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Early Flowering Cyclamen
Robert E. Lyons
Assistant Professor, VPI & SU
Blacksburg, VA
Cyclamen have been rediscovered in the past decade by growers and consumers alike. The efforts of Dr. Richard E. Widmer and co-workers at the University of Minnesota have cut the traditional production time in half, making this crop popular once again. Furthermore, even though many "tried and true" older cultivars are still available, the resurgence of commercial interest has spurred the development of new, improved varieties.
Many greenhouse crops have come under scrutiny because they are either not energy-cost profitable or they lack versatility. When the recent trend towards smaller pot sizes emerged, an event which saw the introduction of the 4" flowering plant, cyclamen was not excluded. Miniatures and several standard size cultivars fit this concept attractively and profitably. Furthermore, with the exception of very warm regions, cyclamen can be grown year round, in addition to the traditional Christmas crop.
Growing-on Seedlings
The next step is into a shaded location with 50% relative humidity or greater. Drier environments cause symptoms similar to damping-off, which ultimately leads to death. Night temperatures should be maintained at 68°F during the first 120 days after seeding. This is, admittedly, high by many other plants' standards, and will limit the choices to begin crop production for many growers. However, cyclamen are developing very slowly at this time and lowering the thermostat only serves to set them back.
Refer to Figure 1 for the total fertilization scheme, but it is worth noting that fertilization is minimal during the earlier stages of growth.
Sowing & Germination
To begin, use fresh seed from a reputable dealer and try to estimate your needs ahead of time. One can expect the germination percentages for most cultivars to fluctuate between 80% and 90%, but even this figure decreases if seed is stored for over a year.
The sowing medium should ideally be nutrient-amended, 100% moss peat (Table 1). Sow seeds in flats (3" x 3" spacing) or in individual cell packs; the latter keep transplant shock to a minimum. Whatever the container, cover with ¼" medium, place in the dark and maintain a constant 68°F. Light and temperatures above or below 68°F inhibit germination. A constantly moist medium is essential for optimum results, but if fungal growth appears, drench with Benlate rather than Captan.
Even though an average of 30 days is required for germination, many cultivars are highly non-uniform. This is when the "art" of cyclaallow them to drop off unassisted. Also, remember that for the first 2-2½ months most seedlings will normally have only one leaf, presumably because the small corm is enlarging.
**Transplanting**
When a crop of plants averages 5-6 leaves (usually after 120 days), two events should occur. First, transplant into the final pot size; intermediate potting needlessly increases production costs. Do not bury the corm entirely and use the same medium formulation as for seed sowing. Secondly, drop night temperatures to 62°F to hasten flower bud development and set the day temperatures 5-10° higher. Bench spacing may begin by leaving one pot size distance between plants, but as the crop matures, provide additional space to avoid crowding, poor air circulation, and inevitable Botrytis incidence.
**Gibberellic Acid**
A critical stage of development occurs when plants have 10-12 leaves (often 150 days after seeding). Close inspection of the crown reveals the presence of the first flower buds, resembling "pinheads" in the lower leaf axils. A full month or more can be lopped off the production time if GA₃ is used at this time. Most recent experimental evidence indicates that cyclamen are now receptive, but not overly responsive, to GA₃. In other words, flowering can be accelerated with little fear of producing excessively long, weak flower stalks.
The technique is simple and obtaining the desired response is almost mistake-proof at this stage of growth. Prepare a 25 ppm GA₃ solution from any commercial preparation and try the method on a small group of plants the first year. Fill a hand sprayer and apply enough to just wet the crown, assuring contact with the flower buds. It is doubtful that any excess solution or higher concentrations of GA₃ applied at this stage will cause problems. Research has shown that concentrations up to 1250 ppm GA₃ accelerate flowering without over-elongating the flower stalk.
DO NOT make repeated treatment applications. Since flower buds become increasingly sensitive to GA₃ as they age, multiple applications greatly increase the likelihood of producing undesirable flower stalk lengths. If GA₃ is used, most cultivars will bloom seven months after seeding, miniatures even earlier. Untreated plants require 7-8 months.
**Additional Cultural Notes**
Other notes of cultural importance include the beneficial use of evaporative fan and pad cooling in the summer, and CO₂ injection (1000 ppm) in the water. When appropriate, shading should be used to reduce light intensities to 4000 ft-c since excessive irradiation results in hard and pale foliage. Insufficient irradiation, on the other hand, leads to soft, leggy, poor-flowering plants. Never allow cyclamen to dry out, especially to the wilting point. Bud blast is a certainty which is often accompanied by the development of a ring of yellowed lower leaves which will never recover.
Cyclamen are here to stay as long as they are properly grown and marketed.
This paper was presented at the VGGA meeting in Richmond, VA on October 31, 1982. | web | https://hortscans.ces.ncsu.edu/uploads/e/a/early_fl_5633bdeec6b75.pdf | 0.457233 | {
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Three-unit bridge replaces missing teeth
When a tooth is missing, a three-unit bridge can be a good choice for replacing it. In a three-unit bridge, an artificial tooth is connected on each end to crowns. The crowns are placed over the neighboring teeth to hold the bridge in place.
A three-unit bridge can be made of gold, porcelain, or porcelain fused-to-metal.
Placing a three-unit bridge
A three-unit bridge is custom-made for you in a dental laboratory, so it may take two or more appointments to complete your bridge. On your first visit, we numb the area to keep you comfortable. We may also use a rubber dam to protect your mouth and throat while we work.
We use the handpiece to remove any decay and shape the teeth that will support the bridge. Then we take an impression of your teeth. A model of your mouth is made from this impression, and then the lab uses the model to create a bridge that precisely fits your teeth and bite. In the meantime, we often place a temporary bridge.
On your next visit, we remove the temporary bridge and begin a series of steps to confirm the fit of your new bridge. We try in the final bridge and check the fit and your bite. When everything is right, we cement or bond the bridge in place.
The benefits of a three-unit bridge
Three-unit bridges have several advantages. They
- Replace teeth for biting and chewing
- Assist in clear speech
- Help prevent teeth from shifting
- Are supported by crowns that can serve as restorations for neighboring teeth that have damage or decay
When you need to replace a missing tooth, a three-unit bridge can be a functional, good-looking solution. | web | https://www.schindlerandstewartdental.com/wp-content/uploads/2017/01/3UNIT-BRIDGE.pdf | 0.434828 | {
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Share, Learn and Play
Please join us each Wednesday, 3:00pm - 3:20pm
This term we will be focusing on games and we will continue having books out for reading as well.
We look forward to seeing your there.
Junk Modelling
If you have any cardboard boxes, yogurt pots, kitchen tubes, cereal boxes, etc. Please bring them in for our junk modelling and bird feeders.
Thank you.
Supporting your Child's Learning
The children enjoy sharing what they get up to at home in their home learning books. Thank you for all the contributions.
We share their home learning each Friday. New activities will be added to home learning books on Fridays so please make sure yours is in school every Friday.
Thank you for your continued support. If you have any questions or comments please see a member of the Early Years team.
If you need help printing photographs please email them to: [REDACTED_EMAIL]
Toys from Home
Toys brought to school can become lost or broken. Therefore we ask that all toys are kept safe at home.
Reading Books
Please remember to bring your book bag to school every day and keep your reading books and diary in your book bag. If you read at home please sign the reading diary.
Uniform and P.E. Kit
Please check all your child's clothing is named and still fits.
We will send home P.E. kits to be washed at the end of this half term.
Catshill First School - Reception Curriculum Newsletter 2016 – Spring Term 1
Reminders
Books we will be reading:
P.E. is on Fridays and 'Busy Feet' is on Tuesdays and Thursdays. Children need a t-shirt and shorts for this. Please ensure all clothes and P.E. bag are named. P.E. kits will be sent home each half term for washing.
Expressive Arts and Design
We will create 'junk model' structures of homes in the snow and of Artic animals.
Vincent Van Gogh
We will create paintings of Winter scenes inspired by Claude Monet and
Understanding the World
We will be exploring weather changes during Winter and we will find out about hot and cold.
We will explore animals which live in snowy places and find out how they are able to live there.
Lost and Found, The Gruffalo's Child, Say Hello to the Snowy Animals.
Our Topic: Winter Wonderland
Physical Development
We will be developing our fine motor skills using tweezers, paint brushes and pens. We will be exploring movement and create a 'frozen' dance.
Mathematics
We will learn to add together two single digit amounts. E.g. 5 add 4 makes 9. We will explore money and create a Winter shop.
Communication and Language
We will explore new vocabulary about winter, snow and Arctic animals.
We will be sharing stories about Winter and snow.
Literacy
We have learnt many letter sounds and will continue to learn more. (Please see home learning for sounds we learn each week). We will read books about Winter and write descriptions, label pictures, write letters/postcards and create captions about Winter. | web | http://catshillfirst.co.uk/uploads/images/Curriculum%20Newsletters/2017%20Spring%201%20Reception%20Curriculum%20Newsletter.pdf | 0.436074 | {
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Grab a seat on a San Francisco cable car! Hold on tight, because these historic forms of transportation climb up and down the city's steep streets. An electric power plant, housing four 510-horsepower engines, gives the cars enough energy to conquer the towering hills. Suddenly, your cable car stops. Can you find where the electric energy is housed so your cable car can continue its route?
First, unscramble the cable car terms to reveal the power letters. Use the terms in the box as a guide.
| PULLEYS | BELL |
|---------|------|
| TRACKS | PASSENGERS |
| GRIP | MOTORS |
| CONDUCTOR | WHEELS |
| CABLES | BRAKES |
| ELECTRICITY | |
(Answers on page 41)
Energizing Fact: Your answer is also a museum where you can see the source of energy in action.
Now, plug in the power letters above the corresponding numbers and you'll reveal the name of the super source that will keep your cable car running. | web | http://twinpens.com/uploads/ClimbingCableCars_EJSchonauer_2.pdf | 0.443295 | {
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Through You, I can do anything- nothing is impossible…
Dear Parents
A wonderful week this week. It has left me feeling inspired, truly thankful and extremely happy. We started the week with our parents meeting with Gail Webb our chair of IEB, Chris Penn (Director of Education for the Diocese of Chester) and Christine Ridley Thomas (Senior Manager- School Intervention Co-ordination CWAC). You should have received an email outlining the main points from the meeting earlier this week.
We then had our Parents Evening last night that was really successful, thank you for your attendance.
During this week I started the first of our school training sessions to become a Trauma Informed School. This is something I know a lot of you know I am incredibly passionate about. The session outlined the importance of building those relationships with children where they feel listened to, valued and respected but more importantly understood. The power of connection is so important when building the foundations to learning moving forwards. I hope to share with you some of the research and discussion around this in one of our coffee mornings soon-watch this space! There is a really powerful (and quite moving) TED talk that illustrates the importance of being a child’s ‘everyday HERO!’ You may like to watch it (please note this is for parents only not the children)
https://www.youtube.com/watch?v=q3XoZXSW5yc
Yesterday we also had a very special visitor in school, Bart Gee. Bart was born with a physical disability called Arthrogryposis. Doctors said he would never walk, may never have the strength to be able to sit up and would have what he quoted ‘a bleak outlook to life’. Bart demonstrated how sheer determination, courage and resilience can help people overcome any barrier! He showed a video of his amazing achievements and also played the piano for us. It was fantastic. He was such an inspiration and reinforced the message that if you set your sights high, anything is possible! With God’s love we can fly! Thank you Bart for coming to speak to our children. A video of his amazing achievements has been shared on our Facebook page.
Next Wednesday is another of our coffee mornings. This time it is open to our community- many of whom have never seen inside the school building (or at least not for many years!) For safeguarding purposes all visitors have had to register and will have to sign in before entering the hall, so please do not worry about the doors being open to all- as they are not- I just thought it would be nice for people from our local community to see what Huxley CE Primary is like but also get the opportunity to speak to you, our parents, too! As usual all parents/ carers welcome to come for coffee/tea.
Have a wonderful weekend,
Mrs Gourley
QUOTE/REFLECTION POINT…
“Being challenged in life is inevitable, being defeated is optional.” – Roger Crawford
Homophones Practice: They’re, There and Their
Complete these sentences using the correct homophone. The first three have been done for you.
1. “Look at the beautiful rainbow over there!” gasped Lydia.
2. The one with the white fence is their house.
3. Do you think they’re hiding?
4. Put the book over there on the shelf.
5. Their bus was running late.
6. The cold wind made their teeth chatter.
7. Could they be in there?
8. Blue sweets are their favourites.
9. Are you sure they’re not real?
10. The new teacher got their books in a muddle.
11. I want there last summer too!
12. Is there a doctor anywhere near?
Homophones: two, too and to
These three words are often misspelled or used incorrectly.
Here are some examples of two, too and to:
I am going to the cinema.
It is too wet to play outside!
Can I come along too, please?
There were two fish in the bowl.
Complete the sentences using the correct homophone.
1. There were two cookies left in the tin.
2. I usually go to my friend’s house at the weekend.
3. I didn’t need my coat today as it wasn’t too hot.
4. I can paint well but I am good at drawing too.
5. I like going to the park with my friends.
6. Can we take two presents to the party?
7. I am full because I eat too much!
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Acid Reflux (GERD) Risk Assessment
DO YOU HAVE ACID REFLUX? 0 1 2 YES OCCASIONALLY NO
___ Do you smoke?
___ Are you more than 10% above your ideal body weight?
___ Do you get frequent heartburn or chest pains (especially after eating)?
___ Do you have difficulty breathing or swallowing?
___ Do you feel as if there is a constant lump in your throat?
___ Do you experience regurgitation?
___ Do you suffer from a chronic cough?
___ Do you experience post-nasal drip or excess throat mucus?
___ Do you suffer from indigestion, burping, nausea after eating, or stomach bloating?
___ Do you experience frequent chocking episodes?
___ Do you feel hoarseness in your throat primarily in the morning?
+ ___ Does it seems you are prone to cavities or acid erosion of your enamel?
= ___ TOTAL POINTS
SCORE TOTAL POINTS:
1-3 Unlikely to have Acid Reflux:
Learn more about prevention
4-6 Low suspicion of Acid Reflux:
Seek consult
7-10 Moderate suspicion of Acid Reflux:
Seek consult
11 + High suspicion of Acid Reflux: Get immediate attention
DID YOU KNOW THAT:
* 33% of people in the United States suffer from acid reflux
* Acid reflux is linked to asthma, voice disorders, and Barrett's Esophagus which increases your risk of esophageal cancer
* Acid reflux significantly interrupts your ability to sleep soundly through the night
* Acid reflux can affect people of any age, from babies to adults
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Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author.
Innovative behaviours and personality traits in captive kea (Nestor notabilis) as a model for the emergence of kea strike in wild populations
A thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Conservation Biology, at Massey University, Manawatu, New Zealand
Jessica Sarah Fancy
Abstract
The personality traits of seven captive kea (Nestor notabilis) were investigated in terms of neophobia, problem solving ability, and innovation. The first objective was to compare the personalities of the birds and assess these in relation to demographic factors including age and sex, as well as looking at the effect of isolated versus group housing. Kea are known to require high standards of enrichment and sociality, so this information can be used to determine the effect their captive housing may have on important wild traits. The second objective was to observe whether particular personalities or demographic factors made a kea more innovative, or in this case more likely to attack a sheep. Kea strike is a phenomenon whereby kea attack sheep, which often die as a result. This conflict has led to approximately 100,000 kea being shot by farmers in retaliation, and as a consequence there has been a dramatic decline in the wild kea population.
In order to assess each individual's relative neophobia or neophilia, novel objects were presented to the kea and their reactions observed. Problem solving ability was measured by using a Multi-Access Box, which required the birds to use one of four different access routes to retrieve a food reward. To observe levels of innovation and the likelihood of kea strike emerging, a mechanical sheep analogue was used. This was made to resemble a sheep, and contained a food reward for the kea to find. The juveniles in this study were much more neophilic and adept at problem solving than the adults, and this is thought to be because juveniles are still learning about their environment and these traits are therefore highly beneficial to them. Only one juvenile successfully completed the sheep analogue task, and she was the most neophilic and adept at problem solving. This suggests that highly neophilic and explorative kea are more likely to develop innovative behaviours such as kea strike. Understanding the drivers behind kea strike is important if tools are to be developed to minimise the conflict in the future.
Acknowledgements
I would firstly like to extend my full gratitude to my Massey University supervisors, Professor Brett Gartrell and Associate Professor Phil Battley. Brett has been there from the very beginning, and without him I would not have had the opportunity to work with such an amazing species, nor the chance to complete a thesis I am so proud of. I would like to thank Phil for his last minute editing, which has helped me so much as I've put together my final thesis. We had a bit of trouble communicating at the start but we got there in the end. I'd also like to thank Carolyn Gates for helping with the statistics when it all got a bit overwhelming for me.
Next I must extend a huge thank you to Clio Reid, who has let me borrow her methods and equipment with no questions asked (even when I did manage to misplace a few bits and pieces at the zoo). She has been a great inspiration to me and without her the idea for this thesis would not exist.
Many thanks to the team at Wellington Zoo for allowing me to use their kea for my research, especially Sarah van Herpt who helped get the project started. A huge thank you to Bridget Brox for all her running in and out of the enclosures and sitting out in the rain with me for hours watching the birds do absolutely nothing. She also went out of her way to create an online survey to help with the data recording, which made my life so much easier when it came to analysing the videos.
I would also like to thank my family for always believing in me even when I wanted to give up. They have always been so supportive and have listened to me ramble on about kea even when I'm sure they weren't interested. A special thank you to my aunty and uncle, Karen and Peter Trotter, who let me stay at their house during my travels between Palmerston North and Wellington. My friends have also been an amazing support crew through this time. They have been cheering me on even when I felt like I was getting nowhere. Lastly thanks to the kea at Wellington Zoo who put up with me staring at them and putting strange devices in this enclosure – they made this research so much fun.
This research was approved by the Massey University Ethics committee (protocol number 16/26) and the Department of Conservation (authorisation number 48716RES).
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TREE Home Page
Welcome to the Trans-Canadian Research and Environmental Education website, done in partnership between the Mistik Askiwin Dendrochronology (MAD) Laboratory and the Canadian Light Source (CLS) , both on the University of Saskatchewan campus in Saskatoon, Saskatchewan. We acknowledge that the campus is situated on Treaty 6 Territory and the Traditional Homeland of the Métis. This program is offered with the generous support of (a program of Natural PromoScience Sciences and Engineering Research Council of Canada).
With the TREE program, students from across Canada can be part of a national research program to study the environmental history of their own community. The (studying tree growth) and the MAD Lab CLS Education (studying chemistry) are able to look at trembling aspen tree cores team and the soil surrounding the tree to analyze the chemical composition and connect that information to a timeline of environmental events that have impacted your community. Through resources originally written to connect to grade eight curriculum, students will learn about the life and nutrient cycles of trees, apply that knowledge to decipher information about the environment captured in tree rings, and the nutrients in soil by working through modules and activities designed to engage students in the areas of science, technology, engineering, and mathematics (STEM), and social studies with Indigenous perspectives. You can check out these Teaching by clicking on the them in the left menu or . Resources download them here If you are interested in adapting these resources to fit your grade level or subject area, we welcome the opportunity to work with you! Check out our i as well! nstructional videos
Participation
Participation in this program requires that you commit to helping your students discover the environmental history of your community (constructing a timeline), registering with us to schedule delivery of equipment, collecting and sending to us at least 2 trembling aspen tree cores with associated soil samples according to instructions and the timeline you have created, and then sending the kit, samples, and timeline back to us. There is no cost!
Contact Info
MAD Lab
Website: http://www.madlabsk.ca/
Phone: ([REDACTED_PHONE]
Website: https://www.lightsource.ca/education.html
Phone: ([REDACTED_PHONE]
Email:
Email:
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Carol C. Kuhlthau is professor emerita of Library and Information Science at Rutgers University, where she directed the graduate program in school librarianship, rated number one in the country by *U.S. News & World Report*. She is founding director of the Center for International Scholarship in School Libraries at Rutgers University, where she serves as senior advisor. Her other published works include Libraries Unlimited's *Seeking Meaning: A Process Approach to Library and Information Services*, second edition, and *Guided Inquiry: Learning in the 21st Century*. Kuhlthau is internationally recognized for her groundbreaking research on the information search process and the ISP model of thoughts, feelings, and actions in six stages of information seeking and use.
Leslie K. Maniotes, PhD, is an educational leader in the Denver Public Schools. A National Board Certified Teacher with 11 years of classroom experience, Maniotes has also worked as a Teacher Effectiveness coach and a K–12 literacy specialist in rural and urban Title One schools. She received her doctorate in curriculum and instruction in the content areas from the University of Colorado, Boulder, and master's degree in reading from the University of North Carolina. She is a nationally reputed educational consultant on the Guided Inquiry approach leading teams to improve learning and inquiry design through integrating workshops and coaching. Her other published works include Libraries Unlimited's *Guided Inquiry: Learning in the 21st Century*.
Ann K. Caspari is education specialist at the Smithsonian Institution's National Air and Space Museum and director of a professional development program for preschool teachers in the District of Columbia Public Schools on inquiry science for young learners. With more than 20 years of experience in museum education, Caspari has worked in diverse institutions such as the National Building Museum in Washington, D.C., Calvert Marine Museum in Maryland, and the Paul Revere House in Boston. She was senior museum educator at the Smithsonian Early Enrichment Center for nine years where she led professional development seminars for educators and museum professionals in using museum resources with young children. Caspari is coauthor of *Guided Inquiry: Learning in the 21st Century*. | web | http://wp.comminfo.rutgers.edu/ckuhlthau2/wp-content/uploads/sites/185/2016/02/AboutAuthors-GID.pdf | 0.485526 | {
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INSTRUCTIONS: BLOCK PRINTING WITH LATEX
FIRST WEEK:
2. Look at modern artists: Escher, Keith Herring and Shepard Fairey.
1. Research ornamental design by looking into other cultures. Some suggested cultures could be African, Aboriginal Australian, American Folk Art, European Baroque, or Art Deco and Art Nouveau.
3. Get photocopies of visual ideas that interest you and post them in your book.
5. Remember, your research journals must have all pages numbered and dated.
4. Do some sketches of ideas based on your research or just on your own inclination.
1. SECOND WEEK
3. Choose one of your designs to use in a block print. Cut out the design with lino-cutting tools and experiment with printing it. (hot tip: you can rub the pencil sketch against the latex and the drawing will transfer.
2. Trace around the shape of a latex block several times in your art journal and design ideas within the rectangles. You can use your own ideas or an idea you have discovered in your research.
4. Continue to design blocks and cut them out. Try printing them in different color combinations. Experiment with overprinting and in changing the directions of the prints
6. Pull up the YouTube tutorials I've listed at the bottom of this page
5. Try a reduction print.
THIRD WEEK
2. Come up with strategies for your final work.
1. Develop a reduction print in three stages of cuts. Do this with at least three designs.
3. Produce a series of printed papers and/or images for cards.
Keep all process and research in your process journal. Annotate using the vocabulary words given for the unit and use the words in the correct context.
Printing using the blocks takes experimentation and practice. Keep all of the work you do, even what does not turn out like you want it to. This is an excellent opportunity to annotate and describe what you are learning.
Check out these online resources: (copy and paste addresses in your browser) https://www.behance.net/gallery/19392339/Repeating-Pattern-Block-Print https://www.youtube.com/watch?v=vpW3DASgAZE
https://www.bing.com/videos/search?q=make+a+book+cover+with+glue+and+decorative+paper&&view=det ail&mid=4E1DE8EF22CF8075429E4E1DE8EF22CF8075429E&&FORM=VRDGAR&ru=%2Fvideos%2Fse arch%3Fq%3Dmake%2Ba%2Bbook%2Bcover%2Bwith%2Bglue%2Band%2Bdecorative%2Bpaper%26qp vt%3Dmake%2Ba%2Bbook%2Bcover%2Bwith%2Bglue%2Band%2Bdecorative%2Bpaper%26FORM%3 DVDRE | web | https://artcanary.com/wp-content/uploads/2022/09/INSTRUCTIONS-BLOCK-PRINTS-ON-LATEX-5.pdf | 0.440069 | {
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Everyone has "Supports" at Work
Basic ideas
* Success on the job requires knowing when and how to ask for help. Everyone needs "supports" on the job.
* Some workers with disabilities have paid staff to support them at work.
* These formal supports can come from job coaches, personal care assistants, or employment consultants.
* Informal supports come from people who help out but are not paid.
* Informal supports can come from co-workers, trainers, mentors, supervisors, or volunteers.
* All supports play a part in making sure a person has what they need to do a good job.
What can you do next?
* Develop a "script" that you can use to tell others what supports you might need in a workplace.
Want to learn more?
* How to Speak Up and Be Heard http://z.umn.edu/speakupbeheard
* The 411 on Disability Disclosure http://z.umn.edu/disabilitydisclosure
* Make Work a Part of Your Plan website https://mpccp.umn.edu/Employment
This series was made possible through funding provided by the Minnesota Department of Human Services (MDH) to the Research and Training Center on Community Living, Institute on Community Integration, at the University of Minnesota for the MN Person-Centered Change Projects (MPCCP). The University of Minnesota is an equal opportunity employer and educator.A graphic of a brick layer laying bricks. The bricks read, supervisor, family, PCA, co-worker, job coach, mentor, volunteer, boss, friendResearch and Training Center on Community Living logoMinnesota Department of Human Services logo | web | https://rtc.umn.edu/docs/Supports.pdf | 0.433137 | {
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3D morphometric analysis of fossil canid
3D morphometric analysis of fossil canid skulls contradicts the suggested domestication of dogs during the late Paleolithic
Whether dogs were domesticated during the Pleistocene, when humans were hunter-gatherers, or during the Neolithic, when humans began to form permanent settlements and engage in agriculture, remains controversial. Recently discovered Paleolithic fossil skulls, Goyet dated 31,680 +/− 250 YBP and Eliseevichi MAE 447/5298 dated 13,905 +/− 55 YBP, were previously identified as dogs. However, new genetic studies contradict the identification of these specimens as dogs, questioning the validity of traditional measurements used to morphologically identify canid fossil skulls. We employ 3D geometric morphometric analyses to compare the cranial morphology of Goyet and Eliseevichi MAE to that of ancient and modern dogs and wolves. We demonstrate that these Paleolithic canids are definitively wolves and not dogs. Compared to mesaticephalic (wolf-like breeds) dog skulls, Goyet and Eliseevichi MAE, do not have cranial flexion and the dorsal surface of their muzzles has no concavity near the orbits.
Morphologically, these early fossil canids resemble wolves, and thus no longer support the establishment of dog domestication in the Paleolithic.
Download
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Direction: Each of the questions or incomplete statements below is followed by four suggested answers or completions. Select the one that is best in each case and then completely fill in the corresponding circle on the answer sheet.
1- In the first half of 19th c, the critics advised the would-be writers to write about all the following themes EXCEPT:
1. American Indian Legends
2. Stories of colonial battles
3. Celebrities of American Revolution
4. North and South civil war
2- Which literary figure is credited with the invention of the genre of historical fiction?
1. Sir Walter Scott
2. Catherine Maria Sedgwick
3. Walt Whitman
4. Emily Dickenson
3- Christian Schussele, working in 1863, has a painting, Washington Irving and His Literary Friends at Sunnyside which was popular in late 19th c. What seems to be the weak point of this painting?
1. It excludes many male writers who are now among the most important
2. It excludes all women writers even the most famous ones
3. both A and B
4. It includes a number of notable writers who spent time in Irving's study room
4- Why was the creation of a national book-buying market for literature delayed in the U.S?
1. The economic interests of publishers and writers were not the same
2. American writers preferred to publish their works in the East
3. The copyright law was effective only for the foreigners
4. The British writers had international protection but not American writers
5- The writers of 19th c lived with the paradox that the idealistic nation is implicated in continuing national sins. What is NOT among these sins?
1. The genocide of American Indians
2. The enslavement of blacks
3. Executive War against Mexico
4. The War of Independence
6- Under the influence of German "Higher Criticism", Emerson gradually became skeptic towards Christianity but developed a faith in .......
1. revealed religion
2. individual moral sentiment
3. Biblical miracles
4. Intuitive reason
7- Which one of Emerson's works was directed to a popular audience and established his lasting reputation?
1. Nature
2. Essays
3. Conduct of Life
4. Representative Men
8- Which statement is NOT true about Ralph Waldo Emerson's *Nature*?
1. First it was published anonymously in 1836
2. It is a major work in American Transcendentalism
3. It is a major work in American Romanticism
4. Because of its heresies, *Nature* built Emerson's famous literary reputation
9- According to Emerson, when is a man in the solitary mood?
1. When he reads and writes
2. When he is not in the society of people
3. When he is retired from his chamber and from his society
4. When he is with no one
10- Which one is NOT among Edgar Allan Poe's works?
1. Tamerlane
2. Tales of the Grotesque and Arabesque
3. The Narrative of Arthur Gordon Pym
4. Little Ferns for Fanny's Little Friends
11- What is the source of much of the melody of "The Raven" by Edgar Allan Poe?
1. Alliteration
2. The use of dissimilar sounds
3. Abundance of spondaic feet
4. Assonance
12- Henry David Thoreau's *Walden* is a very famous work because..........
1. It discovers the primeval nature of The Main Woods
2. It is a liberating book and a basic book on how to live wisely
3. It teaches the principles that a good citizen should obey
4. It is the product of a single literary and passionate impulse
13- According to Henry David Thoreau in "Resistance to Civil Government", which government is the best?
1. which governs least
2. which governs most
3. which operates according to justice
4. which operates according to consciousness
14- Henry David Thoreau in "Resistance to Civil Government" explains that the true place for a just man and the only place for a free man in a slave-state is.......
1. Connecticut
2. Prison
3. The very state itself
4. Abroad
15- What is the theme of Walt Whitman's prose work, *Democratic Vistas*?
1. celebration of American land and its heroes
2. identification with Jesus Christ
3. a passionate look to democracy and democratic literature in America
4. the personal memories of an American who remained alert to nature and his mind
16- Walt Whitman's *Leaves of the Grass* (1855) mostly deals with ..................
1. the history of America
2. what American legislators should do
3. celebrating American heroes
4. what a poet should write about
17- Which one of the following works is NOT written by Herman Melville?
1. *White Jacket*
2. *Redburn*
3. *Typee*
4. *Anatomy of Melancholy*
18- Herman Melville wrote this book to "express the agonies of the growth of human psyche even while enthralling readers with the romantic and ethical perplexities attending on young Glendinning's discovery of a dark maiden". What is the title of this book?
1. *Pierre*
2. *Mardi*
3. *Mosses from an Old Manse*
4. *The Isle of the Cross*
19- In Herman Melville's *Moby Dick*, why does Captain Ahab start the sea voyage with Ishmael?
1. To provide valuable oil for lamps because kerosene was not yet available
2. To take revenge of the enormous old whale
3. To teach Ishmael the basics of whale hunting
4. To discover the essence of his own nature
20- In 1870 the U.S. population was 38.5 and by 1910 it increased to 123 millions. What was the reason of the increase of population during such period?
