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Dear Parents and Carers,
Year 3 Autumn term Curriculum Letter
Welcome back! Year 3 have made a great start to the Autumn term and are quickly and enthusiastically settling into the routines and expectations of the new year. This term, our theme is Innovation and, so far as is possible, the different subjects will link back to this theme. On the back of this letter we have outlined the different subjects we will be learning about.
Every Tuesday children will be expected to hand their reading diaries in, with regular reading recorded (date and page numbers) and one short comment about the book, written by the child. This term's spelling list has been stuck into the back of the children's reading diaries. This highlights the spellings we will be working on in class each week, so that you can go over them at home too.
Improving children's attendance and punctuality will be an important focus this year. We know that poor attendance not only affects children's learning, but also has a huge impact on their social and emotional wellbeing. In Year 3 our day begins at 9:00am and ends at 3.30pm. Please support us in ensuring, where possible, that your child attends school on time, every day.
If you have any questions or need to arrange to speak with one of us, please use the Year 3 email (below) to arrange this.
Best wishes,
Summer, James and Norah: [REDACTED_EMAIL]
Brookfield Primary School
Chester Road
N19 5DH
Headteacher: Laurel Robin [REDACTED_EMAIL]
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Theoretical Models of Extrasolar Super-Earth Atmospheres
Eliza Miller-Ricci
Super-Earth Discoveries
- 8 super Earths with mass $< 10 \oplus$ have already been reported in the literature.
- The CoRoT satellite (launched 12/27/06) recently reported the first possible detection of a transiting super-Earth.
- Kepler (expected launch March, 2009) will potentially find dozens of transiting super-Earths.
- Ground-based surveys, such as MEarth, are being constructed to detect super-Earths transiting M-dwarfs from the ground.
Modeling Super-Earth Atmospheres
Questions:
- Do super Earths retain atmospheric hydrogen?
- Optically thin vs. optically thick atmospheres?
- What are the photochemical properties?
- Outgassing history?
- Plate tectonics & cycles?
- Habitability?
Photochemistry
Earth:
Photochemical production of ozone causes the temperature inversion in Earth’s stratosphere.
Venus:
Photochemical reactions create sulfuric acid clouds in Venus’ atmosphere.
What are the effects of photochemistry on super-Earth atmospheres?
Clouds
Clouds in the Solar System:
Potential detection of hazes in the atmosphere of the exoplanet HD 189733:
How do clouds and cloud structure affect atmospheric structure and composition for super-Earths? | web | http://nexsci.caltech.edu/sagan/2009postdocs/MillerRicci_slides.pdf | 0.426357 | {
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Brugmansia seeds can take from two weeks to several months to sprout, so if you don't see results right away, don't give up in despair.
To grow Brugmansia from seed, you would follow standard seed-sprouting protocol. Begin by soaking the seeds overnight in warm water to soften the outer hull and hopefully create a split that will help the seed sprout faster and with greater ease.
Prepare a seed tray or small pots with pre-moistened, well-drained potting soil or seed-starting mix. When planting, take care not to bury the seeds deeply. They need exposure to light to germinate. You can either press them gently into the surface of light, airy soil or cover them very lightly.
Sow the seeds indoors early in the springtime. Cover the trays or pots with plastic wrap and keep them in a warm (65-70 degrees Fahrenheit) place with good natural or artificial light. Keep them carefully at temperatures of 60-70 degrees Fahrenheit.
Germination should take 2-4 weeks, but sometimes it takes much longer. If all goes well, you should see results in a couple of weeks, but remember to be patient.
Months could elapse before your plants emerge. Just keep your hopeful plants warm and provide them ample light and consistent moisture. | web | https://img1.wsimg.com/blobby/go/2707c5fe-16c7-4201-979a-3f3aa2c843dd/downloads/Angel%20Trumpets.pdf?ver=1572645010945 | 0.439693 | {
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Tobacco Use, Exposure and Your Health
If you smoke, consider quitting.
Avoid second-hand smoke. There is no risk-free level of second hand smoke
Green Flags — All Clear
What this means …
If you:
* Do not smoke
* Are not exposed to second-hand smoke
* Good work!
Keep up the good work!
Yellow Flags — Caution
What this means …
When you:
* Smoke or are exposed to second-hand smoke
* Have a cough that will not go away
* Wheezing
* Frequently have a sore throat
* Shortness of breath
* Change in voice pattern
* Lasting chest pains
* Joint and skeletal pains
* You may be developing lung problems due to smoking
* You may need follow-up by your PCP
Call your doctor, consulting nurse, or health care provider if symptoms do not improve.
Name:
Number:
* Difficulty swallowing
* Have stomach pains or heartburn
Instructions:
* Have a sore on your tongue or in your mouth
If you notice a Yellow Flag, work closely with your health care team.
Red Flags — Stop and Think
If you:
* Have a high fever
* Notice blood discharge when you cough
* Extreme shortness of breath
* Chest pain
You need to be evaluated by a health care professional immediately.
If possible, notify your health care provider's office.
Name:
Number:
Follow these instructions:
If you notice a Red Flag, CALL 911. Emergency!
CALL 9-1-1
Tobacco Use, Exposure and Respiratory Health Fast Facts
* Smoking irritates your nose and throat. Smoking damages the tiny hairs found in your airways so they cannot do their job protecting your body.
* Smoking damages your cardiovascular system and if you have diabetes, you are two-four times more likely to develop heart disease or stroke. Smoking causes cancer, heart disease, stroke, and lung diseases (emphysema, bronchitis, and chronic airway obstruction. It affects the immune system, increasing the risk of respiratory and other infections. Smoking also increases your chance of developing a stomach ulcer.
* Nicotine raises your blood sugar so it may be more difficult to keep your blood sugar in control.
* Smoking is the leading preventable cause of death in the country and smoking related diseases cause about 443,000 lives each year in the U. S.
* Smoking reduces oxygen flow in your body, so your lungs age faster.
* Cigarette smoke contains over 4,800 chemicals, 69 of which are known to cause cancer.
* Second-hand smoke contains more than 70 cancer-causing chemical compounds, 11 of which are known to be Group 1 carcinogens, meaning the agent can cause or aggravate cancer. The carcinogens in tobacco smoke damage important genes that control the growth of cells, causing them to grow abnormally or to reproduce too rapidly
* It's estimated that a trillion cigarette filters, filled with toxic chemicals from tobacco smoke go into our environment as discarded waste yearly.
* Nicotine reaches the brain within 10 seconds after smoke is inhaled. It has been found in every part of the body.
What can you do?
* Take your life back! If you smoke, get help to quit. Do not give up on the hope of quitting. You are worth the effort!
* Talk with your health care provider about treatment options.
* Call 1-800-QUIT-NOW ([REDACTED_PHONE]).
* Call or visit your health plan website. All plans din the Health Insurance Marketplace are required to cover tobacco cessation treatment, though specific coverage varies by plan. Some things covered include tobacco counseling, nicotine replacement therapy, and related medications with no out-ofpocket costs. Some plans use an in-network approved health provider and pharmacy.
* If you have Medicare Part B (medical insurance) it covers eight face-to-face visits in a 12-month period. The visits must be provided by a qualified doctor or other Medicare-recognized practitioner.
* If you have a Medicare Advantage care plan, call or visit your health plan website.
Aging and Disability Services
Aging and Disability Services (ADS)—the Area Agency on Aging for King County— plans, coordinates, and advocates for comprehensive services for older adults, family caregivers, and people with disabilities throughout Seattle and King County.
For more information, call [REDACTED_PHONE] or e-mail [REDACTED_EMAIL]
Aging and Disability Services 700 Fifth Avenue, 51st Floor • PO Box 34215 Seattle, WA [REDACTED_PHONE]
Tel: [REDACTED_PHONE] • TTY: 206- 684-0702
[REDACTED_EMAIL] | web | http://www.agingkingcounty.org/wp-content/uploads/sites/185/2016/07/TobaccoUse.pdf | 0.461263 | {
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Personal Information:
Name
Sophie Miller
My academic qualifications:
School/College
St Robert of Newminster (2011 – 2018)
GCSE: English Literature (A), English Language (A), Mathematics (B), Dual Award Science (B B), Physical Education (A), History (A), Spanish (B), Food Technology (A), Religious Education (A*) A Level: Physical Education (B), Religious Education (C), History (D), Extended Project Qualification (B)
Primary Education
Specialism
University
Northumbria University(2018 – 2021)
BA (Hons): Sport Development (First Class)
North East Partnership SCITT(2020 – 2021)
PGCE and QTS: Primary Education with Physical Education Specialism (pending)
The experience I have had in schools:
PGCE Placements
St Aloysius RC School, South Tyneside (September – December 20201 / April - June 2022) Crookhill Primary School, Gateshead (January – March 2022)
Other Placements and / or Employment in Schools
Sunderland West Children's Centre,Sunderland (July 2015)
Lumley Junior School,Durham (April - July 2016, 2017, 2018, 2019)
Valley Gardens Middle School,North Tyneside (October 2018 – May 2019)
Lumley Infant School,Durham (January 2020 – March 2020)
The strengths I have within my teaching:
Core Subjects
Physical Education
* I have a broad knowledge of the core subjects within the primary national curriculum. This has been strengthened through the completion of a range of CPD courses, including; Teaching for Mastery in Maths, Talk4Writing and Read, Write, Inc.
* Observing outstanding lessons and teaching across both key stages has increased my confidence and understanding of the content and delivery of the curriculum, enabling me to become a more insightful, innovative and inclusive teacher. I plan lessons that maximise learning potential by identifying individual starting points, planning the next steps and celebrating every student's success.
