smash the eggs and then scrape them off the surface.
Learn More: www.aphis.usda.gov/hungrypests/slf
USDA is an equal opportunity provider, employer, and lender. | APHIS-22-021 | Issued June 2022 | web | https://www.aphis.usda.gov/publications/plant_health/card-smash-spotted-lanternflies.508.pdf | 0.451767 | {
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Energetic impact of arrive recovery on the nitrate defilement and saltwater redistribution
Qingsheng Meng *
Department of Environmental Science and Engineering, Ocean University of China, China
Received: 01-August-2023; Manuscript No: JAEFR-23-114915; Editor assigned: 03-August-2023; Pre QC No: JAEFR-23-114915 (PQ); Reviewed: 17-August-2023; QC No: JAEFR-23-114915; Revised: 22-August-2023 (R); Manuscript No: JAEFR-23-114915 (R); Published: 29-August-2023; DOI: 10.3153/JAEFR.9.8.078
Introduction
Saltwater, also known as saline water or seawater, covers approximately 97.5% of Earth's water, making it the predominant type of water on our planet. While it may seem inhospitable to many forms of life due to its high salt content, saltwater ecosystems are incredibly diverse and play a crucial role in sustaining life on Earth. In this comprehensive article, we will explore the fascinating world of saltwater, including its composition, unique ecosystems, ecological significance, human interactions, and the challenges it faces in an ever-changing environment. Salinity is a measure of the concentration of dissolved salts in water, typically expressed in parts per thousand or practical salinity units. In addition to sodium and chloride, seawater contains significant amounts of magnesium, calcium, and sulphate ions. Numerous trace elements, including iron, copper, and zinc, are present in seawater, vital for the growth of marine organisms. Vast expanses of deep water, teeming with diverse marine life.
Description
Mangrove trees have adapted to saline conditions, with complex root systems. They protect coastlines from erosion and serve as breeding grounds for many marine species. Extraordinary ecosystems with chemosynthetic organisms thriving in extreme conditions. The vast, dark seafloor, home to bizarre and mysterious creatures adapted to high pressure and cold temperatures. Among the most biodiverse ecosystems, supporting countless species of fish and invertebrates. Critical for the reproduction and survival of numerous commercially important fish species. Microscopic marine plants, primarily diatoms, absorb carbon dioxide through photosynthesis. Oceans act as a major carbon sink, helping mitigate climate change. Saltwater ecosystems support the global fishing industry, providing food and livelihoods for millions. Coastal areas, coral reefs, and
1
marine wildlife attract tourists, boosting local economies. Saline intrusion from seawater can harm agricultural land and freshwater resources. Salt-tolerant crops and aquaculture can utilize brackish water. Oceans serve as the primary highways for global trade.
Conclusion
Coral reefs, shellfish, and other organisms with calcium carbonate shells are particularly vulnerable. Overfishing has led to the depletion of some fish populations, threatening food security. The unintended capture of non-target species is a significant concern. Accumulation of plastic waste in oceans poses threats to marine life. Pollution from industrial and agricultural runoff harms marine ecosystems. Warmer waters disrupt marine ecosystems and can cause coral bleaching. Freshwater is undeniably one of the most valuable resources on Earth, providing a multitude of advantages that sustain life, support economies, and enrich our quality of life. Recognizing the significance of freshwater and understanding its advantages is the first step in responsible stewardship.
Acknowledgement
None.
Conflict of Interest
The author declares there is no conflict of interest in publishing this article.
*Corresponding to
Qingsheng Meng
Department of Environmental Science and Engineering,
Ocean University of China, China
Email: [REDACTED_EMAIL] | web | https://www.jaefr.com/articles/energetic-impact-of-arrive-recovery-on-the-nitrate-defilement-and-saltwater-redistribution.pdf | 0.425168 | {
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1. Write an essay on any one of the following topics in about 400 words:
(a) Youth and Internet
(b) Role of Festivals in Preserving Tradition
(c) Cultural Diversity of North-East India
2. Read the following passage and answer the questions that follow in your own words:
The survival of any species greatly depends upon its harmonious relationship with nature. Any minor change in the eco-system is bound to have far-reaching effects upon all life forms on this planet. It is not a hidden fact how several of the earlier species including dinosaurs and giant sea-creatures became extinct due to changes in temperature and other natural factors. It is also feared that the changes that are taking place in the present-day world will have devastating consequences upon several existing species. All life forms, including human beings will be greatly affected in future if nature is not properly preserved.
As the most intelligent life form on this planet, it is the responsibility of human beings to ensure that the balance in nature is maintained. Human beings should seek this goal not just because we are the most intelligent and innovative species and capable of doing so, but also for our own survival. Everyday the newspapers are filled with reports of melting ice-caps and the threat to cities that are near to the seas and oceans. Towns and cities are getting submerged and it is feared that several of the important cities of the world will meet this unfortunate fate within a short span of time if appropriate measures are not adopted in time.
We must realize that we have only one planet to live on and we must ensure that it is kept in the best condition. Human greed should be controlled so that the optimal utilization of resources can be done in a sustainable manner. Sustainable development goals should not be just talks and discussions but they should be given priority in chalking out designs for developmental activities. It is encouraging to see that in the present time the importance of preserving the ecology and the environment has found its way into the textbooks of students. Though late, people have begun to realize the significance of clean air and clean water. There is still time for us to protect our planet, our only home in this universe, if we put our future needs above greed.
(a) How does the author see the relationship between living beings and nature? 3
(b) What examples does the author cite regarding the harmful effects of imbalance in nature? 3
(c) Why does the author say that human beings should take up the issue of preserving nature seriously? 3
(d) What should be our response towards the preservation of environment and nature? 3
(e) What hope does the author express towards the end of the passage? 3
(f) Find the antonyms of the following words from the passage: 1×5=5
(i) Extinct
(ii) Foolish
(iii) Result
(iv) Destroyed
(v) Slightly
3. Write a letter to the Readers’ Forum of a local newspaper expressing your views on the need of outdoor games for children. 15
OR
Write a letter to the appropriate authority expressing your concern over the capturing of footpath in the capital complex by unlicensed vendors.
4. Amplify the idea given in any one of the following phrases in about 150 words:
(a) The grass is greener on the other side of the fence
(b) A bad workman quarrels with his tools
(c) Every dark cloud has a silver lining
5. Fill in the blanks with appropriate prepositions:
(a) She placed the vase ____ the top of the table.
(b) The leaves were fluttering ____ the wind.
(c) He could not pour oil properly ____ the container.
(d) I was puzzled ____ her behavior.
(e) How do you intend ____ travel this time?
6. Rewrite any five of the following sentences correctly:
(a) The patient is more better today.
(b) He prefers travelling by air more than travelling by rail.
(c) She cuts her finger while cutting vegetables.
(d) I have no anything to do with your problems.
(e) She was confidence of her success.
(f) My friend writes good poem.
7. Convert any five of the following sentences as directed:
(a) John is brighter than all other students in the class.
(Change into the positive degree of comparison)
(b) He will not leave the headquarters during the holidays.
( Add a tag question )
(c) What a hot day!
( Change into an Assertive sentence )
(d) The Minister’s speech was loudly cheered by the assembly of hearers.
( Supply a single word for the italicized portion )
(e) I love colours of rainbow. ( Rewrite after applying necessary articles )
(f) “Don’t go too far into the jungle”, he said. ( Turn into reported speech )
8. Make sentences with any five of the given idioms to bring out their meanings:
(a) Hard and fast
(b) Thick and thin
(c) Apple of discord
(d) Cold comfort
(e) Dead language
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Everyone who knows Gina McCarthy understands that long before it was fashionable, she lived out a special determination to make every day Earth Day.
For more than a quarter of a century, she’s been absolutely tireless working to save our planet, holding influential positions, most of them in Massachusetts.
She’s an excellent choice to be Assistant Administrator for Air and Radiation at the Environmental Protection Agency.
President Obama has promised to make climate change one of his top initiatives. His choice of Gina is an important step in making good on that promise. It’s crucial that he do so and that we act quickly – because time is running out.
Ignoring climate change will have devastating effects – more famine, more drought, more widespread pandemics, more natural disasters, more resource scarcity, and human displacement on a massive scale. That’s why we’re already at work on it in the Senate Foreign Relations Committee.
Gina is a familiar face for those of us from Massachusetts. She held a number of high level positions in our state, all of which she used to improve our environment. That was after she had the good sense to get a good education in our state – at the University of Massachusetts and Tufts University.
But she eventually went on to serve Connecticut to be Commissioner of the state Department of Environmental Protection. She used that position to produce an innovative Climate Change Action plan and to push the Regional Greenhouse Gas Initiative to cap greenhouse gas emissions and create a region carbon market.
Gina also promoted conservation and the expansion of the state park system through a great program called “No Child Left Inside.” It’s no secret that today’s kids spend a great deal of time indoors. But it was Gina brought them outdoors so they could experience nature firsthand instead of on TV or on a computer screen.
Gina has served under two Republican governors – Mitt Romney in Massachusetts and Jodi Rell in Connecticut. So her selection also demonstrates how serious the President is about bipartisanship.
Gina has demonstrated a level of achievement worthy of this important position. Economist Gary Yohe thinks so. Yohe, who shared the 2007 Nobel Prize with Al Gore, said Gina will bring “energy and excitement” to the Obama administration.
I couldn’t agree more. And as chairman of the Foreign Relations Committee, I can’t wait to work with her and the EPA to keep the energy and excitement flowing to ensure the long-term health of our global environment. We’ve got no time to waste -- and we need Gina at the helm. | web | http://www.epw.senate.gov/public/index.cfm?FuseAction=Files.View&FileStore_id=901faabe-b466-4c48-8843-83be4bdf6f14 | 0.430664 | {
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1. The symbiotic theory explains how prokaryotic cells evolved into eukaryotic cells. The basic idea of the theory is the nucleus, mitochondrion, and (in some cases) chloroplast moved inside a larger cell. In a paragraph, discuss what each of those three contributed to the larger cell. Then state what the larger cell provided to each of the three smaller cells. [3 points]
2. Francesco Redi was a scientist who believed that spontaneous generation cannot happen. He performed experiments to prove that maggots come from eggs, not from raw meat. In each of the three pictures, state whether or not (YES or NO) maggots will form on the raw meat. Provide a one-sentence explanation for each one. [3 points]
3. The diagram below (FIGURE 1) summarizes Pasteur’s experiments. Describe the process Pasteur used to disprove spontaneous generation. Include a discussion of a control group and an experimental group. [2 points]
4. The diagram below (FIGURE 2) summarizes the Miller-Urey experiment. State the purpose of the experiment. Then discuss the procedure that he followed. Finally, state the results of the experiment. In your response, include a reason why this experiment was so important to our understanding of the origin of life on Earth. [2 points] | web | http://zunick.com/honors-biology/ewExternalFiles/BioH-ProbSet15b.pdf | 0.450703 | {
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FOR IMMEDIATE RELEASE
Contact: Dawn Moeglin
Director of Community Engagement
[REDACTED_PHONE] voice
[REDACTED_PHONE] fax [REDACTED_EMAIL]
INNES COMMUNITY LEARNING CENTER FIGHTS HUNGER IN AKRON SCHOOL HOLDS FOOD DRIVE TO BENEFIT MATURE SERVICES' FOOD PANTRY
Akron, Ohio – October 26, 2016. Students at Innes Community Learning Center in Akron are holding a food drive to collect canned and dry goods. The food drive will continue through November 18, 2016. In the Sixth Grade Drive, food collected by students in four sixth-grade classrooms will be donated to the Food Pantry at Mature Services, Inc., a non-profit senior services organization in Akron.
Innes Community Learning Center enrolls students from sixth to eighth grade. Curriculum emphasizes academic support and enrichment activities for all students. The original school was constructed in 1959 and named in honor of Walter J. Innes, whose life was dedicated to serving his community and country.
Mature Services is a non-profit organization that offers a wide range of services to the senior population in Akron, including the Food Pantry. The number of people coming to the Food Pantry significantly increased in the past year, causing the need for more donations to keep the pantry supplied with sufficient supplies. In 2015, the pantry served 496 clients, compared to a total of 1,240 that have been served up to the current month in 2016.
According to Anne Burris, Assistant Principal at the school, they are holding food drives because of the heavy demand in our communities for help during the holidays. During the event, students will compete against each other to donate the most food. They often earn extra credit for bringing goods, and the winning classroom will be awarded an Ice Cream Sundae Celebration. After learning about the overwhelming increase in Mature Services food applicants, the school decided to distribute canned foods from the drive to the agency's Food Pantry.
The food drive educates the students not only about hunger in Akron and how to collaborate to solve food problems, but also about their community. Hunger is a community-wide challenge that affects 42.2 million people in the United States. In Ohio, recent studies in 2015 show that more than one in six Ohio residents answered "yes" when asked if they did not have enough money to buy food during the past year. Moreover, Ohio ranked 13th in the country for worst food hardship rates.
If you want to support the students during the drive, members of the public may drop off food supplies and donations at Mature Services Food Pantry, located at 415 South Portage Path, in Akron, Ohio. Contact David Russell, Food Pantry Coordinator, at [REDACTED_PHONE] x125, if you have questions or need further information.
Mature Services, Inc. is devoted to improving the lives of adults as they age. Through programs such as the Food Pantry, Employment and Training Solutions, Homecare, and counseling, we provide high quality support services to the senior population in Summit County.
For more information about Mature Services, Inc., visit our web page at www.matureservices.org, and follow us on Facebook.
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THE WROXHAM KEY CURRICULUM DRIVERS
The curriculum at The Wroxham is built around our learners, with their backgrounds and experiences contributing to what makes it fit for purpose.
Diversity
Civic Responsibility
@wroxhamschool
'Diversity involves the deliberate inclusion in a group or activity of people who are, for example, of different races, genders, and religions.'
Explanation
The Wroxham School has a diverse population, with a community formed from a hugely varied selection of religions, races and countries of origin.
None of our groups are substantial in size, rather, we have many small groups.
As such, we have built a curriculum that accounts for this - ensuring that all groups, however small, feel that they are part of our school, our learning and our community.
@wroxhamschool
'The active participation in the public life of a community in an informed, committed, and constructive manner, with a focus on the common good.'
Explanation
Our community plays a large part in the day to day running of our school, as well as helping to shape our curriculum.
It is our belief that our children should understand their community, as well as realising that they can make a positive difference to other people.
The introduction of opportunities to work with our wider community is something very important to the children and staff at The Wroxham.
LWL
approach
Learning without Limits is the basis of our ethos at The Wroxham. The three pillars of 'Trust', 'Everybody' and 'Coagency' contribute to how we deliver our progressive and well planned out curriculum.
Equity
Equity recognises that everyone has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome.
Based on our varied community, we have built a curriculum that ensures that all children can access the learning, feel part of the process and can identify themselves through the different themes, topics and activities they experience in school.
Through mini projects, like redesigning class libraries, we have included all children to ensure that their voice is heard and they realise that they can make a difference.
Our aim is to help the children realise how valued they are. | web | https://www.thewroxham.org.uk/_files/ugd/3a22a8_c99ea9c894954765b5812273144a5d09.pdf | 0.474476 | {
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Spring
Training
Events
Phone: [REDACTED_PHONE] Fax: [REDACTED_PHONE] www.moore4kids.com
Partners for Children & Families 7720 NC Hwy 22 Carthage, NC 28327
Kindergarten Registration is coming up on Friday, March 16, 2018!
Take your child to school on Kindergarten Registration Day!
Each school has planned a series of special activities to allow students an opportunity to interact with teachers, administrators, and other school personnel while parents participate in the orientation/ registration process. If a family is not familiar with the school that their child will attend, please contact Moore County Schools' Transportation Department at ([REDACTED_PHONE].
Parents need to pre-register to attend
To pre-register, parent should visit: www.ncmcs.org/KindergartenRegistration and complete the online registration form. Once the form has been submitted, call the school in your attendance area and set up an appointment. You will need to bring all necessary documentation with you to the school at the time of your appointment. For a list of necessary documentation please visit the website above.
Spring Training Calendar
April-June 2018
Dental Health for Baby
Did you know children should see the dentist even if they only have one tooth? According to the American Academy of Pediatric Dentistry, children should see a dentist when
How are you promoting dental health in your classroom? Here are a few simple ways to encourage oral health with child and families:
their first tooth appears, but no later than the first birthday.
Often a child's first dental exam will be a "lap exam." This is when the child sits in an adult's lap in the dental chair and hold them. This gives children a chance to get comfortable with the new environment at the dentist. During the first visit, the dentist will examine the child's teeth and gums and will do a gentle cleaning.
Did you brush your teeth today?- Each morning ask children if they brushed their teeth and have the children graph the days they brush each month.
Toothbrush Painting– using tooth brushes and paint help little ones learn brushing motions, such as back and forth and up and down.
FirstHealth Dental Care provides services for children from birth to 21 years of age who receive Medicaid, Health Choice, or who are uninsured and qualify by income level. Families must call for an appointment at one of their three locations.
Dentist Dramatic Play– Set up some materials in your dramatic play area so children can pretend they are visiting the dentist.
Books about nutrition and teeth– use books to help teach children about good dental practices and nutrition. Check out the Food and Nutrition book kits from the PfCf Resource Library or one of our other books on teeth.
For more information on services offered by FirstHealth Dental Care please call one of the following locations:
Wednesday, April 4
12:00pm — 4:00pm at
Sandhills Children's
Center
Tuesday, April 17
6:30pm — 8:30pm at
Whispering Pines
County Club
Saturday, April 21
9:00am — 2:30pm at PfCF
Tuesday, May 8
6:30pm — 8:30pm at PfCF
Thursday, May 17
6:00pm — 8:00pm at PfCF
April
Medication Administration
(4 CHC)
Health and Safety Topic (2)
Trainer: Crystal Roberts
Help us keep our children safe and healthy. The laws and best practice for administrating medication safely in child care will be explored. Participants
will learn how to identify, store, measure, and dispose of medication properly.
Week of the Young Child Event!
Save the Date for an evening filled with food, entertainment and more! Be on the look out for invitations with more details and registration. This will be
an event for Moore County Child Care Providers only. We want to show you how much you are appreciated!
Basic School Age Care
(5 CHC)
Trainer: Leslie Carson
Basic School Age Care (BSAC) is a 5 hour introductory level training event for school age care professionals. The training includes information on
health and safety, environmental design, child development, appropriate activities, guiding child behavior, and quality school age care. This training is
required by the NC Division of Child Development and Early Education for school age care professionals working in licensed programs but is a great
training for new staff in any afterschool
program setting.
May
Infant Toddler SIDS
(2 CHC)
Heath and Safety Topic (11)
Trainer: Emily Jones
Learners will discuss ways to reduce the risk of SIDS through safe sleep practices for infants, review Safe Sleep Policy guidelines, North Carolina
licensing requirements, maintenance of the proper forms, and other best practice recommendations.
Keep It Clean
(2 CHC)
Health and Safety Topic (1)
Trainer: Crystal Roberts
As we enter into the cold and flu season, it is important to remember the rules of sanitation! This training will focus on the ins and outs of keeping
your classroom clean and as germ free as possible.
Cost: $5
Space Limit: 20
Cost: FREE!
Cost: $10
Space Limit: 20
Cost: $5
Cost: $5
More Than Just Routines: Turn Everyday Infant Toddler
Moments Into Extraordinary!