1. Industrialization of the country
2. Changing to rural life and farming
3. Immigration
4. World War I
21- In which work, does Mark Twain use a number of regional dialects?
1. Adventures of Huckleberry Finn
2. Old Times
3. The Mysterious Stranger
4. Following the Equator
22- When Adventures of Huckleberry Finn opens, where is Huck living?
1. In a barrel
2. In the streets
3. With Aunt Polly and Tom
4. With Widow Douglas and Miss Watson
23- Henry James often advised novelists to "dramatize, dramatize, dramatize." What does he mean by this sentence?
1. the author should become invisible in the novel, he should not be the controlling narrator
2. the author should tell about different events rather than show what is going on
3. the author should not compress or intensify his narrative because this provides the opportunity for ambiguity
4. the subjectification of narration or the involvement of author's personality in narrative
24- What is the subject matter of Stephen Crane's short story "The Open Boat"?
1. insurrection against Spain's presence in Cuba
2. it is based on the real event of a ship sinking and studies people's emotional responses when they are under pressure
3. it is based on Crane's memories of New Jersey and studied the hard conditions of the have-littles who live in slums
4. criticism of New York police
25- Jack London's involvement and commitment to socialism can best be seen in .......
1. The People of the Abyss
2. The Call of the Wild
3. The Sea Wolf
4. Daisy Miller
26- The United States entered World War I in....... and in favor of ..........
1. 1914 / Germany
2. 1917 / England and France
3. 1920 / Russia
4. 1917 / Germany
27- A literary motif in African American literature written between 1914 and 1945 and even beyond that date is......This motif is clearly seen in William Faulkner's Intruder in the Dust and Harper Lee's To Kill a Mockingbird.
1. American Civil War
2. Conflict of political parties
3. The unfair trial of a minority
4. Migration
28- In the new school of poetry founded by Ezra Pound, the poet presents an object directly without using ornate diction and complex verse forms of traditional poetry. What is this school?
1. Impressionism 2. Expressionism 3. Decadism 4. Imagism
29- In William Faulkner’s …………there are fifty-nine sections of interior monologues by fifteen characters, each with a different view of reality. The narrative is organized around the loss of a beloved woman; a mother.
1. As I Lay Dying 2. The Sound and the Fury 3. The Big Sleep 4. Soldier’s Pay
30- In his famous work…………Ernest Hemingway depicts Jake Barnes who finally finds ideal in the rich tradition of Spanish peasant life, especially bullfighting.
1. Men without Women 2. The Sun Also Rises 3. A Farewell to Arms 4. The Fifth Column | web | https://sv.20file.org/pnu/pdf/f2/10425.pdf | 0.485775 | {
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customer spotlight
Greenware ® Success Stories
Harriet Resnick, Vice President of Visitor Experience and Business Development at the Chicago Botanic Garden, shares the Garden's Greenware ® success story.
When did you start using Greenware ® products and why?
We started using Greenware ® at the Chicago Botanic Garden in June of 2008. We chose to use Greenware ® at the Chicago Botanic Garden because there is an entire movement happening toward the use of compostable products. As a conservation organization, our role is to educate consumers and to show them where the world is moving.
What attracted you to Greenware ® ?
Greenware ® is one of the more attractive compostable cups available on the market. Other compostable products have a rough texture or a bad taste, whereas Greenware ® products look and feel like plastic. While we are an education-based, conservation organization, we also pride ourselves on using products that are high-quality and beautiful, reflective of our gardens.
What reaction have you seen from consumers at the garden regarding Greenware ® ?
Consumers love the Greenware ® products. And they enjoy the education that comes along with understanding the product as well. With almost 900,000 visitors to the garden each year, Greenware ® certainly gets a lot of visibility.
Do you have plans to compost Greenware ® in the future?
Yes, thanks to new laws in Illinois, it is easier for us to compost. We have plans to have a hauler pick up our food scraps and our compostable products. Then, we'd like to be able to use that high-quality compost back here within our garden programs. | web | http://www.fabri-kal.com/wp-content/uploads/Cust_splght_ChicagoBotanicGarden.pdf | 0.496176 | {
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Level :2ASS
Juin 2015
Third Term English Exam
Time: 02h00
At two minutes to noon on September 1 st , 1923, the great clock in Tokyo stopped. Tokyo Bay shook as a huge rug had been pulled from under it. Towering above the bay, the 4,000 meter Mount Fuji stood above a deep trench in the sea. It was from this trench that the earthquake came, at a magnitude of 8, 3 on the Richter scale.
The sea drew back for a moment. Then, a huge wave swept over the city. Boats were carried inland, buildings and people were drugged out to sea. The tremors dislodged part of a hillside which gave way, brushing trains, stations and bodies into the water below. Large sections of the sea-bed sank 400 meters; the land rose by 250meters in some places and sank in others. Three massive shocks wrecked the cities of Tokyo and Yokohoma, and during the next six hours, there were 171 aftershocks.
The casualties were enormous, but there were also some lucky survivors. The most remarkable was a woman who was having a bath in her room at the Tokyo Grand Hotel. As the hotel collapsed, she and her bath gracefully descended to the street, leaving both her and the bathwater intact.
Part One: A/- Reading Interpretation: (7 pts)
1) - Choose the best title to the text:
a- A Lucky Woman.
b- A Storm in Tokyo Bay.
c- A Devastating Earthquake.
2) - Say if these sentences are true or false according to the text:
a- The earthquake happened during the day.
b- The earthquake started in the city.
c- The first three shocks were followed by a great number of aftershocks.
d- There were few victims.
3) - Answer the following questions according to the text:
a- Which cities are damaged by the earthquake?
b- What happened to the land and the sea-bed?
4) - What or who do the underlined words refer to in the text:
It (§1) =…………………. Who (§3) =……………………….
Page 1/2
Web site : www.ets-salim.com
/[REDACTED_IP] : الفاكس- Tel-Fax : [REDACTED_IP] :
B/- Text Exploration: (8 pts)
1) - Match each word with its corresponding definition:
2) - Complete sentence (b) so that it means the same as sentence (a).
1-a- The journalist asked the seismic expert: "What do you mean by mitigation?" b- The journalist ………………………………………………………………………………..
2-a- My mother told me: "Turn off the gas valve if you want to avoid sparking fires or explosions in case of an earthquake".
b- My mother………………………………………………………………………………………………
3-a- You have to take some preventive measures to reduce disasters.
b- Some………………………………………………………………………………………………………
4-a- You shouldn't panic during an earthquake.
b- You……………………………………………………………………………………………………………..
3) - Ask questions on the underlined words:
a- The earthquake was devastating.
b- We should work together to promote a culture disaster prevention.
4) - Fill in the gaps with words from the following list:
Earthquake- prevent- precautions- damage- warning- dangers.
An ……………… is a major natural disaster that strikes at any seismic region at any time without a ……………… As we can’t predict or…………… an earthquake, we should mitigate i-e be ready for this disaster so that we reduce its…………………. and save lives. We should take particular …………………. before, during and after an earthquake in order to limit the material …………..and the loss of human life.
5) - Classify the following words according to the pronunciation of their final "ed": occurred- collapsed- landed- saved.
Part Two: Written Expression
Using the following notes to tell a story about a natural disaster that hit your town recently:
-A beautiful sunny day.
-Seven on Richter scale.
-Many casualties.
-Quick arrival of rescuers.
-Solidarity among people.
-Foreign aid.
-Government program to reconstruct towns/ villages.
Web site : www.ets-salim.com/[REDACTED_IP] : الفاكس- Tel-Fax : [REDACTED_IP] :
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ALERTING ALL
An unprecedented disease is threatening corals in the Caribbean
It attacks stony corals and scientists are calling it 'Stony Coral Tissue Loss Disease'
The coral disease is water-borne and may spread through contact. The situation is urgent but corals are resilient if given the chance and the right conditions for their growth and survival –
let's help protect the ocean.
Help stop the spread
Dive on healthy reefs before diving infected reefs
Rent gear locally so you don't spread the disease
Pathogens can survive on dive and snorkel gear. Dive and snorkel gear can transfer disease among reefs and internationally.
FL
BAH
JAM
USVI
USVI
Where is the disease occurring?
LC
BVI
Poster Design: Deviate Design, Bonaire
A partnership between:
MORE INFORMATION
www.agrra.org/coral-disease-outbreak
CAY
Healthy Stony Coral
Sick Stony Coral
Decontaminate your gear
for 1 day to solution in sun
break down
TCI
then dispose
SXM
EUX
GLP
DR
PR
Photo left: K. Marks, right: A. Bruckner | web | https://doe.ky/wp-content/uploads/2021/01/DoE-Advisory-SCTLD-Decontamination-AGRRA-flyer.pdf | 0.434865 | {
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Message Study Guide
(Scriptures & quotes from this week's message are available on thorncreek.church/live)
Warming up
1. What is your Christmas Day Tradition?
Digging Deeper & Application
Take your time reading the scripture given. If possible look up the verses in different versions and pause at each verse and discuss it.
2. Please read Luke 1:57-66.
3. What do you think was the most difficult for Zechariah during his nine months of not being able to talk?
a. What would be most difficult for you?
b. What do you think you would learn during your nine months about yourself…about others…about God?
4. What changes do you need to make for God to be worshiped in the cathedral of your mind?
5. When you speak, what conclusions do you think people make about your character, faith, and views of life?
6. Has God ever answered a prayer of yours, "immediately?" Please share!
7. Why do you think people were in awe of Zechariah?
a. What was the last awe-moment you had in your life?
b. Did it have a lasting affect or change your perspective of life or relationships?
8. When was the last time you were keenly aware of the presence of God?
a. Are you still aware on a daily basis?
b. Does it change your view of life today? How so?
9. How often do you praise God with your mouth?
a. When was the last time you opened your mouth to praise God?
Application
Below are some of the points or quotes shared in the message.
Discuss how they apply to your life.
* God knows if you have worshiped Him in the cathedral of your heart and mind.
* God wants us to learn faithfulness through the circumstances of our lives.
* The most powerful thing you can do with your mouth is praise God.
* We live in an awe-deficient world right now.
* People lack awe because they lack awareness of God.
* God welcomes you to explore him and learn to enjoy his presence. | web | https://thorncreek.church/sites/default/files/small_group_guides/Faith_%26_Doubt_-_The_Prophecy.pdf | 0.42747 | {
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THURSDAY, 11 TH WEEK
HOW TO PRAY
Matthew 6: 7-15
The Lord's Prayer is reported in two gospels, Matthew and Luke. In Matthew, Jesus prefaces it by advising us not to use many words, or babble formulae as the pagans did. Why did Jesus say this?
It was pagan practice to bombard the gods with formulae, to induce them to be favourable to humankind. You still see this way of praying in certain circles and groupings of prayer today. The point Jesus is making in this Gospel is that we should not be praying in that mechanical way. Our heavenly Father cannot be persuaded; neither can he be manipulated by heaping up endless petitions. Rather, Jesus teaches us to surrender to whatever God wills.
What Jesus wants us to want most are three things:
a) uphold God's glory,
b) openness to the coming of God's kingdom,
c) and the doing of God's will.
We don't need to spend all our energies just asking for what we want. We should pray for what God wants. We ought to acknowledge our dependence on God for our basic needs — for food for the day, for forgiveness, for strength to go on living.
If at all the Lord's Prayer is powerful, it is for sure powerful in its simplicity. As such it is not simply one prayer among many; it is an iconic teaching on how to pray. | web | https://www.stjosephsmalvern.org/j/homilies/FrNaz-Reflection-Thurday-18062020.pdf | 0.429126 | {
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FOR IMMEDIATE RELEASE
June 1, 2012
15 Year Old Social Activist Lives Life Without Shoes To Raise Awareness About Child Poverty
Toronto, Ontario – 15 year-old Bilaal Rajan has everyone kicking off their shoes and going barefoot to help raise awareness about child poverty.
June 1st is International Children's Day, and Rajan is participating in an annual event he launched three years ago called the Barefoot Challenge, where he lives life without shoes for the day to raise awareness about child poverty worldwide.
"I've visited countries in Africa and met with hundreds of children who walk miles every day barefoot to fetch water, work on their farm lands, and even go to school," says Rajan. "I thought of what life would be like to live without something we take for granted: shoes!"
The challenge is quickly gaining momentum. Hundreds of people from all over the world have signed up to the Barefoot Challenge Facebook page. "This year's Challenge is going to be bigger than ever," says Rajan.
Since 2001, Rajan has been instrumental in raising millions of dollars for various causes. He has been an official Youth Ambassador for UNICEF Canada since 2005, and in 2008 became a published author of the best-selling book Making Change: Tips from an Underage Overachiever.
Rajan is asking Barefoot Challenge participants to raise awareness and contribute to their children's charity of choice or to donate to UNICEF Canada. "This initiative is a call to action," he says. "And when people ask me why I don't have shoes, I'll remind them that millions of children throughout the world don't either."
For more information, visit his website at www.makingchangenow.com.
###
Sean Cain, Executive Assistant for Bilaal Rajan ([REDACTED_PHONE] [REDACTED_EMAIL] www.makingchangenow.com | web | http://makingchangenow.com/media/BarefootChallengePressRelease2012.pdf | 0.478095 | {
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Bob Sleigh's Update!
Bob Sleigh has been using his magic powers to move around the school again this week. He has been keeping an eye on us and spread some holiday cheer1 Let's find out what he has been up to this week.
In Singapore , he was hiding under a huge pile of balloons and the children loved completing a candy cane hunt around the classroom. In year 6, he had got in a spot of bother with the North Pole police as he had escaped from Alpinecatraz for stealing chocolate buttons. Luckily the children found him hiding in the cupboard . After that, he was found making pizzas in nursery but left a terrible mess and then moved the 2– year olds unit and made a mess in there too with snowballs. What a naughty elf! He got himself into a bit of a sticky situation in Portugal when he was trying to decorate the classroom for the children. Another busy week for Bob Sleigh , where will he be next week?
Beech Hill Christmas Fayre
Monday 17th December, 3:15 - 4:30
Come along and enjoy! Have lots of fun!
Games
Stalls include:
Card making
Bun making
Hook a Duck
Food Stalls
And lots more!
Mehndi
Hand writers of the week:
Year 6- Anvesha Argawal
Twitter
Please follow us on twitter @beechhillsch
Beech Hill School Mount Pleasant Avenue Halifax HX1 5TN
Website: www.beechhillschool.co.uk
Email: [REDACTED_EMAIL]
Year 1 Bankfield Museum Trip:
As part of History Week last week, Year 1 went on an Old Toys Workshop at Bankfield Museum. They learnt about all different types of toys that are around today, stretching right back to the Victorians. Children made a timeline, grouped them and had a play with a range of toys from Sooty and Sweep to a Steretrope ! They looked at how the materials used to make toys has changed and picked their favourite one to draw. A fantastic time was had by all!
CHRISTMAS FAYRE
We're Online:
Please come and join us after school 3.15pm Monday 17th December in the Hall
We are introducing an online booking system for our future Parents Evening and Afterschool Clubs. A booking link will be sent to you by text and you can have your booking made within seconds!
Inform the school office if you are not receiving text messages or if you have recently changed your number.
Head Teachers's forum
Friday 21st December: Last Day of Term Head Teacher's Forum with Mrs Hussain
Come and join Mrs Hussain for a coffee and talk at 9:00– 9:45 about the successes of the year so far as well as discuss any issues or ideas you may have to improve the school further.
Diary Dates
Wednesday 12th December
- Y6 visit Bankfield Museum
Thursday 14th December
- Nursery and Reception performance for parents
- Year 5 Visit Summerfield House
Monday 17th December
- Y3/4 Christmas Party
-Christmas singing in the hall
- Christmas Fayre
Tuesday 18th December
Christmas Dinner Y5/6 Christmas party
Wednesday 19th December Y1/2 Christmas party
Thursday 20th December
- Year 1 performance for parents
- Lower School Treat
Friday 21st December
- School closes at 1.10pm
-Upper School Treat
Christmas Performances
Nursery and Reception performance'A Snowman at Sunset' on Thursday 13th December at 2pm
Year 1 - New Zealand, Portugal and Fiji
perform ' A Victorian Christmas Concert' on Thursday 20th December at 2.30 pm
After School Clubs
New clubs start Friday 11th January 2019. There will be no clubs week beginning 7th.
Kitchen Menu
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GPT-3
Hung-yi Lee 李宏毅
GPT-3
Language Models are Few-Shot Learners
Tom B. Brown*
Benjamin Mann*
Nick Ryder*
Melanie Subbiah*
Jared Kaplan†
Prafulla Dhariwal
Arvind Neelakantan
Pranav Shyam
Girish Sastry
Amanda Askell
Sandhini Agarwal
Ariel Herbert-Voss
Gretchen Krueger
Tom Henighan
Rewon Child
Aditya Ramesh
Daniel M. Ziegler
Jeffrey Wu
Clemens Winter
Christopher Hesse
Mark Chen
Eric Sigler
Mateusz Litwin
Scott Gray
Benjamin Chess
Jack Clark
Christopher Berner
Sam McCandlish
Alec Radford
Ilya Sutskever
Dario Amodei
OpenAI
GPT-3 has 175B parameters!
(10 times larger than Turing NLG)
假設 ELMO 的參數量是長 30 公分的尺
GPT-3 的參數量大約是 ELMO 的 2000 倍
那麼 GPT-3 比台北 101 還高
GPT-3 是來自於暗黑大陸的模型
Reading the OpenAI GPT-3 paper. Impressive performance on many few-shot language tasks. The cost to train this 175 billion parameter language model appears to be staggering: Nearly $12 million.
...I'm not sure if it's even possible for the 175B model to be distributed in a reasonable manner.
The size of the 1.5B GPT-2 model was about 6GB on disk, which would imply that the 175B model is at least 700GB!
The ELMo paper? 15 pages.
BERT? 16 pages.
GPT-2? 24 pages.
T5? 53 pages.
GPT-3?? 72 pages! arxiv.org/pdf/[REDACTED_PHONE]...
A model that can read text
Pre-train
Text without annotation
Model
Task-specific data with annotation
Fine-tune
Task Specific
Task Specific
Model
Model
Model
GPT 系列的野望
第一部分：詞彙和結構
本部分共 15 题，每題含一個空格。請就試題冊上 A、B、C、D 四個選項中選出最適合題意的字或詞，標示在答案紙上。
例：
It's eight o'clock now. Sue _______ in her bedroom.
A. study
B. studies
C. studied
D. is studying
正確答案為 D，請在答案紙上塗黑作答。
**In-context Learning**
**Few-shot Learning**
(no gradient descent)
1. Translate English to French:
- sea otter => loutre de mer
- peppermint => menthe poivrée
- plush girafe => girafe peluche
- cheese =>
**One-shot Learning**
1. Translate English to French:
- sea otter => loutre de mer
- cheese =>
**Zero-shot Learning**
Aggregate Performance Across Benchmarks
- Few Shot
- One Shot
- Zero Shot
Accuracy vs Parameters in LM (Billions)
Average of 42 tasks
Closed Book QA
TriviaQA
Accuracy
Parameters in LM (Billions)
Fine-tuned SOTA
Zero-Shot
One-Shot
Few-Shot (K=64)
SuperGLUE Performance
- **Human**
- **Fine-tuned SOTA**
- **Fine-tuned BERT++**
- **Fine-tuned BERT Large**
- **Random Guessing**
SuperGLUE Score
- **Zero-shot**
- **One-shot**
- **Few-shot (K=32)**
Billions of Parameters in LM
In-Context Learning on SuperGLUE
- **Human**
- **Fine-tuned SOTA**
- **Fine-tuned BERT++**
- **Fine-tuned BERT Large**
- **Random Guessing**
Number of Examples in Context (K)
Few-shot GPT-3 175B
Human ability to detect model generated news articles
Accuracy (%)
Number of parameters (log scale)
A "whatpu" is a small, furry animal native to Tanzania. An example of a sentence that uses the word whatpu is:
We were traveling in Africa and we saw these very cute whatpus.
To do a "farduddle" means to jump up and down really fast. An example of a sentence that uses the word farduddle is:
One day when I was playing tag with my little sister, she got really excited and she started doing these crazy farduddles.
A "yalubalu" is a type of vegetable that looks like a big pumpkin. An example of a sentence that uses the word yalubalu is:
I was on a trip to Africa and I tried this yalubalu vegetable that was grown in a garden there. It was delicious.
A "Burringo" is a car with very fast acceleration. An example of a sentence that uses the word Burringo is:
In our garage we have a Burringo that my father drives to work every day.
A "Gigamuru" is a type of Japanese musical instrument. An example of a sentence that uses the word Gigamuru is:
I have a Gigamuru that my uncle gave me as a gift. I love to play it at home.
To "screeg" something is to swing a sword at it. An example of a sentence that uses the word screeg is:
We screeghed at each other for several minutes and then we went outside and ate ice cream.
Figure 3.16: Representative GPT-3 completions for the few-shot task of using a new word in a sentence. Boldface is GPT-3’s completions, plain text is human prompts. In the first example both the prompt and the completion are provided by a human; this then serves as conditioning for subsequent examples where GPT-3 receives successive additional prompts and provides the completions. Nothing task-specific is provided to GPT-3 other than the conditioning shown here.
Context → Please unscramble the letters into a word, and write that word:
r e!c.i p r o.c a/l =
Target Completion → reciprocal
Zero-shot
One-shot
Few-shot
Accuracy (%)
Number of Examples in Context (K)
Context → Q: What is 17 minus 14?
A:
Target Completion → 3
Arithmetic (few-shot)
Accuracy
Parameters in LM (Billions)
ANLI Round3
Accuracy
Fine-tuned SOTA
Fine-tuned RoBERTa-Large
Fine-tuned BERT-Large
One-Shot
Few-Shot (K=50)
Random Guessing
We initially tried to address the issue of contamination by proactively searching for and attempting to remove any overlap between our training data and the development and test sets of all benchmarks studied in this paper. Unfortunately, a bug resulted in only partial removal of all detected overlaps from the training data. Due to the cost of training, it wasn’t feasible to retrain the model. To address this, we investigate in detail how the remaining detected overlap impacts results.
關於感情問題
所有關於感情的問題
一律建議分手
我一律建議分手
感情問題我一律建議分手
感情的問題
一律建議分手
I have to do a dissection for my high school class, but I’m distressed by dead animals. Last time we dissected an animal in class, I had a panic attack. I asked my teacher for another assignment, but she refused. I don’t want to play a ‘victim’ card, but I don’t know what to do. Help!
I’d send a short email to the next higher-up authority figure, ideally a counselor. Be forthright; it’s the best approach when self-advocating as a student.
Go to your teacher and say “I’m asking you to do a project that requires me to see dead animals. This is a dealbreaker.” If she doesn’t concede, tell your principal about your trauma.
Thanks! Helpful
?????? Not helpful
Turing Advice Challenge
% Frequency that model advice is preferred over best Reddit advice
- Model advice preferred
- Reddit advice preferred
| Model | Frequency |
|------------------------|-----------|
| TF-IDF Retrieval | 2.0% |
| Grover-Large (.3B) | 3.5% |
| Grover-Mega (1.5B) | 4.0% |
| T5-3B | 6.0% |
| T5-11B | 9.0% |
| Second-best Reddit advice | 40.0% |
Note: The chart shows the percentage frequency at which different models and methods prefer their advice over the best Reddit advice.
raster order
My Favorite Ones
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Annual Report 2009
SidEcole is still committed to the same partners: St. Moses, Reach Out, Kuddiza, Have Mercy (Uganda), Busia (Kenya), Tafika and Chiawa (Zambia).
For the second year round the increase of food prices on the markets has had a disastrous effect on thousands of families. A persistent and severe drought in the north-east of Uganda has made the situation even worse: the prices of a kilo of corn flour, eggs, bananas have almost doubled. SidEcole was able to react very quickly and for the first time has given nutritional support to 10 families since March in order to prevent young children from falling ill even more often and being absent from school due to undernourishment.
UGANDA Number of children girls/boys according to category of teaching
Almost 1000 children and young people have been provided with schooling: the aim of the project is to enable children to finish primary school. Some young students, mainly girls, continue their education in secondary schools, because they are more exposed to risks. Beside school fees and materials, uniforms, school meals (porridge made of millet, rice, beans, bananas, eggs), desks and tables have been financed.
This year the school results have been weaker, which, according to the teachers, is partly due to a lack of food. SidEcole also supports the Saturday activities (dancing, theatre, films, discussions, sports and games) during which advice on aids prevention and the young people's professional future is given. The "Child to Child" group has cleaned the roads of the slum, has given people information on hygiene and has taken part in the prevention of Aids. In the needlework classes at school the children have made cushions, shirts, shorts und dresses with patterns out of paper or bags used for concrete.
Some teachers follow courses in psychotherapy in order to understand and support children traumatized by their family situation.
The textile workshop (set up in 2008) has generated income which was used for repairs in the school. Unfortunately the sale of clothes suffered from the competition with Chinese merchants who have set up shop in slum areas and undercut the local prices.
KENYA
The budget has helped 119 children, all residents of the orphanage ( school fees and materials, uniforms, shoes, sweatshirts and 2 meals a day) and 53 other orphans living in host families .The textile workshop, set up with SidEcole funds in 2009, has made a small profit of about 200$, which has been
reinvested in the breeding of chickens since spring 2009 : they went from 5 chickens to 35 and then to 300 in December. The workshop functions thanks to mending jobs, orders and above all the uniforms for the school. It is hoped that the financial dependency will eventually diminish with these activities, which is a difficult problem in the case of an orphanage, as it is inconceivable to use children as workforce!
ZAMBIA
The Tafika programme has come to and end. In 7 years, 24 students have finished their education or training : 17 have successfully finished secondary school, 1 has become an electrician, 3 mechanics, 1 a carpenter, 3 teachers and 1 a doctor.
In the area of the Lower Zambezi SidEcole has provided 139 uniforms with the logistic help of Chiawa Camp.
The programme of aids prevention and health education has taken on a new shape: as the Aids pandemic can no longer be considered as the sole problem, it now deals with all aspects of daily life. To fight against Aids, young people must not only know about the illness, but also stop accepting it as something that is "common" or "normal". They need activities to keep them occupied and they need to believe in a possible future. Young people are made aware of this in 5 camps (at the Centres of the NGO Conservation Lower Zambezi), these camps are followed up by regular visits to the village schools. A drama competition between the schools on the subject of health and relationships between young people met with great success. Some young people now play an active part in group discussions with their peers in the villages. With these activities SidEcole encourages young people to believe that a different life is possible.
Anna Mary 20 years old
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Do 3 Things for Canada to Celebrate our Country's Birthday!
Date: Wednesday, January 11, 2017
For Immediate Release
VICTORIA, BC — Imagine if every Canadian did three things for their neighbourhood, their nation, and their world this year. This would equate to more than 100 million acts of community building. To celebrate Canada's 150th, Canadians are invited to give a gift of three things — three acts of service, large or small, to help their community. The City of Victoria is joining the 3 Things for Canada initiative to mark Canada's 150 th birthday this year.
"We are honoured and excited to be participating in a national campaign that inspires acts of community service to mark Canada's 150 th ," said Mayor Lisa Helps. "We invite Victoria citizens to do three things to support or improve their neighbourhood in 2017 and inspire others to do the same."
3 Things for Canada is a national campaign created by the Mayor's Civic Engagement Committee of The City of Calgary after a challenge from Mayor Naheed Nenshi to get all Canadians to become more involved in their communities.
"I am thrilled Victoria is joining us in our birthday gift to the nation," said Mayor Nenshi. "If everyone just thinks about what they are passionate about and what they can do to help and then does just three acts of service, we can change the world."
Examples of what people may choose to do include holding a neighbourhood BBQ or block party, getting to know neighbours at a coffee gathering, initiating a little library on a local street, volunteering for a non-profit organization, bringing a hot lunch to a senior in need, and more. Citizens are encouraged to be creative as they do these acts of service for their neighbourhood, their nation, or the world.
In addition to doing three acts of service, citizens are asked to share these good deeds and spread the word, whether it's posting a photo, video or comment on the 3 Things for Canada Facebook page, using the hashtag #3ThingsforCanada on Twitter, Instagram and Facebook, or sending a digital postcard to a friend.
In October 2016, Mayor Naheed Nenshi visited Victoria to participate in the Victoria Foundation-led panel discussion Wellness Matters: A Dialogue on Connection, Belonging and the Power of Well-being, moderated by Mayor Helps at the Victoria Conference Centre. At the event, Mayor Nenshi spoke of the success of his 3 Things for Calgary volunteer-based campaign, on which the 3 Things for Canada national initiative is based.
For more information, visit: www.victoria.ca/3thingsforcanada and www.ThreeThingsforCanada.ca
For More Information:
Mayor Lisa Helps [REDACTED_PHONE] | web | https://www.victoria.ca/assets/City~Hall/Media~Releases/2017/2017Jan11_MR_Do%203%20Things%20for%20Canada%20to%20Celebrate%20our%20Country's%20Birthday.pdf | 0.427909 | {
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Week beginning 30.10.2023
STAR moments
Last week’s Golden Lunch was awarded to:
6P: Jannath 6H: Sabrin 6R: Shayaan
This week’s Happy Leaves are awarded to:
6P: Yasin, for improving the quality of his work and using a range of key vocabulary in his outcomes. Yasin has been working particularly hard to take more ownership of his learning and is now quick to settle down and complete the tasks set. His work ethic has improved and he is producing some great work.
6H: Skye, for her fantastic learning behaviour and positive relationships across the term. Skye is someone who takes ownership of her learning, making sure to participate and focus during lessons, and uplifts those around her. Fantastic job.
6R: Ivan, for the brilliant respect and maturity he shows in his prefect role. Ivan faced some challenging children this week and he responded to that problem like a true prefect and mature year 6 student.
P.E is on Thursday so please come to school dressed in your P.E. kit with black trainers.
Our new topic this half term is...Media Mayhem
In Reading, we will be reading a range of fiction and non-fiction texts based around Ancient Greece and answering a range of comprehension questions based around the texts.
In English, we will be learning how to write news reports as news reporters including a range of writing techniques to engage and entertain the audience.
In Maths, we will be learning how to multiply and divide using the written method.
In Science, we will be learning all about electricity. We will conducting experiments by creating circuits and finding out how the correlation between voltage and power.
In RE, we will be exploring the importance of religious leaders and their roles within their religion.
In Computing, we will be learning how to create VLOGs based on Alexander the Great.
In D&T, we will be learning how to make Greek buildings and structures using a range of materials.
Secondary School Applications for September 2023
Please read the prospectus to find out how to apply for a secondary school place. Look out for the Open Days on p8-9.
https://www.newham.gov.uk/schools-education/admissions-secondary-school/
Secondary school admissions
Apply online for a place by registering and creating a password at: www.eadmissions.org.uk
Application deadline:
Tuesday 31st October 2023.