* Maths is a strength; I ensure that every part of the lesson is accessible, active, practical, and engaging through differentiated planning and resources, allowing all students to be challenged and progress in their learning.
* The impact of my experience gained as a University Women's Football Coach, Sport Volunteer, Durham FA Referee and football player has been beneficial when teaching PE. Specialist PE training, together with observing high-quality PE lessons, has enabled me to deliver active, enjoyable lessons and implement effective learning through strong behaviour management strategies and inclusive SEND practices.
* I believe in teaching key sporting values, including sportsmanship and respect, and strive to motivate and inspire all students to fully engage in their learning and reach their full potential.
* NGB & Teacher Courses: Bee Netball, RFU Kids First Tag Rugby, FA Primary Teachers, Youth Sport Trust – Top Sport Training, Active Lessons and Active Breaks Training, FA Refereeing (Level 7), FA Coaching (Level 1/undergoing Level 2), FA Goalkeeper Coaching (Level 1), FA Safeguarding Children, FA First Aid, FA Concussion Course, UK Coaching Sudden Cardiac Arrest Course, RYA Practical Sailing Course, Coaching Multi-Skills Development in Sport (Level 2).
Other
* Completing Forest School training and the Young People's Mental Health Award along with training in foundation subjects such as computing (Scratch and E-Safety), have provided valuable insight into all subjects in the curriculum as well as the ethos within a primary school setting.
* The impact of the Covid Pandemic and subsequent lockdowns has highlighted the importance of supporting students' mental health and the value that foundation subjects such as art, music and PE have in supporting well-being whilst promoting free expression and creativity.
* I have a personal interest in inclusion and understand the importance of adaptive practice to enable learning to be accessible for all abilities, SEND, gender and cultures.
* Following a World Challenge expedition to Swaziland, I am passionate about the potential of the outdoor environment to broaden learning opportunities and support students to have happy, healthy and active lives.
My personal skills and qualities:
I am reliable and conscientious and always aim to achieve high standards. I enjoy working alongside others to support those with additional needs, view situations from different perspectives, and seek effective solutions. I pride myself on developing positive relationships and the impact this trust then has on learners. I am enthusiastic and fun-loving but have the ability to balance this effectively with patience and a calm focus when required. I have developed fundamental skills through my placement, including time management and critical reflection on each lesson I have taught.
My other interests and hobbies:
I enjoy participating in and watching all sports and relax by listening to music and playing the guitar. I love caring for my dog and walking her in the North East. I have travelled extensively and I enjoy exploring new places and learning about different cultures.
Preferred location:
North East
Main Subject
Physical Education | web | https://www.nepscitt.co.uk/wp-content/uploads/2022/02/Sophie-Miller.pdf | 0.419325 | {
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INTRODUCTION
During recent decades, with the rapid development of shipping traffic, the worldwide number of collisions seems to be increasing (Laist et al., 2001; IWC, 2008). Cetacean species affected include both large whales and small cetaceans like dolphins, beaked whales a.o. (see review by Van Waerebeek et al., 2007). One of the species which apparently is hit regularly, is the humpback whale (*Megaptera novaeangliae*) (Ritter, 2009; Van Waerebeek et al., 2007; WDCS, 2006). Large vessel ship strikes are rarely observed directly, and the same apparently accounts for near miss events. Hence, detailed descriptions of near-miss events currently are missing in the scientific literature. Here a near-miss event, observed from a large vessel, is described.
METHOD
The observations were made from the bridge of a German cruise ship, a motor vessel of 123 metres length, during a regular “expedition cruise” along the Antarctic Peninsula. At the time of the described event, I was standing on the bridge and the peaks of the ship as an outlook for cetaceans and other marine wildlife, approximately 12.5m above the sea surface. The sea was scanned for wildlife, e.g. penguins, seals and cetaceans by naked eye and with binoculars.
RESULTS
On 22 February 2009, the vessel encountered two humpback whales while approaching Cuverville Island (Antarctic Peninsula, approx. 64°43’S, 62°36’W). The animals were sighted at a distance of approximately 500 metres in front of the ship, roughly 20° on port side. The animals were logging on the surface for longer periods of time, moving very slowly, orientated towards the path of the vessel, and intermittently leaving the surface.
The ship travelled at a speed of less than 10 knots in a straight direction, thereby closing in on the whales without purposefully approaching them. The whales then left the surface and surfaced again after a minute or so, now being much closer (estimated 100 m). The chief mate realized that the vessel was on a collision course now, therefore he instructed the helmsman to avoid the whales.
The animals did not show any reaction until the vessel was within a few metres. At a distance of about 10 m, one of the whales appeared to “wake up”. First it turned away from the vessel relatively slowly, but then showed a startled reaction and sharply as well as vigorously turned to the left, away from the vessel. The other whale then also reacted, forcefully performing a full turn while diving away from the ship (in the opposite direction of its mate). Both whales caused a lot of splashing during their last-second manoeuvres. The ship had come up to approximately 3 metres of the whales, but did not collide with the animals.
DISCUSSION
Collision cases with cruise ship have been reported several times in the past (Jensen & Silber, 2004; Laist et al., 2001; Brownell et al., 2009). Mostly these cases involved whales stuck on the bow, thus the accident being recognised only upon arrival at a harbour. The vessel described here also had a collision in 2007, when it hit a humpback whale which was stuck on the bow. Therefore, we can suggest that ship strikes involving cruise ships, albeit the potentially large number of crew members and guests being “alert”, do occur more often than actually recognised or reported. Likewise, it is suspected that near misses are much more frequent than generally thought, a problem that is well recognized for actual strikes since very long.
The avoiding manoeuvres of the whales were remarkable. Even more striking, though, was the fact that these were last-second responses in a true sense. The animals’ behaviour just prior to the near miss event indicated that the animals were resting. Apparently they neither saw nor heard the vessel in a way that made them aware of the vessel and a risk of collision. The observations made here also may explain, at least in part why humpback whales as a species generally are affected by ship strikes relatively often (Ritter, 2009; Van Waerebeek et al., 2007; WDCS, 2006).
Finally, the case reported here underlines the fact that large whales might not respond “automatically” to the approach of a large vessel. Hence, slow vessel speed only, as well as placing dedicated observers might not be enough to generally avoid collisions.
Acknowledgements
M.E.E.R. e.V. is supported by Gesellschaft zur Rettung der Delphine und Deutsche Umwelthilfe. Thanks to Anna Evans and Volker Smit for their review of earlier drafts as well as for their helpful comments.
Literature cited
--Brownell, R.L., Galletti Vernazzani, B., Carleton, C.A. 2000. Vessel collision with a large whale off southern Chile. Int. Whal. Comm. Scientific Committee SC/61/Bc7.
--IWC. 2008. Third Progress Report to the Conservation Committee of the Ship Strike Working Group. Int. Whal. Comm. Scientific Committee IWC/60/2008/10.
--Jensen, A.S. and Silber, G.K. 2004. Large Whale Ship Strike Database. U.S. Department of Commerce, NOAA Technical Memorandum. NMFS/F/OPR-25, January 2004: 37 pp.
--Laist, D.W., Knowlton, A.R., Mead, J.G., Collet, A.S., and Podesta, M. 2001. Collisions between Ships and Whales, Marine Mammal Science 17(1):38–73.
--Ritter, F. 2009. Collision of a large whale and a cetacean worldwide: Flash insights into a seemingly growing problem. Int. Whal. Comm. Scientific Committee SC/67/86C.1. 13pp.
--Van Waerebeek, K., Baker, A.N., Félix, F., Gedamke, J., Jaiguez, M., Sanino, G.P., Secchi, E., Sutaria D., van Heelden, A. and Wang Y. 2007. Vessel Collisions with Small Cetaceans Worldwide and with Large Whales in the Southern Hemisphere: An Initial Assessment.- IADAM 6(1): 43-69.
--WDCS. 2006. Vessel collisions and cetaceans. WDCS Science Report.
The Figures shown on this poster were NOT taken during the incident described here, although they are illustrative of the whales’ behaviour before and during the near miss event. | web | http://m-e-e-r.de/download/wissenschaftliche_publikationen/poster/NearMiss_poster2010.pdf | 0.431797 | {
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Panel: "War, Memory, Gender"
Christopher Rozman
Title: "Britain's Guided Memory: Remembering the Million Dead from the Great War"
Faculty Advisor: Dr. Ann Livschiz
Paper written for: History J495: Senior Seminar "War and Memory" (Spring 2013)
Christopher Rozman is senior at IPFW and will graduate with his bachelor's in history this spring. He grew up in Ft. Wayne and graduated from Homestead High School in 2009. In the following fall Christopher began attending IPFW and declared a history major shortly after. Upon graduation Christopher will commission into the US Army in the rank of 2 nd Lieutenant as an Armor officer. While he will not be pursuing a master's in the immediate future he hopes to continue his education later in life.
Abstract
The results of World War I include redrawn borders, new superpowers, and massive debt for most parties involved. The cost of the war was not only measurable in dollars and pounds but the number of dead fathers, sons, and brothers. Out of the roughly 10 million military deaths, 1.1 million were soldiers of the British Empire from Great Britain, New Zealand, India, and Australia. While the high cost of the war may be attributed to using old strategies for new wars, the old strategy of handling the war dead would not suffice. The massive numbers were not only a logistical issue for burying those who died, but also had political and social repercussions.
The job of the government in the post war years would be to somehow take the enormous casualties from a dark and depressing thought and turn them into something the families, friends, and future generations could look in a more positive aspect. The first step in the process would be to figuratively and literally bury the past. Hundreds of thousands of bodies needed proper burials in national cemeteries. Commissions and committees were formed in an attempt to make order of all the dead, to help guide the memory of World War I for the British public.