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Jyotisha
Category : June 1987
Published by Anonymous on Jun. 02, 1987
Jyotisha
The Science of the Stars
I. Origins
This is the first in a series of articles on the ancient science of astrology. In pre-Christian times astronomy and astrology were a one body of knowledge, a one science. A good astronomer was a good astrologer. Understanding how the heavens related to life on Earth was an integral part of our culture in those days, whether we lived as a Sumerian, Egyptian, Cretian, Mayan or as one of the peoples of the Indus Valley. Each of these great civilizations that lived between 4,000 to 5,000 years ago held closely to several common beliefs:
1. Belief in the Gods and communication with them at specific locations on the Earth.
2. Belief in the law of karma and reincarnation.
3. Belief in the inter-relationship between the stars, planets and the human soul.
Fortunately, there is still one of our above ancient family lineages around today with an unbroken continuity, having survived countless invasions of alien peoples with hostile motives and alien beliefs (which destroyed the others), and these are the people of the Indus Valley. The knowledge they preserved of the true astrology is embodied in the sixth limb of the Vedas, known as Jyotisha, "the knowledge of page 1 / 3
the celestial lights," which forms the basis for what is known today as Hindu astrology.
It is commonly called Hindu astrology because it is based on the principles of karma and reincarnation of the individual soul. If the other civilizations had survived through the ages we might have a system called Egyptian astrology, Persiastrology, or Mayastrology. It is interesting to note that the Mayans may have been the most astute in the science of the stars. They recorded hundreds of books containing invaluable knowledge for mankind. In 1560 of the Christian calendar Bishop Diego de Landa ordered all such books to be destroyed in huge bonfires, believing that they contained "nothing in which there was not to be seen superstitions and lies of the devil." Three books survived which sit passively today in a museum showcase; the 'Dresden Codex,' a book of astronomy and divination; the 'Madrid Codex,' a bood of horoscopes; and the 'Paris Codex," a record of Deities and ceremonies.
In the surviving records of the Mayans there are intricate calculations of time and the movement of the celestial bodies. Contained in the Mayan calendar is a description of a particular cycle of our Earth that is also spoken of by both the Sumerians and the Hindus. The Mayan scriptures describe a Great Cataclysm that occurred approximately 5,100 years ago. According to the Hindu calendar, 5,089 years ago marked the beginning of the Dark Age, or Kali Yuga. The Sumerians describe a Great Deluge that occurred 5,087 years ago. This account of a new beginning for Mother Earth and its inhabitants is mirrored almost exactly in the Old Testament of the Christian Bible in the tale of the Garden of Eden and the Deluge. Unbiased historians are certain the Hebrews borrowed their traditional tales of the Old Testament from the 'Land Between the Rivers,' the Mesopotamian paradise of the Sumerians. The Mayan priest-astronomers not only confirm the cataclysm, but note that it is a natural cycle of the Earth to go through one every 5,200 years! How many Western astronomers have this foresight today?
It was most likely these profound revelations (and the inseparable philosophy of reincarnation and karma) that led the early Roman officials and Christian priests to remove from their own scriptures everything concerning the true knowledge of Jyotisha, and to save the world from the "superstitions" contained in writings other than their own. Lacking fundamental principles. Western astrologers then evolved a system entirely based on mathematics and the physical celestial bodies, devoid of any concepts related to a previous existence or transcendental metaphysics. What remained was a mere skeleton of the wisdom of the ancients, which evolved into what most of the Christian/Judiac world knows as astrology today. Little did they page 2 / 3
know that in the "backward" villages of India the true science of the stars was still being passed from Guru to disciple.
Article copyright Himalayan Academy.
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Moon Bounce For QRPers
Making contacts via the moon with a modest amateur 2 meter station
Owen Womser, K3CB
Tuesday, April 16, 13
EME (Earth-Moon-Earth)
EME involves transmitting a signal towards the moon and receiving the reflected wave. This allows worldwide contacts on frequencies where contacts are normally line of sight only.
EME Factoids
• Average distance to moon ~240,000 miles
• 2.4 second radio signal round trip
• Moon apparent size ~0.5°
• Moon reflects only ~7% of signal
• Average 144 MHz path loss: ~250 dB
What is 250 dB?
- Ratio of $10,000,000,000,000,000,000,000,000 : 1$
- Difference between 1KW and 0.1µW is only 100dB, 2KW and 0.1µW is 103 dB
- You could make a 250 dB attenuator for 2M with 3.14 miles of LMR 400 Coax
- If US power grid had these losses, you would have to multiply the total generating capacity by 10 Billion to get one watt out
Complicating Factors
• Moon moves
• Formerly needed AZ/EL system to track Moon
• Doppler shift in frequency
• Apogee/Perigee variations add losses
• Ionospheric absorption can add more loss
• Faraday rotation skews polarization
• Cosmic & solar noise interferes with signal
• Libation fading, Declination, Others
EME may be the biggest technical challenge in Ham Radio!
Overcoming the Obstacles
• Myths to Debunk – important!
• High power
• Big antennas
• Low loss coax, good connectors, etc.
• Low noise receivers & pre-amps
• Special techniques
System Loss Calculations
GAIN
- Power out
- Transmit antenna
- Receive antenna
- Receiver gain
LOSS
- Transmitter feed line loss
- Path loss
- Receiver feed line loss
Σ(gains) – Σ(losses) > Noise
EME Bands
• 6M - Once thought to be impossible because of antenna size, but gaining popularity
• 2M - Most popular band mostly because of availability of equipment
• 432 & 1296 MHz - Most popular after 2M. Lower noise levels but not much commercial equipment available.
• Higher microwave bands are for the really dedicated EMEers.
Entry Level EME Antenna
W5UN EME Array with 32 2M5WL horizontal antennas, and 32 front mounted ten element vertical antennas
Photo courtesy of Dave Blaschke, W5UN
KJ9I
W9GA Photo
Tuesday, April 16, 13
Left: 8 X 8 Element, 2M
Right: 7’ dish, 1296 MHz
Photos courtesy of Larry Molitor, W7IUV
K1JT’s WSJT Program
• WSJT – “Weak Signal Joe Taylor”
• Free PC Program Suite
• Uses special DSP techniques
• Modulation optimized for weak signal modes
• Dig out signals deep in noise
• JT-65 optimized for EME
• Low data rates
• Single tone per character
• Narrow bandwidth
• Decode calls to about -28dB, reports to about -30dB
K1JT WSJT – JT65 Mode
Moon
Az: 104.89
El: -20.67
Dop: 58
Dgrd: -5.9
FileID Sync dB DT DF W
214800 6 -23 2.3 118 3 * W9XT DK1CO J063 1 10
214800 1 1/1 W9XT DK1CO J063 1 0
Log QSO Stop Monitor Save Decode Erase Clear Avg Include Exclude TxStop
To radio: DK1CO Lookup
Grid: JO63sx Add
Az: 41 4307 mi
2010 Oct 11 14:42:00
Sync 1 Zap
Clip 0 NB
Tol 400 Freeze
Defaults AFC
Dsec 0.0 Shift 0.0
Tx First DK1CO W9XT EN53
Rpt DK1CO W9XT EN53 OOO
Sh Msg RO
TxDf = 0 RRR
GenStdMsgs 73
Auto is Off CQ W9XT EN53
1.0000 1.0001 JT65B Freeze DF: 0 Rx noise: 0 dB TR Period: 60 s
Receiving
SpecJT Waterfall Screen Shot
Signal Received: DL5BBW ES3RF KO29 OOO
Signal -22dB – A strong one!
JT65 EME QSO Sequence
Stations alternate 1 minute transmissions:
Station 1 Transmission
CQ W9XT EN53
DX1XX W9XT OOO
RRR
Station 2 Transmission
W9XT DX1XX ZZ99
RO
73
Each station transmits the current sequence until it receives the full response.
Many EME QSOs are scheduled on Ping Jockey
K3CB EME Results
• ~ 240 QSOs
• ~36 DXCC countries
• A few new west coast states, Alaska, and Hawaii
There are several dozen big EME stations capable of working 100 watt single Yagi stations. These stations are always looking for new stations to add to their “initial contact” list.
Minimum EME Station
• Long horizontal Yagi
• SSB transceiver w/100 watts
• PC
• PC sound card interface
• WSJT Program
• Work at moon rise/set
• Get about 6 dB ground gain
• Don’t need elevation rotor
Plus a big gun station at the other end!
Are you able to do EME with your station?
EME Resources
- WSJT Download: www.physics.princeton.edu/pulsar/K1JT/
- N0UK Ping Jockey page: www.chris.org/cgi-bin/jt65emeA
- Moon-Net Internet mailing list: http://www.nlsa.com/nets/moon-net-help.html
- DF2ZC 2M EME Newsletter: www.df2zc.de/newsletter/index.html
- News
- DXpedition schedules
- Best condition calendar
- Unified Microsystems: www.unifiedmicro.com
- Inexpensive PC sound card to radio interface kit
Not Ready for EME? Try Meteor Scatter!
- Bounce VHF signals off meteor trails
- Range out to about 1400 miles
- Most activity 6 and 2 Meters
- Smaller station
- 50 watts & small Yagi
- Uses WSJT FSK441 mode
- Optimized for short bursts (~250 msec to transmit exchange)
- 30 second transmission sequences
- Best during meteor showers but high success rate with random meteors
Acknowledgements
Moon and Earth Images: NASA
Goldstone Antennas: NASA
Station and antenna pictures:
Dave Blaschke, W5UN
Larry Molitor, W7IUV
Ken Boston, W9GA
Thank you for listening, there is much that can be learned about EME, no one I know of has ALL the answers, so there is no such thing as a “stupid question”. Ask away!!! | web | http://www.k3emd.com/userSubmitted/K3CB_EME_Brief.pdf | 0.440404 | {
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Triangle
English
Spelling shed – Phase 5/6 CGP – p. 8 Changing Word Types
Writing – Imagine you are Edmund Hillary, the first man to climb Mount Everest. Write a diary entry from his perspective either from the day before or the day after he reaches the summit.
Dear diary,
…
Reading
60 second read – Spotting a Tsunami
Maths
Maths shed – Times tables (4,6,7,8) Mixed CGP – p. 7 Written Subtraction
Topic
Design a flag for our class that we would bring to the top of Mount Everest if we were to climb it. Think about what would represent our class the best.
Positive news
Italy will become the world's first country to introduce mandatory climate education in state schools!
Public schools in Italy will soon be required to offer one hour of climate-related lessons per week. The move, which will come into effect in September, makes Italy the world's first country to introduce mandatory climate education in state schools. Subjects such as physics and geography will also be taught from a sustainability angle. | web | https://www.tudor.herts.sch.uk/attachments/download.asp?file=2849&type=pdf | 0.543242 | {
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HELPING TO REDUCE FLOOD RISK
Many things can affect the risk of flooding, but individuals and community groups can be aware of certain factors to help manage and reduce flood risk in their area.
AUTUMN LEAVES
Clear autumn leaves from household gutters and drains. Check local highway gullies and remove surface leaves where possible. Report internal blockages through to the highways department.
WATERCOURSE BLOCKAGES
Obstructions that may block or alter the flow of water should be reported. This includes fallen trees, build up of sediment after heavy rainfall, collapsed banks, and non-consented alterations to watercourses such as bridges or garden features like decking.
FLY-TIPPING
Check local watercourses for fly-tipping or other obstructions and report any incidents to the appropriate Risk Management Authority or landowner.
GARDEN WASTE
Dispose of grass cuttings, hedge clippings, leaves, branches, weeds and dead plants in your garden green waste bin or by composting. This prevents them from entering drains and watercourses which could cause blockages.
FATS, OILS & GREASE & THE 3P’S
Wet wipes (even 'flushable' wipes), cotton buds, nappies and sanitary products should not be flushed down the toilet. The only items that can be flushed are toilet paper, pee and poo (The 3 p's).
After meals ensure that fats, oils, grease, food waste and scraps are disposed in the bin or compost and not down the kitchen sink. Use sink strainers and fat traps to help collect food scraps and fats. | web | https://thefloodhub.co.uk/wp-content/uploads/2020/05/Helping-to-Reduce-Flood-Risk.pdf | 0.484092 | {
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'All different - All equal'
EQUALITY OBJECTIVES 2020 – 2024
The General Equality Duty requires public authorities to have due regard to the need to:
- Eliminate unlawful discrimination, harassment and victimisation and any other conduct that is prohibited by or under the Act
- Foster good relations between people who share a relevant protected characteristic and those who do not share it
- Advance equality of opportunity between people who share a relevant protected characteristic and people who do not share it
As a school we are also required to follow the specific duties. This means we need to:
- Define one or more equality objectives that support the aims of the general duty (by 6 April 2012 and at least every four years thereafter)
- Ensure the objectives are specific and measurable
- Publish the objectives so that they are accessible to the public
Our Equality Objectives:
Our equality objectives are based on our analysis of data and other information and focus on those areas where we have agreed to take action to improve equality and tackle disadvantages. They also take into account national and local priorities and issues.
We evaluate our success in meeting the General Equality Duty by the extent to which we achieve improved outcomes for the different groups. We produce Equality Data Analysis, which informs our discussions about the Equality Objectives.
We recognise our duty in setting specific, measurable and achievable equality objectives to further improve the school experience of the range of students at BGCFL – who are all different but all equal.
Specific measures
Person's
Evaluation evidence
We will regularly review the progress we are making to meet our equality objectives | web | https://www.brookgreen.org.uk/_files/ugd/c5d248_421dfdabd440480ca73c16691b6c24dc.pdf | 0.469745 | {
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Tortilla Sun, by Jennifer Cervantes
Review by Kimberly Mach
Description from book jacket:
When twelve-‐year-‐old Izzy discovers a beat-‐up baseball marked with the partially obscured phrase "Because… magic," she is determined to figure out the missing words. Could her father have written them? What secrets does this old ball have to tell? Her mom certainly isn't sharing any – especially when it comes to Izzy's father, who died before she was born.
But when Izzy spends the summer in her Nana's remote New Mexico village, she discovers long-‐buried secrets that come alive in an enchanted landscape of majestic mountains , whispering winds, and tortilla suns. Izzy finds herself on an adventure to connect the hidden pieces of her past. And just maybe she will discover the missing words that could change her life forever…but only is she can learn to create a few words of her own.
My two cents:
Tortilla Sun is a perfect middle grade novel. It is well-‐constructed, has all the required pieces, and that little extra something that keeps you thinking about the story long after you've read it. It is a book I am looking forward to sharing with my grade six students in a booktalk.
What I loved most were the surprising elements; the pieces I didn't expect. I didn't expect to meet a master storyteller as a character. Socorro, almost mythic in description, appears and guides Izzy and the members of the village with her wisdom and tales of the people. In fact, she helps Izzy, an aspiring writer, find her way to write and finish the stories she's been struggling with. With Socorro's guidance and the help of Nana and her new friends, Izzy is able to find her own cuento,or story. The characters were as rich and varied as village life -‐ like the members of a large family. In fact, one of my favorite scenes is when six of the characters, ranging in age from Nana to young Maggie, play baseball together. Mrs. Castillo with her shiny nails surprises them all and hits a homerun.
Finally, I didn't expect to come away craving empanadas. When Izzy took her first bite my mouth started watering. Cervantes is expert at describing the smells of cooking and giving us the taste for many Mexican-‐American dishes through Izzy's first experience with them. She even includes at the end a recipe for her own Nana's tortillas, a recipe pulled from her own family history.
I didn't expect to find the essence of baseball in here either, the magic and lore, the homerun, and those bits that capture our imagination. The story starts with Izzy finding an old baseball she is certain belonged to her father. Every stitch in that baseball is a thread of her story, of hercuento.In that story there is healing and forgiveness; it is one of the pieces that stayed with me long after the first read.
Jennifer Cervantes creates characters in Tortilla Sun that move into your heart and stay there. I want to go to Nana's. I want to run my fingers over theSaltillo mosaic tiled floors and smell the snap and sizzle of the tortillas cooking. I want to run down the same path that Izzy and Mateo took, and then I want to come back and sleep in that hammock. It is hard to believe this is a debut novel. Nana, Izzy's grandmother tells her at one point,Sometimes you can't see the magic; you just know it's there because you can feel it. That is the way I feel about this MG novel. Each time I see it on my shelf I remember the characters, the sounds, and the smells. You can feel the magic in this story, that certain something that brings it all to life. I look forward to reading Jennifer Cervantes' next novel, and I hope there will be many more.
In the classroom:
I see mostly social studies connections here and opportunities for interdisciplinary learning.
Study of culture and the family unit. There are two grandmothers in the story who play vital roles in the lives of young people. A study of the nuclear family and extended family and role of grandmothers and grandparents in societies today would also be a good fit. InTortilla Sunthere are both multigenerational households and nuclear families: Izzy, her grandmother and mother, Mateo and his parents, and then Maggie and her grandmother, Gip. Unlike some novels, the family unit, although broken at the beginning (Izzy and her mother live alone), becomes the mainstay of the whole story.
Geography. Any teacher who is not from the southwest may use portions of the text to teach about the southwest. Why are hot air balloons popular in New Mexico? Where is the Rio Grande River? What is the terrain like? What does it mean to live in a desert? Simply learning that a desert does not only consist of drifting sand dunes would be a good use here.
Study of Mexican-‐American culture. Izzy rediscovers her roots and forms her identity in this story. She does not come to New Mexico with a strong sense of who she is. It's her grandmother, Nana, who teaches her about the religion, the Saltillo tiles, the food, and even a bit of the history. A historian at heart, I was fascinated about why the doorways were so low and narrow in Nana's house. Izzy even discovers there is more to her name than she first thought.
In Language Arts there are a variety of lessons that could drawn from the novel from close reading particular passages. Foreshadowing , figurative language, and story structure can be a focus of these reads. In addition, advice on how to start and finish writing a story using practical strategies can be found. Izzy begins her own stories by using index cards. Soon the index cards can be laid out together and she has a full story with a beginning, middle, and end.
Author bio:
Jennifer Cervantes currently resides in New Mexico with her family, which she calls The Land of Enchantment. Tortilla Sun is her first novel. For more information about Jennifer and her upcoming works please visit her website:
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Weekly jobs
Monday - Deep clean clinic and make sure everything is away in correct boxes.
Tuesday - Disinfect all water buckets and food bowls using bleach.
Wednesday - Sweep yard, clean and tidy summer kitchen.
Thursday - Clean yard sheds out, disinfect and replace sawdust & hay.
Friday - Clean stable (if being used by dogs), disinfect and replace sawdust. Tidy and clean volunteer kitchen and communal areas.
Saturday - Disinfect all water buckets and food bowls using bleach.
Sunday - Day off! | web | https://streetheartsbg.com/how-you-can-help-dogs-in-bulgaria/volunteers/item/download/2_7ed099d7de439eaaf2e216efc8deb967.html | 0.432893 | {
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Worksheet Twenty-two (Fingerprint 8)
Examples from Bach Chorales
Example 1 (RM158, first phrase)
a) Label the three chords in the box provided with Roman numerals.
b) Describe precisely the embellishment created by tying the alto G into the penultimate beat.
c) A more obvious way of writing the tenor line would be to go straight from the E to the D. Why does Bach leap down to double the fifth first before returning to the D?
Exercises
1
Example 2 (RM215, final phrase)
a) Label the last three chords using Roman numerals.
b) In the first chord of the last bar, which note of the chord does Bach double? Try writing out this cadence with a more usual doubling – what problems do you encounter?
c) Try changing the model in Example into G minor – what voice-leading problem does this alternative avoid? | web | https://kingedsmusic.files.wordpress.com/2013/06/worksheet-22-fp8-a3.pdf | 0.463865 | {
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Powered by TCPDF (www.tcpdf.org)
I nourish my body, mind, and spirit
I nourish my body, mind, and spirit.