Over to you…Homework
This week, you will be given SATs Companion logins to keep at home. If you haven’t done so already, begin to use SATs Companion regularly to develop and improve your Reading, Grammar and Maths. You could start by consolidating some Year 5 topics and then move onto Year 6 topics. Your teachers will be assigning tasks for you to complete. https://app.satscompanion.com/login
Keep in touch!
Email: [REDACTED_EMAIL]
Twitter:@Star_Primary
Website: https://star.newham.sch.uk/
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Ladbergen -- No Mountains To Work Off The Cookies
The town of Ladbergen is kind of a misnomer. You see, bergen in German means mountains. Yet, there isn't a mountain to be found in this town of around 6,500 people that's about 20km north of Münster. Heck, there ain't even any big hills around here.
Oh, goody, I won't have to break into singing "Ain't no mountain high enough." ;-)
While some German towns are overloaded with half-timbered houses, medieval churches, festivals and markets — Ladbergen's claim to fame is food.
— Top Areas Of Interest
History
Webcams
Gunzenhausen
Sigmaringen
Great, I love food. Wait, let me be more specific. I love most food. There's just no way I'm gonna try the Töttchen. Don't let me stop you if you're on some culinary adventure (or got a cast-iron stomach), 'cause the stuff is made with calf tongue, and all the other… Nevermind, let's just say it originally was a "poor man's dish," which usually didn't include more expensive T-bone cuts.
I will, however, take the Eisenkuchen. Yummy cookies and/or wafer sticks that look like an Italian pizzelle. When you roll them right they make a great ice cream cone.
After eating a good walk around Ladbergen is in order. On the Marktplatz is the 19th century Lutheran Church; and there is a Local History Museum in town too.
From here you can visit the Schuhmachermuseum (Shoemaker Museum), the Galerie Strathworks with paintings & sculptures, the Volkstheater offering all sorts of performances, and the Königs Backes, which is the oldest building in Ladbergen, built in 1624. The Getreidemühle (Grain Mill) Erpenbeck is much younger, built in 1840.
1 / 2
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MyGermanCity.com
Find your place in Germany. http://www.mygermancity.com
Still need more exercise to work off those cookies? The Waldsee is a swimming lake, with camping, a tennis court, and soccer field. The lake is the venue for the big Pentecost/Whit Monday celebration.
Sometimes it's best to feed others instead of yourself, the Wildfreigehege Nöttle Berg has a feeding zoo, and gives you a chance to see wild animals like wolves and bison. Seems like the perfect place to hold the Bärenfest (Bear Festival) every summer.
No exotic animals are found in Ladbergen's Friedenspark (Peace Park), just the human and canine variety. Doesn't matter to me, so long as I don't have to share my Eisenkuchen. ;-)
2 / 2 | web | https://www.mygermancity.com/ladbergen?format=pdf | 0.428904 | {
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Most East Enders, as well as many other Americans, have heard the WW-II story of how Germans "invaded" Long Island. The night of June 12, 1942, a young Coast Guardsman, 21-year old John Cullen, was walking his patrol along the beach in Amagansett when he saw lights ahead. Thinking that they were fishermen nightfishing (prohibited during the war for obvious reasons), he confronted 4 men dragging materiel up the beach. During the exchange, young Cullen realized that they were German saboteurs and, being out-numbered, turn heel and ran 3 miles back to his base, starting what turned out to be a full scale investigation by US forces. The team was captured, as well as a parallel operation in Ponte Vedra, FL, within two weeks. All thanks to a member of US Coast Guard Forces who was walking the beach. (In fact, Cullen received a personal Thank-You and handshake from J. Edgar Hoover.)
Back to the Future, With Maritime Domain Awareness
O by VINCENT T. PICA, II
Flotilla Commander, 18-06 (1SR) - United States Coast Guard Auxiliary responsibilities for everything else – marinas, boat ramps, dive shops – wherever the private boater congregates. Nationwide, the Maritime Domain Awareness (MDA) Program has been implemented and is in full swing – by car, plane, boat or on foot…
how we conduct "business" under our protocols, procedures and training. We also committed to conduct some on-the-water training together during the warmer months – towing procedures, search and rescue and the like.
Strolling Along…
While we don't have to worry about Nazi U-boats off of Long Island anymore, the Nation is at war in every sense of the word. And the US Coast Guard has implemented a rigorous program, not unlike young Cullen's foot patrol 65 years ago, called Maritime Domain Awareness for US Coast Guard Forces to implement. The 'regulars' have primary responsibilities for high-value assets – fuel depots, ferry stations and the like – and the auxiliarists have primary
Sixty-four years and seven months to the day, back on February 12 of this year, USCG Auxiliarist Kevin Osterbery of Center Moriches was conducting an MDA patrol, on foot. He was, as all auxiliarists are trained to do, keeping his eyes and ears open. With the winter tides at an especially low "dead low", Kevin spied an object sticking out of the mud off the beach abutting Moriches Bay. It was a weapon. Kevin called it in and started a process that will lead
Tide Table March 27 - March 31
Why?
Under procedures which govern USCGAux members, our first point of contact in any case of uncertainty or emergency is the nearest USCG station through its radio watch stander to the Officer of the Day or higher. We don't dial "911", so to speak. So, why meet with local police forces?
Simple. Just as in John Cullen's day, we all are in this together and thus must know and respect each other. As Benjamin Franklin wrote to the Continental Congress in 1776, "We must, indeed, all hang together, or most assuredly we shall all hang separately."
to even more interaction between USCG Forces and local police forces in on-the-water activities.
The Monthly Flotilla Meeting
The monthly flotilla meeting on March 8th for Auxiliary Flotilla 1806, East Moriches, had some special guests that night. Joining US Coast Guard Forces for the evening were members of the Suffolk County Police, Westhampton Beach Police and Department of Environmental/Divisions of Law Enforcement. Specifically, our honored guests were:
Thomas Martorano LT. SCPD Raymond Dean Chief WHBPD Dallas Benger LT. DEC./DLE John Stanton SGT. SCPD-Marine
Don Moore PD SCPD-Marine Mark Simmons ECO DEC/ DLE
Ronald Brockmann II PO S.C. Park Police
Todd J Smith ECO DEC/ DLE In addition to our monthly business which had to be attended to, we presented the USCGAux MDA system and procedures to our guests and engaged in Q&A with each other to better understand
BTW, if you are interested in being part of USCG Forces, email me at [REDACTED_EMAIL] or go direct to MaryJo Cruickshank, who is in charge of new members matters, at [REDACTED_EMAIL] and we will help you "get in this thing…" | web | https://atlanticmaritimeacademy.com/images/ssp-mda.pdf | 0.48746 | {
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| 6.W.3 | Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. |
|-------|------------------------------------------------------------------------------------------------------------------------------------------|
| | a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. |
| | b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. |
| | c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. |
| | d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. |
| | e. Provide a conclusion that follows from the narrated experiences or events. |
**Production and Distribution of Writing**
## Research to Build and Present Knowledge
| 6.W.9 | Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 6 Reading standards to literature.
b. Apply grade 6 Reading standards to informational text and nonfiction. | Teacher-directed |
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___________________
Electric Shielding
It turns out that when you put a charge on a conductor, the charge will distribute itself on the surface of the conductor so that there is no electric field inside the conductor – even if there is a huge electric field just outside the conductor. In order to do this, charge tends to concentrate on edges and especially points.
3. What was the demo to show that charge piles up on edges and points?
4. Imagine that a sphere and a cube each have a large negative charge on them. Show how the extra electrons would be distributed on each shape.
5. Why is the van de Graaff generator a big sphere?
6. Charge will build up on the van de Graaff generator until the electric field just outside the generator is about 400,000 N/C, which is a pretty big field. What is the field inside the generator?
7. Air is actually a pretty good electrical insulator. However, if there is an electric field bigger than about 400,000 N/C, what happens to air?
8. Putting a big conductor in an electric field causes the free electrons on the conductor to move around and rearrange themselves. After they move around, what is true about the electric field inside the conductor?
9. What is meant by the term Electric Shielding?
10. At the Museum of Science, the person running the lightening show is in a metal cage. Why does that keep them safe?
11. If you are in an accident, and live electric wires fall on your car, what should you do?
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ELMER'S COLOURFUL DONCASTER CHRISTMAS
13 Nov 2024 - 27 Jan 2025
ACTIVITY PACK
Elmer ©2024 David McKee. Licensed by Andersen Press Ltd.
visitdoncaster.com/ElmersArtParade
Make an Elmer garland decoration
- Copy this activity sheet multiple times onto card and cut out the elephant and ear templates.
- Punch holes where indicated.
- Decorate the elephant and ear shapes using paint, colouring pencils, felt tips and crayons. Try making your designs as colourful as possible; you can find inspiration in the first Elmer story and *Elmer’s Special Day*.
- Fold the ears along the tab and glue onto each elephant shape.
- String the elephants together using a long piece of ribbon or string and hang them on the wall.
MAKE AN ELMER CHRISTMAS CARD
HAPPY CHRISTMAS!
Make an Elmer tree decoration
- Colour in Elmer’s patches on each of the four templates. Make him as colourful as possible!
- Write the corresponding letters on the back of the templates (this will be very useful later!) Then cut carefully around all 4 templates.
- Apply glue to the blank sides of each template, leaving a gap at the very top of each one.
- Stick the sections marked A together, making sure all the edges match up. Repeat the process with sections B, C and D. Your Elmer should now be able to stand up!
- Fold a piece of ribbon or string in half and place a small piece of sticky tape over the ends. Then insert it into the gap at the top where you did not use any glue. Pinch it together to make sure the string sticks.
ELMER’S DICE GAME!
This game is suitable for two players. Each player should choose a picture and take turns to roll the dice. Match the number to the colours below your picture and colour all patches with that number. The first to colour Elmer wins the game!
Celebrate Christmas with Elmer
Find more fun activities at Elmer.co.uk
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Together: A Food Safe America.
Who We Are.
The only nonprofit in the U.S. dedicated to reducing the rate of foodborne illness through consumer food safety education.
years of experience in bringing together federal agencies and the private sector to collaborate on science-based messaging and to support health and food safety educators.
We are NOT an association. We are a collaborative of thought leaders.
We save lives without routine federal funding, so we rely on industry and public health organizations to make this work possible.
The Problem We are Addressing:
million Americans will experience food poisoning each year.
Salmonella is the leading cause of bacterial illnesses in children under 5, accounting for approximately 60% of hospitalizations and deaths.
billion in costs are associated with foodborne illness throughmedical expenses, lost productivity, and death.
2018 study shows 97% of people are not properly washing their hands before meal prep
IMPACT
Serve 13,000 health and food safety educators nationwide.
Educators reach 8.5 million people a year using our free, evidence-based materials.
Our messages of safe food handling reach people BEFORE they enter the food industry workforce, providing a basic understanding and appreciation for food safety.
Save Lives by helping families and individuals understand the steps they can take to reduce the risk of foodborne illness.
Examples of Our Activities
O U R
AUDIENCE
We primarily serve13,000 health and food safety educators (BAC Fighters) nationwide, rural and urban.
We support them in their efforts to reach home cooks.
They reach families and individuals through community based events like health fairs, nutrition education classes, local food safety trainings, and are often the first point of contact on food handling questions.
OUTREACH METRICS
14,000 total social media followers
1.8 million fightbac.org visitors (new) annually
13,000 educators who we communicate with weekly, and reach 8.5 million U.S. consumers
28 contributing partners who leverage their networks
6,516 webinar registrants in total in 2018
205 million reached in our direct consumer campaign, Story of Your Dinner
2019 PFSE Partners | web | http://www.fightbac.org/wp-content/uploads/2019/04/About-Us_PFSE.pdf | 0.485896 | {
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Trinity Academy
Ninth Grade Summer Essentials
June 2017
Fine Arts' Electives' Supply List
Choir
Art
Drama
1" black binder, 3-hole folder
(with dividers for music)
Boys: black dress shoes & socks
Girls: black, closed-toe dress shoes,
1.5" heel or less
Sketchbook purchased through school in August
(new students only)
1" binder
(with pockets for handouts)
Paper, pencils
| | Core Classes’ Specifics List |
|---|---|
| | *Use this list to set up binders and get ready for class!* |
| Biology | |
| Humanities (History/English/Literature) | |
| Biblical Worldview | |
| Logic II | |
| Math (All courses) | |
| Foreign Language: Spanish | |
| Foreign Language: Latin | |
Please be prepared to discuss your summer reading books on the first day of school. You may also be assessed on the basics of the book(s): setting, main characters, plot, and themes. | web | http://trinityacademy.com/wp-content/uploads/2015/02/Summer-Ninth-Grade-Essentials.pdf | 0.425242 | {
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} | 50d33ab4453c2205a2207dbccd7a5df7fccc89338d28f7e7e025368dbc0e5522 | ||
Lecture Note 1
1 Info
1.1 General Introduction
1.1.1 Course website
link
1.1.2 Time
Mon 7:00 p.m. to 9:30 p.m.
1.2 Data Science Algorithms
* The story of Cholera outbreak
1.3 Data sources plentiful
* Monitoring of environment
* Cheap sensors
* Traffic lights
* Safety concerns - videos
1.4 Storage / Analysis / Stream processing
1.5 Textbook
Mining of massive Datasets by Leskovec, Rajaraman, Ullman. link
2 Notion of Algorithm running time
There are abundant resources about it on the Internet. Please search "big O notation" on your favourite search engine. Here is a nice tutorial: link.
3 Streaming
3.1 Dynamic Graphs
A dynamic graph is basically a graph that is subject to a sequence of updates. One common case for dynamic graph is that vertices are known before hand, but edges come in a stream.
3.2 Google
* web crawl
* thanksgiving recipes
* indexing web
4 Bonferroni Principle
link
* 1 billion population (10 9 )
* Each person on average goes to a hotel 1% of the time (1 day in 100)
* Each hotel holds 100 guests: #hotels is 10 5 (why ?), since each day 10 7 people go to a hotel and there are 10 5 hotels needed to hold them
* Access 3 years of records (1000 days)
* Look for people who on two different days went to the same hotel
4.1 Calculation
Assume random behavior
* Prob of deciding to go to a hotel is 0.01 = 1/100, picking hotel at random
* A and B both decide to go th a hotel on the same day is 1/10 4
* Chance of visiting a hotel again is 10 -18
* n choose 2 = n 2 /2
* How many events mistake we flag?
– pairs of people is 1/2 (10 9 ) 2 = 5 * 10 17 – pairs of days is 5 * 10 5 ( 1/2*1000 2 )
* Suspicious events
```
– #pairs * #pairs-of-days * prob – 5*10 17 * 5*10 5 * 10 -18 = 250,000
```
5 Random Sampling
5.1 Stream
5.2 Windows
* webtraffic
* traffic through a router
* Reservoir sampling of a single item
6 Hashing function?
Intuitively speaking, we can think of a hash function as randomly throwing a dart onto a map, but ensures that the same input will be hashed at the same position
6.1 Estimate the number of distinct elements
For each coming input x, remember the smallest or largest h(x) we have seen. Intuitively speaking, the more darts we have, the more likely we have some large h(x). From this h(x), we can estimate the number of distinct elements. | web | https://www.cs.umd.edu/class/spring2018/cmsc644/lecture_notes/1.pdf | 0.486945 | {
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} | 3f11cdad1644c2dd063966f15fe532093e387aea2e781d96ad6668e66a0dad5b | ||
Ungroup Objects
Ventilator
Water
New
Open...
Save
Cut
Copy
Paste
Duplicate
Undo
Redo
Record Macro
Play Macro
Atmosphere
Edit Object
Paint
Ecosystem
Select
Select By
Wireframe Color
Alignment
Flip
Frame
Zoom In
Zoom Out
Toggle Views
Show
Color Picture
Animation
Select
Render Area
Primitive
Shapes
Text
Standard
Terrain
Procedural
Terrain
Plant
Edit Selected Object
Edit Material
Edit All Materials
Load Material
Preview Option
Preview Color
Hide From Render
Ignore object when
populating with Ecosystem
Pan Camera
Move camera back/forth
Rotate Camera
Rotate Camera
Camera focal
View Display Options
Quick Render
Display last render Color
Display last render (Alpha)
Display last render (Depth)
Post render options
Save displayed picture
Drop Objects
Lights
Metablob/
Hyperblob
Boolean
Difference
Group Objects
Load Object
Planet
Metacloud
Rock
List all Shapes here:
List the two Lights here:
Scatter/Replicate | web | http://blogs.glnd.k12.va.us/kbachmann/files/2012/08/vue9.5Toolbar2.pdf | 0.453369 | {
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What your landlord must do
Your landlord is always responsible for repairs to:
- The property's structure and exterior
- Heating and hot water
- Basins, sinks, baths and other sanitary fittings including pipes and drains
- Gas appliances, pipes, flues and ventilation
- Any damage they cause by attempting repairs
- Electrical wiring
Your landlord is usually responsible for repairing common areas, e.g. staircases in blocks of flats. Check your tenancy agreement if you're unsure.
Your responsibilities
You should only carry out repairs if the tenancy agreement says you can. You can't be forced to do repairs that are your landlord's responsibility.
If you damage another tenant's flat, e.g. if water leaks into another flat from an overflowing bath, you're responsible for paying for the repairs.
If your property needs repairs
Contact your landlord if you think repairs are needed. Your landlord should tell you when you can expect the repairs to be done. You should carry on paying rent while you're waiting.
If repairs aren't done
Contact the Housing Options team 01204 335900. The Council will be able to take action if they think the problems could harm you or cause a nuisance to others. | web | https://www.bolton.gov.uk/downloads/file/1088/repairs-as-a-tenant | 0.498305 | {
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LIVING ON A BUDGET - PRIORITIES
NEEDS VS. WANTS - PUT YOUR PRIORITIES IN ORDER
UNDERSTANDING AND DETERMINING THE DIFFERENCE BETWEEN A NEED AND A WANT IS THE FIRST STEP TO CREATING A BUDGET THAT WORKS
NEEDS COME FIRST
* Physiological: food, shelter, clothing, healthcare
These are financial obligations that must be met each month. Needs are the items we need to for our survival: physical and financial.
* Societal: transportation, communication (digital age)
* Financial: loans, credit cards
WANTS
* Enjoyable: entertainment, clothing, communication
These are the items and events in your life that you have more control over in regards to the amount spent, or not spent, each month.
* Savings: more than what is left over at the end of a month, this should be a item on your budget- more on this later.
SOME ITEMS MOVE FROM A NEED TO A WANT AS THE SPENDING INCREASES
Be honest with yourself. Ask yourself: is this something I can't live without (literally not figuratively)? If the answer is yes then it is a Need. If the answer is no, then you might have to put it back on the shelf for a later date.
PRIORITIZE YOUR NEEDS AND WANTS IN ORDER OF WHAT IS MOST IMPORTANCE TO YOU
Remember the NEEDS are at the top of the list. The items at the bottom of your list are the items that you can live without- at least for a short period of time. These are the items that will get trimmed when you are "over budget".
CATEGORIZE YOUR NEEDS AND WANTS INTO LABELED GROUPS THAT ARE MEANINGFUL TO YOU
* Your Entertainment category might contain movies, going out with friends, and going to shows. You might only spend money on some of these individual activities once or twice a year, but as a whole, the category could have activity every month.
Categories make it quicker to monitor and evaluate our average spending rather than specific, detailed activities.
Some of your categories may contain both Needs and Wants (clothing) and that's okay. The important thing is to know which expenses are Needs and which are Wants. Some common categories include:
* Clothing, Health and Personal Care, Entertainment, Leasure
* Housing, Transportation, Food
* Miscellaneous, Savings | web | https://alberta.college/wp-content/uploads/2023/03/Roden-Priorities.pdf | 0.453537 | {
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STEVE GEHLHAUSEN
Unexpected Dream Come True: Steve Serves and Protects His Town
Graduate: Class of 1993Occupation: Police Officer By Felicia Gehlhausen, Spring, 2010
Serving the town of Dale, Steve Gehlhausen works to keep peace and well-being among the people. From traffic control to making arrests, Steve-recently promoted to sergeant-has enjoyed the past four and a half years working for the Dale Police Department. One may wonder why someone would choose a career like this. When asked why he chose this career he humbly answered, "I want to make a difference in peoples' lives." Joining the Dale Police Department in 2005, Steve has done just that.
High school creates numerous responsibilities; Steve had the added responsibility of becoming a father to his daughter the summer before his senior year. To support his new infant daughter, he held a full-time job while in high school. Inspired by his father, Steve became interested in becoming a police officer his senior year. Steve graduated from Forest Park in 1993.
Following his high school graduation, Steve married his high school sweetheart, Becki Atkins, on July 10. Because of financial reasons, Steve chose to enter the work force out of high school. Steve began working at Kimball following his senior year of high school. While working, Steve began taking classes for a criminology degree at VUJC. He continued working at Kimball until an opportunity came to him. The town of Dale searched for another police officer. Steve applied and thankfully received the career of his dreams. Graduating with marksmen honors at the Indiana Law Enforcement Academy in Plainfield, prepared Steve for his new career.
Dramatically diverse, Steve's days on the job can consist of traffic accidents, arrests, domestic disputes, or patrolling traffic. Finding his job rewarding, he enjoys being a police officer; however, this career does come with some downfalls. Undesired work hours take away from time spent with his family which consists of his wife, his 17 year old daughter, and his 11 year old daughter.
After experiencing tough situations in his life, Steve gives this advice: "Every teenager has problems; know that there is always someone there that is willing to listen or help. Find that person and ask for help." Also for anyone interested in becoming a police officer, he recommends, "Becoming a police officer makes it difficult for someone with plans of having a family. I find it extremely difficult being away from my family."
Through his example, we all have something to learn from Steve. He is proof that no matter what obstacles appear in your life, you can still achieve them if you have enough aspiration. | web | https://www.sedubois.k12.in.us/userfiles/127/Profiles/STEVE%20GEHLHAUSEN.pdf | 0.504774 | {
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Canine Empty Nesters – Missing the Kids
Guelph, ON
Dogs are highly intuitive and sensitive animals. If they have a close bond with a family member who is moving away for college or university, the dog will often go through some behavioural changes as a result.
While our canine companions may not understand the full extent of human absence, they do seem to understand the emotional feeling of missing someone who is no longer a part of their daily lives. For dogs, often it is the change of routine, as well as the absence of the person's sensations (sight, sound, smell) that easily convey that something is very different.
Andria Gordon is a Registered Veterinary Technician (RVT) who is specializing in the field of Behaviour. Andria says that all dogs are unique individuals, and not all will exhibit the same signs of "missing" a family member. However, the most common signs are:
* listlessness/clinginess
* lack of energy
* loss of appetite
* weight loss
"Anxiety and stress can present themselves in a variety of ways," Andria explains. "Signs to be aware of are things such as whining, panting, fidgeting, barking or pacing."
Dogs understand the emotional feeling of missing someone who is no longer a part of their daily lives.
Andria recommends that families provide as much structure and predictability as possible for the dog. Keep feeding and walking times consistent, as well as sleeping areas.
"If the children were involved in the daily feeding and walking, I recommend family members share these duties prior to the kids' departure, so that the routine isn't changing all of a sudden for the dog," Andria says. "Remaining family members should provide comfort by spending more time with the dog."
Increasing enrichment during the transition period can also be helpful. Consider play dates with other dogs, adding feeding/activity toys, or short fun training sessions to keep the dog engaged.
How long a dog grieves varies by individual. Most dogs will adjust to their "new normal" over time with the support of the remaining family members. In many cases, there are happy reunions when their family members return home for the holidays!
Andria encourages changes to be incorporated gradually before the departure of the family member so that there is consistency for the dog and there is time to adjust to the new routine.
At the first sign of a decline in physical or emotional health, always consult your veterinary healthcare team to ensure that the signs of grief/loss are not masking a physical illness.
For more information:
Colleen McElwain Canadian Animal Health Institute ([REDACTED_PHONE] | web | https://cahi-icsa.ca/file.aspx?id=532ddcec-17a2-4d4b-ac30-0db3c04c12df | 0.437348 | {
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ORNAMENTAL FISH CULTURE
Unit I
Importance of ornamental fish culture
Design and setting up of fish tank:
Types, construction, accessories and maintenance of home aquarium
Aquarium plants and their uses.
Unit II
Popular tropical fresh water ornamental fishes and their characteristics
Live bearers – guppy, molly, platy and swordtail
Egg layers-fighter, gourami, angelfish, koi carp, zebra fish and red tailed shark A compatible group of fishes for home aquarium
Food and feeding: artificial feeds-making pelleted food – quantity and time of feeding.
Unit III
Fish food organisms: Culturing micro algae, zooplankton, tubifecid blood worms, brine shrimp.
Genetics and Biotechnology: Genetics of gold fish, koi carp, gupy and platy Diseases and treatment methods in brief: Ectoparasite – anchor worm and argulus, white spot, fin rot, mouth fungus, dropsy and velvet disease.
Unit IV
Breeding of aquarium fishes: Conditioning to breed, signs, mode of reproduction; breeding of gold fish, fighter, angel fish and barbs, breeding of live bearers; Care of the fry
Techniques for the genetic improvement of these fishes.
Unit V
Economics of Commercial farming:
Construction and Management of commercial ornamental fish farm: Structure, construction and types; costs and returns estimate
Setting up of an exporting unit: Collection, breeding and rearing unit;
Reconditioning of export stock: transportation techniques – oxygen packing, method of packing, anesthetics use, transport and export consignment
Text Book:
Ramanathan et at., 2000, Tropical freshwater ornamental fish culture, Department of fisheries farm management, Veterinary and animal sciences University, Tamil Nadu.
References:
1. Dey. V.K. 1995, Hand book of aqua forming, MPEDA India
2. Jameson, J.D. Srinivasan. A. and Venkataramanujam. 1995, Ornamental fish culture technology, TANUVAS publication Chennai
3. Jameson, J.D. and Santhanam. R. 1996, Manual of ornamental fishes and farming technologies Peejay, Thoothukkudi.
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СТРУКТУРА
ВСТУПНОГО ІСПИТУ ДО АСПІРАНТУРИ НАПРЯМІВ
ПІДГОТОВКИ 222 ‒ «МЕДИЦИНА», 221 ‒ «СТОМАТОЛОГІЯ», 091 ‒ «БІОЛОГІЯ» З ДИСЦИПЛІНИ «ІНОЗЕМНА МОВА»
1. Читання, переклад та анотування оригінального тексту на медичну тематику. Обсяг – 1500 др. знаків. Час виконання – 20 хвилин.
2. Лексико-граматичний тест. Час виконання – 15 хвилин.
3. Співбесіда іноземною мовою з викладачем на задану тему – 10 хвилин.
ЗРАЗКИ ЗАВДАНЬ
Зразок оригінального тексту на медичну тематику
Differential diagnosis of cerebral vasculitis
The progressive bilateral narrowing of the terminal internal carotid artery and the proximal segments of the middle and anterior cerebral arteries of Moyamoya syndrome associated with strokes and headache may be mistaken for cerebral vasculitis. The main pathologic finding in this disease is endothelial thickening due to cellular fibrous tissue which leads to progressive stenosis. There are no inflammatory signs in the vessel wall. As soon as the typical collateral network of small leptomeningeal and transdural vessels occurs, the diagnosis can be made based on DSA findings, but it may be difficult in early stages. If patients present with watershed infarctions, extra–intracranial bypass surgery may be considered to prevent further infarctions. We perform vessel biopsies routinely during these procedures in order to verify the diagnosis and rule out vasculitis [Krämer et al. 2008].
The diagnosis of Sneddon syndrome is based on the presence of fixed deep bluishred reticular skin lesions on the legs and body (livedo racemosa) in association with strokes. Histologic studies reveal a thrombotic arterial vasculopathy of medium-sized and small arteries. In 35% there is an association with antiphospholipid antibodies. MRI usually reveals rather large ischemic lesions with only few thrombotic vessel occlusions or normal DSA [Berlit, 2004a]. In young stroke patients who present with headache, multiple dissections of the craniocervical arteries should be considered. Cerebral autosomal dominant arteriopathy with subcortical infarcts and leucoencephalopathy (CADASIL) is an autosomal dominant disorder that leads to strokes and a progressive vascular encephalopathy in young adults.
Stroke may occur as a serious complication of sympathomimetic drugs including amphetamine, metamphetamine, ephedrine, cocaine, oxymetazoline and phenoxazoline.
While intracerebral hemorrhage is the most frequent complication of the use of sympathomimetic agents, ischemic stroke may occur as well. The angiographic pattern in these patients may resemble cerebral vasculitis almost in its entirety.
(Source: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3002614/)
Зразок лексико-граматичного тесту
Choose the correct option:
1. A. He looked tired, because he had worked at the laboratory all day
B. He looked tired, because he had been working at the laboratory all day
C. He looked tired, because he had working at the laboratory all day
D. He looked tired, because he worked at the laboratory all day
2. I am sure I would have regretted it if I to take the job.
A. would agree
B. did agree
C. would have agreed
D. had agreed
3. He to be an expert in haematology.
A. is told
B. is telling
C. is said
D. is saying
4. You'd better take these papers with you you need them for your meeting.
A. otherwise
B. as far as
C. unless
D. in case
5. I'll help you with your project you promise to do the same for me some time.
A. as long as
B. as well as
C. as far as
D. as good as
ГРАМАТИЧНИЙ МАТЕРІАЛ
Граматичний мінімум передбачає знання таких тем:
1. Речення. Порядок слів в англійському реченні.
2. Комунікативні типи речень. Розповідні, питальні та заперечні, питальнозаперечні речення.
3. Типи питальних речень.
4. Іменник. Однина та множина іменників. Присвійний відмінок
5. Артикль (a/an; the).
.
6. Займенник. Особові, присвійні, вказівні, питальні займенники. Неозначені займенники some, any, somebody, something, anybody, anything і заперечні займенники nо, nobody, nothing.
Кількісні займенники many, much, few, a few, little, a little. Неозначеноособовий займенник one. Підсилювальні та зворотні займенники.
7. Зворот there is, there are.
8. Слова-замінники.
9. Прикметник. Ступені порівняння.
10. Прислівник. Ступені порівняння.
11.Числівник. Кількісні та порядкові числівники. Дріб. Читання формул, хронологічних дат, позначень часу.
12.Прийменник. Прийменники часу. Прийменники місця. Прийменники руху.
13. Безособові речення.
14. Дієслово. Допоміжні та смислові дієслова, дієслово-зв'язка.
15. Спосіб (дійсний, умовний, наказовий). Система часів.
16. Часова система англійського дієслова в активному стані:
- Present, Past, Future Simple; Future Simple-in-the Past;
- Present, Past, Future Progressive; Future Progressive-in-the Past;
- Present, Past, Future Perfect; Future Perfect-in-the Past.
17. Часова система англійського дієслова в пасивному стані:
Present, Past, Future Simple; Future Simple-in-the Past;
-
- Present, Past Progressive;
- Present, Past, Future Perfect; Future Perfect-in-the Past.
18.Модальні дієслова та їх еквіваленти. Ознаки модальності to be + Infinitive, to have + Infinitive, shоuld + Infinitive. Модальні дієслова з перфектним інфінітивом.