Bibliographical Note
Most of the research done for this presentation consisted of government documents in the National Archives of the United Kingdom. Through their website I found hundreds of cabinet briefs, military updates, and other internal documents that had been once classified. Sifting through these documents took more time than I had originally anticipated, but having original documents that included deliberations of members and personal desires of important figures of the time was invaluable to my project. These documents along with other published sources helped me analyze the process of formation of collective memory of World War I. | web | http://opus.ipfw.edu/cgi/viewcontent.cgi?article=1063&context=undhist_conf | 0.43014 | {
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Drug NDC: [REDACTED_PHONE]
Drug Name: MAALOX GEN
How should I use this medicine?
Take this medicine by mouth. Follow the directions on the label. Shake well before using. Use a specially marked spoon or container to measure your medicine. Ask your pharmacist if you do not have one. Household spoons are not accurate. Antacids are usually taken after meals and at bedtime or as directed by your doctor or health care professional. After taking the medication, drink a full glass of water. Take your doses at regular intervals. Do not take your medicine more often than directed.\n\nTalk to your pediatrician regarding the use of this medicine in children. While this drug may be prescribed for children as young as 6 years old for selected conditions, precautions do apply.
Overdosage: If you think you have taken too much of this medicine contact a poison control center or emergency room at once.\nNOTE: This medicine is only for you. Do not share this medicine with others.
Where should I keep my medicine?
Keep out of the reach of children.\n\nStore at room temperature between 15 and 30 degrees C (59 and 86 degrees F). Do not freeze. Protect from light and moisture. Throw away any unused medicine after the expiration date.
NOTE: This sheet is a summary. It may not cover all possible information. If you have questions about this medicine, talk to your doctor, pharmacist, or health care provider.
What should I watch for while using this medicine?
Tell your doctor or healthcare professional if your symptoms do not start to get better or if they get worse. Do not treat yourself for stomach problems with this medicine for more than 2 weeks. See a doctor if you have black tarry stools, rectal bleeding, or if you feel unusually tired. Do not change to another antacid product without advice.\n\nIf you are taking other medicines, leave an interval of at least 2 hours before or after taking this medicine.\n\nTo help reduce constipation, drink several glasses of water a day.
What is this medicine?
ALUMINUM HYDROXIDE; MAGNESIUM HYDROXIDE; SIMETHICONE (a LOO mi num hye DROX ide; mag NEE zhum hye DROX ide; sye METH i kone) is an antacid and antigas medicine. It is used to relieve the symptoms of indigestion, heartburn, sour stomach, and the discomfort caused by gas.
This medicine may be used for other purposes; ask your health care provider or pharmacist if you have questions.
What should I tell my health care provider before I take this medicine?
They need to know if you have any of these conditions:\n-bowel, intestinal, or stomach disease\n-constipation\n-diarrhea\n-kidney disease\n-liver disease\n-on a sodium (salt) restricted diet\n-stomach bleeding or obstruction\n-an unusual or allergic reaction to aluminum hydroxide, magnesium hydroxide, simethicone, other medicines, foods, dyes, or preservatives\n-pregnant or trying to get pregnant\n-breast-feeding
What if I miss a dose?
If you miss a dose, take it as soon as you can. If it is almost time for your next dose, take only that dose. Do not take double or extra doses.
What side effects may I notice from receiving this medicine?
Side effects that you should report to your doctor or health care professional as soon as possible:\n-allergic reactions like skin rash, itching or hives, swelling of the face, lips, or tongue\n-bone or joint aches and pains\n-confusion or irritability\n-headache\n-loss of appetite\n-nausea, vomiting\n-unusually weak or tired\n\nSide effects that usually do not require medical attention (report to your doctor or health care professional if they continue or are bothersome):\n-chalky taste\n-constipation\n-diarrhea\n-hemorrhoids
This list may not describe all possible side effects. Call your doctor for medical advice about side effects. You may report side effects to FDA at 1-800-FDA-1088.
BRENTWOOD PHARMACY
761 Suffolk Ave , Brentwood , NY , 11717
Phone#: [REDACTED_PHONE] Fax#: [REDACTED_PHONE] | web | http://108.58.67.219/primeweb/PatientCounselling.aspx?ndc=37205031440&drgname=MAALOX%20GEN&code=%20%20%20%20%20%20%20%20&source=D | 0.514485 | {
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Zinc Deficiency Believed Afflicting Two Billion
Detroit Scientist Calls Problem Threat To Learning Ability Of Future Generations
A Detroit researcher has estimated that as many as two billion persons are suffering from a deficiency in zinc, producing a threat to the learning ability of future generations.
Dr. Don Oberleas, of the department of medicine, Wayne State University, said zinc deficiencies so minor that they produce no physical symptoms may impair mental development of infants.
He spoke Friday at a regional meeting of the American Federation of Clinical Research held at Maumee Valley Hospital. The one-day conference was held in conjunction with the Medical College of Ohio.
Full Generation
"Even if we eliminated malnutrition in the world today, it would be at least a full generation before the effects of zinc deficiency begin to decrease," Dr. Oberleas said.
He told about 65 medical researchers and students that studies with laboratory animals have shown that even minor deficiencies of zinc impair their ability to learn and remember certain simple kinds of behavior patterns than did a control group of rats whose mothers are on a diet supplemented with zinc.
More Time In Maze
For example, it took rats whose mothers did not get enough zinc more time to find their way through a maze than it took the offspring of mothers who ate an adequate amount.
The same was true even when young rats were fed an adequate amount of zinc for three weeks after their mothers weaned them.
Suggestion Offered
"Animals deprived of zinc both pre and postnatally learned slower and remembered less than did other animals," Dr. Oberleas said.
One group of pregnant laboratory rats was fed a diet deficient in zinc, and their offspring were tested. Another group was fed a diet less deficient in zinc, and their offspring were tested after being fed an adequate amount of zinc for three weeks after weaning.
He suggested that a deficiency of zinc may be affecting the mental development of children born to parents living in underdeveloped countries.
He said that as many as 80 per cent of people living in underdeveloped countries may be suffering from zinc deficiency.
Researchers at the University of Wisconsin in Madison previously demonstrated that zinc deficiency causes an arthritis-like condition in chickens, and that the condition can be alleviated by treatment with zinc.
Link Discovered
Other researchers at Wright-Patterson Air Force Base, Dayton and the University of Rochester have found a link between zinc and deficiency and hardening of the arteries.
The Wisconsin researchers have suggested that the availability of zinc in the body can be increased by adding man-made chemicals, called chelating compounds, to the diet.
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The benefits of messy play
Messy play! You either love it or hate it! Well if you hate it, hopefully I can change your mind… especially if you keep a very clean and organised house or setting.
Research shows that messy play is one of the best ways to learn. By being given the freedom to play with things that make a 'mess'. Children are given no expectations on what they should produce, in other words they can focus on process over product. If they have no expectations of what it to be produced so they cannot go wrong. There are no restricting end goals, the possibilities are endless. If they cannot go wrong, they will develop the courage and confidence to be curious, make their own discoveries, problem solves, have a go and keep trying. Characteristics of effective learning that we want all children to have. If children develop the characteristics of effective learning during their early years, they will be able to learn later with a growth not a fixed mindset.
Messy play or sensory play as it is also known helps children and babies learn how to use their senses to learn, being tuned into their senses helps children to understand the world around them.
During messy play children can contemplate and wonder 'what happens if I do this', in other words it enables them to learn to think for themselves. The possibilities are endless therefore children develop their divergent thinking skills.
Through this experience children can develop their communication and language skills and build relationships with those around them by testing ideas and discussing them.
Children are practising their fine motor skills during messy play, often using tweezers, sponges, brushes and scissors. Fine motor skills are needed to develop their hand and finger muscles ready for writing.
Photos by Lynsey Montgomery
Messy play can also help children to self-regulate their emotions, it is often calming as well as interesting and allows children to be free from distraction.
If this is not all reason enough just look at their little faces as they experience messy play! | web | https://www.staugustinesprimary.net/wp-content/uploads/2020/09/the-benefits-of-messy-play_.pdf | 0.464256 | {
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FIREARM HAZARDS
1. Is there a gun in your home or any of your friends' homes?
BURNS
2. Do you have working smoke alarms in your home?
BICYCLE SAFETY
3. Do you ever ride with passengers on your bike?
4. Do you wear a helmet when you ride your bike?
AUTO SAFETY
5. Do you wear a seat belt in the car?
6. Do you ride in cars that have passenger air bags?
7. Where do you sit in the car?
PEDESTRIAN SAFETY
8. When you want to cross the street, what is the first thing you should always do?
WATER SAFETY
9. When playing near water (for example, rivers, ponds, lakes, oceans), is it OK to play alone?
FARM SAFETY
10. Do you live or work on a farm?
COUNSELING GUIDELINES
From 10 to 12 Years
COUNSELING GUIDELINES
Do not play with guns! More than 300 children die each year of unintentional gunshot wounds. BB guns and paint pellet guns often cause severe eye injuries. Air rifles are dangerous weapons that can kill.
Check to see that your home has smoke alarms. Most fire-related deaths are the result of inhaling smoke or toxic gas. There is a critical period of 4 minutes to get outside the home after the alarm sounds. Smoke alarms are recommended for each floor, but particularly for furnace and sleeping areas. You should know appropriate exit routes and a family meeting point away from the house.
Never ride with passengers on your bike. This may impair your stability and visibility and lead to an injury.
Always wear a helmet when riding a bike. This protects you from head injury. Use the TIPP handout Safe Bicycling Starts Early.
Buckle up. Seat belts save lives and should be used by all children. Remind your parents to buckle up as well.
Do not sit in front of a passenger air bag. The safest place for children to ride is in the back seat.