I keep my wellbeing at the forefront of my mind and ensure that nourishment is always part of my plan.
opportunities to expand my worldview. I seek out new information to make my mind stronger.
I use healthy food and water to nourish my body. I use knowledge and information to feed my brain. I use love, help, and support to uplift my spirit. I use everything this universe offers to be strong.
I use what is necessary to sustain and maintain my health and body.
I cherish myself, so nourishment is important. It keeps me alive and strong. It helps me accomplish great things and help others.
The nourishment I pick keeps the cells in my body healthy and the thoughts in my mind positive.
I practice self-care because it is also part of my nourishment. I do what I can to take care of myself each day.
I laugh and look for joy. I sing and enjoy music. I spend time with friends. I look for
Today, I use many tools and methods to nourish myself. From a healthy diet to keep my body strong to prayer to strengthen my faith, I discover tools each day that enhance my life as I give my mind, body, and spirit what they crave.
Self-Reflection Questions:
1. How can I take time for myself and still find time to help others?
2. What are the best things to nourish my body, mind and spirit?
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Punchball
Baseball where your fist is the bat
About Punchball
Game Essentials
Players: 2-12 per side (the more the merrier)
Materials needed:
Punchball is a game based on baseball, but without the pitcher or the bat. It can be easily adapted to oddly shaped fields and different numbers of players. It is a game commonly enjoyed by boys and girls.
* Bouncing rubber ball (spongeball is ideal)
* Field of play should have adequate fair territory and room for either 3 or 4 bases
Time to play: 30-60 minutes
The Punchball field
Punchball is typically played on asphalt, allowing for predictable bounces of a rubber ball. A concrete schoolyard with a painted softball diamond is ideal, especially with large teams. If there aren't many players on a team, fair territory can be restricted to the either side of second base. In an apartment complex, an open courtyard can be used, and a ball hit too far can be a foul or out. Historically, the intersection of lightly trafficked sidestreets was used (each corner becomes a base), though such intersections are hard to find nowadays.
How to play
more), and whether all swings and foul tips are considered strikes. Unlike real baseball, a foul ball counts as the final strike, unless you decide otherwise. There are three outs per inning; you can decide to play 5, 7, or 9 inning games. In most cases, Little League Baseball rules are used, including no leads off bases.
Choose teams and the dimensions of the field. Decide how many strikes make an out (1 or
In punchball, a fist is used as a bat. Hit the ball with the palm-side of the fist in a swinging motion. Very young children can hold the ball in one hand, like a tee, and swing at it with the other. Other techniques range from hitting the ball on a bounce (gently toss it upwards, let it bounce, then hit it), to more advanced techniques like tossing the ball high and hitting an overhand shot (like a tennis serve). There's really no wrong way to hit—as long as the ball comes off your fist!
Some unique variations in punchball are "pegging" and "homing." "Pegging"—throwing a ball at an advancing runner for an out—is allowed at your discretion (pegging can get ugly). "Homing" the ball— throwing it towards home plate, even though there's no catcher—is often used, especially when there are fewer players: if the ball reaches home before a runner reaches a base, the runner returns to the original base (if a fielder decides to cover home plate, "homing it" is disallowed).
The last word
Punchball is a great game that needs little equipment and can be squeezed into a school recess period. Quickly choose fair sides, get the game going and be prepared to run around.
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700 12th Street, NW
Suite 700
Washington, DC 20005
([REDACTED_PHONE]
Indiana
Indiana Relies on Great Lakes-Seaway Shipping
Indiana has 43 miles of shoreline and borders a small but vital area of Lake Michigan. Nearly 31 million tons of inbound and outbound cargoes are handled at Indiana's four Great Lakes ports.
transported by lake ships to the large integrated steel mills at East Chicago, Gary and Burns Harbor. Limestone is another key raw material in the steel making process. Mined in Michigan, it is delivered to Indiana mills by Great Lakes vessel. Indiana steel finds its way into road construction, automobile production, appliance manufacturing, and scores of everyday products.
As the largest steel-producing state, Indiana relies on Great Lakes Seaway shipping for delivery of critical raw materials. For example, iron ore mined in Michigan and Minnesota is
Invested in Indiana port, terminal and waterway infrastructure
$75 million
| Port | Annual Tonnage |
|---|---|
| Buffington Harbor | 1,634,000 |
| Burns Harbor | 8,496,000 |
| Gary | 8,600,000 |
| Indiana Harbor | 11,910,000 |
Sources:
The Economic Impacts of Maritime Shipping in the Great Lakes-St. Lawrence Region, 2017 – Martin Associates
The Economic Impacts of the Great Lakes-St. Lawrence Seaway Navigation System, 2011 – Martin Associates
Infrastructure Investment Survey of the Great Lakes and St. Lawrence Seaway System, 2015 – Martin Associates
Waterborne Commerce of the United States, 2018 – U.S. Army Corps of Engineers w w w . g r e a t l a k e s s e a w a y . o r g
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Congratulations!
We're happy to name
an Environmental Defender.
You successfully learned all about Landfills; Reducing, Reusing and Recycling;
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To become a Super Environmental Defender and get members-only games, music and more, ask your teacher to book the Environmental Defenders assembly at your school. After you see the assembly, fill out and return the Super Environmental Defenders Pledge Card to get your membership card and special code in the mail. | web | https://pw.lacounty.gov/epd/environmental-defenders/downloads/Special-Prize-Certificate.pdf | 0.493932 | {
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Helpful Animals Aboard the Ark
Noah lived for 950 years, and during that time he converted many people to the Moslem faith.\(^1\) Those who opposed his efforts to make such conversions captured Noah, wrapped him in felt, and beat him. They said, “You are trying to lead us off the true path, the right way.” (They thought that they already knew the right way.) It is said that his abuse from those people caused him to suffer and cry a great deal. It was because of that that they called him Noah, though his correct name was Şakir.\(^2\)
\(^1\)Moslems usually make all of the prophets of the Bible Moslems retroactively. Inasmuch as they consider almost all benevolent characters in the Bible prophets, they thereby create scores of “Moslems” who lived 600-2,000 years before the birth of Islam!
\(^2\)There is no obvious reason why the word Nuh (Turkish for Noah) should suggest suffering. Nor have we found any authority for the claim that his name was ever Şakir. It appears neither in the Encyclopaedia of Islam nor in al-Tabari’s Universal History.
Story 1842
Noah took aboard the ark two of each kind of animal, but more than that number of rats crowded aboard. This presented a problem that could be dangerous to that ship. Rats like to gnaw, and if they gnawed holes in the hull, then that ship might sink. Noah said a prayer in which he asked Allah what to do about this situation. Allah spoke to Noah, saying only, "Stroke the back of the lion."
When Noah stroked the lion's back, the lion coughed—huk!—and a cat dropped out of his nose. The cat caught all of the extra rats and cleaned out the place on the ark where they had gathered. Noah was so pleased with the cat's work that he stroked its back, and that caress became a kind of blessing, for ever since that time cats have always landed on all four of their feet. No matter how it may fall or be thrown, a cat never strikes its back against the ground.
Soon after the ark began to float, another problem arose. The accumulation of excrement from all the animals aboard began to create a stench that was intolerable. Again Noah asked Allah what should be done about this problem. Allah answered, "Stroke the back of one of the elephants."
When Noah did as he had been ordered and stroked the back of the elephant, the elephant coughed—huk!—and a pig dropped from its
Story 1842
tail. The pig at once began to eat the excrement. It ate all of the filth in the ship and made it clean.\(^3\)
[Ahmet Uysal]: “I once heard that the snake also did something beneficial on the ark. It was said that a rat had actually chewed a hole in the hull of the ship, allowing water to enter. The snake stuck its tail in the hole and kept the water out. Is that part of the ark story?”
Narrator: “Yes, it is. —Your mentioning the snake reminds me of a different story about a snake. It is not part of the account of the ark.”
\(^3\)Inasmuch as there was aboard the ark a pair of each kind of animal, there was no need to have a cat and a pig produced by divine intervention. Nevertheless, the incidents involving the lion and the cat and that of the elephant and the pig have been incorporated in the ark legend from very early times. The historian al-Tabari (839-923) included that material in his *Universal History*. See English translation of al-Tabari’s work (Albany: State University of New York Press, 1989), Vol. I, p. 375. | web | http://aton.ttu.edu/narratives/wmVol_61-1842_Helpful_Animals_Aboard_the_Ark.pdf | 0.483739 | {
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COMPREHENSIVE WOMEN'S HEALTH
Do You Really Need Antibiotics?
Lots of people think that if they have a cold or fever, antibiotics will cure the infection. Not necessarily! Antibiotics are very powerful medicines that do cure some illnesses, but not all. It all depends on what's making you sick in the first place. Seeing your provider or talking with our trained nursing staff will help to clarify things.
Bacteria or viruses cause most of the respiratory illnesses we acquire. Diseases caused by either can be life-threatening or very mild. Generally, illnesses caused by bacteria can be treated with antibiotics. However, illnesses caused by viruses (like the common cold) just have to "run their course" and die out on their own. Antibiotics will have no effect on a viral infection, but rest assured, your own healthy body has all the resources it needs to make you well again.
You can do a lot to help your body fight a virus, but it's going to take time to feel well again. Drinking lots of waterbased liquids will help to keep you well hydrated and to flush the virus out of your body. Lots of rest, and if you choose to, taking medications that can help treat the symptoms of your illness will also cut short the time you have to suffer through a common viral illness. While it's easy to get frustrated and hope for a quick fix, there really isn't a "wonder drug" that will make you well immediately. For the most part, a cold will make you feel bad for 5-10 days, and even longer if you're pregnant.
It's a good idea to call our office if you have a respiratory illness accompanied by a temperature of 101 or more, discolored (green, brown, dark yellow) nasal discharge or sputum, difficulty breathing or pain in your chest, or symptoms that are getting worse over time. You should also let us know if you have an underlying respiratory disease, such as asthma or emphysema. If your provider thinks your illness will respond to antibiotics, there are a few important things to be aware of. Try not to miss any doses. For the antibiotic to do its job, you need to take every pill, and try to follow the prescribed schedule—for example, "1 tablet every 8 hours." If you stop taking antibiotics as soon as you start to feel better, you are likely to develop resistant bacteria. Antibiotic resistant bacteria are difficult if not impossible to cure with antibiotics, and can result in severe illnesses that may require hospitalization.
So it does make sense to see your provider for a respiratory illness and NOT get a prescription for antibiotics. The CDC estimates that ~50 million unnecessary courses of antibiotics are provided by office-based MDs each year. By not using antibiotics for viral illnesses we can still help you to get well, AND help prevent antibiotics from becoming ineffective against resistant bacteria. | web | https://www.cwhfl.com/_files/ugd/4b2113_55efedf6c2444473b1e183763bd06a55.pdf | 0.454339 | {
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Year 5 Worksheet 9 - Decimals
Question 1: Answer the following.
Question 4: Answer the following.
1 Ava used 0.875 kg of flour to bake bread and 0.325 kg of flour to bake a cake. How much flour did she use in total?
2 Daniel bought a toy for $49.75 and a remote-controlled car for $82.60. If he paid with two $100 bills, how much change did he receive?
3 Julia bought 1.2 dozen donuts to sell at her bakery. If each donut costs $0.75, how much money does she make if she sells them all?
4 The Smith family traveled 125.5 kilometers on Monday and 88.25 kilometers on Tuesday. How many kilometers did they travel in total over the two days?
5 Lucas is creating a mosaic using tiles that are 0.35 meters wide and 0.45 meters long. If he covers an area of 4.5 square meters, how many tiles did he use?
6 In a chemistry experiment, Lily mixed 2.75 liters of Solution X with 3.5 liters of Solution Y. What is the total volume of the mixture?
7 A school team solved 0.45 of the math problems in the first round and 0.75 of the problems in the second round. What fraction of the total problems did they solve?
8 A group of scientists collected 6.25 liters of water samples from one site and 3.6 liters from another site. What is the total volume of water they collected?
9 Emily has a collection of coins worth $5.90. She wants to add a coin worth $2.25 to her collection. How much will her collection be worth then?
10 Mr. Johnson's garden was 6.35 meters long. He extended it by an additional 2.5 meters. What is the new length of the garden?
Free Math Worksheets • www.successtutoring.com.au
Answer Key
Question 1:
Question 2: Answer the following.
Question 3: Answer the following.
Question 4: Answer the following. | web | https://successtutoring.com.au/wp-content/uploads/2023/08/Year-5-Worksheet-9-Decimals-1-1.pdf | 0.449076 | {
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Situated Learning: Case
The world enters the classroom
Scenario-based, or situated learning, allows an instructor to create immersive learning environments in which students are assigned a specific role and set of complex, real-world challenges where decisions are difficult, and there is often no clear right or wrong answer.
The goal of a case scenario is to simulate a realistic process, problem, or narrative and show the consequences of different decisions. A case scenario should be tied to specific learning goals. It may also demonstrate a particular instance in which generally accepted principles or laws are found to be more complex than usual.
Blended Learning
Often used in a blended learning environment, situated learn ing activities build connections between complex real-world situations and classroom experiences.
Case scenarios are ideal for blended learning, as they can be used in both online and face-to-face settings. Students can engage with a case as individuals outside of the classroom or work collaboratively on them during class. Whether they interact with the material through personal reflection or inter act with the content and one another in a group setting, stu dents engage in deeper learning by confronting challenging and more authentic situations that call for critical thinking.
" Nearly 68% of students said these projects helped them to see the value of placing scientific knowledge in international contexts"
" Knowledge is situated in a specific context, and meaning-making occurs through interactions within that world with others."
Good Practice
Lave & Wenger, 1991 1
Interactive case scenarios are successful when they include authentic:
* Content
* Context
* Challenges
* Choices
* Connections
Authoring Tool
Case Scenario Critical Reader Builder (CSCR) is an authoring tool developed at the University of Wisconsin-Madison used to create interactive, online case scenarios. Learn more about the tool here: http://go.wisc.edu/cscr.
Support
DoIT Academic Technology consultants are prepared to talk with you about your ideas for developing engaging case scenarios and incorporating them in your blended learning efforts. To arrange a consultation, please contact: [REDACTED_EMAIL]
1 Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press.
Author: Al Barnicle Editor: Timmo Dugdale
* Characters
* Consequences | web | http://engage.wisc.edu/software/cscr/CSCR-handout-1pg.pdf | 0.428904 | {
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Community Stars – Supporting the homeless
A project of two halves
Church details
Like many urban areas, Bournemouth has seen a sharp rise in the number of people sleeping rough in recent years. Bournemouth Churches Alongside Rough Sleepers (BCARS) is offering a number of services to help people get off the streets, find accommodation and build their skills.
Every winter, churches like St George's in Bournemouth open their premises to offer people living on the streets a safe place to sleep. St George's is also involved in Half Time, a project that gives rough sleepers the chance to have a shower and use a washing machine and tumble dryer. Volunteers are on hand to offer support with housing, benefits and connecting with families once again.
* St George's Methodist, Boscombe, Bournemouth
* Poole Bay Circuit, Southampton District
* Average congregation: 100
What you'll need
* A network of volunteers
* Premises to offer support
* Partnership with other agencies and churches
* Funding from third parties
Caring by numbers
* Over 100 volunteers
* 12 beds in each church
* 43 people helped into accommodation
* 235 showers provided
* 270 loads of washing
The services are making a huge difference to the community and to St George's itself. Members of the congregation actively hand out BCARS cards to rough sleepers, signposting where people can go to find help.
" A visitor to the café told me afterwards they didn't know who was a volunteer and who wasn't. I said that's exactly the outcome we wanted, we're a team." Alan Purchase
The final piece of the jigsaw is 2nd HALF, a project that gives people a structured programme with work opportunities. Two days a week, people who have been living on the streets can come along and learn work skills in a newly opened café.
Methodist Insurance PLC, St Ann's House, St Ann's Place, Manchester M2 7LP
Project Manager
Tel: 0345 606 1331
Fax: 0345 604 6302
www.methodistinsurance.co.uk
For more information and ideas visit www.methodistinsurance.co.uk/communitystars | web | https://www.methodistinsurance.co.uk/images/community-stars-two-halves.pdf | 0.48262 | {
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Service Projects at the Animal Humane Society
Thanks for your interest in helping the animals at the Animal Humane Society! While we do not have opportunities for short-term volunteering projects in our shelters, there are many other ways for groups and individuals to help us serve animals. Some project ideas include:
**Hold a fundraiser to benefit the Animal Humane Society.** Financial donations allow us to use your donation where it is most needed, whether it is to provide emergency medical treatment to an injured animal, buy supplies for our mobile surgical suites, or take in homeless animals from overcrowded outstate shelters. Some groups have held book and bake sales, car washes, dog shows, carnivals, and talent shows for our benefit; the possibilities are endless. Be creative and see what your group can do!
**Organize a supply drive to collect the things we need most.** Our shelters are always in need of certain supplies. Visit our web site for a current “wish list” of items we need most (http://www.animalhumanesociety.org/help/waystogive/donatetowishlist). You can focus your collections drive on specific items we need (such as towels or newspapers), or ask members of your community to donate any item on the list.
**Make blankets to keep cats cozy.** Cut out a piece of double-sided fleece that is 24-36 inches square (exact size is not important). If you want, you can cut fringes on the sides. For a thicker blanket, stack two squares of fleece and sew the edges or tie the fringes together. (Please note: **do not** add catnip! While catnip can be a fun treat for cats in homes, the hyper behavior it often produces is not a good thing for cats in a shelter environment.)
**Make toys to entertain cats.** Decorate empty plastic eggs or ping pong balls with permanent makers. These simple rolling toys are popular entertainment for shelter cats!
**Make chew toys for rabbits and guinea pigs.** Stuff empty toilet paper tubes with Timothy hay (available at pet stores). Our rabbits and guinea pigs enjoy these tasty chewing treats.
**Recycle things in your home to help the animals!**
- Bring us your old blankets and towels. We can put them to use for bedding, grooming and cleaning up around our shelters.
- Organize a newspaper drive. Newspapers are used to line the bottom of animal cages. Please remove glossy circulars and stack the newspapers neatly in paper grocery bags. Please **do not shred newspaper**.
- Collect shredded office paper, which is used to make puppy and small animal cages more comfortable. (Please note that we can’t use cross-cut shredded paper, only the kind with long, straight strips.)
- Save empty cardboard tubes from toilet paper and paper towels. They make good chew toys for rabbits and guinea pigs, and shelters for little critters like gerbils and hamsters.
- Clean plastic shopping bags are used by our dog walkers for cleanup outdoors.
Donated items can be brought to the customer service counter at any AHS location during regular business hours; no appointment is necessary. Groups are also welcome to schedule a tour of one of our facilities at the time they bring in their donations. (Tours last approximately 1 hour; there is a $1/person fee, with a $10 minimum, for tours. Our tour schedules fill up quickly, so please schedule tours at least 2 weeks in advance.)
For more information about service projects, or to schedule a tour, please contact the AHS Education Department at ([REDACTED_PHONE] or [REDACTED_EMAIL]. | web | http://www.animalhumanesociety.org/webfm_send/254 | 0.481803 | {
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A P R I L 2 0 2 2
Simple Steps to Saving More
W E E K 3 WEDNESDAYS WELLNESS
Saving money is a top priority for many, but putting something aside for a rainy day can sometimes be difficult. However, with a bit of planning it is possible to succeed at saving.
Here are 5 tips to help make you a better saver. These methods can help you save more when you deposit the money into your "look but don't touch" savings account.