19. Узгодження часів.
20. Пряма та непряма мова.
21. Умовні речення.
22. Безособові форми дієслова. Дієприкметник. Інфінітив. Герундій.
23. Основні суфікси іменників, прикметників, дієслів, прислівників.
Ввідні дієслова (see, hear, know, want...) як ознаки тричленної дієслівної конструкції з інфінітивом і її значення. Ввідний елемент (is said, is known...) як ознака суб'єктного інфінітивного звороту (Не is said to arrive soon) і його значення.
Найуживаніші суфікси, префікси англійської мови наукової літератури та їх значення. Основні суфікси іменників, прикметників, дієслів, прислівників.
Мінімум для оволодіння читанням передбачає подальшу автоматизацію вказаних явищ; основні випадки виразу модальності і використання форм умовного способу підмови даного фаху.
ЛЕКСИЧНИЙ МАТЕРІАЛ
Лексичний мінімум має включати загальновживану термінологічну лексику за фахом, а також так званий потенційний словник, який має бути сформований у процесі навчання у вищому навчальному закладі й який складається з:
інтернаціональних слів, подібних за виразом і таких, що збігаються за змістом в українській та англійській мовах;
відтворюваних похідних і складних слів, створених із знайомих морфем на основі вивчених словотворчих моделей.
Для роботи над літературою з фаху вступник також повинен знати найбільш уживані фразеологізми, скорочення і позначки, прийняті в науковій літературі.
Перелік тем для співбесіди
1. Introduce yourself (your family background, education).
2. Tell about your scientific interests (recent projects, planned research).
3. Describe your profession, its benefits and challenges.
4. Speak on your work experience.
5. Tell about your plans for the future.
6. Speak on the most significant breakthrough in your specialty. When did it happen? Why was it important?
7. Describe an interesting medical case you have recently worked with / read about, etc.
8. Describe the future prospects in your specialty. What will medicine have achieved in 10-20 years? What will scientists have discovered / invented by that time?
9. Describe the administrative framework of healthcare system in Ukraine.
10. Speak on the organization of practical health service in Ukraine.
11.Tell about the outstanding scientists in your specialty. What are they famous for?
12.Speak on your future PhD research, describe its relevance, theoretical and practical significance. Why have you chosen this particular topic?
13.Tell about a research paper relevant to your PhD topic which you have recently read.
14.Tell about your student's years. What research activities did you undertake as a student? When and why did you decide to enter the PhD studies?
15.How long have you been studying English? What do you enjoy most about learning English? Why is learning English important? | web | https://foreign-lang.pdmu.edu.ua/storage/common/files/lq49WwXhQAiyBWsvdP3QnP7XtExwRqqJM0YKQPCz.pdf | 0.421066 | {
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Making Sense Of Reading Music As A Beginner
article by Michael Smolens ©2021
Why were so many adults turned off to taking music lessons when they were young? The most consistent factor that I've observed is that there was such a heavy emphasis on reading music. If they were lucky enough to have experienced a more holistic introduction to music in which reading isvery graduallyintegrated (e.g. Orff-Schulwerk), chances are good that they had a positive initial experience with learning music. But this in no way represents the majority of people in this country. (Though Orff-Schulwerk is European in origin, it closely resembles the way that music is traditionally taught in West Africa — group classes that integrate singing, dancing, acting, and playing simple wind instruments, and tuned & untuned percussion well before any notation is introduced).
The issue of reading music too early is especially true of any youngster taking piano lessons. Sure, there will always be a small minority of children who can read two different sets of notes, in two different clefs, in two separate hands without difficulty. We're talking about averysmall minority . . .
Students learn most effectively when they work on one skill at a time. This is because each skill is multi-faceted. For example, reading even the simplest music involves two entirely separate abilities: locating rhythm and locating pitch. We're not even talking about different rhythms in different hands, more than one part in a hand, or that reading music is the only language that involves reading an alphabet forwards AND backwards! This combination of challenges is just assumed to be "normal" for a young person to take on.
Each skill needs to become solid enough to become a platform for other skills to anchor onto. Consider that we as humans have only had the written word for a relatively short amount of time compared to oral communication. This is why asking any beginning student to attempt reading, technique, and hand independence simultaneously is so counter-productive, and frankly disrespectful of how the brain and body absorb new skills.
It is far better to begin someone's reading skills byjust focusing on rhythm, starting with combinations of whole, half, and quarter notes, and then graduating to more complex subdivisions. The best system for this is called "rhythm notation", which is a hybrid of drum notation and traditional notation. Rhythm notation is ideal because there's absolutely no reference to pitch, so a student isn't distracted by pitch (or words, if they're reading songs or choral scores). Why work on rhythm first? It's because rhythm is so much more challenging than pitch to learn at first. The other advantage to getting exposed to this rhythm notation is that it prepares students for working with rhythm figures found in jazz and other non-classical styles.
Making Sense Of Reading Music As A Beginner - page 2
And how should students learn what the pitches are on the staff? This should also be doneseparately, without the distractions of pitch or text/lyrics. Typically, students learn how to identify notes by using an antiquated (and rather sexist) series of mnemonic phrases that represent each line and space of our five-line staff. This challenge is compounded by the fact that piano students need to learnboththe treble and bass clef. For example, the traditional mnemonic for the treble lines (E-G-B-D-F from bottom to top) isEveryGoodBoyDoesFine, while the spaces mnemonic (G-B-D-F-A from bottom to top) isGoodBoysDoFineAlways. Why are westillusing these ancient mnemonic devices? It is far better to have a student make up their own, personally relevant (and therefore, more memorable) phrase to learn the notes on both staves. When this is done separately from reading rhythms, then combining these two skills later is far more manageable and results in less stress and frustration in students. | web | http://secondsightmusic.com/Making-Sense-of-Reading-Music-as-a-Beginner.pdf | 0.449421 | {
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© ASSET ASU
TEACHER PAGE
Lesson: 3-D Cubes
Teacher-Author: Mary Jo Kelsey
ASSET Animator: (Tim) Sumongko Viriyaampaivong
New Arizona Math Strand 4 Geometry and Measurement Grade 3 Articulated 4M31-O2 Name concrete objects and pictures of three-dimensional solids (cones, spheres, prisms.) Three-dimensional figures first appear in grade 3. Old Arizona Math Standard 4 Geometry Foundations 1 Grades 1-3 4MF1-PO3 Identify three-dimensional figures by name and/or attributes.
Learning Objectives: the student will be able to: •Identify cubes as a 3-dimensional figure by name and attribute
Pre-entry: before this learning activity students should be introduced to specific geometrical vocabulary and concepts, such as, three-dimensional figure, square face, same/congruent, geometric shape, square, equal and line segment.
Modeling: Teacher presents lesson concepts. Students will work through numbers 1-4 (LOOK, SEE, TRY, and SHOW) on the left side of the screen.
Coaching: Students will read the section SAY WHAT? located at the top right side of the screen. This section reviews the concepts of three-dimensional figures, six square faces, and identifying same and congruent geometrical shapes.
Reflection: Students go to the SO WHAT? (ZZZZ) on the right side of the screen and considers different places where they find cube figures.
Exploration: Students go to the DIG DEEPER section on the right side of the screen to learn how to draw a three-dimensional cube without making it look flat.
Articulation: Students go to TALK ABOUT IT! on the lower right hand side of the screen. This section has a web-link students can go to the site click on activities and then click on the shadow activity. This is a short activity, which allows the student to determine the shadows of specific three-dimensional figures.
Follow-up:
For further investigation of three-dimensional objects, go to this site. The hands on activities can be printed or there interactive games.
http://pbskids.org/cyberchase/classroom/lesson7.html
Assessment:
Students will demonstrate their understanding of the identity of the cube as a threedimensional figure (SHOW).
Note: This lesson has English, Navajo and Spanish narrations and scripts. | web | http://www.asset.asu.edu/new/mathactive/pdf_tpg/60.pdf | 0.43516 | {
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RECYCLING:
Paper
* Christmas cards, non-foil gift wrap
* Junk mail, paper bags, envelopes, paper egg cartons, paperback and hard cover books (remove hard cover), phone books
* Newspapers, inserts, magazines, catalogues
* White writing and computer paper
Cardboard
* Flattened cereal and food boxes (remove and discard liner)
* Flattened corrugated cardboard boxes
* Flattened shoe boxes and brown paper bags
Metals (no loose lids: trap inside can or discard)
* Aluminum cans
* Aluminum containers, pie plates
* Clean tin cans
Plastics
* Rigid plastic containers
* Detergent, fabric softener bottles
* Empty windshield washer containers
* Household cleaner bottles
* Margarine, yogurt containers
* Shampoo and conditioner bottles
* Vinegar bottles
* Vitamin bottles
Notice: Due to new regulations, the following materials are no longer accepted as recycling: flexible single-use plastics (plastic bags, grocery bags, food wrap, etc.), glass, and Styrofoam TM . Please place these items into your garbage.
Reminder: Please take all refundable items (e.g. juice boxes, pop cans, milk jugs, wine bottles, etc.) to the bottle depot. All items must be free of liquid and food residue.
ORGANICS:
* Bones, meat, fish
* Bread, baked goods
* Coffee grounds, coffee filters
* Cooled, solidified grease
* Corn stalks
* Eggs, egg shells
* Facial tissue
* Flour, grains, dough
* Food scraps
* Fruits, vegetable peels
* Greasy pizza boxes
* Leaves, yard waste
* Microwave popcorn bags
* Paper cups
* Paper towel
* Pasta
* Pet waste, cat litter in compostable bags
* Plant material (limited soil)
* Pumpkins
* Rice
* Soiled paper
* Tea and tea bags
* Twigs
TIP: Is the item made from something that was once living? If yes, then it's organic!
GARBAGE:
* Air fresheners (non-aerosol)
* Dirty aluminum foil
* Bakeware, pots, pans
* Carpet (must fit inside cart)
* Ceramics, dishes
* Cigarettes
* Cleaning wipes (cosmetic and cleaning)
* Clothing (not reusable)
* Contact lenses
* Cotton balls (soiled)
* Crayons
* Dental floss
* Disposable diaper wipes and diapers
* Elastic bands
* Feminine hygiene items
* Flour bags (or any bag that has a lining)
* Foil wrappers
* Frozen juice cans
* Glass (or bring to Recycling Station)
* Incandescent light bulbs
* Latex products
* Make-up remover pads, Q-tips
* Meat trays/liners
* Metal rods, coat hangers
* Nails, screws, nuts, bolts
* Needles (in a sealed, hard container)
* Non-recyclable packaging materials (those without a recycle symbol)
* Paper clips, pens, pencils
* Pet food bags
* Pet waste in plastic bags
* Potato chip bags or containers
* Disposable plastic, grocery and sandwich, bags, food wrap
* SOS pads
* Toothbrush, toothpaste tubes
* Treated wood
* Utensils (not reusable)
NOT PERMITTED:
Oversized, hazardous and electronic waste is not collected at the curb. Please drop it off at Fort Saskatchewan's Recycle & Transfer Station, or bring it to a Hazardous and Electronic Waste Event.
* Batteries
* Branches
* Construction Debris
* Fluorescent bulbs
* Heavy/bulky waste including furniture
* Smoke detectors
* Paint
* Used oil
* Propane tanks
For a comprehensive list of items and waste not collected at the curb, download the 'Fort Sask Waste' app.
ACCEPTED ITEMS AT TRANSFER STATION:
Fees Apply
* General household waste
* Construction waste
* Furniture and mattress sets
* Appliances not included under the Alberta Recycle Management Authority
Free of Charge
For residents only. Station attendant reserves the right to limit quantity; charges may apply to non-residents or commercial waste.
* Recyclable paper, plastic, metal, glass
* Grass clippings, tree branches
* Large appliances and scrap metal
* Electronics (tv, cell phone, computers)
* Tires
* Limited hazardous waste (check website for details) | web | https://www.fortsask.ca/en/living-here/resources/Documents/Waste-Sorting-Guide.pdf | 0.419115 | {
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Smoky Mountain Bible Institute Geology 102 Our Planets context
Welcome back class. Astronomy (the study of stars) is a separate field of science, panning out and taking a broader look. However, it can be beneficial in understanding the Earth and its geology. It may seem a bit odd to start our study of what the Earth is made of in the vastness of space, but nothing exists in a vacuum, and that includes the Earth. A perfect vacuum is only theoretical, just like absolute zero is theoretical. The vastness of space is hard to fathom, and equally difficult to fathom is that all that space is full of particles— photons, gravitons, dark energy, and space dust. There really is no such thing as empty space. Space is full of particles of every size. The large spheres that burn are called stars and the ones that are not on fire are called planets. Meanwhile, moons, asteroids, comets and meteorites fill out the spheres, and particles and clusters inbetween. That being said, the universe is estimated to contain some 100 to 300 sextillion stars, and the number of planets is theorized to be even greater. Over 99% of the matter in the known universe is hydrogen and helium, leaving less than one percent of the rest to all the heavier elements (the stuff the Earth is made of): iron (32.1%), oxygen (30.1%), silicon (15.1%), magnesium (13.9%), sulfur (2.9%), nickel (1.8%), calcium (1.5%), and aluminum (1.4%); with the remaining 1.2% consisting of trace amounts of many other elements.
The current estimated age of the universe is 13.7 billion years, an estimate that is flawed, and leaves more questions than answers. The universe is full of young blue stars. It is posited that new stars are forming all the time. However, this has NEVER been observed. Not once! Planets like Neptune and Uranus have a high gravitational strength that is puzzling based on known rates of gravitational decay. If our Sun is billions of years old, it should currently rotate about once every three hours, but it currently rotates once every 25 days. Our sun is also relatively calm compared with most other stars, and when it does send out a flare or a CME, (coronal mass ejection), the radiation is absorbed and deflected by our magnetic field. This is what causes the phenomena called the aurora borealis.
There are other unique qualities of Earth found in no other (known) planet that make it uniquely habitable in accord with Isaiah 45:18 "He formed it to be inhabited!" Our Earth's 23.5 degree tilt does more than give us seasons—it provides the proper warming to give us two large temperate zones on either side of the equator, making most of the Earth's land surface habitable. Our Earth's size provides for proper gravity, with the abundance of water, and a moon to keep its oceans from becoming stagnant. These are all key ingredients to a perfectly balanced sphere in an otherwise chaotic universe. The question of whether or not there is extraterrestrial life is not addressed in Scripture. If God wanted to create life somewhere else, he certainly could have; but when we consider the little we know of this universe and its inhospitable and extreme hostility toward even the extremist of known life forms, it is statistically highly unlikely that life as we know it could exist anywhere else.
In understanding the physical nature of the Earth, early science first got many things wrong. Then it caught up with God's word, and finally in many cases, rejected God's truth and started creating its own. There are some interesting examples. Isaiah 40:22 "It is he who sits above the circle of the Earth" could be understood as saying sphere, as biblical Hebrew lacked the word sphere. However, the scientific community once held the Earth to be flat, and so too did the early church, but this was man's error, not God's or His word. Jeremiah 33:22 "the host of heaven (stars) cannot be numbered. Numerous ancient astronomers claimed to have identified all the stars. The last time this claim was made was by Ptolemy, and the number was 1100. Job 26:7 "He .... hangs the Earth on nothing." The scientific community once held that the Earth rode on the back of a large beast. 1 Corinthians 15:41 "star differs from star." Science once held that all stars were the same. It also once proclaimed that light was fixed, air was weightless, and wind blew only straight, Job 38:19-20 "Where is the way to the dwelling of light, and where is the place of darkness, that you may take it to its territory and that you may discern the paths to its home?" Job 28:25 "When he gave to the wind its weight and apportioned the waters by measure." Ecclesiastes 1:6 "....around and around goes the wind, and on its circuits the wind returns." Science once claimed that the ocean floor was flat, and that it was fed only by rivers, streams and rain. Jonah 2:5-6 "The waters closed in over me to take my life; the deep surrounded me;
weeds were wrapped about my head at the roots of the mountain" and Job 38:16 "Have you entered into the springs of the sea." Many of these references are poetic in nature, but they carry a strange knowledge of the way the world is when man had little or no understanding in this area of science. I'm just sayin;-)
Well, enough of our view from space. Next lesson we will start a discussion on rock types, plate tectonics, Ice Ages, and canyons & fossils, and we will do so in light of a world-wide flood—a perspective long since abandoned by those who think themselves more learned than God's word. Thank you for visiting the Institute. | web | https://unite-production.s3.amazonaws.com/tenants/splctn/attachments/177948/Geology_102_Our_Planets_context.pdf | 0.486279 | {
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Select Titles for African-American Texas History
Available at the Texas State Library and Archives Commission
The Bell Rings at Four: A Black Teacher's Chronicle of Change by Sandra M. Mayo and Elvin Holt 371.1 R561B Main Collection
Black Dixie: Afro-Texan History and Culture in Houston
by Howard Beeth
Z TA475.8 B393B
Texas Documents Collection
Black Leaders: Texans for Their Times by Alwyn Barr and Robert A. Calvert
920 B561
Main Collection
Black Texans: A History of African Americans in Texas, 1528-
1995
by Alwyn Barr
301.45196 B27 1996
Main Collection
Freedom Colonies: Independent Black Texans in the Time of Jim
Crow
by Bernadette Pruitt
Z TA475.8 P952ot
Texas Documents Collection
Black Women in Texas History
by Glasrud, Bruce A.
Z TA475.8 B561WO
In Search of the Blues: A Journey to the Soul of Black Texas
by John Mason Brewer
Z UA380.8 M668IN
From Slave to Statesman: The Legacy of Joshua Houston,
Servant to Sam Houston
by Patricia Smith Prather & Jane Clements Monday
923.2764 H818P
Austin's Rosewood Neighborhood
by Jane H. Rivera, PhD and Gilberto C. Rivera.
976.431 R524au
Acting Up and Getting Down: Plays by African-American Tex-
ans
by Sandra M. Mayo and Elvin Holt
Z UA380.8 AC84up
African-Americans in South Texas History
by Bruce A. Glasrud
Z TA475.8 G463af
African-Americans in Texas: A Lasting Legacy by the Texas Historical Commission H2000.8 AF833AM 2010 Texas Documents Collection
African-Americans of Houston by Ronald E. Goodwin 976.4141 G636af Main Collection
The Other Great Migration: The Movement of Rural
African Americans to Houston, 1900-1941
by Bernadette Pruitt
Z TA475.8 P952ot
The Battle for the Black Ballot: Smith v. Allwright and the
Defeat of the Texas All-White Primary
by Charles L. Zelden
342.7307 Z375b
Behold the People: R.C. Hickman's Photographs of Black Dallas,
1949-1961
by R.C. Hickman
976.42812 H528B OVER-L
As We Lived: Stories by Black Storytellers by Jakie L. Pruett with Everett B. Cole
[REDACTED_PHONE] P952A
A History of Fort Worth in Black & White: 165 Years of African-
American Life by Richard Selcer
Z N745.8 SE48hi
Search more: www.tsl.texas.gov/catalog | Learn more Questions?: [REDACTED_EMAIL] | [REDACTED_PHONE]
: goo.gl/yplWx1 | web | https://www.tsl.texas.gov/sites/default/files/public/tslac/ref/abouttx/Select%20Titles%20for%20African-American%20History.pdf | 0.472791 | {
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December 9, 2018
Scripture
Luke 3: 1-6
In the fifteenth year of the reign of Tiberius Caesar, when Pontius Pilate was governor of Judea,
and Herod was tetrarch of Galilee, and his brother Philip tetrarch of the region
of Ituraea and Trachonitis, and Lysanias was tetrarch of Abilene,
during the high priesthood of Annas and Caiaphas, the word of God came to John the son of Zechariah in the desert.
John went throughout the whole region of the Jordan, proclaiming a baptism of repentance for the forgiveness of sins,
as it is written in the book of the words of the prophet Isaiah:
A voice of one crying out in the desert:
"Prepare the way of the Lord, make straight his paths.
Every valley shall be filled and every mountain and hill shall be made low.
The winding roads shall be made straight, and the rough ways made smooth,
and all flesh shall see the salvation of God."
Our Scripture Reflection
St. Luke is a master teacher who is very organized and faith-filled as he writes about the traditions he has received from eyewitnesses about Our Lord Jesus. In today's Gospel text, he locates the advent of Jesus within the context of both the Jewish and Roman (Gentile) world. St. Luke wants his readers to know that Jesus' birth, life, death and resurrection will have a world-wide impact. God wants all people to be saved. May this wonderful news cause us to experience great joy.
Food for your Journey
The loss of joy does not make the world better - and, conversely, refusing joy for the sake of suffering does not help those who suffer. The contrary is true. The world needs people who discover the good, who rejoice in it and thereby derive the courage and impetus to do good.
We have a new need for that primordial trust which ultimately faith can give. That the world is basically good, that God is there and is good. That it is good to live and be a human being. This results, then, in the courage to rejoice, which in turn becomes commitment to making sure that other people, too, can rejoice and receive good news.
-Joseph Cardinal Ratzinger, Salt of the Earth (Ft. Collins, Colo.: Ignatius Press, 1997), 36-37.
A Prayer from the Heart
Dear Jesus, Your birth brought joy to many people. During this holy season may I experience that joy as I focus on Your love for me. Help me, Lord, to be a witness to that joy as I celebrate with my family and friends. Amen | web | http://www.thedivineintervention.org/uploads/4/7/4/2/47427777/reflections_2018-12-09.pdf | 0.428405 | {
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Summary
In the poem, The Rain, W. H. Davies used symbolic language to describe the natural elements such as rain. He was the great admirer of the nature. He explained how the rain drops get over the upper leaves of the tree and quench their thirst, then these drops pass on the lower leaves. All this process happens drop by drop. As he used the metaphorical language which means that the top leaves which are thick represent wealthy people in the society who receive majority of the blessings of this world but it goes little to poor people. The hitting of the rain on the leaves generate a soft music which makes the poet calm.
In the second stanza, when the rain stops, the sun will shine from the clouds which will lighten up everything. It will shine even the dark rounds of the rain drops. The sunshine distributed in the room thoroughly which will make the room a pleasant place. Then the poet wishes for that day when the inequalities between rich and the poor will be eliminated and peace will prevail in the society. | web | https://invent.ilmkidunya.com/images/Section/In-the-poem.pdf | 0.450355 | {
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Taking the time to introduce your puppy to a wide range of experiences at a young age is an important step in helping him to grow into a well-mannered and happy companion. This checklist can be used as a scavenger hunt - and it will help you organize fun field trips for your puppy.
Here's how it works:
You can pick and choose what works best for you and your family. Check off each item as you complete it. You can choose whichever activities you wish - and you do not have to complete them in any particular order. I have included some space for you to include some things that may be specific to your situation or environment.
Be sure to bring lots of yummy treats for your puppy! Keep them small! Treat your puppy with each experience and if you are introducing your puppy to friendly strangers, you can ask them to give your puppy treats as well.
Stay focused on your puppy! Watch to ensure that they are enjoying themselves. If your puppy appears frightened (not taking treats, tail tucked, ears back or is pulling away) you may have tried to progress too quickly. Move away from the area/object to a safe distance where your puppy begins to relax again… this will likely be when they begin to take treats again. If you are unable to make progress, end the session and try another day. Always end things on a positive note with a game, special treat or toy!
Remember… go at your puppy's pace… not yours!
Have fun!
People:
Infant Held By Adult
Courier
Infant In Car Seat
Infant In Stroller
Toddler (all genders)
Children (all genders)
Teenagers (all genders)
Adults (all genders)
Seniors (all genders)
Different ethnicities (all genders)
People With or Wearing:
Beard and/or Mustache
PPE (Personal Protective Equipment)
Hats (including you)
Helmets
Sunglasses (including you)
Coats (including you)
Costumes (if possible)
Woman in Flowing Skirt/Dress
Canes
Crutches
Walker
Wheelchair
Backpack/Duffle Bag
Bicycle
Skateboard
Rollerblades
Jogger
People In Uniforms:
Police
Firefighter
Postal Worker
Ambulance/Paramedic
Vet Clinic
Events/Activites:
Walk between parked cars
Visitors to your home
Deliveries to your home
Anything events you do
Places:
Veterinarian
Groomer
Pet Stores
Box Stores (Home Depot, Lowe's, etc)
Playground with Children (from a distance)
Playground without Children
School
Different Neighborhoods and Communities
Car Wash
Elevators/Escalators
Revolving Doors
Automatic Doors
Parking Lot
Car Rides
Public Transit (if appropriate)
Outdoor Cafe
Bridges
Tunnels
Surfaces/Textures:
Stairs (Open, Closed, Slats)
Shovels
Gravel
Mulch
Grass (wet and dry)
Concrete
Asphalt
Wood
Carpet
Tiles
Grates/Manhole Covers
Decks
Docks
Sand
Mud
Soil/Dirt
Objects/Vehicles:
Balloons
Umbrella
Musical Instruments
Mirror
Bus (loading and unloading passengers)
Transport Truck
Garbage Truck
Lawn Sprinkler
Shopping Cart
Motorcycles
Boats
Airplanes
Trains
Helicopters
Snow Plow
Lawn Mower
Leaf Blower
Broom - in use and not in use
Weed Trimmer
Children's Toys - if you have kids
Sounds/Environmental:
Vacuum Cleaner
Television - at different volumes
Music - at different volumes
Dishwasher
Washer
Dryer
Your Household Appliances
Garbage Disposal
Ice Maker
Hair Dryer
Kettle
Computer Printer
Garage Door
Doorbell
Thunder
Phone Ringing
Flapping Sound (e.g. flag or shaking out a towel)
Sirens
Fireworks
Rain
Wind
People Shouting/Being Loud
Snow Blower
**Animals:
My List:
Cats
Other puppies
Friendly small Dogs
Friendly large dogs
Friendly dark coloured dogs
Friendly light coloured dogs
Squirrels
Birds
Small pets (hamsters)
Livestock (cows, goats, horses, etc)
Handling:
Ears - lift and look inside
Examine mouth & gums - "brush" gums with your finger/thumb
Eyes - open (as if needing to put in eye drops)
Tail - touch and lift
Legs - touch and hold in your hand
Feet - touching & lightly squeeze
Toes - touch & hold (as if trimming nails)
Nose
Wipe with towel
Lift puppy onto table like surface
Introduce puppy to bathtub - dry at first, then damp, then tiny amount of water
**ensure animals that you introduce your puppy to are healthy. Animals such as wildlife, an introduction at a distance is fine.
__________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ __________________________ | web | https://dogcentriclife.com/shared-files/16735/?Puppy-Socialization-Checklist-DogCentric-Life.pdf | 0.515967 | {
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My Spending Plan
A good spending plan has three basic characteristics:
1. It lists all of your sources of income.
2. It lists all of your expenditures, or expenses, and how much money you plan to spend on each expense.
3. It's realistic. This quality is the most important. Your spending plan must be realistic in order to work.
Now that you've learned about the parts of a spending plan, it's time to create one. To create your plan, start by listing your monthly income and expenses. Remember, these totals must match! Keep working on them until they do.
Spending plan worksheet
| Monthly Income | Amount |
|---|---|
| Allowance | $ |
| Job (take-home pay, after taxes) | $ |
| Gifts | $ |
| Tips or bonuses | $ |
| Chores or work at home | $ |
| Chores or work for others (babysitting, mowing, pet sitting, etc.) | $ |
| Interest (money the bank pays you for keeping your money there) | $ |
| Other income | $ |
| Total monthly income | $ |
| Monthly Expenses | Amount |
|---|---|
| Savings | $ |
| Personal (cosmetics, haircuts, clothing) | $ |
| Eating out/snacks | $ |
| School functions (activities, prom) | $ |
| Sports fees and hobbies | $ |
| School fees and supplies | $ |
| Transportation (bus or subway fare, parking, gas, car payment) | $ |
| Car insurance | $ |
| Cell phone or pager | $ |
| Other expense: | $ |
| Other expense: | $ |
| Investments | $ |
| Donations (charitable giving) | $ |
| Total monthly expenses | $ |
Discussion questions:
1. Why should your income and expenditures balance?
2. If your expenses are greater than your income, what are your choices?
3. If your expenses are less than your income, what are your choices?
4. Why is it important to budget money in the first place?
5. What happens to some people who make poor choices about budgeting?
6. Why might saving and investments be listed separately on the expense worksheet?
7. What are the best ways for teenagers to really learn how to budget money?
8. Why don't more teenagers take saving and investing seriously?
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FACT SHEET
Agriculture and Natural Resources
HYG-3041-08
Diplodia Tip Blight of Two-Needled Pines
Chris Wallis Dennis J. Lewandowski Pierluigi (Enrico) Bonello Department of Plant Pathology
Diplodia tip blight is one of the most visible diseases in the urban environment. It affects many common landscape pines in the Midwest, including Austrian (Pinus nigra), red (P. resinosa), mugo (mugho) (P. mugo), and Scots (Scotch) (P. sylvestris) pines. It also affects ponderosa (P. ponderosa) and Monterey (P. radiata) pines. The fun gus commonly attacks mature trees that have been under stress from drought, root restriction or other planting site problems. It can also be a problem in young, rapidly grow ing nursery or Christmas tree plantings. This disease is found throughout the Great Plains, Midwest, Northeast, and California.
support abundant fruiting on their scales. Occasionally, the fungus may form cankers on stems and branches of severely weakened trees.
A telltale way to determine if a tree is infected with Diplodia tip blight is to look for the signs of the patho gen, which consist of tiny black, fungal fruiting bodies
Symptoms and Signs
This disease is characterized by the blight, or dieback of the tips of branches that can be seen easily from a distance (Figs. 1 and 2). Repeated infections over several years can lead to the majority of the tree looking brown, entire branches dying, the tree becoming deformed. If left unchecked, it can eventually kill mature trees. Upon closer examination, one can find that often this disease begins on new shoots, turning the new needles brown before they are fully formed. It also can lead to resin being exuded from the infected new shoots. The infection may expand down the branch, but the pathogen can also infect older tissues directly through wounds caused by insect activity or hail. Older cones are also susceptible to the disease and often
(pycnidia) that are formed on the surface of infected needles (Fig. 3) and infected cones (Fig. 4). These pycnidia are the source of the fungal spores that spread the disease.
Diplodia tip blight is the most common disease on two-needled pines. Outbreaks of the pine shoot moth and European pine sawfly may lead to similar diebacks, but these can be discerned by the presence of the attackers themselves, or evidence of their feeding activities.
Causal Fungus and Disease Development
Diplodia tip blight is caused by the fungal pathogen Diplodia pinea (also known as Sphaeropsis sapinea). Spores of the fungus develop in the black pycnidia located at the base of infected needles and other affected plant parts from
spring through fall. The fungus over winters in infected needles, bark, cones and needle litter beneath the tree.
During spring, the pycnidia produce spores that travel to newly emerging foliage during wet conditions. The spores are spread by wind-blown rain, rain splash, certain insects, and infected tools used in horticultural operations. The fungus penetrates through the stomata of new needles, which are highly susceptible at this stage, and proceeds to infect the shoot. It can spread from tree to tree anytime throughout the growing season under wet conditions. Infections often intensify within the same tree when it is exposed to water stress, particularly drought conditions. Developing cone scales are commonly infected, although they are not damaged.