The safest place for you to ride is in the back seat, buckled up.
Follow safety rules when crossing the street.
* Always stop at the curb, roadside, or at the outside edge of a parked car.
* Always look left-right-left before entering the area of the road in which cars travel, even if a traffic light says "walk."
* If a car is coming, wait until it passes and look left-right-left again.
* Proceed to cross the street only when the road is clear.
Never play near water without an adult nearby. Even if children can swim, they should never play unsupervised near bodies of water into which they may fall because they may not retain their swimming skills in an emergency. Water conditions (rapids, tides) may overwhelm otherwise capable swimmers.
Farm equipment is very dangerous to children. Parents may need to be counseled for this question. | web | https://www.valleypediatricsofgreenwich.com/storage/app/media/aap-tipp20from201020to201220years.pdf | 0.497086 | {
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From: Richard Middleton-Kaplan
Sent: Friday, November 28, 2014 5:06 PM
To: Andrew Wilson
Subject: Observation of Kathryn Weller
Dear Professor Wilson,
At your request, I observed English Department adjunct faculty member Kathryn Weller teach English 101, Sec. 061, from 8 a.m. until 9:15 a.m. on Wednesday, November 12. Kathryn conducted a well-paced session consisting of multiple tasks, careful planning, deep levels of student engagement, and transparent pedagogic purpose.
Eight (8) students were present at the start, eventually climbing to sixteen (16). This class session centered on various stages of Product 4: Argument, part of which involves writing three (3) 500-word memos "proposing a rhetorical product designed to persuade a different audience of the validity of your position on the issue" (as stated on the assignment sheet). Proposals for the assignment were due on this day, so Kathryn began by collecting those and answering student questions. She answered all queries respectfully, helpfully, and encouragingly; for example, in response to one student's question about MLA citation for Web sources, Kathryn took students to the Bedford/St. Martin's site for MLA documentation guidance, and to another student who asked whether a header was required, Kathryn responded, "That's a good question" before answering. She has clearly established a respectful, comfortable rapport with the class.
Kathryn used the term and concept "rhetorical product" to apply a broad range of genres, and this proved practical in leading the class through an analysis of a visual image. The image at hand, selected by Kathryn, was an illustration of the United States with the word VOTE in the center and a variety of images positioned on the map (a white picket fence along the southwestern border, a foreclosed house in the northwest, a cross and Star of David and crescent near the center, and so on). Kathryn led the class through exercises which simultaneously served several purposes: giving students practice at noticing, describing, and analyzing; enhancing students' visual literacy skills; illustrating the ways in which an argument can be embedded in an image, and distinguishing between appeals to logos, ethos, and pathos; and preparing students for their upcoming assignment in constructing an argumentative rhetorical product in the form of an image. Each student was invited to contribute an observation, and each student did; the entire class was energetically engaged in this discussion. Kathryn pointed out that everything in this pro-voting ad is there for a purpose, and that the rhetorical product which students construct should also be purposeful about everything which students put there.
After this engaging exercise in rhetorical analysis and visual literacy, Kathryn led the class through two explicitly political ads (one pro-Obama and one pro-Romney from the 2012 election), further honing student skills at analyzing verbal and visual elements subtly deployed to construct a persuasive argument. She paused to make clear the purpose of the activities, explaining how they are directly related to the upcoming assignment: Use this kind of descriptive detail in describing your proposal for a rhetorical product, she advised. Students in Kathryn's class are not asked to perform tasks with no explanation of the task's value; at every step, she makes her pedagogical purpose transparent.
Next, students were asked to take out their proposal worksheets and were given peer critique worksheets. Assigning the students to pairs, she then had them read each others' proposals and fill out the peer review sheet. "If you don't love what you have, let your partner help you get there," Kathryn said, thereby validating the value of peer critiques while encouraging students to think they could achieve their aims. Kathryn gave her students agency, freedom to learn from and teach to one another, and freedom to engage each other independently. There was focused silence while students filled out the forms, and then once they turned to discussing those forms with their peers they became animatedly engaged. Two students near me had a very good conversation about the difficulties they have with writing...and possible solutions. Kathryn circulated around, answered questions, and sat down with one pair to listen intently to their concerns and help them move forward with their proposals.
I should also point out that during the 75 minutes I was present, Kathryn made use of a well-organized Blackboard course shell as well as a Google Dropbox and the Bedford/St. Martin's site. She seems comfortable with and in command of technology as a tool to reach students, identify resources, and enhance learning.
Pair discussions were wrapping up at 9:15 a.m. when I had to leave, and Kathryn was moving the class toward the next segment of their activities for the day. She had thoughtfully planned a variety of activities, each of which related to the Project 4: Argument that they were working on.
Respectfully submitted, Richard M-K, English Dept. | web | https://www.kathrynmweller.com/uploads/1/8/9/0/18902927/observation.pdf | 0.488243 | {
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"let noble thoughts come to us from all sides"
Rigveda
"Knowing others is intelligence; knowing yourself is true wisdom. Mastering others is strength; mastering yourself is true power."
Lao Tzu
By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest
Confucius
Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime
Maimonides
Do the difficult things while they are easy and do the great things while they are small. A journey of a thousand miles must begin with a single step
Lao Tzu
Be not afraid of growing slowly, be afraid only of standing still.
Chinese Proverb
"Learn from the mistakes of others... you can't live long enough to make them all yourselves!!"
Chanakya | web | http://ssbts.in/media/thoughts/2016/TFW2.pdf | 0.45704 | {
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Bible Story
Midnight Praise with Paul and Silas Acts 16:6-40
Paul and Silas travelled to Macedonia, where they were arrested for their faith in Jesus. They had been singing hymns of worship in their cell, when around midnight an earthquake shook the entire jail. All the cell doors swung open and the prisoners inside were freed. When the jailer discovered what had happened, he thought the prisoners had escaped. He was so terrified of the punishment to come that he was prepared to kill himself. But Paul called out loudly and assured him that no one had left. "The jailer … rushed in and fell trembling before Paul and Silas. He led them outside and asked, 'Honorable masters, what must I do to be rescued?'" (verses 29-30).
They said, "Believe in the Lord Jesus, and you will be saved—you and your entire household." (Acts 16:31) The jailer brought Paul and Silas to his home that night and cared for them, and then he and everyone in his house were baptized.
Banner Verse
Be strong in the Lord and in the strength of his power. Ephesians 6:10
I am God's Knight and that I get to wear all of God's Armor! Today I heard how I can armor up with salvation. We have loved having you at VBS! Look forward to seeing you again at Sunday School and church!
Knights of North Castle Free Resources
KNIGHTS OF NORTH CASTLE
Take-Home Page
Castle Callout
Armor Up with Salvation!
Family Follow-Up
Let's think of some ways God's strength sets us free and helps us share the good news with others. | web | https://thechurchco-production.s3.amazonaws.com/uploads/sites/1919/2020/07/KONC-Take-Home-Pages-Session-5.pdf | 0.427482 | {
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紫外線LED ハイパワータイプ
ULTRA VIOLET LED HIGH POWER
NS365M-CPLY
(1) 絶対最大定格 Absolute Maximum Ratings (Ta=25℃)
(3℃/W放熱板使用)
*手半田
(2) 外形寸法・回路図(単位：mm)
Dimension・Circuit Diagram (Unit : mm)
(3) 発光スペクトル Spectrum (Ta=25℃)
(4) 指向特性 Directive Characteristics
(5) 初期電気的 / 光学的特性 Optical and Electrical Characteristics (Ta=25℃)
*¹ 測定誤差 ±2nm
*² 測定誤差 ±10%
*¹ Measurement error is ±2nm
*² Measurement error is ±10%
注意 CAUTION
- 点灯中のLEDからは強い紫外線が出ています。 LEDs emit very strong UV radiation.
- 点灯中のLEDを肉眼で見ることは避けてください。
- 短時間見つめただけでも強い紫外線で目をいためる危険性があります。
Don't look directly into the LED light. UV radiation can harm your eyes.
- やむを得ず見る場合は、必ず紫外線カット作用のある防護眼鏡をご使用ください。
To prevent even inadequate exposure, wear protective eyewear.
- LEDを直視する可能性のある製品にご使用の場合はその旨警告表示してください。
If LEDs are embedded in devices, please indicate warning labels against the UV light LED used.
- 幼児の手に届かないところに置いてください。 Keep out of reach of children.
本製品の仕様及び外形は、改良などのため予告なしに変更することがございます。
Specification and dimension are subject to change for improvement without notice. | web | http://nitride.co.jp/pdf/NS365M-CPLY.pdf?20140311 | 0.441516 | {
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“I am the resurrection and the life. The one who believes in me will live, even though they die.” -John 11:25
Bible Verse Tower Directions:
If age appropriate, have kids cut the cards out of the printable
https://paththroughthenarrowgate.com/wp-content/uploads/2017/06/Straw-Bible-Verse-Tower.pdf, cutting along the thick black lines. Do not cut the dotted lines.
Cut the straws into approximately 1.5 inch pieces. If you are using bendable straws, save that bendable part.
In each straw section, cut into the straw slightly on each side, make your cuts point toward each other. If you have kids do this, make sure they are using rounded scissors so they don’t cut themselves. This part can get a little tricky.
Once all of your straw sections are cut, it’s time to play! Fold the longer rectangles along the dotted line. These pieces will make your foundation corners.
Encourage your kids to decide what kind of a structure they would like to make.
In the example above, you can see that I started building a smaller square tower, then realized that I left out a word.
No problem! I added it back in.
Once your kids have an idea of what kind of tower they will construct, they can pull it back apart and write the words to their verse on the cards. For longer verses, they may need to write a couple of words per card.