Selling Old Clothes
There are many apps and platforms to choose from to sell unwanted yet gently used clothing. Bring in extra cash while saving some too. Use the money from your sales to supplement your new clothing budget.
Grocery Shop Smarter
Take a little time preparing a list before your weekly shop. Check your pantry for what you need. Use coupons and join loyalty programs to help maximize your savings.
Save Automatically Each Month
Transfer money from your checking account to your savings account. Automate it, so it doesn't require any extra effort - just set it and forget it. It's important to time the transfer close to your paycheck deposits. You'll quickly get used to working with the money left in your checking account.
Use the Cash and Envelope Budget Method
Bonus Tip: Lower your Energy Consumption
* Using low-energy light-bulbs
Small steps that cut energy consumption include:
* Unplugging appliances
* Setting thermostats to a slightly lower level
This method is easy to implement; all you need is to fill an envelope with a set amount of cash for each budget category. This can include groceries, takeout, date night, etc. Once you've spent your limit, you have to wait for the next budget day before you can spend further.
Take Advantage of Better Rates
Pay off your credit card debt and use cash for ongoing monthly expenses. Shop for better rates on monthly phone and internet plans. Lower mortgage rates, home, and auto insurance policies can provide significant savings.
(Sources: nerdwallet.com, forbes.com, americasaves.org, experian.com, www.smart-energy.com)
* Installing low-flow showerheads
These steps can fuel your savings over time. | web | https://edit.cookcountyil.gov/sites/g/files/ywwepo161/files/documents/2022-04/Simple%20Steps%20to%20Saving%20More.pdf | 0.419682 | {
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Janet DesRoches
The decision to return to school had been on my mind for many years. There always seemed to be good reasons at the time why I couldn't or wouldn't. In the last two years I have dared to dream again.
After becoming pregnant in Grade 10, I was unable to continue my education for many reasons. I married and had two more children. I was twenty-one when my third child was born. My marriage ended and I feared that my dream of becoming a nurse would be forever lost if I didn't start working toward my goal.
I started a six-month Home Aid course in Truro. These days were hard on my own with three young children. However, I felt I gained a great deal of willpower and the ability to keep moving forward when things look grim.
I worked in a few nursing homes in Nova Scotia but I wanted a new start so I moved to PEI. I worked at a variety of jobs – mostly seasonal – and I also did some private home care. The home care allowed me to help and in some cases change someone's life.
In 2000- 01 I changed jobs twice. The job I got in 2001 gave me enough pay to support my family but it was dangerous to my health. In a few months I became ill. After six weeks I found out that my illness was work-related. I decided it was my turn to get educated so I didn't have to work in environments that make me ill.
My new husband and I now have five children at home. They have encouraged me to fulfill my dream.
Eventually, I would like to work in an operating room or delivering babies.
The first step I took was to go to HRDC and ask for help. They pointed me in the right direction. I registered for full-time day classes to get three high school credits and I attended night classes to work on my GED.
My long-term goal is to get a degree in Nursing. This will take from five to seven years. Meanwhile I will work as an LNA and take a couple of courses at UPEI. By age 40 I will be doing what I have dreamed about all my life.
My personal goal is to continue to provide the best care I can to my children. I hope I can instill enough knowledge in them that they will be successful in their education and career choices.
As for me, I am going to work as hard and forceful as I can, step-by-step to make sure my life dream happens.
- Janet DesRoches | web | http://peiliteracy.ca/admin/Editor/assets/learner_stories/janet.pdf | 0.50097 | {
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Dossier - Instrumentum mensis Augusti pro lectura Magisterii Summi Pontificis Benedicti XVI, pro evangelizzazione in terris missionum
The Holy Father, Benedict XVI, a guest of the northern Italian town and diocese of Brixen from July 28 returned on 11 August to his Summer Residence in Castel Gandolfo. During this period he continued to lead the Sunday Angelus prayer from wherever he was, whereas the Wednesday general audiences, suspended from 30 July to August 6, resumed regularly on Wednesday 13 August. After devoting two catechesis to certain Saints of our epoch whose feast days the Church had celebrated during the month of August, the Pope continued the cycle of teaching on St Paul Apostle of the nations begun in July.
On 5 August Benedict XVI went to Ores in Val Badia to visit to the birthplace of Divine Word Missionary Saint Joseph Freinademetz, a great missionary to China, and the Pope said: “He is a very modern Saint: we know that China is becoming increasingly significant in political and economic life and also in the life of ideas. It is important that this great country open itself to the Gospel. And St Joseph Freinademetz shows us that faith does not mean alienation for any culture, for any people, because all cultures are waiting for Christ and are not destroyed by the Lord: indeed, [in him] they reach their maturity.”
On August 6 during a meeting with the diocesan clergy in Brixen Cathedral the Holy Father answered questions posed by a few of the numerous priests and seminarians present. On 9 August, on the premises of the Diocesan Seminary where he was staying, Pope Benedict received honorary citizen of the town from the hands of the mayor of Brixen. On the feast of the Assumption of Our Lady on 15 August, the Pope celebrated Mass in Castel Gandolfo at the parish church. In his homily he said “Today’s feast impels us to lift our gaze to Heaven; not to a heaven consisting of abstract ideas or even an imaginary heaven created by art, but the Heaven of true reality which is God himself. God is Heaven. He is our destination, the destination and the eternal dwelling place from which we come and for which we are striving.”
On 21 August, Benedict XVI sent a letter expressing condolence for the sudden death on 16 August of his friend and host in Brixen, Bishop Wilhelm Egger of Bozen-Brixen. During his Sunday Angelus reflections on 10, 17 and 24 August, Benedict XVI expressed concern for the difficult international situation – especially the turmoil in Georgia – and he urged international bodies to work to find a peaceful and lasting solution. On 31 August, speaking of the dramatic migratory phenomenon, the Holy Father called for effective measures and solidarity on the part of everyone.
> LINKS
Instrumentum mensis Augusti >>: http://www.fides.org/eng/documents/INSTRUMENTUM_aug_08_eng.doc; | web | http://www.fides.org/en/news/pdf/17909 | 0.48286 | {
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NTMN Trunk Guidelines
TrunkDescription
A NTMN "trunk" is a collection of exhibit materials relating to some specific subject on TX natural history, and is used in events with outreach/education booths to educate the public about this subject. Exhibit materials typically include posters, brochures for handouts, interactive activities (especially for kids), physical objects such as bird boxes, track casts, water quality test kits, etc. These materials are stored in plastic tubs (trunks) for easy transport, and the exhibit materials are typically set up on at least one and sometimes two 6' folding tables supplied by the event.
Members use our trunks at the outreach events to educate the general public about Texas natural history, and to inform them about our TMN program. Exhibit venues are usually of one of two types:
2. Visitors are already interested and motivated to learn about the exhibit's subject matter, and form a "captive" audience. Examples would include a classroom of students learning about natural science, and an information booth at a MN regional conference. These are frequently, but not always, indoors.
1. Visitors are attending the event for other reasons, and something about our display catches their attention enough for them to stop and learn more. Examples would include an outreach booth at the State Fair of Texas, and a booth at an Earth day event. These events are frequently, but not always outdoors.
Suggestions and Guidelines
Plan to include materials and displays both types of venues can be handled:
2. For the captive audiences, we have a much longer time to tell our story. Can have more diverse & more quantity of information, activities, for kids, reference materials and/or reference sources to answer questions. Include info on what people can do -‐ citizen science monitoring, conservation activities, watching wildlife, etc.
1. For the general public, we must first capture their attention and then we have a relatively short amount of time to tell our story before they move on. Need eye-‐catching display materials (trifold/poster/objects/etc), limited amount of information and resources on where to go to get more info. For outdoor venues, make everything rugged because breezes are always a factor.
Required items for each trunk
1. Binder describing how to set up and use the trunk contents
3. Flash drive with the documents included in the binder
2. Picture of a typical set up of the contents
4. Inventory of the contents which describes where each item can be purchased and the cost
a. If the content of the pamphlets was developed by the class team, the file should be on the flashdrive
5. If there are any pamphlets which need to be available for the set up, they should be included in the binder
b. If they come from another source, please list the source; i.e. TPWD. If possible, obtain a PDF file from this source so that we may reproduce the pamphlet ourselves.
7. Table cloths and tie downs
6. If anything needs to be made for the trunk, like the plaster casts of tracks in the mammal trunk, instructions about how to do that.
8. Document holder appropriate for the handouts
a. One-‐man lift for each container
9. Trunk containers should be easily transportable
b. If large enough use containers with built-‐in wheels, or provide a luggage carrier
11. Any oversized poster & trifold intended for outdoor use should be weatherproofed, such as laminating or printing on foam core board or corrugated plastic boards .
10. Identification of the NTMN chapter as sponsor of the exhibit and information about how to join. | web | https://txmn.org/wp-content/blogs.dir/1/files/2016/01/NTMN-Trunk-Guidelines-v2.pdf | 0.517468 | {
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Uncomfortable Oxford Scavenger Hunt
Grandpont
Starting point: St Ebbe's Church Address: 2 Roger Bacon Ln, Oxford OX1 1QE
Trail Duration: approx. 1h.
Accessibility: This itinerary includes stairs.
If isolating or at home, we suggest using Google StreetView!
Click on the question marks once you find the locations!
Location 1
Our trail today begins on the site of a former burlesque bar Named after a vintage vehicle, though neither a bike or a car.
Head south and zig zag your way down Littlegate and Faulkner, Then Thames Street and Butterwyke Place till you see the river.
Follow the path along the water and past the river garden, A slight right and a quick left will land you on a bridge of iron.
Location 2
Walk south-west and turn left: you'll soon join Whitehouse Road And just after the Basketball court turn right in adventure mode.
There you'll walk a while, peeking at colourful leaves and berries Until you reach an overpass as green as the surrounding prairies.
Up, across, and down you'll go, for on the other side you'll find A fourteen acre park with many community activities to unwind.
Location 3
Now retrace your steps, all the way, to the Basketball court And onto Whitehouse Road again, resume your transport!
This time though you shall head east past the little penguin And all the way to the road which leads down to Abingdon.
But take a left and walk up north until your slow & steady arrival At a famous pub, a bridge and island that inspired many titles. | web | https://www.uncomfortableoxford.com/_files/ugd/bfeda9_0f910465e0f14a8caf017357c66ef46d.pdf | 0.440748 | {
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www.lessontutor.com presents ASL for Preschool - K Learners
1
Twinkle, twinkle little star..
How I wonder what you are..
me.
Excerpt from the Cheat Sheet for Twinkle, Twinkle, Little Star
About the Author and Illustrator
Elaine Ernst Schneider entered the classroom as a special education teacher in the 1970's. Since then, she has taught mainstream English Grammar, Literature, music K-12, deaf education, psychology, Algebra, creative writing, social studies, psychology, law, and science in both public and private schools. In the 1990's, Elaine created an adaptive education program and implemented a student teacher program in a cooperative effort with the University of West Florida. While there, she opted to take the masters level courses in the area of learning disabilities. Today, she writes curriculum for several companies, as well as freelance articles on education. She is also a co-founder and managing editor for the educational website lessontutor.com.
Visit the www.lessontutor.com Store for more American Sign Language (ASL) Resources
ASL Alphabet Printable Flashcard Set
ASL Baby Signs Printable Flashcard Set
ASL Basic Signs Printable Flashcard Set
ASL Survival Signs Printable Flashcard Set
Girl Guide Promise and Law Adapted for ASL Signs
The Pledge of Allegiance Adapted for ASL Signs
Lee Greenwood's "God Bless the U.S.A." Adapted for Signs
Amazing Grace Adapted for ASL Signs
Sign and Sing a Song for Christmas
The Lord's Prayer (SE) and the 10 Commandments (ASL)
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LILIAN HOLM Swedish, 1896 – 1979
Born in 1896 in Sweden, Holm studied and worked as a weaver professionally in Sweden, including a stint at the workshop of Märta Måås-Fjetterström, before coming to America to work for the Cranbrook Foundation in 1929. From 1934 to 1937, she worked as instructor of weaving at Studio Loja Saarinen. She also taught at Kingswood School from 1933-66 and at the Flint Institute of Arts during that time, starting in 1941. While working in the United States, she introduced some innovative techniques developed at Swedish studios, as in ways to weave a tapestry more quickly than with traditional methods.
Holm and her team worked with Eliel and Loja Saarinen on the Saarinen-designed tapestry Sermon on the Mount (1941) for Eliel Saarinen's First Christian Church in Columbus, Indiana. The tapestry took almost one full year to complete, with final dimensions of 12 feet x 35 feet, making it one of the largest tapestries completed at the time. Holm also created tapestries based on her own designs, like First View of New York (1930s), which reflected the landscape of her new home but the modern Swedish style.
Holm returned to Sweden upon her retirement in 1966 and died there in 1979. | web | https://www.hostlerburrows.com/attachment/en/5a1c8aa04cd85057318b4567/TextTwoColumnsWithFile/5a25e916fdc038a56f8d0bac | 0.441462 | {
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CENTRAL AFRICAN FORESTS FOREVER
'It is a masterpiece.'
Minister Philip Ngwese Ngole of Forests and Wildlife in Cameroon
'The first book I have come across which addresses all major issues related to forest conservation in the Congo Basin.'
Professor René Boot, University of Utrecht, the Netherlands Director of NGO Tropenbos International
'Amazing work about solutions in nature conservation and sustainable development in Central Africa.'
Romain Beville, consultant at the World Bank in Gabon
'The book Central African Forests Forever is a key source of information and new of its kind, by its content and by its form.'
Pierre M. Desclos, Owner of Forest Products Consultants, Rome, Italy Fellow of the Society of Wood Experts, France
Central Africa holds the second largest continuous rainforest in the world after the Amazon: the magic Congo Basin rainforest. It is still relatively intact. But for how long? Illegal, unsustainable logging, conversion of forests to unsustainable small-scale and large-scale agriculture, pressure on wood resources to meet energy needs, international pressure on natural resources, unsustainable infrastructure development are among the major threats. Rapid population growth, widespread poverty, injustice and corruption are major underlying problems.
However, the Congo Basin forests can largely be preserved when countries in Central Africa are able to take the turning to sustainable development, when the people – both men and women – are empowered and their rights are respected, and when companies from outside, which operate in Central Africa, take their responsibility.
Central African Forests Forever offers an inspiring overview of opportunities and solutions to preserve the Congo Basin forests and their megabiodiversity. It is an intriguing mix of eyewitness reports, interviews and opinions of experts, most of them native to Central Africa itself. This book is an eyeopener to everyone who is interested to know more about this exceptional and beautiful part of the world.
China is a major player in Africa. In this second, revised and extended edition, Chinese experts give their view on how Chinese companies that operate in central Africa can do so in a sustainable and responsible way. That makes this edition a special one.
ABOUT THE EDITOR
Meindert Brouwer (1951) is an independent conservationist and writer, based in the Netherlands. He is specialised in the economic value of conservation and sustainable use of nature. His previous books The Ecosystem Promise and Amazon Your Business / Opportunities and solutions in the rainforest have received excellent reviews and have been distributed all over the world. | web | https://www.centralafricanforests.org/wp-content/uploads/CAFF_ENG_Cover_back.pdf | 0.436734 | {
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Welcome to Curriculum Night!
Please find your child's seat and read his/her letter. Please write back.
If you have any questions for me, please write them on the index card along with your name and I will get back to you.
About Me
This is my 21st year in Kyrene – 18 th at Colina.
I received my BA from the Univ. of Connecticut.
I received my Master's Degree from NAU in Elementary Education.
I have two fabulous sons, Chris & Tyler ages 24 and 19.
Third Grade Specials
8:45 to 9:35
Monday: Computer Lab
Tuesday: Music
Wednesday: Library
Thursday: PE
Friday: Art
Recess/Snack
We have snack at 9:55 a.m. daily.
Your child is encouraged to bring a healthy snack to eat at this time.
Healthy snacks include fruit, vegetables, yogurt, crackers, cheese sticks, applesauce, etc…
Classroom Expectations
THREE SIMPLE RULES:
BE RESPECTFUL
BE RESPONSIBLE
BE SAFE
"Feel free to do anything that does not interfere with your learning or the learning of others."
(Cool Coyote Awards and other classroom awards)
Logical Consequences
Refocus and Reflect Folder
Students will receive warning and then write about what rule was broken and how they can do a better job with it in the future.
Birthdays
We understand that parents and friends like to celebrate birthdays. I do too! Students are welcome to bring in pencils, stickers, or nonedible items to distribute if they would like. I will recognize students' birthdays with a card, pencil, and pack of gum. This year, I will also allow the student to eat in the classroom with me for their birthday. They can choose one friend. I will also purchase a Happy Meal from McDonalds for them if this is okay with the parent.
Grading
Classwork and quizzes will be graded. Parent Vue is available to monitor your child's grades and progress in class.
https://sispxp.kyrene.org/Login_Parent_PXP.aspx
Curriculum
Our Kyrene Third Grade Curriculum is based on Common Core Standards which are being implemented in 44 states.
You have a hand out in your packet to read.
If you would like more information, please visit http://sw.kyrene.org/page/732
Homework Policy
Students will be given a weekly homework assignment on Thursday. It will be due back the following Wednesday morning. This assignment will include weekly spelling and vocabulary. It will also include a reading log and a writing assignment. Students will be required to turn in this homework page with their guardian's signature and total minutes read for the week. (Third graders are expected to read a minimum of 15 to 20 minutes five nights a week.) The guardian's signature will verify that the student has completed at least four activities from BOTH the Spelling/Vocabulary Homework Menu AND the Math Homework Menu. If the page is not signed by a guardian and returned, the student will attend Study Hall and miss Wacky Wednesday and recess to complete work.
Communication
Classroom Newsletters:
Weekly newsletters will be sent home on Fridays via email. I will also be putting homework and important dates on my web page. Let me know if you need a hard copy.
TESTS/QUIZZES
Wednesday will be test day for our reading story of the week and Spelling. Math quizzes will be given as we complete our units.
CLASS DIRECTORY
A way to contact other parents to arrange play dates and such…
STAR STUDENT OF THE WEEK
Each week a student will be selected randomly to be our Star Student
Parent Volunteers
I LOVE Parent Volunteers!!!
I especially need parent volunteers during Reading & Math IFG (Instructional Focus Group)times. These are 30 minute blocks designed for small group learning.
Reading 2:00 – 2:30 M, Tu, Th and F
Math 11:10 – 11:40 M, Tu, Th and F
Scholastic Book Orders
I will occasionally be sending home Scholastic Book orders. Payment can be made online or with a check made out to Scholastic. Further details will follow
Time for Kids Magazine Subscription (If you are able to contribute $4.50, please send a check made payable to PTO to school by tomorrow.
THANK YOU FOR COMING
I look forward to a great school year!
Please visit my website at
KYRENE.. Schools.. Colina..Classrooms..Third Grade..Dunker
Understand that it is a work in progress!
You can also email me at [REDACTED_EMAIL] or call me at [REDACTED_PHONE]
I truly want happy students and happy parents!!! | web | https://www.kyrene.org/cms/lib/AZ01001083/Centricity/Domain/1680/Curriculum%20Night%20Presentation.pdf | 0.507183 | {
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Germany
Introduction
The Federal Republic of Germany has a population of 81 million people and is roughly the size of Montana. Germany's religions are split evenly between Roman Catholics, who are concentrated in the southern part of the country, and Protestants, who are found in the northern region. Germany's economy ranks as the largest in Europe, and the third largest in the world, behind the U.S. and Japan.