Management
* Avoid planting susceptible pines in areas that are prone to cool and wet weather in the spring followed by drought or dry soil conditions during the rest of the year. An effort should be made to keep trees in good vigor with regular maintenance, deep watering during droughts, and control of insects. Fertilization of trees with mineral fertilizer (including "deep root feeding") to increase vigor on sites with adequate fertility, i.e. over-fertilization, will likely make trees significantly more susceptible to the pathogen. If in doubt about the nutrient status of your soil, soil nutrient analysis by a reputable lab may be warranted. Building organic soil fertility with adequate mulching, especially with composted material, would be a better way to improve the long-term health status of at-risk trees than mineral fertilization.
* When producing pine seedlings in nurseries or trees in Christmas tree plantations, ensure that there are no nearby sources of inoculum, e.g. older, infected pines in nearby windbreaks.
* Pruning of infected branches on lightly diseased trees can be an effective control measure by making the cut at least two feet below visible symptoms and if there are no infected trees nearby. Pruning should be conducted only as needed, and tools should be disinfected, e.g. with bleach or alcohol, between cuts. Pruning should be followed by sanitation (removal and destruction of infected needles and cones) to help lower the disease pressure.
* Tip blight can be partially controlled with fungicides. New spring growth must be protected from bud swell to full candle elongation. Make the first application just prior to bud break and make two additional applica tions at 10-day intervals. It is important to get the first application on the trees before any bud sheaths have broken. For high value trees, commercial formulations of common fungicides, such as thiophanate methyl (e.g. Cleary's 3336, OHP 6672), propiconazole (e.g. Banner MAXX), azoxystrobin (Heritage), and others registered for use on Diplodia blight are available for application by professional arborists and landscapers. However, if bud sheaths have broken, spraying with fungicides is highly unlikely to result in control of the disease.
Visit Ohio State University Extension's web site "Ohioline" at: http://ohioline.osu.edu
Ohio State University Extension embraces human diversity and is committed to ensuring that all research and related educational programs are available to clientele on a nondiscriminatory basis without regard to race, color, religion, sex, age, national origin, sexual orientation, gender identity or expression, disability, or veteran status. This statement is in accordance with United States Civil Rights Laws and the USDA.
Keith L. Smith, Ph.D., Associate Vice President for Agricultural Administration and Director, Ohio State University Extension TDD No. [REDACTED_PHONE] (Ohio only) or [REDACTED_PHONE] | web | https://woodlandstewards.osu.edu/sites/woodlands/files/d6/files/pubfiles/Diplodia%20tip%20blight.pdf | 0.430542 | {
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Abanindranath Tagore
August 7, 2020
National Gallery of Modern Art, New Delhi will organise the virtual tour titled "The Great Maestro-Abanindranath Tagore" to commemorate the 150th Birth Anniversary of Abanindranath Tagore. The NGMA takes pride in 99 works of art created by the iconic artist which are a part of a prestigious collection. This virtual tour presents the 77 works of art from the prominent artworks of Abanindranath Tagore from the reserve collection of NGMA, grouped in a series of four different themes: Portraits and Characters; Tradition with Sensibility; Individual Style; Landscape of Interiority.
Abanindranath Tagore
Abanindranath Tagore is a singular figure in modern Indian art. Abanindranath painted a range of subjects. He had a leaning towards painting images with historic or literary allusions. He liked to paint sets of images dealing with a theme or a text such as the 'Arabian Nights' or the 'Krishna Leela'. He also enjoyed painting theatrical subjects. Literature and drama held great respect for him and he was an elegant and accomplished writer. As a modernist at heart who was guided more by his sensibility than his training, he transformed the post-Renaissance academic realism into which he was trained with his series of contacts with oriental art into something more supple and responsive to the imaginative flights of his mind.
Abanindranath, the nephew of Rabindranath Tagore was the first major supporter of swadeshi values in Indian art. Abanindranath first created the 'Indian Society of Oriental Art' and later went on to establish Bengal school of art. His sole aim for establishing the school was to counter the English influence on Indian artists. He did that by incorporating Indian elements in his works and achieved success when British art institutions gave in and accepted to teach and propagate his style of works in their organizations.
Abanindranath is also regarded as a proficient and accomplished writer. Most of his literary works were meant for children.Some of his books like 'Budo Angla', 'Khirer Putul' and 'Rajkahini' are best examples of Bengali children's literature. His idea of modernizing Mughal and Rajput paintings eventually gave rise to modern Indian painting, which took birth at his Bengal school of art. In his later works, Abanindranath started integrating Chinese and Japanese calligraphic traditions into his style. The intention behind this move was to construct an amalgamation of the modern panAsian artistic tradition and the common elements of eastern artistic and spiritual culture. His works reflected his ideologies and since they were simple in nature, his paintings were a hit among Indian art lovers.
Notable Works
Ganesh Janani – Painted in the year 1908, 'Ganesh Janani' depicts an image of Lord Ganesh in his child form.
Bharat Mata – This beautiful painting was completed in the year 1905. She is portrayed as having four hands, carrying important elements in each of her hands.
The Victory of Buddha – 'The Victory of Buddha' depicts a portrait of Buddha after achieving enlightenment.
The Passing of Shah Jahan – This is a scene straight out of Mughal Emperor Shah Jahan's final day.
Journey's End – Painted in the year 1913, 'Journey's End' depicts a tired looking camel, which looks more relieved than happy after coming to an end of its journey.
Departure of Siddhartha – This painting narrates the story behind Buddha's Departure, when he decides to leave behind his wife and son for the greater good. | web | https://journalsofindia.com/abanindranath-tagore/?print=pdf | 0.425754 | {
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On 29th June, the Catholic Church celebrated the lives of two great saints, St Peter and St Paul. They share a feast day because of their huge influence on the Early Church: St Paul as a missionary and teacher, and St Peter, the Apostle to whom Jesus entrusted ‘the keys of the Kingdom of Heaven’.
The children attended mass and had a special assembly to celebrate this feast day and learn all about St Peter and St Paul.
The church regards St Peter as the first pope of the church so on this day we also pray for Pope Francis!
Dear God,
You chose your servant Pope Francis to be the leader of our Church, just as the Apostle Peter led in your name.
Pope Francis is shepherd of your whole flock. Give him wisdom and courage as he guides your people with love.
Father God, bless Pope Francis with your love.
Jesus, Lead Pope Francis in your ways.
Holy Spirit, help Pope Francis to know and share your peace.
Amen
**WEEKLY ATTENDANCE**
| Year | % |
|--------|-------|
| Reception | 96.31 |
| Year 1 | 91.24 |
| Year 2 | 88.64 |
| Year 3 | 92.63 |
| Year 4 | 90.84 |
| Year 5 | 97.05 |
| Year 6 | 86.61 |
| Totals | 91.98 |
Well done Year 5!
**SAILOR OF THE WEEK**
Well done to Eliza!
Children are NOT allowed to bring personal fans into the school. We understand the weather is very hot at the moment however we do have fans in the classrooms and take all the precautions we can to keep the children cool.
Medicines
It’s hay fever season again! If your child suffers from hay fever, it might be best to give them medication before they come to school. If you think they will need a ‘top up’ during the day, please come to the office with the medication and we will ensure that they take it when required.
NURSERY
If your child is coming to Nursery in sandals please make sure they are wearing socks too! | web | https://stjohnsrotherhithe.co.uk/wp-content/uploads/2023/06/NEWSLETTER-30.06.23.pdf | 0.444513 | {
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FREQUENTLY ASKED QUESTIONS ABOUT
Diabetic Eye Exams & Retinopathy
Why are regular eye exams so important for patients with diabetes?
Diabetes mellitus affects many parts of the body but can be particularly devastating to the eyes if the disease is not controlled.
Patients with untreated diabetes are 25 times more at risk for blindness than the general population.
The longer a person has diabetes, the higher the risk of developing diabetic retinopathy.
of patients who have diabetes for at least 15 years have some blood vessel damage to the retina.
Patients with Type 1 diabetes are more likely to develop diabetic retinopathy at a younger age. However, with improved methods of diagnosis and treatment, only a small percentage of patients who develop retinopathy have serious vision problems.
80% 80%
What is diabetic retinopathy?
Diabetic retinopathy is among the most common eye complications of diabetes. It is the leading cause of new blindness among adults in the United States, and is caused by changes in the blood vessels of the eye.
Regular eye exams are essential to controlling your diabetes and preventing diabetic retinopathy. You must also monitor your blood pressure, sugar levels and avoid smoking.
Wouldn't I know if I have diabetic retinopathy?
Diabetic retinopathy may be present without any symptoms, so early detection is the best protection against loss of vision.
Diabetic patients should schedule dilated examinations by an ophthalmologist or optometrist at least once a year.
NebraskaHealthNetwork.com • An alliance of Methodist Health System and Nebraska Medicine
DEE114
Nebraska Health Network, 2021
©
How does an eye doctor detect retinopathy?
Your pupils will be dilated during an eye exam. If blood vessel damage is indicated, the doctor will probably take a picture of the blood vessels and track changes over time. If damage is found, your eye doctor may recommend more frequent exams.
How is this different from a "normal" eye exam?
In addition to a comprehensive eye exam to any medical conditions, your eye doctor is also screening for diabetic retinopathy. In some instances, your eye doctor may be able to provide you with an updated eyeglass prescription for an additional charge.
What will this cost me?
Medicare Part B covers eye exams for diabetic retinopathy once each year if you have diabetes. The exam must be done by an eye doctor who's legally allowed to do the test in your state.
Medicaid coverage varies by state. Please contact your
Medicaid plan to confirm your individual coverage.
Contact your insurance carrier, using the phone number on the back of your insurance card, for the most up-to-date insurance coverage. If your eye doctor determines that additional testing and/or treatment is necessary, these services could result in additional charges. | web | https://nebraskahealthnetwork.com/wp-content/uploads/2021/07/NHN_DiabetesEyeExam.pdf | 0.442009 | {
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1. Fold in half (this side in) and re-open
2. Fold top corners down to center, then flip paper over
3. Fold wings down and re-open
4. Cut wing tips up
5. Fold sides up, this side in
6. Fold wings down and re-open
7. Add tape or paperclip
8. Curl wing tips up
9. EXPLORE!
What happens if...
• Only 1 wing is curled?
• More weight is added to the front? To the back?
• You throw the plane quickly? Slowly?
10. INNOVATE!
Change this plane to make it...
• Go the farthest
• Stay in the air the longest
• Do a loop
• Do a curve
The Challenger Learning Center—St. Louis offers:
- Simulated space missions
- Scout and family workshops
- Engineering challenges
- A portable planetarium
- Summer camps
- And more!
Inspire the future generation of innovators!
Challenger Learning Center—St. Louis
([REDACTED_PHONE]
ChallengerSTL.org
4. Fold (new) top corners down to center, then turn paper over
3. Fold triangle down
2. Fold in half
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CHICAGO (AP) — Unexplained rash? Check your iPad. It turns out the popular tablet computer may contain nickel, one of the most common allergy-inducing metals.
Recent reports in medical journals detail nickel allergies from a variety of personal electronic devices, including laptops and cellphones. But it was an Apple iPad that caused an itchy body rash in an 11-year-old boy recently treated at a San Diego hospital, according to a report in Monday's Pediatrics.
Nickel rashes aren't life-threatening but they can be very uncomfortable, and they may require treatment with steroids and antibiotics if the skin eruptions become infected, said Dr. Sharon Jacob, a dermatologist at Rady Children's Hospital, where the boy was treated. Jacob, who co-wrote the report, said the young patient had to miss school because of the rash.
The boy had a common skin condition that causes scaly patches, but he developed a different rash all over his body that didn't respond to usual treatment. Skin testing showed he had a nickel allergy, and doctors traced it to an iPad his family had bought in 2010.
Doctors tested the device and detected a chemical compound found in nickel in the iPad's outside coating.
"He used the iPad daily," she said.
He got better after putting it in a protective case, she said.
Whether all iPad models and other Apple devices contain nickel is uncertain; Apple spokesman Chris Gaither said the company had no comment.
Nickel rashes also have been traced to other common products including some jewelry, eyeglass frames and zippers.
Jacob said evidence suggests nickel allergies are becoming more common, or increasingly recognized. She cited national data showing that about 25 percent of children who get skin tests for allergies have nickel allergies, versus about 17 percent a decade ago.
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Maths
We will begin Pentecost term with measurement and will investigate and compare height and length. Then, we will move on to a geometry unit about position and direction. We will also be learning how to tell the time.
Topic
English
This term, we are going to be writing a traditional story with a twist! Our model text is Little Red Reading Hood by Lucy Rowland. We will then move on to a poetry unit and will be writing a humorous poem.
Our topic this term is Beat Band Boogie! We will be learning about the different instruments in a band and will use percussion instruments and movement to investigate a variety of rhythmic patterns.
Help at Home
Religious Education
Please also continue to practise times tables!
We will begin this term learning about 'spreading the good news'. Children will discuss ways in which we can spread the good news about God. We will live out this faith by spreading good news this term.
Please continue to read as much as you can with your child and talk with them about their ideas and thoughts. You could also investigate different styles of music and practice finding the beat. If you can bear the noise, you could set up a drum kit using saucepans and wooden spoons!
Music
Our song this term is called The Friendship Song. This is a cheerful and upbeat song which teaches us to help each other and always be kind.
PE
This term, we will be completing our work on ball skills before moving on to target games. We will develop our skill and accuracy through throwing, kicking and rolling objects towards targets.
Science
Our science work this term is all about sound! We will investigate vibration and volume, create a water bottle orchestra, and discover whether people with big ears have better hearing! | web | https://www.st-augustine.lincs.sch.uk/media/2020-21/Camels%20Curriculum%20Map%20Pentecost%201%20(002).pdf | 0.436392 | {
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Light Tower © Tatjana Gerling/ WWF
Tuna is a critical component of the marine ecosystem as well as an important seafood commodity. As with many popular fish species, tuna are under significant anthropogenic stress, and almost all of the 23 commercially harvested tuna stocks face heavy fishing pressure, with some stocks overexploited, some overfished, and most others fully exploited; few (mostly skipjack) remain underexploited. Traded globally, these fish significantly support national economies, sustain millions of livelihoods and provide essential animal proteins to millions more.
WWF believes we must move the tuna fisheries into a sustainable state for benefit of the planet and the people that depend on this fish. These Procurement Guidelines are intended to provide a stepwise process to support tuna purchasers move toward sustainably sourced tuna product which are ultimately awarded the Marine Stewardship Council certification.
© 1986 Panda Symbol WWF - World Wide Fund For Nature (Formerly World Wildlife Fund) ® "WWF" is a WWF Registered Trademark.
Sample Paper
Sample Paper
Notes and Clarifications
i We recommend companies refrain from purchasing Atlantic, Pacific and southern species of bluefin tuna (Thunnus thynnus, T. orientalis and T. maccoyii) in the near term until science-based reference points and harvest control measures have been adopted by the relevant Regional Fisheries Management Organizations and the stocks are on a recovery program, above a limit reference points and with a 'high probability of reaching sustainable levels' within at least two generation times. Additionally, full traceability should be ensured along the entire supply chain from boat to shelves.
For the East Atlantic and Mediterranean stock of Atlantic bluefin tuna, if MSC certification is achieved, prior to Chain of Custody and the MSC logo as a minimum, WWF recommends only sourcing fully traceable and legally harvested tuna compliant with the ICCAT's electronic bluefin tuna catch document (e-BCD) made available to the final consumer in order to trace the fish fully from boat to shelves.
ii WWF-approved Fishery Improvement Project (FIP) as defined by the WWF Guidelines on Fisheries in Transition defines Fishery Improvement Projects as focused initiatives with the goal of enabling a fishery or aquaculture farm to reach the necessary sustainability standards to enter full assessment by a credible third party assessment scheme, in this case the MSC.
iii Consistent with MSC Traceability Principles (http://bit.ly/1KkuW4Y
)
iv Demonstration of whether or not ISSF participating companies, and Vessels on the PVR, fulfil the relevant measures/criteria will be possible following the commencement of structured independent (third party audits), and the public availability of the results of those audits.
Vision: The world's oceans are healthy, well-managed and full of life, providing valuable resources for the welfare of humanity.
2020 Goals: The responsible management and trade of global priority fisheries results in recovering and resilient marine eco-systems, improved livelihoods for coastal communities and strengthened food security for the Planet.
For more information
Daniel Suddaby Deputy leader
E-Mail:
[REDACTED_EMAIL]
WWF Smart Fishing Initiative Moenckebergstr. 27 20095 Hamburg
Tel. +[REDACTED_PHONE]
www.panda.org/smartfishing | web | https://wwf.be/assets/RAPPORT-POLICY/OCEANS/UK/tuna-procurement-guidelines-august-2015.pdf | 0.485529 | {
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Baltimore Oriole
(Icterus galbula)
Baltimore (Northern) Orioles were named because their striking orange and black plumage resembled the coat of arms colors of 17 th -century Sir George Calvert, 1st Lord of Baltimore. In 1947, Maryland declared the Baltimore Oriole the official state bird, and in 1954 its major league baseball team adopted the same name.
Description & Range:
Male Baltimore Orioles are flame orange and black with a solid black head and orange sides, with orange in the tail. Females and immature Baltimore Orioles are brown above and burnt orange below with two white wing bars. Many adult females have traces of black on their head, suggesting the hood of a male. They are about the size of a robin.
Baltimore Orioles are grouped with birds known as Neotropical migrants, birds that breed in North America and winter in Central and South America. Baltimore Orioles rarely winter in Maryland but can be attracted to backyard feeders in the summer. Look for the migrating orioles to return to Maryland in March through April.
Habitat:
Open deciduous forests, shade trees, and also at backyard feeders.
Diet:
The Baltimore Oriole eats caterpillars (including fall webworm, tent and gypsy moth caterpillars), beetles, scale insects, woodborers, aphids, sawfly larvae, grasshoppers, and others. It supplements its insect diet with fruit. Preferred food trees and shrubs include serviceberry, apple (seeds), mulberry, cherry, blueberry, and blackberry. Birds will also drink nectar in summer. They are particularly attracted by flowers such as scarlet trumpet honeysuckle called "Dropmore", hollyhock, rose of Sharon, wood lily, turk's cap lily and tiger lily.
Reproduction:
The Oriole breeds throughout Maryland in large trees in open areas along country roads, in towns, or edges of woods near streams. Favorite nest and shelter trees include maples, sycamore, birches, apples, black cherry, and oaks. The male Baltimore Oriole builds a sturdy hanging pouch nest. It will accept short pieces of colored yarn (no longer than four inches) for nest building. Female Orioles lay four to six eggs in May through June. Oriole young hatch twelve to fourteen days later and leave the nest twelve to fourteen days after hatching. Both parents feed the nestlings. The bird can be enticed to nest in backyards with the appropriate habitat.
Sounds:
Song is rich with piping whistles. Its call is a low whistled hewli.
Migration:
Migrates in flocks. Fall migration begins early, with many birds departing in July and August.
Similar Species:
* Orchard Oriole
* Bullock's Oriole
Population Status:
* Baltimore Orioles have declined significantly in the eastern U.S.
* In Maryland, the decline may approach a rate of 2% annually. | web | https://www.greenmiddletown.com/_files/ugd/8c54de_641664d8007b42a59bb54e3f4e52ad5f.pdf | 0.430562 | {
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How To Choose A Christmas Tree
Tips from expert arborist Mark Chisholm
Release Date: 12/1/2011
Press Inquiries:
Anita Gambill (757) 4869151
VIRGINIA BEACH, Va. –The Christmas season is a busy time for a tree expert. It is a time of year where their basic knowledge will be called upon by family, friends and neighbors alike. Shopping for a tree should be a joyous occasion. Here are a few tips from thirdgeneration, certified arboristMark Chisholmthat might remove some of the common stressors from your shopping event.
Select Your Location
Before you head to the lot or store to pick out this year's showtree, you must be certain of where you want to place the tree and the space available. Try to avoid spots near heat sources such as radiators, fireplaces, heating vents and even televisions or sundrenched windows. Also try to tuck the tree into a lowtraffic area to avoid accidental bumping and possible safety issues. Next, you'll need to measure the space dimensions you have to work with, bearing in mind that a tree stand will add a few extra inches of height, as will a star or angel to finish the top.
Consider a Charitable Tree Lot
If you're like me and look forward to contributing to the spirit of the season while picking a tree, you can look for charitable lots. One I like to shop at donates all of their proceeds to a local children's hospital. Another option would be to purchase an extra tree and then donate it to a family that cannot afford a tree or an organization that finds the right home for you.
Select the Right Tree
At the lot you will see three or four common varieties of trees. Some things to consider when choosing the right type will be the color, shape and feel of a tree. Some trees are dark green and others have gray or white hues. There are trees with tight branching patterns and then some with more spaces. One thing to remember is that if the tree looks very full while absent of ornaments, it may be difficult to decorate it. Most trees that end up on a lot have been groomed and sheared to look great during the selection process. Then you get it home and realize that there's very little space for ornaments. Choosing one with some empty spaces might be a better route. You could also bring a few of your favorite ornaments with you to test at the store. Also, be sure that the first foot of trunk is straight too, or you'll have one heck of a time getting it to stand up correctly at home.
Try a Live Tree
Balled and burlap or container trees can be a nice choice for a live tree. It will be heavier and need more diligent care once home. After the holidays are over, it can be added to the landscape. One extra step you'll need to adopt is the assessment of the planting space for proper growing space, sunlight and also watering needs. Make sure that the species you are choosing will thrive in your climate. A tree shipped from New Hampshire will have a rough time surviving the warm summer months in South Carolina.
Test Your Tree for Freshness
Once you have the look you want, you'll need to test the tree for freshness. Trees that are on a lot have been cut and shipped weeks earlier. Look for greener trees with no signs of wilting or browning. What can be tricky here is the fact that many trees have undergone a colorizing treatment before they were shipped. That is why a quick, pull test is next on my list. Grab a limb or two and pull them toward you. Then release the limb slowly, allowing it to pull through your hand. A fresh tree will keep most or all of its needles in this test, and the limb will not feel brittle or snap. Flexibility in the limbs is a must if the tree is to remain green for the next few weeks indoors. The final test is a quick drop test. Lift the tree a few inches off of the ground and then let it fall until the butt of the tree hits the ground. That quick shock will release any dry needles and give you a good feel for how fresh the tree truly is. Don't worry about a few needles letting loose throughout the interior.
Prepare Your Tree for Indoors
Once you pick the perfect tree and truck it home, make a fresh cut at the base, unless it was already done for you. One thing I like to do before I bring my tree inside is to take mySTIHL blowerout and give the tree a quick blast to remove any loose needles, debris wedged in the branches and, most importantly, remove any insects or egg masses that might have survived the journey.
Recycle Your Tree
After Christmas is over, you'll need to dispose of the family tree. There are many recycling programs all over the country that account for the recycling of 93% of all trees nationally. Most get ground into mulch to be given back to the community or utilized as mulch in flower beds and parks. Other communities have extensive erosion programs that take advantage of this biodegradable resource.
I always enjoy shopping for my tree. It gives me a laugh when I see a "cut your own" farm advertising certain types of trees that I know do not grow in my area. I like to walk up and ask, "Where do you have the Fraser firs?" and watch as they point me toward the Douglas firs or even a spruce–youch!
Want more information and advice from Mark? Visitwww.treebuzz.comor www.stihlusa.com.
About Mark Chisholm:
One part acrobat, one part expert rope climber, one part tree physiologist, and several parts competitor and thrill seeker,
Mark Chisholm is a thirdgeneration, certified arborist with his familyowned Aspen Tree Expert Company in New Jersey. His expertise in tree care has made him a sought after consultant and industry spokesperson for the world of arboriculture, and he regularly travels the globe to consult with international arborist organizations.
Sponsored by STIHL, Chisholm has won every International Society of Arboriculture (ISA) New Jersey Chapter Tree Climbing Championship for the last 19 years and has conquered the wider treeclimbing world on three occasions, most recently in 2010, when he won his third ISA International Tree Climbing Championship.
About STIHL Inc.:
STIHL Inc. manufactures the number one selling brand of gasolinepoweredhandheld outdoor power equipmentin America for homeowners and professional landscapers*, as well as the number one selling brand ofchain sawsin the world. STIHL products are sold through servicing power equipment retailers from coast to coast — not mass merchants. STIHL products sold through U.S. STIHL dealers are for distribution in the United States only. For more information or for the name of a local STIHL retailer, call toll free 1800GO STIHL (18004678445) or visit the STIHLdealer locatoron the STIHL website atwww.stihlusa.com.
*"Number one selling brand" is based on syndicated Irwin Broh Research (commercial landscapers) as well as independent consumer research of 20092011 U.S. sales and market share data for the gasolinepowered handheld outdoor power equipment category combined sales to consumers and commercial landscapers.
STIHL is pleased to support the work ofIndependent We Stand, theTree Research and Education Endowment Fund (TREE Fund),International Society of Arboriculture (ISA), theTree Care Industry Association (TCIA),National FFA,Professional Landcare Network (PLANET), theAmerican Tree Farm System (ATFS),National Hispanic Landscape Allianceand theNational Association of State Park Directors. | web | https://www.stihlusa.com/information/corporate/press/downloadfile/?fileUrl=https%3A%2F%2Fwww.stihlusa.com%2FWebContent%2FPressReleases%2FReleases%2FDecember11_ChristmasTreeTips%2FDecember11_ChristmasTreeTips_PressRelease.pdf | 0.430729 | {
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You can reuse, reduce, and recycle For example, you can reduce your carbon footprint By using your bicycle
You can reuse objects To make such cool, beautiful things Such as a hanging garden, or a seed bomb, But maybe not something that sings
Recycling objects may sound hard, You might ask, " What can I recycle?" Certainly not styrofoam, bubble wrap, or grass from your yard Instead you can recycle paper, plastic, cardboard, and many other things
This process can make a lot of people happy Like when a plant finds water in a dry desert, Or when a farmer finds that his seeds have grown into seedlings
Going through this process may take some time, But this will give birth, To a brand new, Beautiful Earth!
The Earth is our home, Without it, where would we live? We should take care of it, So, what can we give?
We can grow trees which will reduce the amount of carbon dioxide, a bad gas in the air
We can volunteer, To help organizations make the world a better place, We can help clean the ocean, to make it bright and clear
We all have to do our part, In saving our home,
Like when a wildfire breaks out, And all the firefighters do their part
These simple things, Can make a lot change, So I hope you will do your part, And together we can rearrange the Earth's future | web | https://www.nysenate.gov/sites/default/files/students/earthday/2021/earthday20211.pdf | 0.462421 | {
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they could hardly avoid discovering the anomaly or unequal motion of the moon; for in every revolution, her daily progression in the heavens varies from about twenty-two to twenty-six times her own diameter. But there is not, in their knowledge of this Period, any evidence that they had measured the amount of this variation; and Delambre\(^6\) is probably right in attributing all such observations to the Greeks.
The sun’s motion would also be seen to be irregular as soon as men had any exact mode of determining the lengths of the four seasons, by means of the passage of the sun through the equinoctial and solstitial points. For spring, summer, autumn, and winter, which would each consist of an equal number of days if the motions were uniform, are, in fact, found to be unequal in length.
It was not very difficult to see that the mechanism of epicycles might be applied so as to explain irregularities of this kind. A wheel travelling round the earth, while it revolved upon its centre, might produce the effect of making the sun or moon fixed in its rim go sometimes faster and sometimes slower in appearance, just in the same way as the same suppositions would account for a planet going sometimes forwards and sometimes backwards: the epicycles of the sun and moon would, for this purpose, be less than those of the planets. Accordingly, it is probable that, at the time of Plato and Aristotle, philosophers were already endeavoring to apply the hypothesis to these cases, though it does not appear that any one fully succeeded before Hipparchus.
The problem which was thus present to the minds of astronomers, and which Plato is said to have proposed to them in a distinct form, was, “To reconcile the celestial phenomena by the combination of equable circular motions.” That the circular motions should be equable as well as circular, was a condition, which, if it had been merely tried at first, as the most simple and definite conjecture, would have deserved praise. But this condition, which is, in reality, inconsistent with nature, was, in the sequel, adhered to with a pertinacity which introduced endless complexity into the system. The history of this assumption is one of the most marked instances of that love of simplicity and symmetry which is the source of all general truths, though it so often produces and perpetuates error. At present we can easily see how fancifully the notion of simplicity and perfection was interpreted, in the arguments by which the opinion was defended, that the
\(^6\) *Astronomie Ancienne*, l. 212. | web | https://geology.19thcenturyscience.org/books/1858-Whewell-HistSci/Vol-I/PDFpages/1858-Whewell-HistSci-I-0142.pdf | 0.431437 | {
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Branch-Hillsdale-St. Joseph Community Health Agency
March 19, 2015
Contact: Stephen Todd, Health Officer [REDACTED_PHONE], ext. 0148# Rebecca Burns, Environmental Health Director [REDACTED_PHONE], ext. 0228#
FOR IMMEDIATE RELEASE
Safety First When Handling Household Chemicals!
Coldwater, MI. Home improvement store aisles are filling up with weed killer, insecticides and plant growers. While many of these products are safe if used properly and according to manufacturer's instructions, they can create potential health risks if mixed or used without appropriate safeguards. The Branch-Hillsdale-St. Joseph Community Health Agency wants to remind you that safety should come first when working with household chemicals.
Many household products contain chemicals that can harm us. If these items are used, stored or disposed of improperly, you, your pets or the environment can be injured. Hazardous materials dumped on the ground or into the gutter can contaminate soil and the underground water supply. According to Rebecca Burns, Environmental Health Director at the Branch-Hillsdale-St. Joseph Community Health Agency, "Some products we use around our homes contain hazardous ingredients. These include many household cleaners, nail polish remover, motor oil, weed killer, hobby supplies, car batteries, household batteries, fluorescent bulbs, sharps, some electronics and bug sprays. When purchasing these types of products, it's good to consider, the purpose for these chemicals, why they are being purchased and how much is really need." Rebecca adds "By answering these questions, you can avoid wasting money by buying too much of a product and the hassles that follow when it comes time to dispose excess quantities."
She suggests the following:
* Purchase only what you need. Buy small amounts. Be sure to check the label for the following key words and avoid purchasing these products when possible:
* Danger
* Corrosive
* Flammable
* Caution
* Harmful
* Reactive
* Oxidizer
* Irritant
* Poison
* Fatal
* Warning
* Explosive
* Read and follow label directions carefully. When you must use a hazardous substance, apply only as directed and only as much as is needed.
* Wear protective clothing such as safety glasses and gloves in wellventilated areas.
* Store hazardous products in the original containers, in a cool dry place, away from children, pets and food. Check for leaks. Do not mix products or store products together that may be incompatible. This may cause toxic chemical reactions such as: explosions, fires, skin and eye irritations.