Short towers with wide bases are easiest to manage. The tower below has the words in order, wrapping around the 3-d shape.
1 Thessalonians
5:16 - 18
of God
in Christ Jesus
for you
But, if you have older kids who are up for the challenge, tall towers are a definite possibility!
Encourage your kids to get creative with building these structures. | web | https://www.christch.org/uploads/3/0/3/8/30389177/bible_verse_zone__1__1.pdf | 0.454019 | {
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Top 4 Ways Wireless Security
Can Protect Your Business
1
Better loss protection
Businesses lose an average of $1.13 million per year due to theft 1 . A wireless security solution can provide robust, resilient loss protection.
Place infared cameras and sensors anywhere Go beyond wires and spatial limitations of traditional security •
360º security New technology like facial recognition makes keeping track of employees and other personnel easy •
3
Continuity of service
A decentralized wireless system is less vulnerable to tampering and outages than a traditional wired system.
The majority of wireless sensors have their own power sources, so they can:
Cloud data storage means business owners don't need to worry about storage, backup, encryption or data loss.
Operate during a power outage •
All businesses are at risk of theft, unauthorized entry, damage to assets, and the safety of their resources. Security is an important investment. New wireless video, audio, sensor and other monitoring technologies are making security and surveillance more affordable, flexible and effective. Here are the top four ways a wireless security solution can benefit your business:
2
Thorough asset and employee tracking
Wireless security systems help make keeping a close eye on assets and employees easy and hassle-free.
Wireless sensors track important events like:
* A lid, window or door being opened
Cost of regulatory compliance: $1.9 trillion/year 3
*
Vibration, acceleration, or unusual sounds
* A specific area being accessed
* Presence of water or gas
* High and low temperatures
Wireless sensors can help by automatically storing data for detailed reporting to regulators.
4
Increased flexibility
Business growth often requires changes to facilities and processes. Wireless security can be reconfigured and scaled no matter how your business evolves.
* Moving offices?
Remove and re-install devices without opening walls
System expansion?
Simply add new components—
no technician or contractor required
Use cellular signals to transmit data during a landline or Wi-Fi outage •
Found a vulnerability?
Eliminate blind spots by moving sensors and cameras easily, or adding new sensors for environmental triggers •
*
A decentralized wireless system can be accessed from your preferred device, any time, anywhere.
U.S. Cellular® can help you select the right security solution for your business. Our solutions are backed on a network that works In the Middle of Anywhere. To learn more, call [REDACTED_PHONE] or go to uscellular.com/business.
Sources:
©2018 U.S. Cellular | web | https://business.uscellular.com/wp-content/uploads/2019/03/IG-top-4-ways-wireless-security-can-protect-your-business-LV.pdf | 0.476048 | {
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Canada students overcome obstacles
Air Force vet, student president and immigrant reach graduation
By Kathy Schrenk Independent Newspapers May 13, 2003
REDWOOD CITY – Jessica Root spent six years in the Air Force after struggling through high school before getting a college degree at age 26.
Phil Luna was a smart-mouthed high school screw-up and now is the student body president.
Ali Zargari moved to California from Iran without knowing a word of English to start an electrical engineering education and support his family in this country, all in the last three years.
Theirs are just three of what are surely many inspiring stories to come out of Canada College as students graduate May 23.
Root grew up in Half Moon Bay and was essentially orphaned during her sophomore year in high school when her mother died. Her father had never really been in the picture, so she moved in with some friends. But she cared even less about school than she had before her mother's death. College had never really been in her plans.
She "barely graduated" from high school at age 18 and immediately she joined the Air Force. It was the best decision she ever made, she said. "I loved every minute of it."
She worked as an administrator in various training departments, keeping track of statistics and making sure people working on and flying planes had the proper training. She also saw the world, first being stationed in New Mexico, then South Korea and then Texas. She also did a short stint in Kuwait.
In July of 2001 she left the Air Force. "I wanted to go to school," she said. "That didn't happen very often, so I thought I should take advantage of it."
First she moved to Santa Cruz and went to Cabrillo College, a two-year school. Then she transferred to Canada.
This month she will become the first in her family to complete a college degree. She knows it was a smart decision. When she visits Half Moon Bay, she finds her old high school buddies working the same coffee shop jobs they were working when they all graduated eight years ago. "I see the same people doing the same things."
Luna had an easier time of things growing up. His parents sent him to private schools – St. Raymond's in Menlo Park and Sacred Heart in Atherton. He didn't like Sacred Heart, though, and mouthed off to the dean shortly before dropping out, telling him he was "full of himself," he said. He went to Menlo Atherton High School and struggled because the classes there were not as challenging as the ones at Sacred Heart, he said.
"I was like, what is high school all about? I wanted to be in college and high school."
He found out about Canada's Middle College, which allows students to take a few hours of high school classes a day while also completing college classes. Some graduate at the same time as their high school class peers, but with a high school degree and an associate's degree at the same time.
At Middle College, Luna thrived. Now he is completing an associate's degree, is the student body president and plans in the fall to go to Menlo College, University of Southern California or University of California at San Diego.
Zargari grew up comfortably in Iran and did well academically, but when it came time for him to go to college, he ran into a stumbling block. Iranian high school students take an exam to get into college, he explains. But instead of choosing a college and a major, they are assigned a school and a field of study. Zargari was assigned to mechanical engineering, but his real love was electrical engineering. Moving to America, he felt, was the answer.
He came here alone, having to support himself and not speaking any English. He got a job at Mattress Discounters and started taking classes in English and math at Canada. He picked up English so fast and excelled so much at math and physics that soon his professors encouraged him to tutor high school and college students. Before long he was doing that full time.
Three years after coming here, the soft-spoken young man with a goatee has only a slightly noticeable accent.
Since then, his parents and two siblings have moved here and he supports them. He has another job as a document courier for a mortgage company. His goal is to get a bachelor's degree and a master's degree in the next three years and then get a PhD at Stanford. He worries about money, though.
"I'm supporting my parents, but not in the way I want to. I want them to be comfortable. They took care of us for 18 years, now it's our turn."
They were more than happy about the news the family received last month, however.
On April 30, his 23 rd birthday, Zargari found out he had been accepted to his first-choice school, UCLA. | web | https://www.canadacollege.edu/middlecollege/docs/students_overcome.pdf | 0.500338 | {
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ANANSI egg carton
You will need:
* cardboard egg carton
* pipe cleaners
* beads
* scissors
* a hole punch
Cut a cardboard egg carton into 12 egg cups
Punch 2 holes in 2 sides of the egg cup
On one side, thread 2 pipe cleaners in one hole and out another. Cut them to length if they are too long.
Bend the pipe cleaners to look like spider legs.
Slide beads onto the legs. Leave room at the end of each leg to wrap around the last bead.
Repeat on the other side.
Draw a face and add any other decoration you think your spider needs!
Who is Anansi?
Anansi is an Akan folktale character as well as one of the most important characters in West african and Caribbean folklore. He often takes the shape of a spider and is considered to be the spirit of all knowledge of stories. | web | https://www.carylibrary.org/sites/default/files/egg%20carton%20anansi.pdf | 0.43102 | {
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Are you at risk for falls?
Age
If you’re over sixty, you may want to discuss your higher fall risk with your doctor.
Previous Fall History
If you’ve had a fall in the past twelve months, you’re at a higher risk of falling again.
Gait Instability
If you feel unstable while walking or using a mobility aid you’re at risk for falls.
Medication
Some medication side effects can make you feel dizzy or lightheaded increasing your chances of falling.
Mental Status
If you are confused or don’t understand your limitations, you could fall.
References
CDC. (2017). Important Facts About Falls. Retrieved from https://bit.ly/2mjZik6
CDC. (2019). Materials for Your Older Patients. Retrieved from https://bit.ly/2k5jT78
Dykes, P.C., Adelman, J., Adkison, L., et al. (2018). Preventing Falls in Hospitalized Patients. Retrieved from https://bit.ly/2Ngsffb
NCOA. (n.d.). Fall Prevention Facts. https://bit.ly/1mxuOjq
For more fall prevention information, contact:
CLINIC NAME
PHONE NUMBER
Medical Disclaimer: The information provided on this brochure, including text, graphics, images and other material, are for informational purposes only and are not intended to substitute for professional medical advice, diagnosis or treatment. Always seek the advice of your physician or other healthcare professional with any questions or concerns you may have regarding your condition.
5 Ways to Reduce Falls at Home
1. Talk to your doctor.
Your healthcare provider can tell you about fall precautions you can take to stay safe at home. Your doctor or pharmacist can also look at your medication list. See your eye doctor for an annual exam to update your glasses because poor vision can increase your risk of falling.
2. Be careful on the stairs.
Stairs are a potential fall hazard. While it’s best to live in a one-level home, that isn’t always possible. Make sure your stairs are well-lit and have handrails on both sides. Add non-slip treads to reduce your chances of a slip and fall.
3. Make your home safer.
Fall prevention products can keep you safe at home. From a Savannah Raised Toilet Seat to a Homecraft Shower Chair, these products can increase your safety in the bathroom. Install Homecraft Grab Bars throughout your home and use a Sammons Preston reacher for any objects that you can’t reach to reduce your chance of falls.
4. Get moving!
Exercising improves your strength and balance, reducing your risk of falls. Find a balance class, Tai Chi class, or other fitness program near you. If you live in an independent or assisted living facility, they may offer classes for free. Or exercise at home using balance products like the TheraBand Stability Disc and TheraBand Stability Trainers (after you get your doctor’s approval).