The decision-making process in Germany is much slower than in the United States, and this can be troublesome to U.S. executives. Be prepared for the process to take much longer, as there is often a "hidden" group of advisors and decision makers that must approve of any transaction that is to occur.
Fun Fact
Germany went through a unification process, bringing the East and the West together. Although there still continues to be sensitivities between the two regions, the integration both economically and technologically is moving forward.
Geert Hofstede Analysis Germany
Click Here for Geert Hofstede country scores
The Geert Hofstede analysis for Germany shows their emphasis on individualism, masculinity, and uncertainty avoidance. Power distance and long-term orientation are both ranked considerably lower than the others. This illustrates Germany's belief in equality and opportunity for each citizen, as well as its ability to change and adapt rapidly. More Details
Religion in Germany
* WORLD FACTBOOK 2002
Appearance
Business dress in Germany is very conservative.
Businessmen wear dark suits; solid, conservative ties, and white shirts.
Women also dress conservatively, in dark suits and white blouses.
Chewing gum while talking to someone is considered rude.
Don't be surprised if occasionally you see a fashion statement with white socks being worn with a dark suit.
Behavior
Germans are strongly individualistic.
The German thought process is extremely thorough, with each aspect of a project being examined in great detail. This process is often times very time-intensive. However, once the planning is over, a project will move very quickly and deadlines are expected to be honored.
Germans do not like surprises. Sudden changes in business transactions, even if they may improve the outcome, are unwelcome.
German citizens do not need or expect to be complimented. In Germany, it is assumed that everything is satisfactory unless the person hears otherwise.
Punctuality is necessity in Germany. Arrive on time for every appointment, whether for business or social. Being late, even if it is only by a few minutes, is very insulting to a German executive.
In business situations, shake hands at both the beginning and the end of a meeting. Additionally, a handshake may be accompanied with a slight bow. Reciprocating the nod is a good way to make a good impression, as failure to respond with this nod/bow (especially a superior) may get you off to a bad start. Be sure to look directly into the person's eyes while shaking hands.
When being introduced to a woman, wait to see if she extends her hand.
Business is viewed as being very serious, and Germans do not appreciate humor in a business context.
In business meetings, age takes precedence over youth. If you are in a group setting, the eldest person enters first.
Germans keep a larger personal space around them, approximately 6 inches more space than North Americans do. However, it is not unusual that when in line at a store cash register, Germans will crowd up very close to the person in front of them.
People that have worked together for years still shake hands each morning as if it were the first time they met.
German men frequently great each other with Herr 'last name', even when they know each other very well.
Germans are able to consume large quantities of beer in one evening, but public
drunkenness is not acceptable. It is best to know your limits, especially in Bavaria where two liters of beer is an ordinary evening. Pace yourself and eat plenty of food.
Typically, you do not wait to be seated in German restaurants, and it is not uncommon to share a table with strangers. However, most Germans will think it odd if you try to initiate a conversation with them beyond just establishing that the chairs are available.
Communications
German is the official language.
Approximately ninety-nine percent of the population speaks German. However, there are several different dialects in the various regions.
Germans love to talk on the telephone. While important business decisions are not made over the phone, expect many follow up calls or faxes.
Germans guard their private life, so do not phone a German executive at home without permission.
Titles are very important to Germans. Do your best to address people by their full, correct title, no matter how extraordinarily long that title may seem to foreigners. This is also true when addressing a letter. | web | http://thelanguagectr.com/wp-content/uploads/2012/11/Germany-Etiquette.pdf | 0.482183 | {
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In South Africa, the white men's system of Apartheid - which means "separateness" or "segregation" - regulates the lives of the black majority of South Africans, and is designed to keep them in a state of perpetual inferiority. Many people in the world find Apartheid morally objectionable and many more believe that South Africa's policies constitute a serious threat to international harmony. In this film some of these people - politicians, churchmen, industrialists, lawyers - express their strong feelings that the world cannot afford to stand by in silence. Also in the film are first-hand accounts by exiled South Africans of humiliation and imprisonment, police brutality, frustration and exploitation. The film gives a sense of the daily life of blacks who live in the police state that is South Africa, and the moral commitment of those in the outside world who feels that it cannot be ignored.
24 minutes color 1971
United Nations
16 mm Film Catalogue
1975-76 | web | https://www.unmultimedia.org/avlibrary/uploads/2021/08/THEY_SPEAK_OUT_338_SYNOPSIS_MAY71.pdf | 0.427921 | {
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Emergency contact sheet
If you're stranded in winter weather, call 911.
Write down the contact information for family and friends in case your phone dies. You may be able to call from someone else's phone to get help or let them know you're safe.
Name
Name
Name
Name
Name
Name
Phone
Phone
Phone
Phone
Phone
Phone | web | https://www.thezebra.com/resources/wp-content/uploads/2019/12/emergency-contact-sheet.pdf | 0.446254 | {
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TEENTECH LIVE
CITY OF TOMORROW
COMES TO COVENTRY
Supported in Coventry by
YOUR PLASTIC BOTTLE...
...IS MAYA’S ECO-BUILDING
STARTING 11TH NOVEMBER 2021
JOIN OUR TEACHER BRIEFING AND Q&A ON 19TH OCTOBER
For students aged 8-11
TeenTech City of Tomorrow invites young people to design ideas for the safer, smarter, kinder City of Tomorrow, surfacing careers in the connected city, increasing awareness of global sustainability goals and citizenship.
Students consider how physical spaces (home, health, education sport, entertainment, commercial) can provide better experiences for everyone and how they might play a part in the inclusive, digitally connected, city of the future.
The emphasis is on bold creative thinking with live feedback from local and national employers.
Students get to DREAM BIG, creating buildings for their TeenTech City of Tomorrow and becoming designers, technologists and engineers.
TeenTech City of Tomorrow in Coventry will consist of a Live Build Session on Thursday 11th November, where pupils will be guided through the process, and a Live Feedback Session on Thursday 25th November where all buildings created will be showcased. All projects will receive feedback from industry experts from the world of design, technology and engineering.
TeenTech Live meets Gatsby benchmarks and has been highly praised by teachers, parents and students.
**Engaging, highly interactive**
- Students can participate whether working in school or at home in event of COVID-19
- ‘Live’ virtual sessions led by science and technology broadcasters with input from global and local companies
- Students can safely ask industry experts questions
- Opportunity to work on a real world challenge with support from industry
- An opportunity for schools to develop their project further and enter our TeenTech City of Tomorrow National Showcase
**Impact**
- Students saying they were very or somewhat interested in a career in Design, Technology and Engineering grew 55% to 86%
- Students saying they felt capable of having a career in those areas grew from 61% to 80%
“This has been an amazing experience and I have definitely had a deeper dive into the world of tech.”
- Student
“Just brilliant. Engaging and inspiring. This has being a difficult time for us all and you have made a difference and a positive impact on many, many children.”
- Parent
START YOUR TEENTECH JOURNEY TODAY AND DISCOVER THE WORLD OF TOMORROW
HTTP://TEENTECH.COM/LIVE/COVENTRY
FIND OUT MORE DURING OUR TEACHER BRIEFING AND Q&A ON 19TH OCTOBER OR EMAIL [REDACTED_EMAIL] | web | https://warwick.ac.uk/study/outreach/digitalactivity/teentech_live_flyer_-_coventry_2.pdf | 0.476222 | {
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BEVERLY CLEARY
STRIDER
STRIDER
I am very glad that I read this book, because it is understandable, lifelike, funny, very readable and sometimes sad, too. It is about a boy, Leigh and his dog, Strider. It is written for children, and maybe that is why I like it, because the writer uses simple words and so I mostly understood what I had been reading.
I did not know this writer before and I would not read her books in Slovene, because I rather read novels and criminal stories, but I like them in English, because I understand what are they saying and what is their point. She writes about things that teenagers have problems with- school, parents, friends and that is why I like her and her book.
And what are the negative sites of this book? It is a diary and it is not written just about one thing. So it has not anything very horrible, interesting, exciting or thrilling. It is just about Leigh's life; he solves his problems, but nothing special ever happen. Sometimes the book loses its point and the characters do things that normal people in real world would not.
Anyway, I liked the book and it is ideal for English home reading. | web | https://dijaski.net/get/ang_dob_cleary_beverly_strider_01__review.pdf | 0.455627 | {
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Family Style Dining
What is family style dining?
A meal where children are seated at the table with caregivers where they serve themselves from shared platters of food.
Things to remember!
• Everyone wash your hands!!
• Use kid sized utensils, dishes & serving bowls
◦ It’s best to have multiple utensils in case dropped on the floor or cross contaminated
• Be aware of the temperature of the food
• Always sit with the children (eating is a high risk activity!)
• Keep paper towels and dishcloths nearby
◦ Spills will happen—be patient & use this as a teaching opportunity
• Consider dietary needs
• Provide a garbage to dispose uneaten food
• Provide a tub for dirty dishes
How we talk about food matters!
Discuss the colors, texture, appearance, taste, smell and how the food makes your body feel.
Here are some great descriptive words.
Sweet, savory, sour, bitter, spicy, salty, tangy, bland, rich, crunchy, creamy, chewy, spongy, gooey, tender, firm, colorful, vibrant, glazed, shiny, plump, crispy, fresh, warm, cool, icy, chilled, scented, fresh, earthy, strong, comfort, happy, energized, calm
Benefits!
• Fosters independence
• Improves motor skills
• Encourages adventurous eating
• Improves table manners
• Encourages healthy eating habits
• Promotes social and cognitive development | web | https://ndchildcare.org/wp-content/uploads/2025/01/Family-Style-Dining.pdf | 0.485805 | {
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CREATIVE IDEAS FOR DEVELOPING DANCE La Cumparsita means 'the little parade'
EYFS: LEAD AND FOLLOW
Ask the children to get into pairs. Give one person from each pair a sticker. Explain that the person wearing the sticker is going to lead the movement and the other is going to copy. Model ways of moving with one of the children: side to side, up and down, forward and back.
Ask the children to face each other: leaders make their movements and partners follow. Swap roles. Can you follow hands, feet and whole body?
Explore making the space between dancers bigger and smaller. Make the movements slower and faster.
Explore other ways of following e.g. shadowing. Ask one person to lead and the other to follow behind.
KS1: THE EMPEROR'S NEW CLOTHES
Read the story and discuss. Talk about the rituals of getting dressed in the morning.
Experiment with putting on various items of clothing:
Pull: point toes to put them in the socks
Lift: trousers to put them on- jump, jump
Stretch: arms to put on a shirt/ jumper
Wobble: balance to put on a shoe
Pat: to put on your hat.
Turn: to fasten your coat
Choose two or three actions to make your phrase of dance. Once dressed, pose for a photograph. Model some examples.
Procession
Choose a leader, this could be the teacher. Follow-the-leader! Wave at the crowd, go under the arches, laugh and point at the emperor. You could go into a simple circle dance: walk round for 8, walk in the other direction for 8, walk into the middle and back out then swing your partner right and left.
CREATIVE LINKS TO THE EYFS HOLISTIC CURRICULUM
PE
Practice marching steps in the outdoor area. Keep together and maintain a steady pulse (strong beat).
LITERACY
Read 'Olivia leads a parade' - an American story by Kama Einhorn illustrated by Shane L. Johnson. Enjoy reading about the pigs' attempts to organise a parade: the tale is available as a film on YouTube.
EXPRESSIVE ART AND DESIGN
Design and make hats appropriate to the season: plan and lead a parade around the school, the playground or local area. Encourage children to take digital or iPad photographs for a display.
CREATIVE LINKS TO THE KS1 CURRICULUM
MUSIC
Sing 'The king is in the castle' (Sing Up); it describes traditional castle inhabitants and their serving roles. Form a castle dwellers' parade, adding in each character, as they are introduced in the song.
LITERACY
Tell the story of 'The Emperor's New Clothes', by Hans Christian Anderson - of how the Emperor is swindled into believing that he has a stunning new outfit, but in fact, no fabric has been used, so in the final grand procession, he walks naked! Danny Kaye's song 'The King's new clothes' (YouTube) tells the tale musically with very witty lyrics.
PSHE
Talk with children about the Emperor's story, and how the swindlers manged to make people feel insecure by convincing them that only the most intelligent would be able to see the new clothes. | web | https://www.cambridgeshiremusic.org.uk/pdf/3-la-cumparsita.pdf | 0.421129 | {
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Department: MFL French
Blended Learning Curriculum Overview 2020-21
In the event of a local lockdown, students isolating or school closure, please outline your approach to blended learning below. DfE guidance stresses there will be a need for ongoing provision of "remote learning" which "is high quality and aligns as closely as possible with in-school provision." Within departments, this may mean planning each unit or area of learning with an eye on how it could translate into virtual or remote practice, if necessary. For example, it might mean preparing booklets or text-based resources which could be used by students at home as well as at school. It might even mean having procedures and infrastructure in place for recording lessons, or for allowing simultaneous online access to classroom teaching.
from live /pre recorded zoom lesson.
Lesson 5: French teacher will provide a “drop- in session” if students need help with set work. | web | https://www.johnfisherschool.org/ckfinder/userfiles/files/French%20-%20Blended%20Learning%20TERM%201-3(1).pdf | 0.454018 | {
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David Sonderman Forestry Research Technology Tarpon Springs, Florida
30 April 2020
As a retired research forester, for 40 years with the Northern Forest Experiment Station, U.S. Forest Service, U.S. Department of Agriculture (as a "Research Forest Products Technologist"), it was wonderful to be back in such a beautiful natural forest, at the West Klosterman Preserve.
I thank you for the invitation from the West Klosterman Preservation Group for the opportunity to join Dr. Craig Huegel on 27 April 2020.
As planned our visit was highly informative, seeing firsthand the natural forest communities that exist on the 13.85-acre tract known as the West Klosterman Preserve. The major part of the visit was on the sandhills which are similar to the natural community sandhills found adjacent and connected to the Mariner's Point Management Area. Because of the relative position of both areas the tree species were close to the same. Upon entering from the north of the 13.85 acre tract, in the first 50 yards I was struck by the condition of the trees that had obviously been affected by the surrounding residential urbanization. The frontal trees were in poor form and many were dying. However, continuing on to the sandhills north, I was amazed at the diverse number of tree species, plants, and wildlife that accompany this natural community. The sandhills community was dominated by Longleaf Pine, Sand Pine, and small areas of Wiregrass, Blackjacket Oat as well as older Live Oaks.
At one location where an old homestead was, stood one single Eucalyptus tree planted many years past. There is a lot of history to this area.
As a forester I was primarily interested in the genus and species of the sandhill trees. One of the species was Longleaf Pine (PinusPalustris) that occurred scattered but is common to the sandhill sites. Longleaf Pine was at one time an abundant tree species found on these uplands and is among the more ecologically important species in Florida. Because development has taken over the area surrounding the 13.85 acres, the Longleaf Pine has been disturbed and is now a protected tree species in many Florida counties (Lee County) and should be protected in Pinellas County as well.
As a forty-plus year veteran forester, it is just amazing to me that just such a unique area as the West Klosterman Preserve should be targeted for residential development when it could be used in so many sustainable natural ways. What comes to my mind are the many educational benefits that could be incorporated into this beautiful sandhills sanctuary.
David Sonderman
Forestry Research Technology Tarpon Springs, Florida
I ask, where in Pinellas County could you ever find another beautiful natural preserve as this one. It is up to all of us to save the West Klosterman preserve, not only for today but forever.
Dave Sonderman, Retired Research Forester
"A nation that destroys its soils destroys itself. Forests are the lungs of our land, purifying the air and giving fresh strength to our people."
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Sketching: spheres
6 minute checkin, in breakout rooms
Chairs. Thonet to Eames
Sketching
http://www.artinstructionblog.com/wp-content/themes/lifestyle_10/images/understandinglight.gif
2.7 SPHERES
When drawing these kinds of shapes, ellipses play an important role. They are the sections of the spheres, and just like the sphere, they determine the perpendicular perspective directions of every shape attached to the sphere.
Case Study: The Chair
Rybczynski, Witold. *Now I Sit Me Down: From Klismos to Plastic Chair: A Natural History*. First Edition. New York: Farrar, Straus and Giroux, 2016.
Design Movements in Furniture
http://www.onlinedesignteacher.com/2016/02/furniture-design-history.html Has additional examples and closeups
What are the elements that define each one? Visual, materials, fabrication techniques, philosophy?
http://www.connectedlines.com/styleguide/index.htm has details of pre-1920 styles. Chippendale etc. Not the same categories as above.
http://www.furniturestyles.net/ Another timeline with examples. More text, not so many images.
Prehistoric
Ancient Egyptian
Ancient Greek
Medieval
Renaissance
Jacobean http://www.furniturestyles.net/european/english/jacobean.html
Colonial
Rococco
Revival
Arts and Crafts
Art Nouveau
Bauhaus
Art Deco
Modern
Contemporary
**Modern Chairs**
20th Century +
http://www.design-museum.de/en/collection/100-masterpieces.html Vitra Design Museum site. Basel, Germany. Southwest, near Switzerland. Focuses on furniture and lighting, and some other industrial design collections.
Modern design is a bit personality driven. The Design Encyclopedia is nothing more than a list of designers and who they worked for/with. (Byars, Mel. *The Design Encyclopedia*. Laurence King Publishing, 2004.)
OK, fine, so let’s look at specific designers.
Let’s start with industrialization of chairs. Prior to 19th century, chairs were carved from solid wood pieces, by hand.
1836 Michael Thonet. From Czech Republic. Large beechwood forests. Developed lamination process for making bentwood chairs. Boiled strips of wood with glue, put in molds, etc. A type of early plywood.
Michael Thonet was a German-Austrian cabinet maker, known for the invention of bentwood furniture. Wikipedia
**Born:** July 2, 1796, Boppard, Germany
**Died:** March 3, 1871, Vienna, Austria
Later (1856) he also figured out how to bend solid wood sticks. Cut reliefs on inside of curve, steamed and molded. 1859 Konsumstuhl, Consumer’s chair, #14
1859 Konsumstuhl, Consumer’s chair, #14
The original No.14 chair is made up of six pieces of wood, ten screws and two nuts. It was the first piece of furniture designed to be shipped in parts to save space during transportation and came with simple instructions to put it together. The No.14 could have been a source of inspiration for IKEA, the biggest manufacturer of ready-to-assemble furniture today.
From <https://designmuseum.org/discover-design/all-design-objects/thonet-chair-no-14>
August Thonet, third son, designer: Schaukensofa ~1860. Early Art Nouveau
Thonet company, 200 years old, is still big in furniture today: [http://en.thonet.de/startseite.html](http://en.thonet.de/startseite.html). Pioneered mass manufacturing and mass marketing.
This allowed independent chair designers to begin to work in late 19th century; neither cabinetmakers nor manufacturers
Dutch designer Gerrit Rietveld chair. Designed 1918 as work of art. Not very comfortable. Yes, part of De Stijl (Mondrian)
Then, Bauhaus: Gropius’ protégé Marcel Breuer graduated 1925, immediately became furniture design teacher and built Wassily chair:
"This was the first technical innovation in furniture making since Thonet invented bentwood 65 years earlier"
Now I sit me down, pg 121.
This chair had huge impact. Bauhaus was big in architecture, and now had a model in furniture.
My parents bought one. Was uncomfortable, and they quickly sold it. It’s still iconic, and available.
Tube steel furniture was a short fad, <10 years. Reminded everybody of hospitals and dentists. Still, some designs lasted:
MR10 by Mies van der Rohe. 1927. Expensive to manufacture, and easy to tip forward. Still Bauhaus, but looks Art Deco. Both were between WW I and II.