* Do not store hazardous products for more than one year from date of purchase.
* Keep the number of the Poison Control Center visible and posted near the telephone in case of emergency: [REDACTED_PHONE] (available 24 hours a day/7 days per week.) You can also visit their website at www.aapcc.org.
Certain types of household hazardous waste (HHW) products have the potential to cause physical injury to sanitation workers, contaminate septic tanks or wastewater treatment systems if poured down drains or toilets, and present hazards to children and pets if left around the house. Federal law allows disposal of these products in the trash. However, many communities have collection programs for HHW to reduce the potential harm posed by these chemicals. The health department encourages participation in HHW collection programs rather than discarding the HHW in the trash. Contact your local health department's environmental health, county/city government, or solid waste agency for the time and location of your HHW collection program. Always, read product labels for disposal directions to reduce the risk of products exploding, igniting, leaking, mixing with other chemicals, or posing other hazards on the way to a disposal facility.
(Even empty containers of HHW can pose hazards because of the residual chemicals that might remain.)
To learn more about how the health department's Environmental Health Division is working to protect your community, go to our website at www.bhsj.org.
Branch County 570 N. Marshall Rd. Coldwater, MI 49036 ([REDACTED_PHONE]
Hillsdale County 20 Care Drive Hillsdale, MI 49242 ([REDACTED_PHONE] # # #
Three Rivers 1110 Hill St. Three Rivers, MI 49093 ([REDACTED_PHONE] | web | http://bhsj.org/Publications/pressreleases/2015/03-March/Household%20Hazardous%20Waste.pdf | 0.444815 | {
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Reconstruction
Freedmen's Bureau
sharecropping
segregation
the period after the Civil War in which Congress passed laws designed to rebuild the country and bring states back into the Union an office set up after the Civil War to help former slaves start new lives .
It built more than 200 schools, helped over 50,000 African Americans learn to read and write, provided them with medical care farming land for a property owner in return for part of the crop landowners sometimes made unfair deals with the sharecroppers forcing them into debt to the landowner trapping them into a lifetime of poverty
to separate different races, classes or ethnic groups
Examples: different schools, water fountains, restaurants, parks and cemeteries
discrimination
No apples allowed!
Black Codes
"Jim Crow" Laws
suffrage
the unfair treatment of people because of their race, gender or beliefs laws that were passed
to limit the rights of free African Americans name given to a system of laws and rules designed to separate African Americans and white people
these included:
poll tax and voting tests, difficulty voting or holding public office separate schools, water fountains, restrooms, restaurants, streetcars the right to vote
poll tax
Maggie Lena Walker
Blanche K. Bruce
Giles B. Jackson
Giles B. Jackson a fee a person had to pay to be able to vote unfair to African Americans and poor whites because they didn't have
money or jobs
The first African American bank president escaped slavery and became a politician who worked to help people
lawyer who fought against Jim Crow laws
Virginia Randolph
John Mercer Langston
John Mitchell, Jr.
Collis P. Huntington
worked to improve Virginia's African American schools first African American from Virginia elected to serve in the United States Congress
editor of Richmond newspaper who reported on the poor treatment of African Americans developer of railroads
NAACP
National Association for the Advancement of Colored People
Virginia's problems during Reconstruction
During Reconstruction African Americans
After Reconstruction African American
Formed in 1909, mainly worked in courts to end racial discrimination
freed African Americans needed housing, education, clothing, food, and jobs
Money had no value
Banks were closed
Railroads, bridges, plantations and crops were destroyed
began to have power in government and all men could vote rights were lost when "Jim Crow" laws were passed in Southern States
Railroads
Virginia began to grow
Carpetbagger
Major factor in Virginia's growth after Reconstruction helped create cities, jobs, factories and industries
Cities grew with people, businesses, and factories
Coal deposits found in Tazewell County
Luray Caverns was discovered, increased tourism
Tobacco farming and products became important industries
nickname given to Northerners who went to the south to take advantage of the Southerners
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Evolving Autumn
While fall is usually always a chilly month for us here in Michigan, this year it seemed almost as if we had an early winter. For the month of October, my school and I participated in helping GLOBE Observer and NASA examine the changes and patterns in climate change here in Michigan. We researched the cloud patterns, the changes in leaf colors, and the weather that occurred. On October 4th, I collected leaves from Callery Pear and Crimson King Maple trees. The leaves on the Callery Pear were green, which shows they were full of chlorophyll. The leaves on the Crimson King Maple were dark red, which shows they were full of anthocyanin. The two trees were located in front of the Melvindale High School building. Within the next two weeks, from October 12th to October 27th, the Callery Pear leaves changed from chlorophyll, to carotenoids, and then finally to anthocyanin. The Crimson King Maple leaves changed from anthocyanin to tannins. The decrease in sunlight, the colder temperatures, and the humidity caused the leaf colors this year to be more vibrant. The clouds went through many changes as well. The clouds we saw were cumulus, cirrus, and stratocumulus clouds. In the beginning of October, we had warm, sunny days with temperatures in the 80's and 70's. We then had a decrease, with gloomier days and temperatures in the 50's and 60's. In the last week of October, we had an increase in temperature before suddenly dropping to 40's and 30's. Our weather this year in Michigan underwent many changes too. The amount of sunlight decreased, with the sun now going down by 5:30 PM. We experienced freezing cold days that we'd usually see in December, with early snow happening on Halloween. I believe we had a very cold October due to climate change affecting Michigan. Climate change causes weather to be more extreme, which explains the drastic changes we witnessed. The purpose behind our research is to help GLOBE and NASA in making a positive impact towards stopping climate change. Our leaves lost their chlorophyll and changed to vibrant reds and yellows. Our clouds and weather changed frequently, with cold days and thinner clouds. All of this shows how our world is being shifted by climate change, because these extreme weather patterns aren't just happening in Michigan. While NASA with their satellites can observe these changes in the sky, they have a harder time observing these changes on ground. This is where me, my school, and other schools around the world can step in and help. | web | https://www.globe.gov/documents/18720200/44089955/Nature+Note+-+Abigail+Ross.pdf/44884485-ba5a-e2ac-84a2-b854616f0276?version=1.0&t=1718215075522&download=true | 0.506474 | {
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SIT Notes- Monday 4/4/16
I. Library
- Can it be kept open later?
- It would be helpful for students to have that before sports practice
- Mr. Matuk will look into this opportunity
II. Class Olympics
- -Not successful for the junior class.
- -Students after school activities can sometimes cause difficulties with jobs, tests, etc.
- Next year there will be half day Class Olympics
III. 1:1 Initiative
- -Mr. Matuk brought the committee up to date on the new technology initiative
- -The goal of the school board this year was to examine the feasibility of beginning a 1:1 computer/technology initiative in the junior high school. The date is not written in stone- but a committee has been formed of several administrators/teachers/board members who have observed schools using this initiative in action.
- -1:1 initiative – gives a Chrome Book in each student's hand in a particular grade level.
- -Tentative start date: January/February of 2017 for the 7 th grade
- -An Educational Technologist would come to observe individual teachers and provide suggestions/feedback as to how they might incorporate technology into a given lesson
- -The questions embedded in such lessons will lead to higher-order thinking, supporting the Common Core
IV. Junior Prom/ After Prom
- This is a problem for some students - prom asks, busses, etc.
- Mr. Homer offered his personal experience with his daughter as an example- this is a personal / parental decision to make
- Possibility of having a meeting with students to discuss the importance of safety at prom | web | https://www.csh.k12.ny.us/cms/lib/NY02214132/Centricity/Shared/SIT/SIT%20Notes%20April%202016.pdf | 0.430514 | {
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For Immediate Release
PR 9886
Working together to support climate change action
Basingstoke and Deane Borough Council has joined forces with Sustainable Overton community climate change group to help other parts of the borough to take local climate action, including setting up their own renewable energy projects.
The borough's climate change officers have supported the Overton group to produce two online toolkits to pass on their knowledge and encourage other residents to form similar climate change groups.
Sustainable Overton was set up by Overton Parish Council in September 2019 after declaring a Climate Emergency. Its goal is to become a carbon-neutral village by 2030, in line with the borough council's own ambitious targets for carbon reduction.
The group hopes more residents will invest in local green energy projects, which can support local jobs, help building owners save money on bills and generate income for the investors, which can be directed to local causes such as tackling fuel poverty.
Overton has been successful in its bid for a Rural Community Energy Fund grant stage 1, which is a feasibility study on installing 0.5 megawatts of rooftop solar photovoltaic panels on a number of local rooftops in the parish.
Cabinet Member for Environment and Enforcement Cllr Hayley Eachus said: "Working with local groups, organisations and businesses is crucial to reducing carbon in the borough. This project with the Sustainable Overton group is an important step forward and we encourage more parishes to do the same.
"These useful guides give guidelines on setting up climate change groups in other local parishes and information on Overton's successful community energy projects, which take us all a step closer to achieving the borough's ambitious Climate Emergency target of a carbon neutral borough by 2030.
"Climate change action such as this will help more people focus on the difference they can make and the opportunities in doing so, such as lowering their energy bills and fostering an increased sense of community."
Alison Zarecky, chair of Sustainable Overton added: "We are delighted that we have been able to progress this project, thanks to Basingstoke and Deane Borough Council and help from their climate change officers.
"Setting up community energy projects is particularly important in helping us fight climate change. We have sun, wind and water in Hampshire, so plenty of opportunity to harness this to produce our own renewable, green energy, especially given Hampshire currently only produces a small proportion of the energy we consume."
Sustainable Overton is also working in partnership with Community Energy South and Hampshire County Council, so that other parishes in the county can set up their own community energy projects.
Find out more about Sustainable Overton's energy toolkits at https://www.sustainableoverton.org.uk/ourgroup-toolkit and https://www.sustainableoverton.org.uk/energy-toolkit
ENDS
Any questions via email to [REDACTED_EMAIL] or by phone on 01256 844844. Sign up to receive email updates on council services, news and events at www.basingstoke.gov.uk/signup
15 February 2021 | web | https://brookvale.org.uk/public/documents/Council_Reports/PR9886.pdf | 0.430264 | {
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WORKING WITH THE MEDIA
It's important to build relationships with your local media outlets and their reporters. By doing so, you make it easier to spread the word on the importance of local decision-making and establishing yourself as a key resource for local government issues. Knowing how to effectively interact with the media will help make your message easier to share:
KNOW WHAT THEY WRITE ABOUT.
USE INFLUENCERS.
Find out which reporters cover what beats. Understand how they write and the issues they seem to cover most often. Also, check their social media feeds, so you can understand what interests them outside of work, allowing you to better connect with them.
DON'T BURY THE MAIN IDEA.
Make your story pitch interesting and compelling. Try to grab the reporter's attention and focus on an issue their readers would be interested in. Use media tools like press releases and media advisories and get to the point quickly in what you send. In this 24/7 news cycle, things move fast. If the reporter has to dig in your press release to find the story, you've probably already lost their attention.
When using a letter to the editor or an op-ed, it's important to focus on who the most appropriate person would be to author it. An elected official? A business leader? A community activist perhaps? Choose the author wisely.
RESPECT DEADLINES.
Reporters have less time to work on stories these days because they have more stories they need to write. If they reach back out to you regarding a story you pitched, make sure to respond as quickly as possible. They are acknowledging the importance of your story by touching base, so do them and yourself a favor and help make it the best it can be by responding!
TRADITIONAL MEDIA TOOLS
MEDIA ADVISORY:
A media advisory is a one-page sheet that alerts reporters to an upcoming news event. It provides a compelling preview of what will be shared but not the actual news itself. It should be sent out a few days before the event and followed up with a phone call.
PRESS RELEASE:
A press release announces breaking news and should be written like a news story. To stay relevant, this tool should be sent out as soon as possible after the actual public announcement of the news you're sharing.
OP-ED:
An op-ed is a column or guest essay – about 500 words – published in the opinion section of the newspaper, on or opposite the editorial page. This tool should be timely, present strong arguments and be authored by a well-respected community leader considered knowledgeable on the subject.
LETTERS TO THE EDITOR:
Letters to the editor are short, timely responses to recently published articles or commentary. This tool allows you to offer a short rebuttal or add a crucial missing perspective. Most letters are 150-250 words. | web | https://localvoicesunited.com/wp-content/uploads/2023/03/Working-with-the-Media.pdf | 0.429193 | {
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Psychology Trip to Auschwitz, 7 th February – 9 th February 2020
The Psychology department are arranging an educational visit to Auschwitz, Poland on Friday 7 th February 2020 returning Sunday 9 th February 2020 with Year 12 Psychology students. The purpose of this trip is to support the students' learning of obedience within Social Psychology. This concerns obedience to authority and looking into the reasons why tragedies such as the Holocaust may have occurred. This understanding will form part of the Paper 1 exam where the students must understand whether situational factors can influence obedience. By visiting Auschwitz, the students will gain more insight into how influential the environment may have been to the Nazis.
Included in the cost of the trip will be:
* Flight to Krakow
* Airport Transfers to and from Krakow Airport
* Private Auschwitz & Birkenau Tour
* Private Schindler List Walking Tour
* Krakow Sightseeing walk
* Jewish or Polish evening
* Dinner at Pizza Hut
* Packed Lunch for Auschwitz Tour
* Accommodation with breakfast at Kazimierz Hotel
If you wish your son/daughter to participate in this memorable trip and in order to finance this valuable activity, we would ask that parents and/or carers make a voluntary contribution of £350. This will cover flights, accommodation, main meals, any activities and insurance, transport and equipment costs. In order to secure the flights and hotel booking, we will require an initial deposit payment of £200 via Wisepay by Thursday 26 th September 2019.
Unless sufficient contributions are forthcoming, the activity will not be able to take place and any contributions made will be refunded in full. As per our Charging Policy a student's participation in such an activity will be a matter of parental choice and on the basis of a willingness to meet any charges applicable. Thus such an agreement is a prerequisite to a student's inclusion.
Should the trip be cancelled at short notice, including poor weather and/or flight cancellations for any reason, then the students will remain in school on Friday 7 th February 2020 and will attend their timetabled lessons as normal. We do not believe this is likely.
Once deposits have been paid, trip refunds are not possible because we calculate costs depending on the number of students/staff committed to attending. If a student does not take part in a trip on the day, for any unforeseen circumstances, then the cost of the trip is NOT refundable.
If a student withdraws or is withdrawn from a trip any deposit or fees paid that a tour operator deducts for cancellation will not be refunded under any circumstance. This includes the instance where the school decides to withdraw a child because of behavioural issues that may have emerged after the trip was booked. We as a school reserve the right to withdraw a child because of behavioural issues with any period of notice.
All payments for trips are now made using Wisepay. Please logon to your Wisepay account in the usual manner to make your payment. If you have any problems or need a reminder of your user name or password, please email [REDACTED_EMAIL]
As the number of participants is restricted for this trip, in the event that this trip is oversubscribed, the selection of students on the trip will be drawn from a hat and any Wisepay payments will be reimbursed for those who cannot attend. We do not operate a 'first come first served' selection as this can disadvantage a student who is off sick or absent for another reason. We do however reserve the right to use behaviour data to inform our decisions.
If you have any further questions, please do not hesitate to contact me.
Yours faithfully,
Mrs K Simmonds Head of Sixth Form / Psychology Teacher | web | https://presdales.herts.sch.uk/wp-content/uploads/2019/09/Year-12-Psychology-Trip-to-Poland.pdf | 0.52391 | {
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?Celebrity? cheaters
By Brian Lockhart
?When you cheat, you're only cheating yourself.?
That phrase was said to myself and my classmates on at least two occasions when I was in grade school.
It would have made a lot more sense if the teacher actually explained what she was talking about. Instead she just glared at a class of nine-year-olds in that ?I'm the teacher, so you're wrong about everything? kind of way they learned in teacher's college class 101.
It's hard to ask for clarification when you know if you raise your hand and question a statement you're not going to get a real answer because if you can't read the teacher's mind ? you must be stupid.
The recent scandal hitting the front pages of such reputable news sources as the National Enquirer and Yahoo news regarding high profile people being arrested on federal charges for such crimes as ?conspiracy to commit mail fraud' and ?honest services mail fraud' pretty much defines the ?cheating yourself' part of the above quote.
These high profile celebrities, allegedly, used bribes, and outright fraud in some cases in an attempt to ensure their kids get a spot in a ?prestigious' school.
The allegations include everything from having a ringer pose as a kid to write entrance exams, to photoshopping a girl into a rowing scull to showcase her athletic prowess ? even thought the kid had never rowed a boat in her life.
These are serious charges. In the U.S., if you are up on federal charges, the odds of you being found not guilty are pretty slim. Federal prosecutors don't like to lose, and federal judges have a tendency to find you guilty so they can arrive at the restaurant on time for their dinner reservations. Just ask Martha Stewart and Conrad Black.
There are probably a lot more people who are nervously chewing off what is left of their fingernails while waiting to see how this situation plays out.
Remember, if a bribe was paid, then someone received that money. If someone received that money then someone else was either influenced, paid back a favour, or was paid off to ensure the payee gets the service they shelled out the big bucks for.
What's remarkable about these allegations is the parents seem to have no idea of their children's skill or academic level.
If the kid can't qualify for admission on their own, the likelihood of success at a school is minimal. No employer was ever impressed that you lasted a full semester before flunking out ? even if it was a ?prestigious' school.
One daughter of an accused celebrity has been described as a ?social' or ?media influencer' because she has a Youtube channel. I'm not sure how much influence a 19-year-old has, unless it's to influence 10-year-olds who are easily impressed because they saw her mother on TV.
A recent question asked of her was her plans for college. The genius girl was not impressed with school, but said she would like to go to college for ?game days and the parties.?
Parties are fun, but if that's your main objective in post secondary education, you're probably going to fall short of making the Dean's list for exemplary work.
Even so, the parents figured if they put out thousands, and in some cases a LOT of thousands of dollars in bribes, their kids would be admitted to a school in which they had little, or no chance of succeeding.
All this does is take away a space in a program from another student who worked hard to achieve success and is more deserving of a place in the school and more likely to graduate.
The fact that 'celebrities' are involved in this supposed scandal of course makes it news - especially in Tinsel Town, where of course no celebrity ever got caught doing anything shady before.
When it comes to U.S. 'colleges', this type of nonsense has been going on for years.
The U.S. is the only place where you can get a full scholarship to a university based on your ability to toss a ball through a hoop or throw a 40 yard pass on a gridiron with accuracy.
In a recent interview, a well known college basketball player was asked about his classroom work.
His classic reply was 'Classroom? I came here to play basketball, not play school.'
And yet, when his four years are done, he will graduate and be given a degree in something for not attending classes, but averaging 20 points per game on the court.
Maybe these celebrity parents could have avoided losing a lot of money and possibly spending time in a federal penitentiary if they just tried to steer their kids in the right direction in the first place. | web | http://citizen.on.ca/?p=14332&upm_export=pdf | 0.522278 | {
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Discussion Questions for Book Clubs
Most people who are enthusiastic participants in book clubs know that it's the lively exchange of thoughtful opinions that makes them fun and engaging. The following questions and ideas are intended to help guide discussions, but Jane wants to encourage you not to feel limited to these questions—what do you want to talk about? Contact Jane directly so she can attend or call into your Book Club.
Silent Auction
1. Prepare Zoë's Lemon Drops for your guests:
Recipe —"Zoë's Lemon Drop"
[x] 1 ¼ oz vodka
[x] ½ oz Triple Sec
[x] ¾ oz freshly squeezed lemon juice
[x] Twisted peel of lemon
o Pour all the ingredients into a cocktail shaker half-filled with ice and shake very, very well.
o Pour the mixture into a chilled martini glass.
o Garnish with a twisted lemon peel .
2. Toast one another with Josie's favorite toast, the one she learned from her dad: "Here's to silver light in the dark of night."
3. Read or reread the book.
4. When you're ready to begin, spend a few minutes explaining:
o What you liked best about the book
o Plot points that struck you as especially significant
o Which character or characters were most intriguing
o Anything that you didn't like or that confused you
5. Start with a closed-ended question such as "Did you like the book?"
6. Facilitate a discussion of Silent Auction by asking a series of open-ended questions such as:
o What do you think about Frankie and Zoë's relationship?
o Celebrating second chances is a uniquely American approach to failure. Have you ever had a second chance?
o Were you familiar with scrimshaw before you read Silent Auction? Do you like scrimshaw? If so, why? If not, why not?
o Josie refers to the gazebo in Rocky Point's central village green. Have you ever been to a summer concert where the band plays familiar tunes in a pretty gazebo? If so, what did you enjoy about it? (Or what didn't you enjoy?) If not, what do you think it would be like?
o Josie's favorite music is Vivaldi's Four Seasons. What's your favorite kind of music? What's your favorite piece of music? Why?
o Chief Hunter moved to Rocky Point to see if Norman Rockwell had it right—he retired from the New York City police department and wanted to give small town living a try. What are the differences between small town and big city living?
7. Continue your facilitation by noting any words you had to look up in the dictionary, facts that surprised you, and the like. For instance, did you know that scrimshanders used candle black and soot to darken their etchings?
8. Ask if anyone has any additional comments.
9. Take a digital photo of the group holding
Silent Auction and
e-mail it to us for posting on the website!
10. Toast yourselves again using Josie's dad's favorite toast: "To silver light in the dark of night." | web | https://janecleland.com/wp-content/uploads/2016/10/SA_Disc_PF.pdf | 0.509817 | {
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1 of 2
Doctor's life depends on donor match
But search is difficult among neuroscientist's Bengali community
August 27, 2008
NICK KYONKA
STAFF REPORTER
For most of his life, Dr. Abhijit Guha has tirelessly volunteered in the Bengali community, saving the lives of thousands of people.
Now he needs them to save his.
COLIN O'CONNOR/TORONTO STAR Dr. Abhijit Guha is a doctor and leukemia patient at Princess Margaret Hospital in Toronto. He is waiting for a bone marrow match to save his life.
A renowned neuroscientist at Toronto's Western Hospital, Guha, 51, was diagnosed with acute myelogenous leukemia earlier this month. He is confined to hospital and will soon need a bone-marrow transplant to survive.
It's a serious problem for a member of an ethnic minority like Guha, who was born in Calcutta in West Bengal, India.
"For whatever reason there seems some under-representation among certain ethnic groups in the (bone marrow) donor registry," he says, sitting in a bedside chair at Princess Margaret Hospital.
Normally chatty, he labours to maintain a quiet, snail-paced talk. "These can be potentially curable cancers, but you need the bone marrow match."
Found in the breastbone, ribs, hips, skull and spine, bone marrow produces nutrient-rich red blood cells, infection-battling white blood cells and platelets that help with clotting. Though donors and recipients don't have to be of the same ethnic background, most good marrow matches will be.
With an estimated 700,000 East Indians living in Canada and only about 4,800 registered donors, Guha's community is one of the most underrepresented.
Canadian statistics were unavailable, but recent American figures estimate that South Asians have a 55 per cent chance of finding an unrelated matching donor through the national and international networks. None have been found yet for Guha. Between 70 and 80 per cent of Caucasians find matches in the U.S.
04/09/2008 3:37 PM
2 of 2
If no suitable donor is found, doctors will likely ask one of Guha's two teenaged children to donate, a risk since they would only have half of the genetic markers needed for a good match.
And even with a good match, Guha notes, there is still nearly a one in five chance he will die. "But this is (my) best shot."
Guha came to Canada with his parents when he was 7, and his family has been heavily involved with the local Bengali community since.
But they also wanted to do more for Bengalis abroad, so Guha and his father decided to improve the low education rate among the poor in East India. For 30 years, they have run a free education centre for underprivileged adults and children. Then, about 10 years ago Guha met Dr. Robin Sengupta, another expatriate who wanted to help the Bengali people. Together they helped establish the National Neurosciences Centre in Calcutta, which offers below-cost life-saving operations for the area's poor and medical training to others. Guha flies in several times a year to help with operations and provide hands-on instruction.
"I have never met another human being who helps everybody, almost to a fault," Sengupta said. "That is what he does."
Interested bone marrow donors can find more information or register online at onematch.ca.
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Middle School: Habits of a Successful Personalized Learner!
Student Check
Teacher Check
W S
Self Managers...
W S
Go for it! (I can complete difficultlong-term projects without giving up)
Manage Emotions (I show self-control when angry, upset or frustrated)
Manage Risks (I take on challenges even if nervous or apprehensive)
are Organized (I consistently use a planner or tech device to keep me organized)
W S
Effective Participators...
W S
Identify Issues (I can describe howan issue impacts a community)
Find Solutions (I independently find solutions to difficult problems)
are Persuasive (I can argue respectfully both sides of an issue)
are Involved (I can serve as amodelfor others and lead positively)
W S
Team Workers...
W S
Take Responsibility (I can lead a team fairly and effectively)
Build Upon Team Strengths (Ilisten and show empathy to team member needs)
Manage the Team (I can manage team tasks, goals and deadlines)
Evaluate the Team (I can help team members improve a product)
W S
Reflective Learners...
W S
Accept Challenges! (I can describe how I overcame a significant obstacle)
Plan-Do-Check-Adjust (I reflectupon my work to make it better next time)
Invite Feedback (I invite feedback &constructive criticism from others)
Share Learning (I can share ideas to fix problems and address barriers)
W S
Future Minded...
W S
Responsible (I can make a plan for my future through my ICAP)
Strive for Personal Mastery (Ican track progress toward reaching my goals)
Effective Communicators (Ilisten well and represent myself well in public)
Flexible and Adaptable (If Plan Adoesn't work out, Plan B is a viable option)
Student Name:
Teacher(s) Name:
Winter Check Date:
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November 22, 2004
MILL CREEK AREA WATER WELL TESTING RECOMMENDED
SPRINGFIELD , Ill. – Residents who obtain their drinking water from private wells in the Mill Creek area are advised to have the water tested for possible groundwater contamination, the Illinois Department of Public Health announced today.
Routine testing of the city's municipal water wells by the Illinois Environmental Protection Agency (Illinois EPA) revealed levels of carbon tetrachloride (carbon tet) exceeding the maximum contaminant level, indicating that the contamination could also be present in the area's private wells.
Although the contaminants were found in Mill Creek's source water, contaminants are removed at the city's water supply treatment plant and the water quality meets U.S. Environmental Protection Agency standards.
Persons with private wells located within the area east of County Road 450 East, north of Alexander Lane, west of South 24 th Street, and south of County Road 900 North, are encouraged to have their water tested by a private laboratory.
A list of private laboratories approved for testing can be obtained by calling John Smet, Illinois Department of Public Health, at [REDACTED_PHONE]. Once samples have been analyzed, residents can call the health department for an explanation of the test results.
Exposure to elevated levels of carbon tetrachloride can cause liver, kidney, and nervous system damage. Carbon tetrachloride is classified as a probable human carcinogen.
Notice of possible private well contamination is required by 2002 amendments to the Illinois Groundwater Protection Act. This information has been compiled from historic data and is provided to the public to ensure full disclosure of state records. | web | https://epa.illinois.gov/content/dam/soi/en/web/epa/topics/drinking-water/private-well-users/notices/documents/11.22.04-idph-millcreek.pdf | 0.481113 | {
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Dear parents
As you are well aware, we have already started with the extra-classes for grades 10 and 12 of the session 2021-20 as well as the remedial classes for grades 10 and 12 of the session 202021. These classes are being held in school, in a hybrid set up. After a year of online classes, it is delightful to finally meet the students and hold discussions in a physical classroom. The health of our students and staff members has always been our priority and so, these classes are being held keeping in mind the health measures recommended by the government.
The recent spike in the number of Corona positive cases in the city is an issue of concern but the school is taking all the precautions necessary in this situation. At the same time, we would like to remind the students that they need to abide by the instructions given and keep in mind the following, for their safety and that of the others:
1. Maintain proper physical distance while interacting with others.
2. Masks should be worn at all times
3. Carry your own sanitisers and make sure to use them to sanitise your hands regularly
4. Students should carry their own lunch, water bottles, stationery, books, notebooks and other objects of importance. In the given situation, sharing of objects will not be allowed.
5. Do not touch your mask
6. Avoid touching your eyes, nose or mouth
7. Cough or sneeze into your elbow, or cover your cough or sneeze
8. Stay home if you are sick and avoid contact with others
9. If you are sick, contact a teacher immediately.
10. Follow the instructions regarding classroom behaviour and entry and exit procedures provided by the teacher
We request you to kindly discuss these points with the students and reiterate their importance in their everyday interaction with their peers and teachers. If the child shows even the slightest indication of ill-health, please do not send them to school.
The new session is around the corner and we hope that we will be able to continue with the offline classes in the future.
With regards Richa Sharma Agnihotri Pricipal | web | https://sanskritischool.edu.in/News/Reminder%20protocol%20for%20class%20X%20and%20XII%20students%20for%20attending%20offline%20classes.pdf | 0.441856 | {
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AS LIFE PASSES THEM BY.......
A Miserable Life
Almost none of these dogs know anything other than being tied to a chain. They don't know what it is to walk, what it is to run after a ball, nor what it is to be petted and cuddled.
Chained by the neck, these animals do not live.... they just exist without respect, without affection, without exercise, without social interaction and often, without the most basic food and hygiene care.
As the days turn into weeks, weeks into months and months into years, most of these dogs lie down, sit, sleep, eat, drink, urinate and defecate within the same two-meter radius....
www.liberta-me.org
In Portugal, thousands of dogs are sentenced to life imprisonment, without having committed any crime. They are kept in chains for a lifetime; a punishment that, for them, is worse than death.
Many animals don't even have a shelter, others sleep in a can or canopy that barely protects them from rain and extreme temperatures. They sit on mud or cold cement, often without access to fresh water. Throughout the country, too many dogs suffer in silence because many people are unaware of their suffering, others do not care and others simply do not want to "meddle".
Why is it wrong to chain a dog?
Keeping a dog in chains is one of the worst punishments imaginable. Dogs are social, pack animals..... they need to be integrated into a family with which they can interact. Depriving a dog of social interaction and physical exercise is extremely cruel and goes against its nature.
Chaining an animal condemns it to spending most of its life imprisoned and has a very negative effect on temperament, behaviour and health. The natural instinct to be in a group is suppressed and a chained or isolated dog only learns to hate the loneliness and having his freedom and movements restricted, while the rest of the world moves around at will. A chained dog is an animal constantly tormented.
A Case for Real Suffering....
Rex is just one example of a pet that has spent his life chained to a dog house. Like any other dog, he has a high instinct to protect his limited territory. When a stranger approaches, Rex sees that approach as a threat and responds according to his instinct to "flee or fight". As he is trapped by a chain and unable to escape, he is forced to defend himself. Fear and aggression are typical feelings for a trapped dog, often resulting in the attack and/or biting of anyone perceived as threatening.
Thank you for reading this leaflet. When you are finished, please be kind enough to offer it to someone else.
© 2011 Pelos Animais — Associacao de Sensibilizacao Para os Direitos dos Animais
www.liberta-me.org
Why get Involved?