5. Be prepared for falls.
Even with precautions, falls happen. Keep a phone on each level that you can reach from the floor, in case you fall and can’t get up. A Guardian Alert 911 or a similar medical alert necklace makes it easier to call 911 for help if you need it. | web | https://admin.performancehealth.com/media/wysiwyg/blog/articles/fall-prevention-brochure-pdf-for-patients.pdf | 0.45473 | {
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Housing estate Řepy
My project is focused on trying to keep fallen rainwater in the green areas of the housing-estate which is placed in Řepy, Prague 17. That prevents the water from flushing away and leaving the area unnecessarily dry. The main element of this idea are “ditch” like “flowerbeds” that go through the housing-estate collecting fallen water from roofs and communications. The “flowerbeds” contains water-tolerating plants and are placed lower than is the ground level around so the water tends to flow there. There is also an open space not used to its full potential so that’s where
Used materials – for the visible constructions of the wetland there is mostly just different types of soils and gravel. In the park area is used hogging for new paths and wood works in small bridges across the wetland ‘streams’ so people are able to cross.
Used plants: All used plants must be water tolerant to some degree so they can survive in such conditions. These are some examples that are used.
The riverbeds will already have the function of cleaning with the help of water-tolerating plants, which can filter water from roofs. A technological filter will have to be designed for road water to remove grease, other toxins and more waste before it can be added into the wetland.
The already mentioned area next to the Řepský stream is now empty, without shadows or paved paths, one insufficient playground for children and a relatively new demarcated area for ball games. The proposal for the modification is therefore the planting of more trees and shrubs, which will provide shelter and help the space.
ATELIER REHWALDT
• Sídliště Řepy, wetland
Nataly Muzikářová
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Bishop Daniel Jodoin's Homely for
From the Saint-Pierre-aux-Liens church in Caraquet
Easter Sunday – April 12 th , 2020
(Broadcasted on the radio at 94,1 fm CKLE CJVA and Live on the Diocese of Bathurst Facebook page)
Two reasons exist. The first is this: the egg is made of limestone. It looks like a tomb, a whitewashed sepulcher: symbol of death. Nevertheless, from this egg life will arise: a chick, a bird that will fly away. It is always amazing to see a tiny little chick break its shell and come out full of life. Life emerges from this tomb. Exactly like Christ who, from the cross, was put in a tomb walled with a large stone. Nevertheless, on Easter night he came out alive. So Christ, this Son of God who became our brother, who died on a cross out of love for us, here he is, he conquered death, He was resurrected thanks to the force of the God's love. What wonderful and grand news! This is the joy of Easter which makes us live as Christians! But one can ask the following question: is seeing the open and empty tomb the only sign that aroused the faith of the apostles? Not according to St. John, there was another.
I do not know about you, but when I was in elementary school, one of the activities the teacher asked us to do at the start of Holy Week was to paint eggs to give to our parents at Easter. I remember we had to be very careful because the shells were so fragile. We were a little rowdy then. In some countries, painting eggs is an art and then they are blessed at Easter Mass before being offered as gifts. However, where does the custom of offering eggs, colored or chocolate, at Easter or hunt for Easter eggs come from?
Mary Magdalen, Peter and John all saw the empty tomb but only John believed! Because someone could have opened and emptied the tomb by stealing the body of Jesus as many have claimed. If John believed, it was because he saw the cloths that enveloped the body, that is to say the strips, laid flat and the shroud that surrounded the head, rolled apart in its place. If we had wanted to steal the body of Jesus, we would not have bothered to unroll the body of all these strips, roll up the shroud and then arrange them and in their proper place. No, we would have fled as quickly as possible with the body so as not to be seen. Finding these strips well in place also demonstrates that Christ came out of the tomb totally liberated, delivered from these tissues of death (unlike Lazarus who, coming back only to life, came out of the tomb still imprisoned by these strips that others had to undo for him). In addition, John, the disciple whom Jesus loved, saw the scene with his heart. Inhabited by love, we always want to believe that those we love are still alive. He was the first to believe that the God's Love could be stronger than death.
The risen Christ is the life force that brings us out of the tombs in which we are too often locked up in: our fears, our past, the prejudices of others, an unhappy life and countless other tombs we may take refuge in. With the risen Christ, one can come out and be reborn.
Having left the tomb, Christ returned to his Father as the Son of God of course, but also now as our brother: Son of God but also human like us. This is wonderful news, because we too can follow the same path that Christ opened in the wall of death and rise like Him.
The second reason for the Easter egg tradition comes from the fact that when you break an egg, you find a round yellow yolk in its center that reminds us of light, sunlight a life-giving source and the egg white, which recalls the cloud, a sign of the presence of God. Christ is indeed our sun. He has overcome the darkness of the tomb to be the light of the world. Christ had also proclaimed, "I am the light of the world. Whoever follows me will not walk in darkness; he will have the light of life." It all happened in Easter night.
Yes, the risen Christ is this sun, which in our lives drives out our darkness, our dark moments when everything seems lost without hope: mourning, depression, discouragement, a pain of love, a failure, a suffering. He is the light that guides us on the right path, which enlightens our conscience and which allows us to see ourselves with the eyes of God.
Christ being the light of the world, the first disciples waited for his return by praying towards the rising sun. In French, we even changed the day of the week dedicated to the sun with a new name: "Dimanche, jour du Seigneur" for Sunday, Lord's day (from Dominus in Latin which means Lord). The other days have kept their reference to the planets: Monday "Lundi" (Moon "lune" day); Tuesday "Mardi" (Mars day); Wednesday "Mercredi" (Mercury day); Thursday "Jeudi" (Jupiter day); Friday "Vendredi" (Venus day) and Saturday "Samedi" (Saturn day). In English, the planetary reference for the day of the Sun, Sunday, was kept.
We cannot all be gathered in the church to celebrate the Resurrection of Christ this Easter. We will also be deprived of sharing a good family meal with those we love. However, rest assured that the risen Christ is there. He is with you, near you at your table, to share with you his risen Life. He is in your hearts as a light of peace and love. He will be a source of strength, healing and hope to help you get out of all your tombs, including the tomb of the current pandemic. Let us be joyful this Easter and share the Good News of the Resurrection of Christ with the same ardor as the first disciples. Now, whenever you see an egg, think of the Resurrection of Christ and your resurrection also! Amen | web | http://diocesebathurst.com/web/sites/default/files/documents-pdf/homely_easter_sunday_2020.pdf | 0.503282 | {
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Core Knowledge
- Bridgend is in South Wales, the UK, Europe. It is inland but the coast is nearby.
- The town developed where it was possible to cross the River Ogmore, at the bottom of the valley.
- There is evidence of people living here in prehistoric times, during Roman times and during Norman times.
- Island farm camp was initially built as accommodation for women working in the ordnance factory during World War 2.
- Land in Bridgend is used for shops, housing, sports, facilities, industrial estates and farmland.
Home Learning
- Visit different places in your local area and take pictures e.g. churches, local parks, local shops.
- Look at a map of your local area and see if you can recreate it using different materials like the example below.
Key Vocabulary
- Continent
- Country
- Europe
- Romans
- Normans
- Mouth of the River
- Stepping stones
- Sand dunes
- Weapons
- Natural
- Manmade
- Rural
- Urban
- Talented
- Residents
- Determination
- Ordnance factory
- Industrial estate
- Grid reference
- Land use
- Recreation
- Leisure
- Terraced
- Detached
- Semi-detached
- Office
Domain Themes
- Romans
- Normans
- Map of Bridgend
- Newcastle Hill
- School grounds
- The Welsh Great Escape
- History of Bridgend
- Wreckers of Dunraven
- Prisoners of War
Core Knowledge
- St Johns house is the oldest house in Bridgend and dates from around 1511.
- Newcastle Castle was built to defend the river crossing.
- Newcastle Hill is one of the oldest parts of Bridgend.
- Natural items – occur naturally e.g. trees, flowers, rocks, soil.
- Manmade items – made by man e.g. houses, roads and streetlights.
- In 1945, 70 prisoners escaped from Hut 9 but were all recaptured.
- JPR Williams and Josh Navidi played rugby for Wales and have come from Bridgend.
- David Emmanuel designed Princess Diana’s wedding dress. | web | https://www.stmaryscatholicprimary.co.uk/attachments/download.asp?file=284&type=pdf | 0.489078 | {
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DEARNESS HOME POLICIES AND PROCEDURES
TYPES OF FIRES
1. Class A - wood, paper, fabric, rubbish, etc. – regular combustibles
There are three types of fires:
2. Class B - gasoline, oil, and grease – flammable liquids
3. Class C - electrical, motor, wiring, etc. – energized electrical
TYPES AND USAGE OF FIRE EXTINGUISHERS AND BLANKETS
Specific types of fire extinguishers are geared to specific types of fire. There are multiple types of fire extinguishers to fight fires. Careful attention must be paid to the type of fire when selecting the appropriate fire extinguisher.