Marcel Breuer again, 1928 or so.
Le Corbusier liked bentwood better. Designed some chairs, inspired others. Alvar and Aino Aalto, Finnish architects, husband and wife. Paimio lounge chair
Designed for a tuberculosis sanatorium, 1929. This one is actually comfortable.
The Aaltos then influenced Eero Saarinen, who partnered with Charles Eames to make the Reading Chair:
The Organic Chair – a small and comfortable reading chair – was developed in several versions for the 1940 ‘Organic Design in Home Furnishings’ competition organised by the Museum of Modern Art in New York. With its sculptural shapes, the design was ahead of the times. But due to the absence of suitable manufacturing techniques, the armchair never went into production. Not until 1950 did it become possible to manufacture and market organically shaped plastic shells in large quantities, as exemplified by Charles and Ray Eames’s famous Plastic Armchair and Saarinen’s Tulip Chair.
This one wasn’t manufactured until 2004, for $2000
Eames then moved away. Saarinen went on to design the Womb chair. My mother loved this chair, I spent my childhood curled up in it watching TV.
Charles and Ray Eames, husband and wife, members of Mid Century Modern/Organic design movement. Pioneered fiberglass and molded plywood seating. Many designs for huge furniture manufacturer Hermann Miller (Grand Rapids, MI). Eames Intro: [http://www.eamesoffice.com/eames-office/charles-and-ray/](http://www.eamesoffice.com/eames-office/charles-and-ray/)
They made a number of educational films as well. My favorite is Powers of Ten: [https://www.youtube.com/watch?v=0fKBhvDjuy0](https://www.youtube.com/watch?v=0fKBhvDjuy0)
Eames were big in the Organic movement: Incorporated user experience philosophy (the good host, providing comfort) with pioneering manufacturing process; formed plywood shells + upholstery
You have probably sat in this at an airport:
Eames Tandem Sling, by [Herman Miller](https://www.hermanmiller.com/). Still available new. Aluminum frame, vinyl fabric. 2 seater $4200 up to 47 seats for $24K. Refurbished with leather, $6K on Etsy. I always try to sit in these at airports; they fit me. | web | https://www.aesdes.org/wp-content/uploads/2020/04/24-Case-Study-The-Chair.pdf | 0.448171 | {
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‘Printing Black America’
Artist William Villalongo, data scientist Shraddha Ramani in residence at WashU’s Island Press; public lecture Oct. 24
By Liam Otten October 16, 2023
William Villalongo and Shraddha Ramani, from “Printing Black America: W.E.B. Du Bois’s Data Portraits in the 21st Century.” (Photo courtesy of the artists)
In 1896, the U.S. Supreme Court, with its decision in Plessy v. Ferguson, established the “separate but equal” doctrine and enshrined racial segregation into law. Just a few months later, sociologist W.E.B. Du Bois began a study of Black life in Philadelphia — the first in a series of groundbreaking books that would demonstrate the hollowness of the court’s reasoning.
But Du Bois’ research took other forms as well. In 1900, he and a team of students exhibited a large group of data visualizations at the Exposition Universelle in Paris. Exploring topics from public school enrollment and literacy rates to land ownership and the value of household goods, these graphics are at once deeply sourced and aesthetically striking — vibrant examples of modernist design that map the social, political and economic forces then shaping Black life.
Villalongo (left) and Ramani [Photos courtesy of the artists]
In recent years, celebrated artist! William Villalongo and data scientist Shraddha Ramani have built on this legacy with “Printing Black America: W.E.B. Du Bois’s Data Portraits in the 21st Century.” The ongoing portfolio updates and reimagines DuBois’ work with contemporary data and cutting-edge visualization practices.
This month, the Sam Fox School of Design & Visual Arts at Washington University in St. Louis will welcome Villalongo and Ramani as the 2023-24 Arthur and Sheila Prensky Island Press Visiting Artists. While on campus,
the pair will conduct local research, meet with local stakeholders, work with Sam Fox School students and ultimately create a portfolio of new prints, inspired by Du Bois.
“‘Printing Black America’ uses W.E.B. Du Bois’ original data portraits as a springboard for the critical possibilities found at the intersection of art and social science,” said Lisa Bulawsky, director of Island Press as well as a professor and chair of the master’s in fine arts program in visual art.
“During the fall portion of their residency, Villalongo and Ramani will create several prints, based on contemporary national data, in the Island Press printshop,” Bulawsky continued. “They also will begin collecting new data specific to St. Louis, with an emphasis on employment, income and labor. In the spring semester, they will return to Island Press and bring that research to fruition in a pair of new works.”
“This work is historically grounded, intellectually rigorous and aesthetically ambitious,” Bulawsky said. “We are thrilled to collaborate with them on it.”
In addition to the Island Press residency, Villalongo and Ramani will discuss “Printing Black America” at 5:30 p.m. Tuesday, Oct. 24, as part of the Sam Fox School’s fall Public Lecture Series. The talk is free and open to the public and takes place in Steinberg Hall.
From “Printing Black America: W.E.B. Du Bois’s Data Portraits in the 21st Century.” (Photo courtesy of the artists)
**About the artists**
William Villalongo’s figurative paintings, works on paper and sculpture are concerned with representing the Black subject against notions of race, exploring metaphors of mythology and liberation. His work is included in the permanent collections of The National Gallery of Art, the Studio Museum In Harlem, The Whitney Museum of American Art and the Princeton University Art Museum. A recipient of the Louis Comfort Tiffany Award and the Joan Mitchell Foundation Painters & Sculptor’s Grant, he lives and works in Brooklyn, N.Y., and serves as an associate professor at The Cooper Union School of Art.
Shraddha Ramani is a Brooklyn-based urbanist and researcher who uses data visualization and mapmaking as tools to make cities more resilient and equitable. She previously served as director of the GIS Data Center at New York City Emergency Management and currently works with the city’s Department of Transportation on efforts to improve equity and accessibility. Originally from Bangalore, India, her work is heavily informed by her own immigrant experience and centers on democratizing data to better equip communities to make informed decisions about their futures. | web | https://www.inglettgallery.com/usr/documents/press/download_url/1027/2023-10_villalongo_the-source.pdf | 0.479635 | {
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To:
Place Directorate
From: Adrian Davis
Date: 25/05/2018
Subject:
Essential Evidence on a page: No 168 Stressing the harms of physical inactivity to promote exercise
Top line: Inactive people are contributing to a premature death burden as large as tobacco smoking. This fact is largely not known beyond health scientists.
Exercise has been called a miracle drug 1 that can benefit every part of the body and substantially extend lifespan. Yet, as noted in a highly regarded paper, 2 it receives little respect from doctors or society. Socially, being inactive is perceived as normal, and in fact doctors order patients to remain on bed rest far more often than they encourage exercise. This passive attitude towards inactivity, where exercise is viewed as a personal choice, is anachronistic, and is reminiscent of the battles still being fought over smoking. Smoking and physical inactivity are the two major risk factors for non-communicable diseases around the globe. Of the 36 million deaths each year from non-communicable diseases, physical inactivity and smoking each contribute about 5 million.
Physical inactivity burdens society through the hidden and growing cost of medical care and loss of productivity. Getting the public to be physically active is a public health priority. To individuals, the failure to spend 15–30 min a day in brisk walking (or similar routine activities such as cycling) increases the risk of cancer, heart disease, stroke, and diabetes by 20–30%,3,5 and shortens lifespan by 3–5 years. Although the benefits of exercise and the harms of inactivity might seem like two sides of a coin, the benefits message emphasised so far has not worked well for most of the population. In tobacco control, doctors did not the emphasise the benefits of non-smoking, but the harms of smoking. Similarly, armed with credible global and national data, we should emphasise the harms of inactivity and not merely the benefits of exercise.
Estimates of the effect of inactivity on non-communicable diseases, such as a 6–10% contribution, are very conservative. The largest health gain occurs for the first 15–29 min per day of exercise by inactive people. There is much to learn from tobacco control strategies to reduce the harms of inactivity including monitoring behaviour, protecting people from smoke, offering treatment, warning of harms, enforcing the law, and raising the price. Applied to physical inactivity, we will need to monitor inactivity prevalence and factors behind it; protect the safety of the exercisers and their built environment (including the highway environment); offer services to the inactive to gain skills for sustainable and enjoyable exercise; warn the public of the hazards of inactivity through repeated campaigns; ensure that the medical community fulfils its responsibility to reduce inactivity; and, finally, raise money or provide funding to encourage physical activity and discourage inactivity.
In addition to doctors' traditional advocacy of the health benefits of exercise, stressing the harms of inactivity could strengthen our battle against inactivity. We (across of sectors and communities) need to view the inactive population as abnormal and consider them at high risk of disease.
1 Pimlott, N. 2010. The miracle drug. Canadian Family Physician, 56: 407-09.
2 Wen, C., Wu, X., 2012 Stressing the harms of physical inactivity to promote exercise, The Lancet, 380: pp. 192-193. | web | https://travelwest.info/app/uploads/2020/05/Essential-Evidence-No-168-Stressing-harms-of-physical-inactivity-to-promote-exercise.pdf | 0.491179 | {
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Digital Citizenship Lesson Plan Multiplication Madness
General Topic (as defined in the Digital Literacy Framework)
Critical Thinking, Problem Solving, and Decision Making
a) Specialized and Advanced Skills for Learning
Applicable Grade Range
3-5
Outcome(s) to be Addressed
The student is able to build meaningful knowledge through interaction with digitally available resources.
Importance / Significance of Lesson
It is important for students to understand that everybody learns at their own pace and in their own way. For some that means a teacher led lesson, others learn by reading, still others with hands on practice. With technology as a resource, students have access to lessons provided in a number of different formats (reading, videos, hands on practice all included) and students can work to find one that suits their individual needs. This lesson approaches multiplication in a variety of ways.
Duration
3-4 20 minute lessons (easily completed in one week)
Overview
This website was created as part of a course for my OLTD program; however, I feel good knowing it can be used by others. It is specific to our needs in class (planning for our end of the year field trip) but the methodology is there and teachers could adapt it to suit their needs – follow through what is applicable to them and then use the model to create questions that are applicable to their own needs.
The entire lesson is housed on the website and students can work their way through at their own pace. Teachers will need to set up student accounts on Xtramath.com prior to implementing the lesson (free online accounts available or $4.99 for the app in the App Store), as well as their own wall on padlet.com to work from (free account is required).
CTA2
Required Resources
Computer hooked up to a projector Class set of laptops/access to the computer lab Set of class accounts for Xtramath.com
Lesson Plan and Extension Activities
Follow through the steps included on the website: http://krisswardoltd507.weebly.com/
Adaptations
Younger students might need more assistance in using the different tools or more support in applying what they've learned.
Older students might find the topic simplistic, but could use it as a model to create a lesson unit for other students. The Khan Academy site is also a huge resource and students can get extra challenge by watching videos on more challenging concepts and doing extra practice questions based on what they've learned.
Additional Resources
https://xtramath.org/
https://www.khanacademy.org/ https://www.padlet.com/wall
Cross-curricular Outcomes Also Addressed
Language Arts – reading and viewing for information
~developed by Kristin Sward, 2014
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IAN'S SEARCH TECHNIQUES
PREPARATION
- Open all GOTO LINKS in separate browser windows - see https://www.handricks.com/resources
- Open Family Tree Program
ASSUMPTIONS
- Middle names are often mother's surname or grandparent's first names
- First names, especially male children, are the same as the father
- Jewish middle names are the same as the father's surname
- Welsh surnames often reflect the father's surname (ap is son of, verch (or ferch) is daughter of)
- Mac and O' are son of
- Place of birth often continues for many generations
- Daughter's name is often father's name with "a" or "ine" added at end
- Wedding place is often same as bride's birthplace
- Trades continue down the generations (father is Rev. son often is Rev. also etc.)
- Spelling changes are common (people could not read or write and dialect's affected spelling)
- Surnames often reflected professions (Cooper – barrel maker, Fletcher – arrow maker etc.)
TRICKS
- Use google with " " marks
- Use google to search name and date of birth
- Use google to search name and place of birth
- Use google to search name and name of spouse
- Use google image search
- Use "Public Member Trees" in Ancestry search
- Use both "Family Tree" and "Genealogies" is Family Search
- DigitalNZ and Find-a-Grave are surprisingly successful search places
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Wearing My Face Mask
Pexels.com
Anderson Center Consulting ([REDACTED_PHONE] [REDACTED_EMAIL]
Right now the whole country is working together to keep people safe from the Coronavirus, also called COVID‐19.
Minot Air Force Base
Doctors and the government are learning more every day about all the ways we can keep ourselves safe.
Pxhere.com
Doctors know that germs can go from one person to another through tiny droplets in the air or when we touch each other. They also know that people can spread germs, even if they don't feel sick.
En.Wikipedia.com
They have already told us we can social distance or stay at least 6 feet away from other people to stay safe.
In some communities, people have to wear a face mask.
PixaBay.com
If I am out in the community and around other people, I will need to wear a face mask.
My mask will go over my nose and mouth and have a strap on each side that goes around my ears.
PixaBay.com PixaBay.com
Masks can feel weird and uncomfortable. I only have to wear my mask when I am going to be close to other people in the community, like at the store.
Masks come in all styles and colors. Some people wear the same masks as doctors. Some people use scarves or bandanas to cover their mouth and nose.
Pexels.com Flickr.com
Pixabay.com
No matter what type of mask people wear, it means they are trying to keep themselves and others safe.
If my mask is too uncomfortable, I can use a bandana or scarf to cover my mouth and nose.
Flickr.com
Pexels.com
I am working really hard to keep everyone healthy!
Wikimedia Commons
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Fatty Liver
The diagnosis of fatty liver is usually confirmed on liver biopsy or ultrasound. Prior to that, the suspicion may be there because your doctor has found abnormal liver function tests, often in the setting of being overweight, having diabetes or having cholesterol or triglyceride problems. Sometimes fatty liver can be found on ultrasound so that a liver biopsy is not needed. However, fatty liver is often present even if a CAT scan or an ultrasound is negative. Sometimes liver biopsies are required to confirm the diagnosis which reveals the amount and distribution of fat, as well as if there is any associated liver damage or inflammation.
The liver plays a central role in cholesterol metabolism. This process is complicated and a variety of biomechanical reactions can occur which can make the liver store excess fat. Fatty liver is very common and it is usually benign, but can become serious if not treated. Usually, the background function of the liver is reasonable and the majority of problems that the fatty liver causes are abnormal liver function tests which worry your General Practitioner. There are some drugs that can cause fatty liver and certainly excess alcohol can cause it as well. Sometimes, discontinuing drugs is required but this advice should be given by a specialist. Up to 90% of overweight and diabetic people have some degree of fatty liver on liver biopsy and in general these patients have no symptoms and have underlying normal liver function. Very occasionally the condition can progress to cirrhosis.
The best treatment is to achieve an ideal weight. No drug therapy will reverse the effects of fatty liver and the only way to improve the fat content in the liver is to decrease it by decreasing your weight. As fat comes off the rest of the body, the fat should redistribute back out of the liver and the liver function tests that are abnormal should improve. In the first instance, weight loss may have been recommended to you as a way of avoiding a liver biopsy and this is certainly a very worthwhile exercise. I often give 6 months for this to occur. If your liver function tests normalise just by reducing your weight, then we can often avoid more invasive tests.
Not only will regular exercise help you to lose weight but it will also tone your muscles making them look trimmer. Exercise is also good for your heart, bone health, and general wellbeing. The trick is to choose something that you will enjoy doing such as walking, swimming or aqua aerobics. There is no need to puff and sweat to benefit from exercise. Simply try to do a regular amount on a regular basis. The more exercise you do the better, but remember that any exercise is better than none at all.
In regards to diet, low fat foods are generally high in fibre so they will fill you up without adding excess fat. Dietary fibre also keeps your bowels regular. Don't skip meals. Many people make the mistake of skipping meals to save on calories. This can mean that they get so hungry that they snack on anything that is available. Try to eat three meals every day. If you prefer, the fruit from your allowance can be saved for snacking between meals.
Tips for healthy weight loss:
- Count fat first, then kilojoules. Studies have shown that not all calories are the same and it is the fat content in the diet that is more likely to cause you to put on weight. Therefore, try to eat low fat foods such as breads, cereals, fruit and vegetables. Use low fat dairy foods and lean meats. You will then have to have a healthy eating plan which will enable you to lose weight gradually and keep it off for good.
- Don't talk 'diet'. Talk 'healthy eating for life'.
- Set realistic weight loss goals. Your body will fluctuate day by day. The fit of your clothes is usually the best sign that you are headed in the right direction.
- Make meals attractive end enjoyable even if you are eating alone. Take time to sit down at the table and eat slowly.
- Put variety in your diet. Try out some new low fat recipes, choose different types of bread for sandwiches and vary the fillings.
- Recognise the triggers to over-eating. For many people theses are boredom, stress or anger. Identify another activity to do at these times such as exercise, relaxation or craft work.
- Accept that there are no 'good' or 'bad' foods. Any food can be eaten as part of a healthy eating plan, simply choose lower fat foods more often and in larger amounts.
- Read labels on foods to get an idea of the fat content. Low fat foods generally have less than 3g of fat per 100g serving.
- Use butter, margarine and oil sparingly. A smear of margarine is all you need.
- Choose non-stick cookware and use a cooking spray in place of oil.
- Grill, bake or roast using a drip tray to catch the fat.
- Cut fat off all meat and remove the skin from poultry.
- Enjoy low fat and reduced fat milk and dairy products. | web | http://www.melissawhitegastro.com.au/wp-content/uploads/2014/08/Fatty-Liver.pdf | 0.508546 | {
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Name:
Example Poster Evaluation Worksheet
Instructions: Choose a poster from the examples and evaluate it using the rubric below. Then answer the questions on the next page with 2-3 sentences for each question.
Title of the poster you chose:
Other notes and observations:
Name:
Date:
Class:
Questions
1. List two questions you would ask this group if you had attended their poster session, and explain why you chose these questions.
2. List three pieces of advice you would give to this group to help them improve their poster.
3. What do you like most about this poster? (For example, the level of technical detail.) | web | https://www.teachengineering.org/content/cub_/activities/cub_airquality/cub_airquality_lesson01_activity5_ex-poster-worksheet_v2_tedl.pdf | 0.460498 | {
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What Is Urine?
By Jennifer Kenny
1 What is urine? Urine is the fluid waste excreted by the kidneys. People often think of urine as "yucky" but in ancient times urine was sometimes used for washing, mouthwash, or drinking. Can you believe that?
2 In actuality, urine is made of water and wastes.
Ninety-six percent of it is water and four percent of it is waste such as urea and salts. Your urine is basically yellow in color because of bile pigments. Bile is produced by the liver to help in digestion. When it is done doing its job, the bile is
broken down and that's where the pigments come from.
3 If you drink a great deal, the urine will be pale. If, on the other hand, you are sweating a lot or drinking too little, the urine will be darker in color. When you go to the bathroom for the first time in the morning, your urine is usually the darkest.
Fresh urine doesn't smell too awful. A baby's wet diaper or an unclean restroom
4 can be really smelly, though. What you smell in those situations is ammonia. Ammonia is produced when bacteria breaks down urea. Ammonia wastes are produced by all cells. The liver puts together carbon dioxide and ammonia to make urea, which is not as toxic as ammonia.
5 Urea is small enough to pass into the glomerular filtrate and remains in the kidney tubules. Urine is then constantly being produced in the kidneys. The waste goes from the collecting tubules to the ureters to the bladder. The speed at which urine forms depends on how much water you drank, how much salt you've consumed, and how much you're sweating.