Keeping an animal in chains is treating it as a possession, ignoring the fact that it is a being worthy of respect and kindness. It is the duty of us all to condemn the terrible suffering to which animals in chains are subjected – we should defend and respect these loyal, loving and compassionate creatures who passionately want to be our friends.
Community awareness and social pressure can be a decisive factor in resolving some of these situations. It is up to us (as citizens, neighbors, acquaintances, etc.) to inform and sensitize people who keep a dog in chains or permanently confined to small places (eg. balconies).
The lives of many dogs have already been radically changed, simply because someone has cared enough to intervene. | web | https://www.streetlife.pt/_files/ugd/a516c1_2e133933c1b7435588f0512fa66af412.pdf | 0.427266 | {
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Newsweek Archives
THE BEST SCHOOLS IN THE WORLD
Newsweek; U.S. Edition
Issue Date: 12/2/1991
Start Page: 50
Section: SOCIETY
Subsection:
Title:
THE BEST SCHOOLS IN THE WORLD
Subtitle:
Author: BARBARA KANTROWITZ and PAT WINGERT
THE RACE FOR A GOOD EDUCATION NO LONGER STOPS AT THE WATER'S EDGE. U.S. SCHOOLS HAVE STUMBLED. IF WE'RE TO CATCH UP, THERE ARE MODELS TO FOLLOW--FROM ALL AROUND THE GLOBE.
We all know the indictment: American education has fallen behind the rest of the industrialized world. And we all know the reasons: everything from the collapse of the family to the prevalence of television to the abject failure of national leadership has been blamed. What we don't know is how the rest of the world is managing to do a better job of teaching its children.
For this story, NEWSWEEK interviewed dozens of American and foreign experts in international education to find the best schools in the world. We started with the goals of the Bush administration's "America 2000" reform plan. That document calls for overhauling math and science instruction--and led President Bush to make the improbable vow that our students would lead the world by the year 2000. Also on the agenda are goals that include making sure every child starts school healthy and ready to learn and improving the literacy rate. To that list, we added some other crucial subject areas: foreign languages, job training, teacher education, the arts and higher education.
There are, it turns out, pockets of excellence across the globe, happily including two notable examples in the United States. Where we found excellence, it tended to be on a national level: New Zealand in reading, the Netherlands in math and foreign languages, Japan in science, Germany in high-school education and teacher training, and Sweden in adult education. Americans have the most successful system of higher education, especially postgraduate programs; the California Institute of Technology represents the best of that tradition. In a few cases, we chose cities that are in the forefront of innovation. For preschools, we picked Reggio Emilia, in Italy's Emilia-Romagna region, as an example of a grass-roots project that has become an international role model. In the arts, we focused on Pittsburgh, which is using the ideas of Harvard University psychologist Howard Gardner to foster creativity and critical thinking skills.
This is an optimistic story, for it demonstrates what nations can accomplish when they have the will. After World War II, Japan, Germany and the Netherlands rebuilt their school systems as they rebuilt their countries--often using American educational research. Today, students in those countries lead the world in advanced math, science and other technical subjects. During the same period, Americans turned into a nation of pedagogical groupies, following first one trend and then another without any sustained attempt to develop a coherent curriculum. Open classrooms were the rage in the 1960s and '70s, followed by back to basics in the '80s. The newest panacea is giving parents public money--usually in the form of vouchers-to choose their schools.
Consistency is a key to excellence overseas. Most industrialized countries have a national curriculum. Teachers get specific instructions. Our educational system has always reflected the American credo of independence. "We have so much autonomy," says University of Illinois professor Herbert Walberg, an expert on Asian schools. "Everyone does their own thing, to the point where a fifth-grade teacher can't count on a fourth-grade teacher having taught certain things."
Compared with youngsters overseas, American kids are long on leisure and short on learning. Japan's school year runs 240 days and Germany's 210. But most American kids are in class 180 days, with a long summer vacation. That's a holdover from the days when youngsters were needed to help on the farm. Dozens of American districts have begun trying to make their calendars reflect 1991 reality. In California, for example, 20 percent of the state's 5 million students are on an extended schedule, with long periods of school followed by shorter vacations.
Throwing piles of money into schools isn't necessarily the answer. Japan spends about 50 percent less per student than we do, and Japanese students consistently rank higher. In another measure of spending, the percentage of gross national product devoted to education, the United States is about average. Experts in international education say it's not the amount of money but the way it's spent that matters. We tend to spend more on buildings and administration and have relatively low teacher salaries. Other countries, especially Japan and Germany, spend more on teacher salaries and have modest buildings and fewer administrators. Not everything that works overseas can be successfully transplanted. Japan's schools, for example, don't have to worry about educating an ethnically diverse or domestically troubled population. By contrast, Europeans share some of our social problems--a high divorce rate, a growing immigrant population--but few European nations even attempt to offer equal educational opportunity to all. "When it comes to equal opportunity, we have the best hearts," says former education secretary William Bennett. "The problem is our education system doesn't produce the best minds. "
There's also a greater reliance on formal academic tracking in Europe and Asia. Tests, not individual preferences, determine who goes to a university and who enters job training. While many countries offer free college tuition, the government may, in turn, restrict a student's choice of major, sometimes in order to meet a particular work-force need. Perhaps the most extreme example is Singapore. In that country, if there's a forecast of a shortage of electrical engineers, the government looks for talented students and grooms them to fill those spots.
Even countries recognized as the best have problems. "I don't think there's any industrialized country right now that's complacent about their educational system," says Chester Finn, professor of public policy and education at Vanderbilt University. "The Eastern-bloc countries are thinking about reform because of their recent escape from the Soviet system. England's problems are closer to ours--a faltering economy and anxiety about that ... Japan wants to win Nobel Prizes, not just produce others' inventions more efficiently."
International comparisons are not about to disappear. Several education organizations are jumping in with new methods of assessing our status in the world. And as we know more, the competition will heat up. "It's like the Olympics," Finn says. "It's not just about sportsmanship. It's about who wins." Winning will mean a profound shift in values. "The U.S., as a whole, has never put much value on learning," says Secretary of Education Lamar Alexander. "Now we need to reinvent the public schools because our current system is an anachronism. And all this needs to happen in every community." Unfortunately, as a nation, we're happy to have a national Olympics team, but schools are left to the whim of each and every neighborhood. So when it comes to kids, think global, act local, and don't expect much from Washington.
Copyright 1991 Newsweek | web | https://www.klaschoolsfranchise.com/wp-content/uploads/2017/11/Newsweek.pdf | 0.492359 | {
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Traders & Raiders Year 4 - Homework Grid – Autumn 1 - 2019
Homework in Year Four will consist of three types of tasks:
1. Daily practising of reading, spellings and times tables. There are pages on the school website with games and activities to help you. Spellings will go home in children's reading diaries on a Monday, and they will be tested on their spellings the following Monday.
2. Weekly set tasks in maths, English and/or science. These will be sent home on a Friday and need to come into school by Wednesday morning Homework Club will run each Wednesday lunchtime for children whose homework is not completed at home and brought in by then.
.
3. Topic tasks. These are shown in the grid below. These are optional so don't have to be completed, but we would love to see them and celebrate them in school if you choose to do them!
You should prepare weekly and topic tasks to the best of your ability and check your work carefully (ensuring that you have checked your spelling and presentation) before handing them in. If you have any concerns or would like some support or help with resourcing your chosen activities, please do not hesitate to contact us. We look forward to seeing all of your exciting homework this term.
Draw or paint a picture of a Viking longboat.
Design a symmetrical Viking shield.
Write a message in Viking runes.
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Source: Will and Ariel Durant, The Age of Napoleon, 1975
The Road to Empire: 1804
… Napoleon wondered why he had to his work under constant threat of assassination, while the rulers who were repeatedly leagued against France … could expect to maintain their supremacy till their normal death, and could rely on the orderly transference of their sovereignty to their natural or designated heirs. … Apparently the secret of their security lay in their "legitimacy" - the sanction of heritable rule by a public opinion formed to habit through generations and centuries.
… Napoleon dreamed of absolute, consecrated, transmissible authority, even of a dynasty that might acquire the seal and aura of time. He felt that the tasks he longed to accomplish required the stability and continuity of absolute rule. …
Strange to say, many groups in France heard without resentment the rumors of an impending crown. Some 1,200,000 Frenchmen had bought, from the state, property confiscated from the Church or from emigres; they saw no security for their title deeds except in preventing a return of the Bourbons; and they saw in the permanence of Napoleon's power the best protection against such a calamity. The peasants reasoned likewise. The proletariat was divided; it was still fond of the Revolution as having been so largely its work, but with a fondness fading as it enjoyed the steady employment and good wages that the Consulate had brought; and it was not immune to the rising cult of glory, or to the glamour of an empire that might surpass in splendor any of those that contended with France. The bourgeoisie was suspicious of emperors, but this would-be emperor had been faithfully and effectively their man. … Even the royalists, if they could not have a pedigreed Bourbon, would think it a step forward if monarchy should be restored in France. The clergy, though they knew that Napoleon's piety was political, were grateful for the restoration of the Church. Almost all classes, outside of Paris, believed that only a monarchical government could control the individualistic passions and class divisions that rumbled under the crust of civilization. …
On May 22 the registered voters of France, by ballots individually signed, approved this fait accompli by 3,572,329 yeas to 2,569 nays. | web | https://www.accordingtophillips.com/uploads/8/1/8/3/81833274/durant_the_age_of_napoleon_2.pdf | 0.494012 | {
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Students
Accidents
Universal Precautions:
When handling the discharges from another person's body, always use these precautions. Use of Universal Precautions removes the need to know which persons are infected with which germs in the school setting.
* Handwashing: Facilities should include soap, preferably in liquid or powdered form, from a dispenser. (Bar soap, with multiple use, becomes contaminated.) Handwashing should be done before rendering first aid and after caring for students. Hands are to be washed after removing gloves.
* Latex Gloves: Are to be worn by staff members who administer first aid involving blood, open wounds, or handling of body fluids. Latex gloves should be standard components of first aid supplies. They should be readily accessible to school health offices, cafeterias, and athletic training rooms. The use of gloves does not eliminate the need for handwashing.
* Trash Disposal: Disposal of trash containing blood or any body spills that may contain blood should be double bagged. In cases of large quantities of blood, red bags are available for appropriate use. If needles, syringes, or lancets are used in the school setting, these contaminated sharps should be placed in a puncture proof container. Do not bend or break needles. Do not recap needles.
* CPR: Devices that prevent backflow of fluids from the mouth of a victim being given CPR should be readily accessible to those persons CPR certified and most likely to be the rescuers in the school setting. These devices are stocked in the district warehouse.
* Household Bleach: Household bleach, mixed with water in a 1:10 to 1:100 solution, has been found to be a very effective disinfectant/anti-viral agent. Bleach is available through the district warehouse. Solution can be mixed weekly.
* Commercial Disinfectants: Commercial disinfectants are also effective and can be ordered through the district warehouse.
* The District provides staff development in Universal Precautions in first aid and CPR. Staff are encouraged to participate.
Rule
approved: 06/02/98
LODI UNIFIED SCHOOL DISTRICT
Rule 5141.1 | web | https://www.lodiusd.net/uploaded/Board_of_Education/Board_Policies/Series_5000/Rule_5141.1_ada.pdf | 0.464104 | {
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Brook Hall, Brokerswood Wiltshire
Brook Hall is a series of stone buildings, the most important of which is a Grade I listed medieval lodging range, known as The Early Wing, built during the 15 th Century. It was regarded by English Heritage as one of the highest priority Buildings at Risk but is now no longer on the Heritage at Risk register following works by Ellis and Co. The building had been decaying for years until new owners took possession at the end of 2014. Historic England grant-aided repair works to the building fabric in 2017. Ellis and Co Building and Restoration undertook conservation repairs to the roof structure and tiles, walls and floors under the architectural instruction of Andrew Townsend.
The first phase involved stabilising and re-pointing the exterior masonry, this was completed in May 2017 allowing the structural supporting scaffold to be removed. A second phase commenced in September 2017 by Ellis and Co Building and Restoration under the Architectural instruction of Andrew Townsend. We undertook conservation repairs to the roofs, walls and floor structures.
Structural pinning, grouting and pointing addressed significantly bowing walls, the interior and exterior of which had separated and moved dramatically. The roof line and new tiling followed the curvature of the walls. The original plain tiles were carefully sorted and stored before being mixed with 40 percent new handmade clay tiles, pegged on split oak lath battens. Woodfibre insulation and a new plaster and lath ceiling was installed between the rafters of the oak roof structure. Walls were limewashed, new timber windows were installed, again following the lean and curvature of the walls. A concrete floor was lifted to reveal a cobble floor, this was subsequently covered in limecrete to protect the original cobbles and provide a stable surface for future use. | web | https://www.ellisandco.uk.com/userfiles/products/files/case_study_2018_brook_hall_brokers_wood.pdf | 0.4336 | {
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Come play with us!
936 Broad Street
Bloomfield, NJ 07003
Shoresh Preschool
Strong Roots. Thriving Children.
Phone: [REDACTED_PHONE] ext. 120
Fax: [REDACTED_PHONE]
[REDACTED_EMAIL]
www.nertamid.org/Shoresh
Positively the best place for your child
Nurturing Philosophy
If the roots are healthy, the tree will be strong. In Hebrew, Shoresh means “roots.” Here we concentrate on developing children of character who love learning. We are committed to providing the highest quality early childhood education program so that our children will have strong, happy roots.
Diversified Curriculum
Children are exposed to a variety of age appropriate learning activities. Lesson plans are geared to the ages and specific interests of the children. Nature, music, art, fine and gross motor activities, literature, math, science, and cooking are all integral to our curriculum.
Temple Ner Tamid Membership
Shoresh families are eligible for dues-free membership while enrolled in Shoresh. The community offers regular Tot Shabbat and holiday family programs. Graduates are offered Kindergarten Religious School classes tuition free and a reduced introductory membership dues rate.
Shoresh Preschool...
- Programs for children ages 15 months to 5 years
- Toddler Time classes
- Classes for 2’s, 3’s, and 4’s
- Full and part-time available
- Optional Breakfast Club
- Optional Extended Care
- Afternoon enrichment programs
- Nurturing environment
- Jewish themes and practices
- Bright, cheerful classrooms
- Low student-teacher ratio
- Staff dedicated to inspiring joy and a love of learning
- Holiday celebrations for the whole family
- Regular music, STEM, nature, and movement programs
- Affordable rates and flexible payment plans
- Building security
- Welcoming to families of all faiths!
Jewish Culture
Jewish values and holidays underlie our program. We encourage the development of a positive Jewish identity and the importance of helping others. We welcome children of all backgrounds and faiths into our program.
Parent Involvement
Parents are always welcome at Shoresh. There will be many programs over the course of the year that will bring you into the classroom. We believe that a close partnership between home and school is vital to our program. Our goal is to provide a warm, supportive community for our families. Parents are welcome to sit and relax in our café while their children are adjusting to school.
Low Student-Teacher Ratio
Happy children in a warm, secure, attractive setting with a low student to teacher ratio -- and highly qualified teachers who love what they do...what more could a parent ask for? | web | https://images.shulcloud.com/13511/uploads/Documents/Shoresh/ShoreshBrochure2020.pdf | 0.434408 | {
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Endangered animals
Why are some species endangered and what can we do to help?
Literacy
Spoken Language:
Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
Use relevant strategies to extend their knowledge and understanding
Listen and respond appropriately to adults and their peers
Articulate and justify answers, arguments and opinions
Reading:
Draw on what they already know or on background information and vocabulary provided by the teacher Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
Discuss word meanings, linking new meanings to those already known
Writing:
Compose a sentence orally before writing it Sequence sentences to form short narratives Say out loud what they are going to write about Re-read what they have written to check that it makes sense
Read aloud their writing clearly enough to be heard by their peers and the teacher
Discuss what they have written with other pupils Form lower-case letters in the correct direction, starting and finishing in the right place
Mathematics
Please see termly Success and Challenge cards
Personal, Social and Emotional Development PSCHE: Who helps us to keep safe?
Learn who can help them in different places and situations; how to attract someone's attention or ask for help; what to say
Know that people have different roles in the community to help them (and others) keep safe - the jobs they do and how they help people
Know how to respond safely to adults they don't know themselves or others; and the importance of keeping on
Know what to do if they feel unsafe or worried for asking for support until they are heard
Learn how to get help if there is an accident and someone is hurt, including how to dial 999 in an
emergency and what to say
R.E.: Judaism -Are Rosh Hashanah and Yom
Empathise with Jewish children by understanding what
Kippur important to Jewish children?
Rosh Hashanah and Yom Kippur mean to them.
sorry for.
Say how it feels to say sorry and what I have said
Identify something that either Rosh Hashanah or
Choose a picture and give my thinking on why this
Yom Kippur is about.
might be important to Jewish children at Rosh Hashanah or Yom Kippur.
SUMMER TERM 2 Objectives BeDifferent Future Year 1
Physical Development
Athletics
Know how to use our bodies to maximise our
Develop pupils' ability to run at speed performance
Develop children's ability to jump as far as they can Develop children's ability to throw as far as they can
To be able to hurdle effectively
Invictus
Develop ability to solve problems Be able to engage in new activities fairly
Understanding of the World
Geography
- key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
Use basic geographical vocabulary to refer to:
- key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Science: Plants
Seasonal Changes
Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees Identify and describe the basic structure of a variety of common flowering plants, including trees.
Pupils should be taught to: - observe changes across the four seasons - observe and describe weather associated with the seasons and how day length varies.
Computing: iModel
To follow a simple algorithm
To understand that algorithms are precise instructions that can be followed
To devise a simple algorithm
To make predictions about an outcome based on a simple algorithm
To plan, test and debug a simple algorithm
To understand conditions and outcomes
To understand that some statements can only be true or false
Expressive Art and Design
Design and Technology
Use the basic principles of a healthy and varied diet to prepare dishes
Design purposeful, functional, appealing products for
Understand where food comes from themselves and other users based on design criteria
to their characteristics
Select from and use a wide range of ingredients, according
Explore and evaluate a range of existing products
Music
Evaluate their ideas and products against design criteria
Experiment with, create, select and combine sounds using the inter-related dimensions of music. | web | https://bedifferent-federation.org.uk/curriculums/wmps/year21-22/summer2-year1.pdf | 0.46178 | {
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There are many psychological predictive models that attempt to explain human health behavior. From the old school Health Belief model, through the theories of Reasoned Action and Planned Behavior to the more recently revised PRECEDE-PROCEED and Transtheoretical (TTM) models, there are many theories behind what makes us get off the couch and do something about our health.
An educational cue is a useful tool, but if it works in the US, will it also work in Saudi Arabia? As we have noted, in the field of global market research, culture plays an important role. Are action triggers immune to the effect of culture on human behavior?
Among these models, there are many catch phrases for what causes us to act: Cues to Action, the Action Stage, Behavioral Intentions, and Self-efficacy. Whatever label or model you prefer, the purpose is the same: to trigger an action. What makes a person go from wanting to make a health change to physically making that change?
This trigger can come in many forms: a billboard on the highway, walking past a blood donor van, or watching a relative die of cancer. External influences in the form of education, reminders, persuasive communication, or the relay of personal experience can promote a desired behavior.
Some forms can be more influential than others. Our September 17th blog post, "Use Education, Not Emotion: Get People to Buy What You Are Selling", discusses a recent study that indicates educational cues in surveys have a more desired action/outcome than commercial advertisements or government mandates.
The answer is no. For some, the effect of a mother dying of breast cancer will motivate getting a mammogram. For others, where the cultural view is more fatalistic, maybe not. If you believe fate was the root of your mothers death, a typical educational cue will not trigger you to act. Que sera, n'est pas?
Market researchers need to take a step back and look at what motivates self care and preservation in their target audience. A white male in the US who is constantly exposed to ads featuring people that look like him dying of AIDS will be affected and will wear a condom. A Latino male's viewpoint may differ: a "real man" would not wear a condom and AIDS is considered a gay man's disease. A cue to action can be created for the Latino man, but it needs to be done in a different way.
Are educational cues a more compelling trigger to action? Maybe. If they are culturally sensitive. Do you want your target audience to make a health change? Use theory to explain behavior and cultivate triggers that cause them to act, but do it in a way that speaks to who they are and where they come from. | web | https://www.aiatranslations.com/_files/ugd/8d8b80_118f94155b1a4096a45aca85fb705671.pdf | 0.499697 | {
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This week's featured article
JUJI, KYODO
If you say *yabai* in Japanese when you eat something, does it mean "very tasty" or "rather poisonous"?
The word traditionally means "risky" or "dangerous," but young Japanese have begun to use it with a new meaning: "unusually great."
Now, over 1 in 4 Japanese use the word in the new meaning, an Agency for Cultural Affairs survey showed on Thursday.
In the survey, which received responses from 1,942 people aged 16 or over in January and February, 26.9 percent of them said they say *yabai* to express admiration, up 8.7 percentage points from the previous survey a decade ago.
An increasing number of dictionaries also include both meanings, according to agency officials.
A shift is underway also in the meaning of *bimyō*, originally meaning "subtle" or "delicate." More than 90 percent of respondents in their 30s or younger said they use the word when they cannot decide if something is good or bad.
*Bimyō* was used this way among 66.2 percent of all respondents, up 8.4 percentage points from the survey a decade ago. The agency said the adjective has taken on more of a negative nuance among younger people.
The slang word *uzai* was used to describe things that are annoying or unsettling among 20 percent of all respondents, up 3 percentage points.
Among relatively new words, *konkatsu*, or "spouse-hunting activities," was recognized by 93.8 percent, and *ikumen*, or "men actively engaged in child-rearing," by 89.6 percent.
First published in *The Japan Times* on Sept. 19.
Warm up
One-minute chat about "My favorite phrase."
Game
Collect words related to "word," e.g., speak, dictionary, language.
New words
1) **poisonous**: dangerous to one's health or life; e.g., "Be careful! The liquid is poisonous!"
2) **admiration**: sense of wonder, delight or approval; e.g., "The current pope inspires admiration even among non-Christians."
3) **subtle**: slight, and not obvious; e.g., "There is just a subtle change in the plan."
4) **adjective**: a word that describes a noun; e.g., "Adjectives are useful when describing how somebody looks."
5) **unsettling**: causing trouble; e.g., "The news was unsettling for the people."
Guess the headline
'Admiration' replacing 't___y' as 'y____' gains new currency
Questions
1) What is the original meaning of *yabai*?
2) What percentage of people in their 30s or younger use *bimyō* to express that their mind is not made up?
3) Are dictionaries starting to accept the new meaning of the word?
Let's discuss the article
1) Do you use the word *yabai*? If so, what do you mean by it?
2) Make a list of "new Japanese words" or ones whose definitions are changing.
3) Do you think we should keep the original meaning of the words or should the new meanings be accepted?
Reference
いつの時代にも流行の言葉があり、数年で使い古され時代遅れとなる言葉もあれば、いつの間にか定着し正式な日本語として「昇格」する言葉もあります。
新しい言葉は比較的若い世代によって広められることが多く、大人たちに怪訝な顔をされることも常でしょうし、言葉の意味することが世代間で違っていたれば誤解を生む可能性があります。
しかし言葉とは、共有することで思いや考えを他の人に伝えるためのツールです。
誤解のもととなることは避けなければならないでしょう。若者の言葉が乱れている、大人は頭が固いなどと言っていてはその誤解は壁となり、状況は悪くなる一方です。
数ある言葉の中から選んで発したその一言に込められた意図を汲み合えるように、言葉の持つ新旧の意味を洗い出しあめることが必要なのかもしれません。
「朝英語の会」、はじめてみませんか？
「朝英語の会」とは、お友達や会社の仲間とThe Japan Timesの記事を活用しながら、楽しく英語を学べる朗読イベントです。この記事を教材に、お友達や会社の仲間を集めて、「朝英語の会」を立ち上げませんか？朝から英字新聞で英語学習をする事で、英語を話す習慣が身に付き、自然とニュースの教養が身につきます。
「朝英語の会」の立ち上げ、もしくは参加に興味がある方はこちらまで。
株式会社ジャパンタイムズ「朝英語の会」運営事務局
Phone: 03-3453-2337 (平日10:00~18:00)
email: [REDACTED_EMAIL] | http://jtimes.jp/asaeigo | web | https://www.seifu.ac.jp/web/wp-content/uploads/2014/09/doc00090120150929150151.pdf | 0.430247 | {
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PDF | Bess Truman
by Margaret Truman
— 1 —
Try Audible and Get Two Free Audiobooks
The astonishing story of Bess Truman and her love for her husband, Harry, as only their daughter could tell it.
Bess Truman is more than a rare, intimate, and surprising portrait of a famous First Lady who kept her deepest feelings - and considerable influence on President Truman - hidden from public view. It also is the heartwarming story of an enduring love and a remarkable political partnership.
Bess Wallace was born in 1885 in Independence, Missouri, into a secure world full of strong ideas. Young Bess was beautiful, popular, and strong-willed and could play third base and swim and ride as well as any boy. Harry Truman was a farmer's son to whom Bess always seemed out of reach. Their courtship was long and arduous, but Harry - as revealed through his endearing letters - was full of humor, gentleness, determination, and undying love that would win Bess over to him. And for sixty-nine years, Harry would be the center of her life.
Margaret Truman has been able to draw on her own personal reminiscences and a treasure trove of letters never before published - more than 1,000 from Bess found after her death and several hundred from Harry - to bring her mother and father wonderfully alive. Through their frank, uninhibited correspondence, we get a richly detailed picture of their lifelong love affair and marriage. And through the eyes of the Trumans, we come to know history as they made it.
Margaret Truman reveals the strong role her mother played in Harry Truman's important decisions. We are there during Harry's ascent to the Senate, the vice presidency, and after the death of Franklin D. Roosevelt, to the White
— 2 —
House itself. And we see history from the inside out as the lives of Harry and Bess evoke the great events of the Truman era - the dropping of the atomic bomb on Hiroshima, the stunning upset of Thomas Dewey, the firing of Douglas MacArthur at the height of the Korean War, the vicious McCarthy hearings, and much more.
And we are there during sickness, tragedy, and triumph, as well as the Trumans' final years in Independence.
Bess Truman recreates the human drama of an extraordinary woman and a man who became one of America's most beloved presidents.
DOWNLOAD FROM AMAZON
Try Audible and Get Two Free Audiobooks
— 3 — | web | http://pdfscout.org/pdfs/bess-truman.pdf | 0.484018 | {
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Plastic Bags Fact Sheet
Worldwide, a trillion single-use plastic bags are used each year, nearly 2 million each minute.
The amount of energy required to make 12 plastic shopping bags could drive a car for a mile.
City, state, and national governments around the world are trying to limit plastic bag litter and waste with bans and fees.
The oldest existing plastic bag tax is in Denmark, passed in 1993. Danes use very few light-weight single-use plastic bags: about 4 per person each year.
At least 16 African countries have announced bans on certain types of plastic bags, to varying levels of effectiveness. Before a ban on thin bags—which tear readily and get caught by the wind— went into effect in 2003, plastic bags were christened South Africa's "national flower" because of their prevalence in bushes and trees. Thicker bags are taxed.
Many European countries tax plastic bags or ban free distribution. The EU Parliament is discussing measures that could require member states to cut plastic bag use by 80 percent by 2019. A memo on the proposal noted that "plastic bags have been found in stomachs of several endangered marine species," including various turtles and porpoises, and 94 percent of North Sea birds.
The provinces of Ontario and Quebec have each halved their plastic bag use through a variety of measures, including store incentives for using reusable bags and retailer-imposed fees.
Livestock choking on plastic bags—from camels in the United Arab Emirates to sheep in Mauritania and cattle in India and Texas—have led communities to consider regulation.
Currently 100 billion plastic bags pass through the hands of U.S. consumers every year—almost one bag per person each day. Laid end-to-end, they could circle the equator 1,330 times.
Over 150 U.S. cities and counties ban or require fees for plastic bags. California passed the first statewide ban in 2014, though Hawaii had a de facto ban through county ordinances. Over 49 million Americans live in communities that have passed plastic bag bans or fees.
U.S. cities with bag bans include San Francisco (as of 2007), Portland (2011), Seattle (2012), Austin (2013), Los Angeles (2014), Dallas (to begin in 2015), and Chicago (2015).
The plastics industry has spent millions of dollars to challenge plastic bag ordinances.
Washington, D.C., was the first U.S. city to require food and alcohol retailers to charge customers 5ȼ for each plastic or paper bag. Proceeds are shared between stores and environmental clean-ups.
A timeline tracing the history of the plastic bag and examples of plastic bag ordinances from the United States and around the world are at www.earth-policy.org.
Updated October 2014 | web | http://www.earth-policy.org/images/uploads/press_room/Plastic_Bags.pdf | 0.455163 | {
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Dance Research Committee: Cricket Raybern & Research Committee
Mari Kiz – Mari Kız
(Gagauzia)
Mari Kiz (MAH-ree KUHZ) means Oh, Girl. This dance is from the Gagauzi culture and is danced to a Gagauzi love song. The Gagauzi people are from the same Oguz tribe as Turks living in Turkey now but, when migrating from the middle of Asia, the Gagauzi branch followed the north Black Sea path, and finally settled in the territories from Crimia to Bulgaria. Once there, most of them converted to Orthodox Christianity. Today the Gagauzi people speak a very clear Turkish dialect which is somewhere between Azerbaijani and Turkish dialects.
In 1994 the Gagauzi people were given an autonomous piece of land called Gagauzia. This independent country is located within the borders of Moldovia. Just as their language has many influences, in their dance culture you can find influences from Turkish, Pontic, Bulgarian, Romanian and Moldovan dances and music. Caspar Bik learned this dance from Dominike Karantzounis, a Dutch specialist in Romanian dances. Caspar presented Mari Kiz at the 2018 Stockton Folk Dance Camp held at University of the Pacific, in Stockton, California.
Music and video: 3/4 Meter CD: Balkan and Beyond, Track 5
Video: 2018 Stockton Folk Dance Camp Video. This video can be seen by contacting a camper who purchased it.
Formation:
Circle of dances, facing center, hands in V-position.
Steps & Styling: Slow, with deep knee bends.
Measures 3/4 PATTERN
16 meas INTRODUCTION. No action.
I. ALONG THE CIRCLE.
1 Large step L across in front of R, bending knees (ct 1); step R to R (ct 2); step L next to R (ct &); step R to R (ct 3).
2 Large step L across behind R, bending knees (ct 1); step R to R (ct 2); step L next to R (ct &); step R to R (ct 3).
3 Repeat meas 1.
4 Large step L across behind R, bending knees (ct 1); sway R to R (ct 2); sway L in place (ct &); step R next to L (ct 3).
5-16 Repeat meas 1-4 three times.
II. ANGLE TOWARD CENTER AND BACK.
1 Step L diag R, moving 45 degrees twd ctr (ct 1); 3 steps (R, L, R), continuing at 45 degree angle (cts 2, &, 3).
2 Step L in front of R with bent knee (ct 1); step R back, in place (ct 2); step L to L, now facing 45 degrees to L of ctr (ct &); step R in front of L with bent knee (ct 3).