How to use a fire extinguisher:
P- Pull out pin (twist the pin to break the seal)
Remember "PASS"
A- Aim at the base of the fire
S- Sweep back and forth at the base of the fire
S- Squeeze the handle
Multi-Purpose ABC Dry Chemical Fire Extinguisher
2. Used on Class A, B, and C fires.
1. Red coloured cylinder, small ones have a short metal nozzle, and the larger ones have an attached hose with a nozzle on the end
3. Has a range of 5-20 feet
CO2 (Carbon Dioxide)
2. May be used on Class B and C fires.
1. Red coloured cylinder, with an attached hose with a horn on the end.
3. Has a range of 3-8 feet
5. When CO 2 releases, it can give a freezer burn.
4. WARNING- DO NOT HOLD HORN! Hold the hose with a plastic or wood handle.
DEARNESS HOME POLICIES AND PROCEDURES
K-Class Fire Extinguisher
2. Used on cooking type fires usually associate with higher temperatures
1. Silver coloured cylinder with an attached rubber hose
3. Initially activate extinguisher from a distance of not closer than 10 ft
Fire Blankets
2. A fire blanket is used to put out a fire on a person's clothing by smothering the fire
1. Special fire blankets are located in the main kitchen, mechanical room and adjacent resident smoking areas
3. Remove the blanket from the plastic bag; open the blanket completely
a) Draping the blanket over your non-dominant arm (left arm if you are righthanded)
4. Place the blanket over the victim by:
b) Positioning the elbow of your arm with the blanket on the victim's nearest shoulder
d) Smooth out air pockets, moving from the victim's neck down toward the feet, to smother the fire
c) Lay the blanket across the person, covering the complete body from neck down. This ensures that no smoke or gas will escape into the victim's face or airway
CONFINING, CONTROLLING & EXTINGUISHING THE FIRE
This is primarily the responsibility of the Fire Services. The production of toxic fumes in buildings makes firefighting potentially dangerous, particularly if a large amount of smoke is being generated.
Only after ensuring everyone has evacuated the area, the alarm has been raised and the Fire Services have been notified, should an experienced person (familiar with fire extinguisher operation) attempt to extinguish a small fire.
This is a voluntary act.
Never attempt to fight a fire alone.
If it cannot be easily extinguished with the use of a portable fire extinguisher, leave the area and confine the fire by closing the door.
Leave the affected area (fire zone) and await the arrival of the Fire Services. | web | https://london.ca/sites/default/files/2022-07/EMP03-007%20-%20Fire%20Extinguishers%20and%20Fire%20Blankets.pdf | 0.486533 | {
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No Barre to Achievement
Orlando Ballet's collaboration with Boys & Girls Clubs of Central Florida aspires to ignite young imaginations.
You never know where you're going to find artistic talent. Take Misty Copeland, for example, the first African-American woman to be named principal dancer for the American Ballet Theatre.
BY G.K. SHARMAN
In 1996, she was living with her divorced mother and several siblings in two small rooms in a motel in Gardena, California, south of Los Angeles. Encouraged by the coach of her school drill team, 13-year-old Copeland went to a free ballet class at the local Boys & Girls Club.
COURTESY BGCCF (ALL)
She didn't even dance at first — she just watched. But when she finally participated, her talent was unmistakable. Her dance teachers and mentors helped her work and improve.
By 2000 she was part of the ABT Studio Company, the ballet's second company, and the following year she became a member of the main corps de ballet.
Both Shane Jewell, executive director of Orlando Ballet, and Gary Cain, president and CEO of the Boys & Girls Clubs of Central Florida (BGCCF), invoke Copeland's name as an example when talking
Orlando Ballet launched its collaboration with BGCCF in June 2018 with the Disney, Levy-Hughes and Universal clubs. The partnership has expanded to seven clubs across Central Florida.
about a recent collaboration between the two organizations.
They aren't expecting to find the next Misty, but both emphasize that kids can't follow in her ballet-slippered footsteps if they haven't been introduced to the art form.
Theatre of Harlem in New York, focuses on introducing several classical ballet styles to second- and third-graders. Sessions take place in schools and community centers. The STEPS Ahead component accepts fourth- through eighth-graders.
"We have a lot of very talented children," Cain says of the kids who take part in the various club programs. "But their talent may go undiscovered if they never get that exposure to the arts."
In other words, you can't dream the dream if you don't know it's there — and that it's a possibility for you.
Stepping Into Their Own
The effort, part of the ballet's Scholarship Training for the Enrichment of Primary Students (STEPS) program, aims to make ballet accessible to those kids.
"At the ballet, we believe that every child from any walk of life should have dance education," Jewell says. "And we feel very strongly that if a child wants dance training, we should provide it."
The STEPS program, modeled after a similar effort pioneered by the Dance
The collaboration between the ballet and BGCCF, which began just more than a year ago, takes the effort further. Starting with two club locations, it has now expanded to seven sites across Orange, Seminole and Osceola counties: Joe R. Lee Branch, Tupperware Branch, Disney Branch, Universal Branch, Altamonte Springs Branch, Sanford Branch and Levy-Hughes Branch.
Additional expansion is planned as budget and teacher availability allow, Jewell says.
Regular sessions, held during fall and spring semesters, consist of 13-week residencies — the ballet's term for sending teachers out to the various locations. Classes are held once a week for about 90 minutes. Each site accommodates about 50 youngsters. The ballet also offers a one-week summer session.
Auditions are held during the first three weeks, but — with the exception of kids who might pose a discipline problem — everyone who wants to participate is accepted.
ated with ABT, Jewell explains. It's one of five such ballet schools in the nation. Both the preprofessional and outreach classes at the Ballet use the same curriculum as the New York ballet training program.
"I can't sing the praises of the ballet enough," Cain says, adding that the STEPS program offers the kids an exciting new set of role models and ways to build their confidence.
The teachers are artists themselves. Many have had careers on Broadway, in ballet or in film and TV, or done casting for major productions such as Cirque du Soliel, cruise ships or touring shows.
Not only are sessions free for the kids, the girls also get leotards, tights and ballet slippers. Boys receive shorts or sweatpants, T-shirts, socks and ballet slippers.
"It makes them feel special," Jewell says. "They receive a 'uniform' and feel part of something."
At the end of the program, the kids offer a free performance for the community and also receive American Ballet Theatre Level 1 certifications for their participation.
Orlando Ballet and all of its classes, including outreach programs, are affili-
Community Collaboration
The collaboration between the ballet and BGCCF grew, in part, out of a desire to bring more performing arts opportunities into the club's offerings.
The club likes to say that it works with children but builds adults by promoting academic success and healthy lifestyles and building character and leadership. Overall, the organization serves 15,000 kids a year at 35 locations in seven counties.
Clubs tend to be located in neighborhoods that, on average, rank low in household income and high in incarceration rates. Families may pay nothing or a nominal fee for children to attend club activities.
Charmaine Hunter, a ballet teacher and director of community enrichment for the ballet, agrees.
"We're bringing the arts to the community," she says. "Without access to the community, we're not giving these young people the tools to fly. We're not giving them the tools they need to be successful in life."
In the end, the ballet program is really a vehicle for exploring creativity and expression, Jewell says.
"We're providing that access, that vehicle, that opens a way to seeing the world and ignites their minds and their hopes and dreams."
G.K. Sharman is a freelance writer based in Sanford, Florida. | web | https://unitedarts.cc/wp-content/uploads/2019/07/JulyAug-No-Barre-to-Achievement.pdf | 0.499244 | {
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Science
NIEER is studying how preschool policies and practices at school district, school, and classroom levels influence child outcomes. Here, Research Project Coordinator Andrea Kent answers questions about NIEER's research involving child assessments.
Q. How does NIEER define "child progress"?
We understand child progress as positive, measurable growth in any and all areas of child development over a period of time. Progress does not necessarily need to meet a predetermined goal, but progress always moves in a forward direction, and progress requires effort.
Q. How is NIEER measuring progress among participating children?
NIEER will be measuring progress via individual, in person, one-on-one assessments. Each assessment lasts approximately 5-10 minutes, and each assesses developmentally appropriate language, problem-solving, arithmetic, or executive function skills. This study uses a battery of five different assessments that are administered in a comfortable, informal, and conducive environment respecting children's time and needs.
Q. What can NIEER learn by assessing the children's progress?
By assessing children's progress, we can approximate the amount of information children gain over the course of their preschool year, as well as understand what factors may be associated with variations in children's progress.
For example, analyzing classroom quality in conjunction with child progress allows us to approximate how the practices and procedures that teachers are both employing and not employing related to child progress.
Q. How will results be used?
The results will be used to understand children's development across different contexts, and relate it to the quality of practices in their classrooms. Results will be used to improve practices across programs and districts. Individual children will not be identified in any way. | web | https://nieer.org/wp-content/uploads/2018/05/RWJF_Science_Child-Assessment.pdf | 0.419745 | {
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We wanted to help people in some way.
Either:
- Disabled people
- Old people
- Sick people
- Sad people
We voted for "how can we help disabled people?"
The research
How does being disabled affect you?
Being disabled affects them in different ways.
- Easy tasks can be hard
- Getting around can be hard
- People don’t think that mental health is a disability
- They get treated differently
- People are patronising
Do you get enough help?
Yes (67%) No (33%)
What kind of help?
- One is deaf and needs special fire alarms
- One needs physical help around the house.
- It can be a job shopping and lifting things
- Getting someone to understand is a help.
- Help with things that are difficult
We tweeted the survey. We had help from Bangor University – the questionnaire was sent out to all disabled people in the university.
Can you travel where you want?
Ydych chi'n y person yn cael eich trin yn wahanol oherwydd eich anabledd?
Pobl ddim yn deall Na dwi yn trio cuddio fy anabledd
Os dydi pobl ddim yn gweld yr anabledd, mae pobl yn meddwl ei fod yn ddioig
Weithiau oherwydd mae pobl yn poeni Mae'n bwysig cydweithio a phobl sydd ddim yn anabl
Casgliad
Rydym yn meddwl fod creu holiadur i bobl anabl yn dda oherwydd mae'n helpu dangos beth mae pobl anabl yn meddwl am eu bywyd nhw.
Mae rai pobl yn gallu bod yn nawddoglyd.
Mae rai angen help ymarferol
Mae rai yn cael trafferth trafeilio
Dydi pobl ddim bob tro yn yn deall.
Mae Lleisiau Bach Little Voices yn cynnig cefnogaeth i blant a phobl ifanc i weithredu ymchwil o fewn fframwaith Confensiwn y CU ar Hawliau'r Plentyn, ac i eirioli ar gyfer newid sy'n dod o'u ymchwil.