6 Micturition is the scientific name for urination. Your bladder swells like a balloon. Messages are sent to your spinal cord, which sends messages to your bladder. Your sphincter muscles relax and the bladder walls contract. Urine leaves your body through the urethra. A baby automatically urinates, but a young child learns control over this process. People can ignore the feeling to urinate for a bit, but even adults will feel pain if two cups of urine accumulate in the bladder.
7 Now, we may not use these wastes as ancient people did. However, doctors often use urine as a measure of good health. How exactly? Urine tests can check for diabetes, nutrients, types of cells, and bacteria. That's good to know.
Name _____________________________
Science Pd: ___________________
What Is Urine?
1. __________ is the liquid waste excreted by the kidneys.
Urine
Glomerular filtrate
Bile
Nephrons
2. Which did ancient people not use urine for?
Washing
Drinking
Mouthwash
Diabetic testing
3. Ninety-six percent of urine is made of wastes.
False
True
4. If you drink a great deal, your urine will most likely be _________.
Pure yellow
Pale
Dark
5. The smell of urine comes mainly from ______.
Water
Sugar
Ammonia
6. A baby's urination is involuntary.
False
True
7. The speed at which urine forms can depend on how much you are sweating.
False
True | web | https://www.mrsd.org/cms/lib/NH01912397/Centricity/Domain/245/what%20is%20urine%20reading.pdf | 0.501113 | {
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PORTRAIT OF MADONNA
A Madonna is a representation of Mary, either alone or with her child Jesus. These images are According to a tradition recorded in the 8th century, Marian iconography goes back to a portrait drawn from life by Luke the Evangelist, with a .
This is the case of one of the most famous, innovative and monumental works that Duccio executed for the Laudesi at Santa Maria Novella in Florence. We cooled the watermelon in the springs and afterwards played games. Despite all of the innovations of painters of the Madonna during the 13th and 14th centuries, Mary can usually be recognized by virtue of her attire. In Byzantium, Mary's usual title was the Theotokos or Mother of God, rather than the Virgin Mary and it was believed that salvation was delivered to the faithful at the moment of God's incarnation. Byzantine art played a long, critical role in Western Europe, especially when Byzantine territories included parts of Eastern Europe, Greece and much of Italy itself. The Madonna of humility by Domenico di Bartolo , , is considered one of the most innovative devotional images from the early Renaissance. The nursing Madonna refers to portrayals of the Madonna breastfeeding the infant Jesus. During the 13th century, especially,[ citation needed ] with the increasing influence of chivalry and aristocratic culture on poetry, song and the visual arts, the Madonna is represented as the queen of Heaven, often enthroned. Are you gentleman Episcopalian? Early images[ edit ] Icon of the enthroned Virgin and Child with saints and angels, and the Hand of God above, 6th century, Saint Catherine's Monastery , perhaps the earliest iconic image of the subject to survive. If we all were able to love one another like that, maybe the world would be a kinder place. Lucretia Collins has become unhinged from reality. One is a valued possession of Santa Maria in Trastevere , one of the many Roman churches dedicated to the Virgin Mary. She holds the Christ Child, or Baby Jesus, who shares her halo as well as her regal bearing. So when you hear ignorant people claim that our church was founded by â€" by Henry the Eighth â€" that horrible, lecherous old man who had so many wives â€" as many as Blue-beard they say! Oh, dear, dear! The Madonna of humility refers to portrayals in which the Madonna is sitting on the ground, or sitting upon a low cushion. She grabbed his hat and stuck it on the back of her head and they â€" they rassled for it, they actually rassled together! Often the scale of the work indicates a great deal about its original function. The earliest surviving image in a Western illuminated manuscript of the Madonna and Child comes from the Book of Kells of about there is a similar carved image on the lid of St Cuthbert's coffin of and, though magnificently decorated in the style of Insular art , the drawing of the figures can only be described as rather crude compared to Byzantine work of the period. Lucretia Collins is a great character. What else could I do? We rode in the cab of a railroad locomotive from Webb to Crystal Springs. While the focus of this entry currently stresses the depiction of the Madonna in panel painting, her image also appears in mural decoration, whether mosaics or fresco painting on the exteriors and interior of sacred buildings. These representations of the Madonna and Child often take the form of large altarpieces. Another, a splintered, repainted ghost of its former self, is venerated at the Pantheon , that great architectural wonder of the Ancient Roman Empire , that was rededicated to Mary as an expression of the Church's triumph. It beat down on me, scorching me! Use this, Miss Collins. I had to keep on. Michael and St. While members of the mendicant orders of the Franciscan and Dominican Orders are some of the first to commission panels representing this subject matter, such works quickly became popular in monasteries, parish churches, and homes. | web | https://coqekafahybalen.oberonlife.com/coqekafahybalen/56aa1c90eeb50294b5b0197a81ac613e.pdf | 0.426253 | {
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NURTURING GROWTH IN THE WILDERNESS
In the early 1990s, Irina and Vladimir, a math teacher and an economist, left Russia and immigrated to Israel with their two young children. Dreaming of a new life as pioneers in Biblical Israel, they settled in Argaman, an agricultural community. Here they learned agriculture from their fellow pioneers and began growing roses. When the venture failed, it did not deter them from their dream. Instead, Vladimir trained as a computer programmer while searching for other ways to fulfill their dream. Eventually, they bought a distillery and began experimenting with dates, which grow in abundance in the region, producing a first-of-its-kind date vodka. They used dates that were unsaleable because they did not meet retail and export standards. After many failed attempts, Vladimir and Irina created an award-winning product and fulfilled their pioneering dream.
Who is the quintessential Zionist pioneer? Someone deeply connected to the Biblical land and, undeterred in the face of failure and limited resources, stays the course in pursuit of meaning and purpose. It has been a difficult journey for the people of Argaman, and after decades of farming difficulties and stagnant population growth, their small community in the wilderness is growing again. Argaman is now bubbling with new life, new homes, and social opportunities. They are creating a warm and accepting environment for newcomers. In recent years, they welcomed a pre-military preparatory academy for at-risk youth. This unique institution builds confidence and responsibility in troubled teens, enabling them to take their place in the IDF with a deep connection to their Jewish homeland.
Social distancing has been difficult for the community, which is relatively isolated and has no outdoor gathering place. The residents partnered with the pre-military academy to build a recreational area and lookout point on an undeveloped piece of land. This overlook of the Jordan Valley serves residents, students, and visiting tourists. In true pioneering spirit, community members and students will take wood-working courses, and the entire community will volunteer to help build this project. But Argaman needs your help to make this project a reality.
Argaman needs an outdoor recreational area where residents can meet, connect and strengthen community life. After decades of physical and social isolation, these resilient pioneers finally gained momentum in growing their community. But now, social distancing has threatened to halt that growth. By helping the people of Argaman create an outdoor public gathering space, you will have a direct and lasting impact on the quality of life and continued growth of this developing community in the Biblical heartland.
COMMUNITY SNAPSHOT
Founded
: 1970
Location
: Jordan Valley
Origin of Name: Hebrew for the color purple (Song of Songs 3:10). Named for two officers killed in the area, Aryeh Regev and Gad Manela, and Argaman is an abbreviation of both names.
Geographic Significance: Located along Israel's border with Jordan
Population: 50 families
After years of zero population growth in Argaman, the community is bubbling with vitality, and children.
ARGAMAN COMMUNITY RECREATIONAL AREA PROJECT BUDGET
Outdoor Recreation Area and Overlook .................................................. $3,700
Woodworking Courses ................................................................................... 1,900
TOTAL FUNDS REQUIRED ........................................................... $5,600
To participate in this project: visit our website at www.cfoic.com/projects Or mail a check with the project name in the memo to: CFOIC Heartland, 7661 McLaughlin Rd, #255, Falcon, CO 80831 (US & Canada) CFOIC Heartland, PO Box 752, Karnei Shomron, Israel (all other countries) | web | https://cfoic.com/wp-content/uploads/2021/03/1-Argaman-Children-Youth-2021-new.pdf | 0.485946 | {
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South American Spongeplant is Invading California
Patrick Akers Calif. Dept. of Food and Agriculture 1220 N St, Rm. 341, Sacramento, CA 95814 [REDACTED_EMAIL]
South American spongeplant (Limnobium laevigatum) is a water hyacinth wannabe that may have the potential to be even more persistent and widespread in California than hyacinth itself. Unlike hyacinth, it produces many seeds and very small seedlings, so it moves more easily than hyacinth. The seeds can also lay dormant for at least four years, so it returns quickly after control measures if a seed bank has been established.
In the last several years, South American spongeplant has advanced its establishment in California, especially in the Central Valley.
Spongeplant first appeared in 2003 in a single 5-acre pond in Redding. The plant was easily controlled with diquat, but this initial infestation still requires treatment after six years.
Beginning in 2007, spongeplant began to pop up in well-separated locations in the San Joaquin Valley, centered in the Fresno area including the San Joaquin River. Infestations in any one location are relatively easy to eradicate if they are caught early, but the plant's mobility and ready recovery from seeds present challenges to eradicating it from the state.
This talk will describe the spread of the plant and some of the control efforts. | web | https://www.cwss.org/wp-content/uploads/2018/05/16_Akers.pdf | 0.453001 | {
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We turned to the counsellors and expressive arts therapists who work with Lumara asking if they had any recommendations for books a teacher (as well as parents and other caregivers) might find helpful to have in their classroom when it comes to supporting grieving children.
We prompted for story-time books that are either:
* Grief-focused: main aspect of the book is related to grief and loss OR
* Grief-informed: connects with topics such as emotions, self-regulation, mindfulness, resilience, inclusion, safety, mattering – all in service of being human and navigating the ups and downs of life.
Grief-Based Books for Use in Your Classroom Integration ideas and activities for:
The Memory Box
(A Grief-focused book, ages 6+)
As a grief focused book, the intention of the book and integration activities is to assist children in:
* The intentionality of remembering, creating legacy, and continuing the bonds with the person who has died.
* Building self-regulation capacity in a way that feels comforting and safe.
It also supports adults with helpful language to talk about death and loss and to navigate the landscape of grief including supporting a child's sense-making process.
On the Lumara website you will find a video that contains a synopsis of this book, what we like about the book, who we think is best served by this book (including any cautions), as well as suggestions for how to integrate the book into your classroom.
Here's a summary of those suggestions:
❖ Create a memory box as illustrated in the book.
❖ Get the process started in class by making the box using collaging, drawing, colouring, etc.
❖ Write memories down on a piece of paper or create/collect items to begin to fill the box.
❖ Connect with the child's caregivers so that the child can continue to add to the box in the safety of their home space. We caution against encouraging children to bring sentimental keepsakes to class because they might get lost or damaged.
❖ Collect information about a favourite place that reminds the child of their significant person.
❖ Facilitate a guided visualization around visiting that favourite place. If guided visualizations are new to you, many can be searched online and are available for free. There are two examples available on this page from Kids Help Phone.
https://kidshelpphone.ca/get-info/practise-meditation-mindfulness-with-these-tips
❖ Mindfulness practices, like guided visualizations, can help to build self-regulation capacity by accessing memories in a way that feels comforting and safer.
Other resources related to Grief and Loss in the Classroom can be found on the Lumara website.
Lumara is a charitable organization that helps children, youth, adults & families cope with serious illness, grief, and bereavement. Through education, support, and counselling services we bring light to grief and sorrow, nurturing healing and hope within the strength of community. We also provide educational services to organizations and institutions.
https://lumarasociety.org/ or contact [REDACTED_EMAIL] | web | https://lumarasociety.org/wp-content/uploads/2024/03/Integration-Activities-for-The-Memory-Box.pdf | 0.494838 | {
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Cosmos 186 satellite maneuvered and docked with Cosmos 188. The operation, almost certainly run from the ground, provided Soviet mission controllers with their first flight experience in the technique. Six months later, the feat was repeated with Cosmos 212 and 213.
Now cosmonaut Georgy Beregovoi has tried, if not the actual coupling, at least the close-in maneuvering necessary for a docking operation. On Oct. 25, the day after Beregovoi was launched aboard the Soyuz 3 spacecraft, Russia secretly fired Soyuz 2, unmanned, into orbit to await him. Before he had completed his first orbit, Beregovoi was within 650 feet of his target; later he approached Soyuz 2 again.
Russia made no immediate announcement of how close he had come either time, but his precise piloting was the tightest by any Soviet cosmonaut. The closest any previous manned Russian spacecraft has come to another unmanned or orbiter was 3.1 miles, when cosmonauts Valery Bykovskiy and Valentina Tereshkova passed each other during a double flight in Vostoks 5 and 6 in 1963.
One use of docking that could be part of Soviet plans, according to some observers, might be to launch three spacecraft segments separately into earth orbit using relatively small boosters, then couple them together and use their joint power to get to the moon.
Russian space officials claimed no actual docking for Beregovoi's flight, however, and whether that was a scheduled, but unaccomplished, part of the mission remained unknown.
Another much-asked question was why Beregovoi was the sole occupant of the presumably multimanned spacecraft. The Soviet space program has been proceeding at a cautious pace since the last cosmonaut, Vladimir Komarov, was killed when his Soyuz 1 spacecraft's parachute failed during reentry. Some observers believe that the fouling was due to the vehicle's then newly designed hatch, which may have either heated excessively during re-entry, scorching the chutes, or else caused so much turbulence and buffeting that they could not open properly. If the hatch was to blame, its redesign could have accounted for much of the delay between Komarov's and Beregovoi's flights and made the spacecraft designers cautious enough to want to risk only one man until the new hatch proved itself.
PHYSICS, CHEMISTRY
Nobel Prizes to Alvarez and Onsager
The Nobel Prizes in physics and chemistry, traditionally announced together, have only one recipient each this year. The chemistry prize goes to professor Lars Onsager of Yale for work in theoretical chemistry. The physics prize goes to Prof. Luis W. Alvarez of the University of California at Berkeley for experimental work in particle physics.
Although he was trained as a chemical engineer in his native Norway, Dr. Onsager's interests have always been more for the basic and mathematical aspects of chemistry than the practical engineering aspects.
He has given an especial amount of study to chemical processes involving electricity and heat, especially the so-called irreversible processes, those whose effects cannot be undone by reversing the action. Humpty Dumpty falling off the wall is a trivial example, but important steps continually occur in thermodynamics.
Prof. Onsager's first major contribution, done when he was still a graduate student, was a clarification of the theory of electrical conduction in solutions of electrolytes, in which he explained the strong conductivity of water in certain cases by connecting it to the random motion of the dissolved ions in the solution.
In other papers published early in his career, he showed that when two irreversible processes are going on at the same time, the mathematical equations that describe them are simply and predictably related to each other. This is the Onsager relation specifically mentioned in the Nobel citation.
Dr. Onsager was born in Oslo in 1903. He graduated from the Norwegian Technical Institute at Trondheim...
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Dr. Onsager: irreversible processes.
Yale University
Dr. Onsager was born in San Francisco in 1911. He earned his Ph.D. at the University of Chicago in 1936. In 1938 he joined the Berkeley faculty where he has remained continuously except for war-time leaves of absence.
with a chemical engineering degree in 1925. He came to the United States in 1928 to work at Johns Hopkins University. Later, after working for a while at Brown University, he went to Yale in 1933. He was appointed assistant professor in 1934, earned his Ph.D. in 1935, and became Willard Gibbs Professor of Theoretical Chemistry in 1945.
Dr. Alvarez discovered a large number of extremely short-lived sub-atomic particles, whose lifetimes are so instantaneous that they are often called resonances rather than particles.
To record the existence of these resonances, which appear and disappear in times like a ten-thousand-billion-billionth of a second (10⁻²²), required the development of new recording techniques. The cloud chambers that had been used to track physical particles until the 1950's were too slow.
The invention of the bubble chamber by Berkeley's Dr. Donald Glaser in 1952—for which he got the 1960 Nobel Prize—opened the way to recording of the ephemeral resonances, and during the 1950's Prof. Alvarez participated with others in the development of practical bubble chambers that produce series of particle track pictures at very high speeds.
Concurrently he realized the need for swift automatic analysis of the flood of data that such pictures brought and calculated the characteristics of the sort of machine that would do it. The first such machine was developed in 1955 by Drs. Hugh Burkhardt and Jack Steinberger.
In 1960 the Alvarez group announced the discovery of the first three of the resonances. Since then they have discovered about half of the several dozen that are now known.
Dr. Alvarez is a member of the National Academy of Sciences and the American Academy of Arts and Sciences. He has received numerous honors and awards, including the Nobel Prize in Physics in 1968. | web | https://www.sciencenews.org/wp-content/uploads/2011/06/00368423.ap071572.07a00140.pdf | 0.496114 | {
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Slope of the Sine Function
In this activity, you will explore what it means to find the slope of the sine function.
EXPLORE
1. Graph the function function f(x) = sin(x).
2. Construct a secant line to the graph, with its two points fairly close to each other.
3. Drag the secant line back and forth along the graph. What do you notice about the line as you drag it?
4. How does the behavior change if you start dragging with the two points far apart? What if you start with them really close together?
5. Measure the slope of the secant line, and drag it again. Use the slope measurement to be more specific about what you notice and wonder.
6. To record the slope's behavior, measure the abscissa of one of the two points, x A , and plot the point (x A , slope). After plotting the point, do not drag the line yet!
7. Befor dragging the secant line, predict what shape the new plotted point will make when you drag the secant. Draw a picture of your prediction.
8. Turn on tracing for the plotted point, and drag the secant line again. Do you notice, or wonder, anything new?
9. Create a button to animate the two points that determine the secant line. What do you notice now as the line goes back and forth? | web | https://www.sineofthetimes.org/wp-content/uploads/2021/08/SlopeofSine.pdf | 0.433246 | {
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Powered by Acti-Cell Technology® (ACT)
The Results of Using Biofeed® Products in a Sewage Treatment Plant in Chennai, India
Biofeed Solutions Inc., USA, offers its products for the reduction of BOD, COD, sludge, suspended solids, color and odor in the water treatment plants the world over, and especially in countries where proper waste management is limited due to a lack of technology and funding. Biofeed® products are biological stimulants, buffers and biologically complexed nutrients, which improves the efficiency of microorganisms. Biofeed® products are designed to work with indigenous microbes in wastewater treatment plants to create healthier, more effective microorganisms that are better able to stabilize and reduce the waste.
Biofeed® Products assist the microbes in establishing and maintaining a more efficient life function, which is useful in accomplishing many positive environmental objectives. The highly active microbes speed up the natural reduction of pollution by allowing the pollutants to become a food source for the microbes. Solid reduction, reduced BOD, COD, less sludge hauling, and decrease in the use of inorganic chemicals are some of the benefits of using Biofeed® Products. We have more than 100 effluent and sewage treatment plants using these products successfully in India alone.
Our product solution comes under the category of probiological products not cultured bacteria. The term probiotic is the opposite of antibiotic. Biofeed® will stimulate and support indigenous microbes, which will help to create an ecosystem to build up the aerobic bacterial population (MLSS/MLVSS) and higher Dissolved Oxygen (DO) levels. It will also create conditions for the proliferation of beneficial types of cyano and other photosynthetic bacteria, that are primarily responsible for digesting sludge matters and waste. Apart from this, our composition, AERO™ has small enzymatic energy systems, that are capable of splitting water molecules, thereby producing elemental oxygen. It is nothing but rebuilding nature in the effluent treatment plant.