3 Continuing to face diagonally L, step L bkwd (ct 1); 3 steps (R, L, R) backing up (cts 2, &, 3).
Let's Dance!
Mari Kız — continued
4
Facing ctr, step L behind R (ct 1); large sway R to R (ct 2);
sway L in place (ct &); step R next to L (ct 3).
5-8
Repeat meas 1-4.
Sequence: As noted above 5 times, then Fig I one more time.
Lyrics
Transliteration:
Su bag cotin altinda, Mari kız Gül üzümcük Üzüm mü toplayim, Mari kız Sana mi bakayim?
Sana baka, Mari kız, gözüm süzüldü
Versene o al basmani, Mari kız Gözümü sileyim, Gözümü sildilce sildikge, Mari kız Sana kem bakayim
Seni da bana vermesaydilar deli mi olayim?
Komratimin alcak yollarina Köprü mü olayim? Gelene gecene, Mari kız, seni mi sorayim?
Translation:
Under the grape leaves, oh girl Fruited bunches of grapes Shall I pick up the grapes, oh girl Or shall I look at you?
Due to too much looking, oh girl, my eyes get tired.
Give me your red cotton scarf, oh girl Let me wipe my eyes. After wiping and wiping my eyes, oh girl Let me see you again
If they don't give me you, shall I go out of my mind?
Over the lower roads of my Komrad* Shall I be a bridge? To all the passersby, oh girl, shall I ask of you?
Bildir (gecen sene) turnam biricikti Bu yil yes oldu (esi oldu). Vardi tabir karakaşlı Kime yes oldun
Last year my crane bird was alone This year she found a mate. Gone with one with black eyebrows** Whose mate are you now?
* Komrad is the capital city of the Gagauz Turks in today's Moldovia.
** Karakaşlı: "one with black eyebrows" usually refers to a pretty girl (or, rarely, to a handsome boy) with dark eyes and eyebrows. The last two paragraphs are quite abstract.
Caspar Bik dancing (though not Mari Kız) at Stockton Camp in 2018.
Let's Dance! | web | http://www.folkdance.com/LDNotations/MariKizLDSept2019.pdf | 0.528512 | {
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Poinsettia Ornaments
Not included: string
Tip: Print on cardstock for lasting ornaments.
Did you know? The red parts of a poinsettia are its leaves. The flowers are in the very center!
1. Color all the pieces to match their outlines, and cut them out.
3. Glue the flowers in the middle (or use tiny pom poms!).
2. Glue the leaves together at the center of the shapes starting with the green leaves on the bottom, then the large red leaves, and lastly, the small red leaves. When placing, rotate so top leaves are between the leaves of the piece underneath.
4. To hang, make a loop out of string and glue onto the back.
©2021 Little Passports | web | https://www.littlepassports.com/wpv2/wp-content/uploads/2021/11/Little-Passports-Printables-Poinsettias.pdf | 0.426392 | {
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Committees and Boards
This column is about personal reflections on service to various boards and commission. September 30 will be my last day on the Heritage Education Commission, an organization that hosts a Family History Workshop each year. This year's workshop is on 28 September at Horizon Middle School. After I retired, I was on a high of nine boards or commissions, only one of which had any pay for service. Now I am down to one. Following our Housing and Redevelopment Authority (HRA) presentation to the Clay County commission on our budget for 2020, I reflected on the many groups I served. Forty-four years ago, the HRA of Clay County was created by Clay County to assist in providing affordable housing to Clay County residents. Over the years, HRA has assisted low-income families to obtain quality, safe and affordable housing through a variety of programs funded by Clay County, the State of Minnesota and agencies of the federal government. Two of the programs that I care about the most are those that help children and Veterans. First, along with the State of Minnesota, HRA has a program called Homework Starts at Home. It is designed to provide housing assistance to families with school age children. About 8,700 students experienced homelessness in Minnesota during 2017-2018 school year. Nearly all studies done on child homelessness has found that being homeless while attending school has a very negative affect on performance in school. Homeless children are more likely to be absent, missing more than 10 percent of the school days. Missing school, of course, leads to falling behind on basic skills such as reading. It also has a very negative impact on high school graduation. Other studies also show that high school graduation leads to better success in the job market, getting additional training or education and moving up the employment pay scale. Since the program is rather new, we have not yet seen statistics to show success. However, this past spring four of our participating students successfully graduated from high school.
The second program that HRA supports is ending homelessness for our Veteran population. HRA became a partner with the Fargo VA to end Veteran homelessness and in 2018, Clay County along with West Central Minnesota was declared homelessness free for Veterans. That means that all homeless Veterans needing and wanting housing are in affordable housing. This is a great success. The VA in Fargo which serves 23 counties in northwestern Minnesota and the Veterans Service Office of Clay County have been excellent partners. We work well together.
Looking back over the years, I realized that I had been on over 35 boards, commissions and committees ranging from the MSUM Alumni Association to a two national committees for the VA. I am proud of the work I did and highly recommend this service to anyone, especially the recently retired. You have years of experience that organizations would love to have helping them. | web | https://bakkeconsulting.com/extra/Committees%20and%20Boards.pdf | 0.427362 | {
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STUDENT GUIDE
TELL Bible Pathway Part 1
Lesson 14
The Person of Christ | tellnetwork.org
Lesson Goal: The goal of this class is to examine the dual nature of Jesus—both true man and true God. We will also answer the question as to why Jesus needed to be both in order to carry out his plan of salvation.
Pre-Lesson Preparation: Read John 11:1-44, Jesus raises Lazarus from the dead.
Think
What is the best way to get to know someone?
Evaluate
1. Who are the characters in this story?
2. What are the objects in this story?
3. Where did this story happen?
4. When did this story happen?
5. What is the problem?
6. What events occurred in this story?
7. Is the problem solved? How?
Learn
1. What is the main theme of these stories?
2. What sin does this lesson teach you to confess?
3. Where do you see the love of God in this lesson?
4. What does God teach you to do in this lesson?
Lead
1. What would be a good situation in which to share this message?
Additional Questions
1. Why do we call the Bible "Christocentric"?
2. What parts of John 11 show Jesus' humanity?
3. What parts of John 11 show Jesus' divinity?
4. Is it OK to say that God died on the cross? Explain.
5. Why did Jesus need to be both true God and true man?
Lesson Wrap-Up
Closing Prayer
Next Class:
day and time | web | https://welsprod.blob.core.windows.net/media/media/tellwebsite/documents/1biblepathwayp1_less14_sg.pdf | 0.481485 | {
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Lewis B. "Chesty" Puller (1898–1971)
Contributed by Bradford A. Wineman
Lewis Burwell "Chesty" Puller, whose barrel chest and blunt manner inspired his nickname, was a thirty-seven-year veteran of the United States Marine Corps who rose to the rank of lieutenant general. The most-decorated Marine in history, he earned five Navy Crosses, the U.S. Navy's second-highest decoration, for fighting in Nicaragua, at Guadalcanal and in New Guinea during World War II (1939-1945), and at the Chosin Reservoir during the Korean War (1950-1953).
On Dec. 6, 1950, Chesty was ordered to break out of Chosin Reservoir and open an escape route to Hungnman port. The 80,000-strong PLA was no longer the only enemy confronting the Marines. By now the temperature had dropped to 25 degrees below zero. Fighting every step of the way, Chesty succeeded in not just bringing out the wounded and the dead but also every vehicle and piece of equipment worth saving. Behind him, spread out for miles, lay the broken remnants of seven Chinese divisions*.
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SECTION ONE: READING COMPREHENSION (8 PTS)
Activity 1. How many sentences are there in the first paragraph? 1
There are three.
Activity 2. Are these sentences true ‘T’, false ‘F’ or not mentioned ‘NM’? 1,5
Activity 3. Answer the following questions according to the text. 3,5
1. In manufacturing industries. (1)
2. People have more money, more leisure, longer holidays / more elderly people (1,5)
3. Yes, they have. (1)
Activity 4. Match the following words with their synonyms. 2
SECTION TWO: MASTERY OF LANGUAGE (8 PTS)
Activity 1. Copy the odd one out on your answer sheet. 0,5
a) tiny
b) noisy
Activity 2. Which nouns can be derived from the following adjectives? 2
(a) height
(b) success
(c) length
(d) depth
Activity 3. Complete sentence (b) so that it means the same as sentence (a). 3
1b) We need more medical services.
2b) She asked if services were making people’s lives better.
Activity 4. Reorder the following sentences to make a coherent paragraph. 1,5
b d a c
Activity 5. Supply punctuation and capitals where necessary. 1
Although great progress has been made in medicine, people very often complain about health problems.
SECTION THREE: WRITTEN EXPRESSION (4 PTS)
Choose one of the following topics
Either Topic One
Using the notes supplied write a composition on how the problem of unemployment can be solved.
Or Topic Two
In about 80 to 120 words, write a letter of application for a job in a bank. | web | https://cours-examens.org/images/An_2017_1/Etudes_secondaires/3_AS/bac/Anglais/Comptabil/3_sujet_2001_solution.pdf | 0.495819 | {
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INCIDENT NAME
INCIDENT LOCATION
DATE PREPARED
Big Bar Landslide
North of Big Bar on the Fraser River
UPDATES
* Engineers, geologists and scaling personnel will continue to manipulate boulders on the west bank of the river. By using inflatable airbags they are able to move large rocks into strategic locations in the river. The purpose of this work is to create a series of pools, short drops and back eddies to allow fish an opportunity to naturally swim upstream beyond the slide.
* The Kitsumkalum fish wheel was repositioned yesterday due to a decrease in water level. Further testing will be undertaken today with the intention of moving salmon via helicopter, that the fish wheel captured.
* A thunderstorm warning in the area caused operational delays yesterday. Scaling personnel were pulled off of the rockface as a precautionary safety measure. Weather delays today could further hinder personnel onsite.
* More than 1,000 salmon per day are being transported above the landslide as a result of the addition of multiple beach seining sites over the last week. A total of 7,343 Sockeye and 2,608 Chinook salmon have been transported by helicopter upstream of the landslide.
* 44 Sockeye and 36 Chinook salmon have been tagged and transported upstream of the landslide, which allows fish biologists to monitor upstream movement of salmon.
Incident Webpage
An aerial view looking upstream towards the landslide.
A heavy-lift helicopter removing unsafe woody debris with a logging grappling hook.
BC River Forecast
August 11, 2019 | web | https://frafs.ca/sites/default/files2/19%2071W20AY%20Update%20Big%20Bar%20Landslide%20Incident%20Aug%2011.pdf | 0.425495 | {
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Whimsical Woods Scavenger Hunt
NOTE: This trail has insects, animals, and poison ivy. Watch your step.
Orange with Black Polka Dots
Find 3:
White with Red Stripes
Find 5:
Solid Purple
Find 6:
Yellow and Black Checkerboard
Find 5:
Blue with White Stripes
Find 4: | web | https://www.treetexas.com/wp-content/uploads/2019/01/Heading.pdf | 0.454539 | {
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Pursued by Wild Elephants.
Death of a Wounded Bull Saved the Hunting Party.
I was kneeling, while my men lay flat on their faces, writing C. G. Schillings in his "Wild Flamingoes and Rifle," of an elephant hunting incident. "I saw two more elephants into the mass of elephants. The whole herd then gathered around an old remale elephant and broke up in a quick shuffling. When they turned to the right I enjoyed the grand sight of twenty wild elephants charging at a distance of about 400 feet. The wounded male passed a little nearer to me than I could have refrain from firing at him any more. The whole herd stopped, took the young ones into the midst, looked around and sniffed the air.
They discovered us, and, led by two females, they came to attack us. They attacked because very essential, for in the long run the animals were bound to make us. I fled as fast as my feet would carry me. In the wake of my men, who were running away from the herd at a right angle. They knew that I did not use the elephant's sense of sight is weak and that the only chance of escape lay in changing from time to time, the direction of our flight.
"We did not dare look around, but hurried on breathlessly. The thundering, dull noise of the pursuing elephants came nearer and nearer. Then suddenly a piercing trumpet-like sound was heard above the dull noise. Turning around I saw the wounded animal frozen into a sitting posture and the rest of the herd in wild flight away from us."
Comanche Counting.
A peculiar feature about the Comanche language is the method of counting. A Comanche will count up to 10 in the order 2, 3, 4, 5, 6, 7, 8, 9, 10 mentally, but there he stops. He does not use eleven but instead he counts it as "10 and 1 more," and so on, until he reaches 19, which he pronounces 19.
He then pronounces 20, which starts in with "20 and 1 more" until he reaches 29, which he counts 29, then starts in with 30, like he did 20, and counts to 39, and so on all the way up.
Counting is the most difficult thing to learn in the Comanche language. In fact, by the time a person has learned to count in that language he has become well mastered in it.
As there is no alphabet in the language, the only way to learn it is by word of mouth. One attempts to learn it. In the English alphabet would be absolutely fruitless, as the proper pronunciation could not thereby be transmitted—L. A. H. Demmert.
It Looked That Way.
An Irishman and his mother-in-law were crossing the Atlantic. They were both sick, and the mother-in-law died. According to marine custom, they wrapped the body in canvas and in the absence of plumb-line to weigh down the body; a bag of coal was attached.
The next day the canvas were opened, and the body into the canvas, sufficiently recovered, came on deck, and seeing the preparations, asked:
"And what are you doing?"
"Well," said the captain, "Pat, we are mounting your mother-in-law, and the weight, you know, sinks the body down, down, down."
"I know where she's going all right, but does she have to take her own coat?" was Pat's question.
Her Love.
"But I don't love you," objected the young woman.
"Then, why," he said, "are you and your friends so hastily to discuss memoranda in his pocket diary? Did you eat a total of sixty-five pounds of sixty-eve candy in about three weeks' time just yet, if you didn't love me?"
"Because," she said, with a rap expression on her lovely features, "I do love candy." | web | https://tile.loc.gov/storage-services/service/ndnp/nmu/batch_nmu_dogbane_ver01/data/sn93061709/00280773700/1906021001/0244.pdf | 0.501922 | {
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Hayabusa2 Mission Scenario
Launch
2014
To Asteroid 1999 JU3
Asteroid Arrival
June 2018
Hayabusa2 observes the asteroid by the optical camera, the near infrared spectrometer, Laser altimeter, etc. Then it approaches near the surface of the asteroid, releases small rovers (MINERVA2) and a small lander (MASCOT), and tries to get the surface material.
The impactor will collide to the surface of the asteroid to create an artificial crater. The crater will be observed to study underground matter.
After confirming the safety, touchdown will be performed to get the subsurface matters.
Earth Return
December 2020
Sample Analysis
Spacecraft will go some other places such as Lagrange point. | web | http://hayabusa.jaxa.jp/acm2012/image/11.pdf | 0.441478 | {
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Global Youth Village
International Summer Leadership Program for Young Adults ages 15-19
• Make Global Friendships • Develop Leadership and Dialogue Skills • Work with experts in the fields of peace and conflict, human rights, and climate action
The Global Youth Village was formed over 40 years ago, with a need and a dream. As the world became increasingly globalized, a group of parents noticed their children did not have the opportunity to meet other young people from different countries and cultures – something they knew their children needed in order to succeed in this new “global world.” These parents dreamed of a way to bring young people from diverse countries together to play, learn, and live alongside one another. Having trouble finding a program which offered just this, they decided to start their own. During the particularly hot summer of 1979, these parents worked diligently with a community of like-minded volunteers, building what is now called the Global Youth Village. That summer, GYV hosted just 12 young people. Over the following four decades, with the support of dedicated alumni and numerous national and international organizations, GYV has brought together over 5,000 youth from 117 different countries.
Over the years, GYV has partnered with the U.S. Department of State and local U.S. community-based organizations to bring diverse groups of youths together. From 2006-2014, GYV hosted over 350 teens from Iraq and 250 teens from Indonesia. Since 2016, U.S. Embassies in Egypt, Algeria, and the U.K. have sent over 100 teens. Our dynamic LivingSideBySide® and leadership curriculums are the bedrock of the experience.
We are dedicated to developing young leaders who are guided by their core values and equipped with the skills needed to contribute positively in their communities.
The Global Youth Village is a program of Legacy International, a 501(c)(3) nonprofit organization with the mission of equipping emerging leaders to transform their values and vision into sustainable success. Legacy has special consultative status with the UN ECOSOC council and is accredited by the American Camp Association. Legacy does not discriminate in its membership, admissions, employment, and procedures.
At the Global Youth Village You Gain:
- Friendships and memories that last a lifetime
- Community leadership skills
- Cross-cultural understanding
- Confidence, independence and new viewpoints
What Makes GYV Unique
- The picturesque Blue Ridge Mountains
- Exposure to dozens of languages and incredible cuisine
- Summer fun combined with practical dialogue and leadership training
- Sincere, dedicated, and fun-loving staff
“The workshops were so informative and engaging. I felt inspired even though we talked about difficult subjects.”
www.GlobalYouthVillage.org – Email: [REDACTED_EMAIL] – ([REDACTED_PHONE]
Global Youth Village is a 16-day youth leadership summit in Virginia. Join peers from more than 15 different countries to:
- Tackle the world’s most pressing issues.
- Act and mobilize others – create working groups to develop solutions.
- Become a communicator, innovator, decision maker
- Develop your own youth advocacy toolkits to promote local community change
Mornings will be in summit mode full of information and respectful dialogue. The culminating plenary session is where your working group showcases your resolution to promote change.
Topics to be addressed include:
**What is Peace?**
- Access to basic human needs – food, education, healthcare...
- Economic equality
- Gender equality
- Security
**Climate Action: Planet Earth**
- Water levels rising
- Unusual weather patterns
- Extinction
**What is Conflict?**
- Persecution
- Unemployment
- Poverty
- Unequal access to healthcare
- Political Insecurity
**Impact on Society**
- Displaced People
- Refugees
- Forced migration
- Epidemics / Pandemics – increased risk of human disease.
Try New Things
Afternoons: Outside of the Summits is when you will build friendships, try new things, and round out your experience. You can explore culture, language, dance, arts, sports, or continue refining specific leadership skills.
- Zumba, yoga, meditation
- Sports, swimming
- Public Speaking / Improv
- Drawing, painting, making murals
- Creative Writing and Speech Writing
- Creating handmade DIY (Do It Yourself) Zero Waste products
- Organic Gardening
- Tree Planting
- Making music on cafe porch
Evening/Special Programs:
All group fun under the stars!
- Talent shows
- Wacky Olympics
- Global Issues Nights
- Cultural Focus nights – peer sharing
- Performing artists sponsored by Virginia Commission of the Arts
- Campfires
Field Trips: Field trips include short hikes on the Appalachian trail, a tour of Booker T. Washington National Monument to study the life of one of the most influential African Americans in U.S. history, service projects at Lynchburg Grows, Total Action for Progress and other local organizations, discussions with local farmers about climate change and organic farming, and first-hand climate action trips to local landfills, recycling centers, and water treatment plants.
Frequently Asked Questions
Who Comes to GYV?
Teen who are:
• Curious
• Open-minded
• Friendly
• Motivated to make a better future
Participants come from
• 12-15 different countries (including China, Japan, Egypt, Jordan, France, Hungary, Mexico and more!)
• 14-20 different states in the US
• Different social, economic and religious backgrounds
Where will I live?
Location:
• Foothills of the Blue Ridge Mountains in Virginia
• Pristine 50 acre campus, surrounded by trees, streams, a pond, garden and hiking trails
Accommodations:
• Wood-frame cabins
• Separate boys and girls areas
• Bath houses near each cabin area
Program Facilities:
• Swimming pool, sport field, basketball court; art & pottery studios; outdoor stage, big-top tent; rock climbing, garden, fire circle; air conditioned workshop and dining spaces
How do I Apply?
Visit www.globalyouthvillage.org TODAY, spaces fill quickly
Is there Financial Aid?
Yes, email [REDACTED_EMAIL] for more information
“I learned how to have my voice heard and to listen to the opinions of others.”
For more information, including videos and photos, visit: www.globalyouthvillage.org
For more photos, visit our Flickr account: www.flickr.com/photos/globalyouthvillage
Washington D.C. Study Tour
In addition to the Global Youth Village experience, we offer a 5-day study tour in Washington D.C. International and U.S. students enjoy:
• Visit organizations combating social and environmental justice issues
• Enjoy the diversity of restaurants
• Continue your dynamic Summit debates with leaders in the capitol
• Service projects, sightseeing, museums and souvenir shopping
Washington D.C. is the port of entry and departure for our international participants. Legacy staff provide all services at the airport. You spend your initial night at a nearby hotel. Your next stop is the Global Youth Village for 16 days. Then you will return to Washington D.C. for the study tour and your departure home.
Experienced and Caring Staff:
Our staff is a diverse team representing a wide range of professions. All staff share a passion for youth development, community involvement, and a keen interest in learning different perspectives. They work together to create a powerful learning environment. We hire talented, dynamic individuals committed to providing a summer experience that is both supportive and transformative.
Enjoy and Protect Nature.
Not only does GYV tackle issues surrounding climate action and advocacy, but participants also experience full-immersion in nature—a unique feature of the Global Youth Village. Students live in an untouched, natural setting, free from digital distractions, and are encouraged to connect to the natural environment around them, leaving them feeling rejuvenated and at peace.
“My cabin counselor was so encouraging, and the other teens were caring and fun. We laughed for hours in our cabin!”
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HOW TO MAKE MOBILE LEARNING WORK
Eva Kilar
[REDACTED_EMAIL]
@evakilarm
Eva Kilar, BA, MA, MSc
http://myesol.weebly.com/
HOW TO MAKE MOBILE LEARNING WORK
1. Technology Integration
2. SAMR model
1. Technology Integration
2. SAMR model
3. DNA
87% OF PEOPLE ALWAYS HAVE THEIR SMARTPHONE AT THEIR SIDE
37% OF ALL WEBSITE VISITS COME FROM MOBILE DEVICES
7.19 BILLION OF MOBILE DEVICES IN THE WORLD
37% OF ALL WEBSITE VISITS COME FROM MOBILE DEVICES
Device Atlas 2016
7.19 BILLION OF MOBILE DEVICES IN THE WORLD
70% OF PROFESSIONALS WILL USE THEIR PERSONAL MOBILE DEVICES TO WORK BY 2018
Device Atlas 2016
MY RESEARCH
BYOD
BYOT
mLEARNING
Irish language school
TPACK
Mishra, Koehler
How to start?
Coffee
Substitution
Cup of Coffee
Augmentation
Latte
Modification
Caramel Machiatto
Redefinition
Gingerbread Latte
Substitution
Technology acts as a direct tool substitute, with no functional change
Augmentation
Tech acts as a tool substitute with functional improvement
Modification
Tech allows for complete task redesign
Redefinition
Tech allows for creation of new tasks, previously inconceivable
SAMR
Dr. Ruben Puentedura
SAMR
How can SAMR be applied to your teaching? Can you redefine some of your tasks?
How can the SAMR model be applied to your teaching?
InnovateEdTech 2017
The Rise Of Learner Experience
HOW TO GET STARTED?
Syllabus + Learning Outcomes
Lesson Plans
MLearning
Main Features
- Bite sized
- Just in time
- mDevices
- DNA instructions
MAIN FEATURES
APPS
How to choose technology?
Look at your device now?
What apps do you have?
How to choose technology?
Look at your device now? What apps do you have?
DEVICE NEUTRAL APPS
Decide on a task
GOOD IDEA!
BAD IDEA
Mishra, P. and Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.
Puentendura, R.R. (2014). Integrating Technology and Teaching. Weblog Hoppasus.com.
Schrock, K.(2013). SAMR and Coffee. http://www.schrockguide.net | web | https://iedtech17.innovateevents.com/wp-content/uploads/2017/12/Eva-Kilar.-How-to-make-mobile-learning-work.-Practical-hints-and-tips-on-the-use-of-BYOD-in-the-class.pdf | 0.43225 | {
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"Runnning in the Heat; Respect Your Body, Respect the Heat" by Mindy Solkin
HEAT INDEX CHART
Of all the adversities that runners and marathoners face, heat is the number one offender. This is because it can bring on two conditions that can negatively affect your performance… Overheating and Dehydration.
Overheating is the result of inadequate cooling; when the body cannot keep up with the demands of evaporation of water from your skin. When the body heats up internally, it starts to sweat and sends more blood to the skin where it is cooled by coming into contact with the relatively cooler skin. However, while running, your body's demand for oxygen to the muscles means less blood will flow to the skin and this is when overheating occurs. And thus begins the tug-of-war within your body, especially if you want to keep up a certain pace. Either the blood (and oxygen) goes to your muscles to keep up with the pace demands and you start to overheat because less blood is going to the skin for cooling - OR - the blood goes to the skin for cooling, but less blood goes to your working muscles meaning you'll be forced slow down.
Dehydration is the process of losing fluid from the body, in this case through sweat. As you sweat you lose water and electrolytes. That's why drinking a sports drink containing electrolytes, as well as water, is so important. Because running in the heat exacerbates both overheating and dehydration, it is important to take precautions when running in the heat.
PRECAUTIONS FOR RUNNING IN THE HEAT
1) It takes approximately two weeks of consistent running in the heat and humidity to acclimate to warmer conditions.
2) Remember that thirst is not an indicator of dehydration. Once you are thirsty, you are already low on fluids. Indications of dehydration are an elevated heart rate during and after your run and dark, golden-colored urine. After your run, keep drinking fluids until your urine is clear.
3) During your run, drink about 4 to 8 ounces of water and/or sports drink every 15 to 20 minutes.
4) Weigh yourself before and after your run. Drink 16 ounces of fluid for every pound of weight lost. *Important note here... do not use this as a method of weight loss!
5) Apply a sunscreen of at least SPF #15. Make sure that it is a non-drip formula that won't drip into your eyes.
6) Wear sunglasses that filter UVA and UVB rays and/or wear a cap with a visor.
7) Wear light-colored micro-fiber clothing.
8) Run when your shadow is taller than you are, and when the sun is not high in the sky. If you run in the morning, you'll avoid the heat, but may encounter a higher humidity. The air quality is also better in the morning, since ozone levels increase soon after dawn, peak at midday, and then again in the early evening. Times to avoid running are noon till 3pm.
9) Eat salty foods and drinks such as pretzels and tomato juice.
10) Check the Heat Index Chart for apparent temperature. This is the number that calculates the air temperature with the relative humidity to determine what the temperature feels like and if there is a risk of a heat-related illness.
SIGNS OF HEAT-RELATED ILLNESS
1) HEAT CRAMPS
Causes: Loss of electrolytes and accumulation of lactic acid in the muscles.
Conditions: Muscle cramps and/or spasms, heavy sweating, normal body temperature.
Treatment: Drink water and sports drink, slow down, massage affected area.
2) HEAT EXHAUSTION
Causes: Intense exercise in a hot, humid condition and loss of electrolytes.
Conditions: Profuse sweating, possible drop in blood pressure (less than 90 systolic, the top number), normal or slightly elevated body temperature, lightheadedness, nausea, vomiting, decreased coordination, possible fainting.
Treatment: Rest in a cool place, drink water and sports drink, if BP drops below 90 systolic, call EMS, avoid activity for at least 24 hours, refrain from running or exercising in the heat for at least one week.
3) HEAT STROKE
This is a medical emergency!
Causes: Intense exercise in a hot, humid condition, older age, dehydration, obesity, wearing heavy clothing, running in the heat when you have an infection or fever, certain drugs such as amphetamines, diuretics, beta blockers, cardiovascular disease, poor acclimatization, high blood pressure.
Conditions: High body temperature (106 or higher), lack of sweating characterized by dry, red skin, altered consciousness.
Treatment: Call EMS! Rest in a cool place, remove clothing to expose skin to air, apply ice packs or cool water to groin, underarms, neck (stop if shivering).
Mindy Solkin is the Owner and Head Coach of The Running Center TM . She is certified by USA Track & Field (USATF) as a Level III Running Coach (the highest level) and by the American Council on Exercise (ACE) as a personal trainer. | web | http://www.rivercityraces.com/files/user/Runnning_in_the_Heat.pdf | 0.503322 | {
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Write the translations for the following vocabulary words.
we write they take
I suffer she believes
you (s) have
Copy the correct forms of the irregular verb ei*miv, then translate.
singular copy
translate plural
ei*miv ei^
____________
____________
e*stiv
1
st nd
2
3rd e*smevn
e*stev ei*siv
you (s) say he sees
you (p) know they hear
we loose copy
LESSON 6.5
Find the English translations of the following vocabulary words in this wordsearch.
a*kouvw blevpw
e*vcw pisteuvw
gravfw lovgo"
a*vggelo"
bavllw devka
bivo"
a*povstolo"
luvw ginwvskw
lambavnw pavscw
levgw didavskw
novmo"
qeov"
a*grov"
translate | web | https://www.opentexture.com/products/samples/ElementaryGreekWorkbookCh6.pdf | 0.436463 | {
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The Importance of Number Facts
As many of you know, the instant retrieval of basic math facts is crucial to success in all levels of mathematics. Time and effort spent calculating each simple fact not only slows higher level problem solving, but also impedes students' ability to concentrate on the more complex processes required for the solution. Their working memory is so busy trying to figure out the basic number fact that it is not able to move forward to focus on the problem solving and higher level thinking necessary to be successful in finding the correct solution(s).
It is our goal at Hildreth Elementary School that all students achieve automatic recall of facts appropriate for their grade level. This critical skill known as automaticity is also addressed in our current MA Math Standards as well as the national Common Core Standards which have recently been adopted:
Grade 1 Addition and subtraction facts to 20
Grade 2 Addition and subtraction facts to 20
Grade 3 Multiplication facts to 100
Grade 4 Multiplication facts to 12 x 12 and the related division facts.
Grade 5 Maintain multiplication and related division fact to 12 x 12 (critical to long division, decimals and fractions)
All teachers will be assessing in class their students'progress in the facts appropriate to their grade level. Practice at home is critical to your student's success. Several grade levels have already been assigning home practice through a free website, XtraMath. It is an engaging, interactive site which allows for a daily practice for 10 minutes. It begins with the addition facts and moves up through the other operations as the student masters them. There is immediate feedback and a reminder email to parents if their child has not been working on their facts. If the students are registered by the classroom teacher, the teacher first sends home a parent letter. Once the students are working independently on line, the teacher receives a daily report of their activity and progress. Teachers in grades 2, 3, 4 & 5 are gradually assigning this website for practice as homework. Grade 1 plans to do so mid-year. We are pleased that many students have been hard at work already on the Xtramath website (www.xtramath.org) ; the feedback has been positive and enthusiastic.
Of course, there are many ways you at home can assist in helping your child improve their automaticity with facts through practice in the car or with flash cards, playing dice and card games, as well as other websites. Children respond to the message from parents that mastering their facts is an important skill and vital tool in math. All of the faculty at HES appreciates your support in allowing our students to be successful math learners. | web | http://hildreth.psharvard.org/UserFiles/Servers/Server_6612285/File/Parents%20Students/Curriculum/number_facts_importance.pdf | 0.490739 | {
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