APPLICATION AND DOSAGE
Manually, once or twice a day depending on the size of the treatment plant, apply 0.5 to 3 PPM depending on the influent/feed rate and design adequacy of the ETP. A tank blended combination of these products added at the inlet of the aeration tank.
PRODUCTS
AERO™ is the bacteria stimulant, and NUTREX™, a complex mixture of micro and macro nutrients, and CHETROL™ will detoxify the effluent against any toxicity due to oil, disinfectant, heavy metals, petroleum hydrocarbons, etc. Either one or more products are dosed depending on the nature and characteristics of the effluent.
USEFULNESS
The results of using these products make them a cost effective alternative to enhance the natural attenuation of waste and the byproducts produced during the waste management process. The following test results are in-situ case studies that prove the benefits and true value of these products in the waste management industry.
RESULTS
Case Studies Showing Comparison and Benefits of Using Biofeed in India Waste Treatment
Note : N.M.- Not Measured
All the above figures are measured in PPM or Mg/Litre
Innovation That Grows℠ | web | https://biofeed.com/wp-content/uploads/2023/03/ENV-12-AERO-NUTREX-CHETROL-Maintain-Waste-Plant-India.pdf | 0.483329 | {
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Thousands of Girls in Asia Saved From Possible 'Fate Worse Than Death'
Marking International Day of the Girl Child, October 11, mission agency Gospel for Asia spotlights 'crisis of abuse' facing girls in Asia
Toowoomba, QLD -- Tens of thousands of girls at risk of being sold into prostitution or slave labour have been saved from a possible "fate worse than death" by GFA World Inc (formerly Gospel for Asia) a mission organization, and its field partners working in poverty-stricken slums and villages.
To mark International Day of the Girl Child on October 11, GFA World, www.gfaau.org revealed tens of thousands of girls are enrolled in 600-plus GFA-supported Bridge of Hope centers across Asia - providing safety, free schooling, medical care and meals for at-risk children living in extreme poverty.
The 2019 Day of the Girl Child draws attention to critical issues facing millions of girls around the world, including education inequality, gender-based violence, and forced child marriage.
"Some of these girls living in the impoverished communities served by Bridge of Hope are among the most vulnerable in the world, with many of them unwanted and treated by their own families as nothing more than free labor or goods to be sold," said GFA founder Dr. K.P. Yohannan. "It's a crisis of neglect and abuse."
Severe poverty results in parents taking extreme steps just to survive, including forcing their young daughters into slavery-like labor conditions or worse - prostitution.
Girls "Never Seen Again"
"Prostitution is legal in some parts of Asia so the chances of girls being victimized are drastically increased," said Yohannan. "Many of the poorest families are manipulated into selling their daughters to opportunists who promise a better life for them. But many of these girls are never heard from or seen again. It's a fate worse than death."
In this century, more young women and girls are enslaved in brothels each year than were shipped to slave plantations at the height of the slave trade in the 18th and 19th centuries, according to reports.
"Despite the good work the governments in these nations are doing to combat these issues, so much work still needs to be done," Yohannan said.
Lakshmi's 10-year-old sister worked in bonded labour - security for repayment of a debt - seven days a week, starting at 7 a.m. and finishing at 9 p.m. "(Her employer) treated her very badly," Lakshmi said. "He hit her if he thought she was working slowly; if she talked to the other children, he yelled at her. He came looking for her if she was sick and couldn't go to work. All I wanted was to bring my sister home."
Girls Deliberately Starved
Meanwhile, many impoverished parents deliberately starve their daughters in favor of feeding their sons.
"In some places, girls will be forced to go hungry while their brothers are well fed," Yohannan said.
Supported by GFA, indigenous churches are speaking up for girls in danger.
"This is our opportunity to stand alongside indigenous churches as they raise awareness in their communities, teach girls how to protect themselves, and present a message of hope that emphasizes the value of girls and their tremendous God-given potential," said Yohannan, whose organization has been serving the poor in Asia for 40 years.
For more information about Bridge of Hope, visit https://www.gfaau.org/press/sponsor-girl-child.
Contacts
Gregg Wooding [REDACTED_PHONE]
mailto: [REDACTED_EMAIL] | web | https://prwire.com.au/pdf/thousands-of-girls-in-asia-saved-from-possible-fate-worse-than-death | 0.432742 | {
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ASG VI Ex 9.1 (Measuring the earth)
Alexandria (31.2°N lat.)
520 mi.
Swenet (24.09°N lat.)
A vertical stick in Alexandria casts a shadow as shown here.
a) Since the sun is directly overhead in Swenet, the shadow is of length zero.
b) The angle of the shadow cast in Alexandria is
\[ \theta = \arctan \left( \frac{16.5 \text{in}}{120 \text{in}} \right) = 7.8^\circ \]
So Alexandria is 7.8° north of Swenet. This is close to the difference \( 31.2^\circ - 24.09^\circ = 7.1^\circ \).
c) If 520 miles covers 7.8°, then how many miles cover 360°?
\[ \frac{x}{360} = \frac{520}{7.8} = 29,860 \text{ miles} \]
According to space.com (Dec 19, 2015) The pole-to-pole circumference of Earth is 29,860 miles. | web | http://greatphysics.com/resources/phy101/ASGsolns/ASGv1Ex4-1.pdf | 0.503011 | {
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Hark! The Herald Angels Sing
Felix Mendelssohn
arr. Michael Burkhardt
Introduction
Verse 1: All sing
Hark! The herald angels sing, “Glory to the newborn King;
Peace on earth, and mercy mild, God and sinners reconciled.”
Joyful, all ye nations, rise; Join the triumph of the skies;
With angelic hosts proclaim, “Christ is born in Bethlehem!”
Hark! The Herald angels sing, “Glory to the new-born King!”
Verse 2: Choir Only
Verse 3: All sing
Hail the heav’n-born Price of Peace! Hail the sun of righteousness!
Light and life to all he brings, Ris’n with healing in his wings.
Mild he lays his glory by, Born that we no more may die,
Born to raise us from the earth, Born to give us second birth.
Hark! The Herald angels sing, “Glory to the new-born King!”
A Virgin Unspotted
William Billings
A Christmas Carol
Norman Dello Joio
Soloists: Keren Pickard and Rick Gibbons
Here’s a Pretty Little Baby
arr. André Thomas
Soloist: Melinda Crenshaw
There is No Rose of Such Vertu
Mark Sedio
Good King Kong Looked Out
P.D.Q. Bach/
Professor Peter Schickele
Dutch Fork Chamber Singers
'Twas the Night Before Christmas
Soloists: Frank McKinnon, Sherry Luzar, Paul Wieber, and others too numerous to mention!
Awake, Arise and Hail the Morn
Joy to the World
G.F. Handel
arr. Michael Burkhardt
Introduction
Verse 1: All sing
Joy to the world, the Lord is come!
Let earth receive its King;
Let every heart prepare him room,
And heaven and nature sing,
And heaven and nature sing,
And heaven, and heaven and nature sing.
Verse 2: Choir only
Verse 3: All sing
No more let sins and sorrows grow,
Nor thorns infest the ground;
He comes to make his blessings flow
Far as the curse is found,
Far as the curse is found,
Far as, far as the curse is found,
Verse 4: All sing
He rules the world with truth and grace,
And makes the nations prove
The glories of his righteousness,
And wonders of his love,
And wonders of his love,
And wonders, wonders of his love. | web | https://dutchforkchoralsociety.com/wp-content/uploads/2024/05/20061200_Christmas_Program.pdf | 0.426359 | {
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Notes Syllabus Question Papers Results and Many more…
www.AllAbtEngg.com
HS8461 ADVANCED READING AND WRITING
DETAILED SYLLABUS
OBJECTIVES:
* Strengthen the reading skills of students of engineering.
* Enhance their writing skills with specific reference to technical writing.
* Develop students critical thinking skills.
* Provide more opportunities to develop their project and proposal writing skills.
UNIT I
Reading - Strategies for effective reading-Use glosses and footnotes to aid reading comprehension- Read and recognize different text types-Predicting content using photos and title Writing-Plan before writing- Develop a paragraph: topic sentence, supporting sentences, concluding sentence –Write a descriptive paragraph
UNIT II
Reading-Read for details-Use of graphic organizers to review and aid comprehension Writing State reasons and examples to support ideas in writing- Write a paragraph with reasons and examples- Write an opinion paragraph
UNIT III
Reading- Understanding pronoun reference and use of connectors in a passage- speed reading techniques-Writing- Elements of a good essay-Types of essays- descriptive-narrativeissue based-argumentative-analytical.
UNIT IV
Reading- Genre and Organization of Ideas- Writing- Email writing- visumes – Job application project writing-writing convincing proposals.
UNIT V
Reading- Critical reading and thinking- understanding how the text positions the readeridentify Writing- Statement of Purpose- letter of recommendation- Vision statement
TEXT BOOKS:
1. Gramer F. Margot and Colin S. Ward Reading and Writing (Level 3) Oxford University Press: Oxford, 2011
2. Debra Daise, CharlNorloff, and Paul Carne Reading and Writing (Level 4) Oxford University Press: Oxford, 2011
REFERENCES:
1. Davis, Jason and Rhonda LIss. Effective Academic Writing (Level 3) Oxford University Press: Oxford, 2006
2. E. Suresh Kumar and et al. Enriching Speaking and Writing Skills. Second Edition. Orient Black swan: Hyderabad, 2012
Diploma, Anna Univ UG & PG Courses
Notes Syllabus Question Papers Results and Many more…
www.AllAbtEngg.com
3. Withrow, Jeans and et al. Inspired to Write. Readings and Tasks to develop writing skills. Cambridge University Press: Cambridge, 2004
4. Goatly, Andrew. Critical Reading and Writing. Routledge: United States of America, 2000
5. Petelin, Roslyn and Marsh Durham. The Professional Writing Guide: Knowing Well and Knowing Why. Business & Professional Publishing: Australia, 2004 | web | https://files.allabtengg.com/FilesUpload/Syllabus/2/4/18/11/2484/2020-02-03.10.22.01-HS8461%20ADVANCED%20READING%20AND%20WRITING.pdf | 0.419899 | {
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THERE KATERI BELONGED!
(A yearly account of the foundation of the Mission of the Sault up to 1685)
by
Claude Chauchetière, S.J.
Spiritual Adviser of the Venerable Kateri Tekakwitha.
A.D. 1671
The Iroquois have their internal organization just as all the rest of the peoples of the world, the difference being that theirs may be called of mere nature, wherein much is missing. However, the faith of our newly converted Christians clearly demonstrated that there would be nothing finer on the face of the earth, if the Gospel were followed everywhere. It cleansed the new town with regard to its build-up, of naught but that which had been spoilt by vice in the older Iroquois villages.
Having agreed together during the summer of the present year to inhabit for good and all the La Prairie settlement, they resolved to establish two chiefs, one for law and order and for war, the other for the practice of Christianity and religion. To God they recommended this affair which they considered of the highest importance; they heard mass for this intention; then, assembled together, they all chose, by common consent, the two men who, effectively, were the most worthy and capable of filling these two positions. This election required a majority vote as is generally the case with the Iroquois, among whom the chiefs really make themselves heard, following, however, the suggestions of the village elders. Since then, all have obeyed the captains, who, as experience proved, lose their credit when they are not good Christians. They are strictly obeyed especially in the observance of whatever has been decided concerning public morals.
Let us here admire the power of God, which, in bygone times, banished from the city of Rome all the abominations that the Romans had placed in their Pantheon, and which they had selected from among the spoils of so many nations conquered by them. Today our little flock is being purified of all the outrageous habits that it contracted among the sixteen nations which it had destroyed by its courage and craftiness. In this manner numerous bad habits were abandoned at once in exchange for all the customs of the Church. This is so much the more admirable as the Indians have the habit of simply following their imagination, and as they are surrounded by superstition which they all see in their homeland. But nobody speaks about it here; nobody takes it into account and all accuse themselves of having even thought about it.
Our new-born Church was thus taking form and getting into order. These barbarians gathered together from among many nations formed only one. Charity united them to such an extent that they owned nothing in particular. This trait agreed enough with the Iroquois mentality for among them fellowship, visits, hospitality, banquets and the mutual exchange of gifts are quite common.
For a long time not even the shadow of vice could be seen there and this charmed those who came to visit them. Reverend Father Frémim, head of the Mission at that time, did not hesitate to prepare them for the reception of the sacraments still unknown to these barbarous nations—confession and communion! Some were predestined, in whom grace grew each day and for whom little time was needed to dispose themselves properly. So it was that the Indians began to be seen at La Prairie going to communion as devoutly and more so than the French. As soon as the fire of the Blessed Sacrament had animated our newly converted Christians, it could not be contained within them; the Fathers of the Mission heard each day from the lips of their children the expression of their hearts filled with the Holy Ghost. Father Pierson even sowed the seeds of the Holy Family (Association) by giving a few rosaries to the eldest Christians of both sexes. The Indians on their trips through the woods made nearly as many Christians as they found other Indians in their hunting grounds, because of their faithfulness to prayer and their good conversation.
Then it was that two noteworthy trees were planted at the entry of the village. To one was attached Drunkenness, to the other Impurity, both of them vanquished by Faith. A proverb was made of this saying concerning the Iroquois: "I am going to La Prairie", that is, I am giving up drink and polygamy, because if someone spoke of residing at La Prairie, these two conditions were put to him, which had to be accepted without restriction or limit, otherwise he was not received.
(To be continued.) | web | https://rd.uqam.ca/Tekakwitha/I/Kateri/1953.06-EV05N03p04-05.pdf | 0.495731 | {
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Chanakya
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Chanakya
Chanakya (IAST : Cāṇakka in Mahavamsa) was a Brahmin from Takkāsila (Takshashila). He was well-versed in three Vedas and politics. He had canine teeth, which were believed to be a mark of royalty. His mother feared that he would neglect her after becoming a king.
Chanakya - Wikipedia
Chanakya Kautilya (also known as Chanakya, c. 350-275 BCE) Page 2/9
was an Indian statesman and philosopher, chief advisor and Prime Minister of the Indian Emperor Chandragupta, the first ruler of the Mauryan Empire.
Chanakya - Ancient History Encyclopedia
Chanakya, also called Kautilya or Vishnugupta, (flourished 300 bce), Hindu statesman and philosopher who wrote a classic treatise on polity, Artha-shastra ("The Science of Material Gain"), a compilation of almost everything that had been written in India up to his time regarding artha (property, economics, or material success).
Chanakya | Biography, Ethics, & Facts | Britannica
"Chanakya" is a result of a lot of detailed work on life of people during the rule of the Mauryan Dynasty. The sets, costumes, language & pronunciations and cinematography separate it from other costume dramas. The characters are not cardboard cutPage 3/9
outs. They are well-rounded and have depth.
Chanakya (TV Series 1990– ) - IMDb
A fictitious story about two legendary revolutionaries and their journey away from home before they started fighting for their country in 1920's.
Chanakya - IMDb
Chanakya is a 2019 Indian Telugu -language action thriller film directed by Thiru and produced by Rama Brahmam Sunkara under AK Entertainments banner.
Chanakya (2019 film) - Wikipedia
Chanakya was the adviser and Prime Minister of Emperor Chandragupta. Chanakya was a professor at the University of Takshila (located in present day Pakistan) and was an expert in commerce, warfare, economics, etc. His famous works include Page 4/9
Chanakya Neeti, Arthashastra and Neetishastra.
Chanakya - Chanakya Biography, Life History of Kautilya Chanakya Chanakya (also known as Kautilya or Vishnu Gupta (c. 370–283 BC) was an Indian teacher, philosopher, and royal adviser. He was initially a professor of economics and political science at the ancient Takshashila University in Takshashila (in present day Pakistan).
Chanakya - Wikiquote
Chanakya was a philosopher, economist, and statesman who wrote the Indian political treatise, the 'Arthashastra' (Economics). In this seminal work he had compiled almost every aspect of what had been written in India up to that time regarding property, economics, or material success.
Chanakya Biography - Childhood, Life Achievements & Page 5/9
Timeline
Chanakya The fragrance of flowers spreads only in the direction of the wind. But the goodness of a person spreads in all directions.
38 Chanakya Quotes - Inspirational Quotes at BrainyQuote
A man attains greatness by his merits, not simply by occupying an exalted seat. Can we call a crow an eagle (garuda) simply because he sits on the top of a tall building.
TOP 25 QUOTES BY CHANAKYA (of 211) | A-Z Quotes
Chanakya Serial 340 BC से 320 BC की Indian History पर based एक
historical drama है जिसके main character Chanakya हैं।.
Chanakya Serial को 8 सितंबर 1991 से 9 अगस्त 1992 के बीच DD
National पर broadcast किया गया था। इसके total 47 Episodes बने
जिनके links आपको ...
Chanakya Serial All 47 Episodes With English Subtitles
Chanakya was an Indian economist, philosopher, political scientist, and royal advisor of the 4th century B.C.E. He is traditionally identified as the person named Kauṭilya or Vishnugupta who authored the Arthashastra, a political treatise.
Chanakya - Wiktionary
சாணக்யா! அரசியல், சமூக பிரச்சனை, அறிவியல் , கலாச்சாரம் ...
Chanakyaa - YouTube
Gopichand Chanakya The movie is about Arjun (Undercover Raw Agent) and his team. In the process, Arjun is confronted with many profound difficulties by the enemy Sohail. At one point, Arjun has to choose between saving his team and saving the country.
Watch Gopichand Chanakya | Prime Video
Chanakya Niti: Chanakya's pearls of wisdom are relevant even today. Here are 7 precious Chanakya Niti from the Arthashastra, of which he was the author.
163 Best Chanakya images in 2020 | Chanakya quotes ...
Chanakya is considered a pioneer (someone who explores a new area) in economics. He wrote about economics a very long time before Ibn Khaldun.
Chanakya - Simple English Wikipedia, the free encyclopedia
Chanakya Neeti ; The Erudite Thoughts of the Great Scholar, the Economist, the Strategist and the Teacher that Serve as Dos Dosen'ts of the Everyday Life of Any Person who Wants to Make his Life a Gra
Copyright : synclive.co
Download Ebook Chanakya
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Comrade
J.A.P. Harlan
Who was born the first day of January A.D. 18 44 in County of Fulton State of Illinois
He enlisted August 12, 1862, and entered the service at Winterset Iowa, as a private in Co. "A." 39 th Iowa Infantry. He was promoted to the rank of Corporal about Nov. 1, 1864, which rank he held at the close of the war. He was finally discharged June 15, 1865, at Clinton, Iowa. His first battle was at Parkers Cross Roads Tennessee, and other engagements were, Allatoona Georgia, and several other small fights while on the march through Georgia.
Was in hospital in June 1863, at Corinth Miss, about Jan. 1865 at Savannah Georgia, and about
Feb. 1865 at Posataliga S. Carolina.
Was not a prisoner at any time. I consider the most important facts of my service that I got through the fights, marches, and exposures of such a life, and I am yet in fair health this June 14,1901. Some of my
most intimate comrades were E.F. Commarran, G.W.Bethel, J.W. Ratliff, C.B. Lovelace, and
Solomon Pontius.
Died Oct. 19, 1924 at Storm Lake at age of 80-9-18.—Buried at Storm lake Cemetery-Division C. Lob 43.
I certify that Sketch of my War Service as above written is true as I verily believe J A P Harlan
Date
Signed
We certify that Comrade
Joined
Post No.
Department of
18
Held Offices of
Adjutant.
Commander . | web | http://www.harkerhouse.com/wp-content/uploads/2016/01/GRAND-ARMY-OF-THE-REPUBLIC-BOOK.13.pdf | 0.436716 | {
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