Mae Lleisiau Bach yn ran o'r Arsyllfa Cymru ar yr Hawliau Dynol o Blant a Phobl Ifanc ym Mhrifysgolion Abertawe a Bangor
www.lleisiaubach.org
@lleisiaubach | web | https://3d8d0ed9-4a2e-43c6-a9e1-d260f00ae384.filesusr.com/ugd/6ef907_4b81dccc4fc847ffafd2b8659fe9ff53.pdf | 0.481823 | {
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Don't forget to vote Tuesday, Nov 5. Poles will be open at the Town Hall from 10 am til 8 pm. Dottie Doyle, Registrar of Voters for Arrowsic will be available in her home from 8 until noon on Nov. 2 to take absentee ballots. You can call her at 443-3850. A sample ballot is posted at the town hall.
* ALSO...Special Town Meeting Thursday, November 21 at 7pm, to discuss and vote on Solid Waste costs and our Zoning Ordinance (details to follow) *
ZONING ORDINANCE REVISIONS
John Wood, Planning Board Chair
After months of discussions, the Planning Board has completed proposed revisions to the Town's Zoning Ordinance to comply with the Mandatory Shoreland Zoning Act enacted by the State last year.
The revised zoning ordinance will be presented at a public hearing Thursday, November 7 at 7 pm and will be put to a vote at the Special Town Meeting on Thursday, November 21. Copies of the revised Ordinance are available now at the Town Hall.
Under State Law, the Town must adopt shoreland zoning "consistent with, or no less stringent than," the 40 page "guidelines" issued by the Department of Environmental Protection (DEP) by the end of this year; otherwise the "guidelines" will be imposed by the State.
The "guidelines" would restrict building, clearing, and many other activities within 250 feet of Sewall Pond, any saltwater body, or any freshwater or coastal wetland. Additional restrictions would apply to land within 250 feet of wetlands designated as having "high" or "moderate" value for wildlife—specifically those at Fisher Eddy and along the Back River.
Arrowsic's proposed ordinance generally follows the State "guidelines," while striving for simplicity and fairness. Modified restrictions would apply to land within 250 feet of all wetlands greater than two acres, not just those designated by the State.
Residents concerned about shoreland zoning are urged to pick up a copy of the proposed ordinance at the Town Hall and to attend Thursday's public hearing.
RECYCLING NOTES
Paul Perkins, Committee Chair
1. Do you know that Arrowsic has a new, improved recycling program?
2. Do you know that you can recycle newspapers, brown bags, corrugated cardboard, glass, high grade computer paper, and #2 plastic?
3. Have you seen our bins located at the Town Hall? They're easy to use, just follow the printed directions.
4. Do you know that all plastic products now have a number stamped on the base and that most brands of liquid laundry detergent, health and beauty aids, and milk containers are made of #2?
We would like everyone on the island to get involved with the program and help cut our solid waste by 50% over the next two years. Your solid waste committee will soon be providing you with information on all aspects of recycling and home composting. With your help, we can make our island a cleaner place to live.
In July we recycled 4 tons of newsprint and cardboard. This is about 4 times more than our average monthly tonnage before joining the Lincoln County Program.
The Solid Waste Committee encourages townspeople to call us if you have recyclable and/or reusable items which you are currently discarding as waste. We will act as a "waste exchange" and make an effort to find other townspeople who might be able to utilize such items, for example egg cartons can be used by small business people for packaging, yard clippings can be used for compost, etc.
We hope to start a recycling newsletter in the fall to help educate us all. Anyone with an interest in writing an article, doing layout, publishing, etc is welcome to help. Contact Paul Perkins 442-8456, Jeff Mann 443-6174; Bob Kalish 442-4660, or Sandi Burnham 442-8948.
IMPORTANT NOTICE FROM THE STATE: effective January 1, 1992, evidence of insurance must be shown before a vehicle is registered or re-registered. Evidence of insurance is established by showing your insurance identification card.
The Following Owners have re-registrations due in these months - some may have already been paid.
**OCTOBER**
| Name | Name |
|-----------------------|-----------------------|
| AMES, SYLVIA M | MCLAUGHLIN, JOHN |
| ATER, ANN | MCLUER, JOHN |
| BROOKS, DAVID M | NELSON, BONNIE R |
| BURKE, JOANNE S | NIEMEIER, DEBBIE A |
| CHAFFEE, JOHN | NOYES, JEAN BREDA |
| CHANDLER, ELIOT | PETERSON, GERTRUDE M |
| COCHRANE, KATHRYNE | PHINNEY, WILHELMINA |
| COOMBS, JAMES L | PORTER, EDWARD |
| DAVIS, DIANA L | SHUFELT, LESLIE A |
| DUBE, MICHAEL D | SIMMONS, COLLIS D |
| ELWELL, MICHAEL | STAFFORD, MILDRED |
| ELWELL, RICHARD | SULLIVAN, ELAINE |
| FRYE, WARREN | SWAN, MARY E |
| GABLE, JOHN O | WASILEWSKI, ERICA M |
| GALLANT, MICHAEL E | |
| GALUZA, JAMES J | |
| HALL, E VICTOR | |
| HALL, E VICTOR | |
| JORGENSEN, JENNY | |
| KAHRL, FRED J | |
| KELLEY, CYNTHIA L | |
| KIMBALL, JEFFREY C | |
| KIMBALL, WILLIAM A | |
| KINGSBURY, BEVERLY A | |
**NOVEMBER**
| Name | Name |
|-----------------------|-----------------------|
| BASSETT, KENNETH | |
| BRASSARD, DONALD J | |
| BRYANT, DONALD A | |
| BURNHAM, SON德拉 | |
| CARLTON, VERNON F | |
| CHAFFEE, BARBARA J | |
| DEMERS, THOMAS W JR | |
| DOYLE, DOROTHY | |
| DUNN, SALLY K | |
| GABLE, JOHN | |
| GILLIS, DEBORAH S | |
| JOHNSON, CHLOE W | |
| JONES, ANN MARIE | |
| JONES, DANIEL R | |
| KILBOURN-TARA, NAN | |
| LOVEITT, WILBUR F | |
| MACMAHAN, JOSEPH | |
| PACKARD, NANCY C | |
| PELLETIER, ROLANDE | |
| PIEH, LUCY | |
| SCOTT, BRIAN D | |
| SIMMONS, CONNIE | |
| SWEARINGEN, RICHARD | |
Town Hall Hours: Wednesdays 3 to 5:30 PM
Town Hall Phone Fridays 8:30 to 11AM
443-4609
AS TOWN HISTORIAN, I have been asked to report on the significance of the dates on the outside of the Arrowsic Town Hall.
In 1950 shortly after the Hall was moved from its former location beside the Church on the Old Stage Road to its present location on Route 127, First Selectman Hugh Eisenauer (father of Robert) has Robert Maase make the sign. At the time we were told by Mr. Eisenauer that 1850 was the date the Hall was built and 1950 was the date of the first town meeting after the last move.
The building was used as a "Band Hall" before becoming the Town Hall and in 1852 town meeting was held in the "Band Hall" for the first time.
This is the nearest I can find to the 1850 date that Mr. Eisenauer used. Apparently, the records have been destroyed or mislaid, or maybe he picked those dates because they looked good together. We will probably never know.
Mildred R. Stafford
FROM THE SELECTMEN:
Taxes will be out within the next month. We have been held up because the forms we have always used are no longer available anywhere, and we've had to generate our own. We meet every other Monday at 5:30. If you'd like to be on a meeting agenda, call Mary Gowell, Chair at 443-6840.
ARROWSIC 1990 CENSUS DATA (FROM OUR AGENT IN THE FIELD, JOHN WOOD)
498 Total Population / 248 Male / 250 Female / 35 under 5 years old / 98 are 5 to 17 yrs old / 4 are 18 to 20 yrs / 15 are 21 to 24 yrs / 191 are 25 to 44 yrs / 67 are 45 to 54 yrs / 23 are 55 to 59 yrs / 15 are 60 to 64 yrs / 37 are 65 to 74 yrs / 11 are 75 to 84 yrs / 2 are 85 yrs and over. / Median age is 36.2 yrs.
Total Households 189 / family households 137 / married couple families 125 / non-family households 52 / householder living alone 36 / persons per household 2.63
White 493 / Black 1 / Asian or Pacific Islander 4 / Hispanic 1
Total Housing Units 237 / Occupied housing units 189 / owner occupied 165 / renter occupied 24 / vacant housing units 48 / seasonal, recreational, or occasional use 42 / units with over 1 person per room 5
1-unit, detached 190 / 1-unit attached 2 / 2 to 4 units 2 / mobile home, trailer, other 43
**complete list available at the Town Hall** | web | http://arrowsic.org/arrow/arrow11-91.pdf | 0.484744 | {
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Dr Natalie Cooper's Story
Hello everyone! Dr. Natalie here. I am a neurologically based pediatric and family chiropractic over at Two Rivers Chiropractic. My passion for working with children initiated when I first started coaching soccer in my first year of college. I received my bachelor's degree in Biology & Education from Hamline University in 2013. Since I loved coaching and working with kids, I decided to become a science teacher and started my teaching career in the Saint Paul School District in 2012.While I loved teaching, I always felt I had another calling to work in the medical field. While working as a teacher during the week, I started working as a EMT at night on the weekends. Needless to say, I started working crazy hours and pushing my body to the limit with not eating the healthiest, not sleeping, and having excessive amounts of coffee. As some point, the body hits a threshold where enough environmental stressors are going to lead to a crash in the system. In this case, the fall of 2012, I was diagnosed with an autoimmune arthritis known as psoriatic arthritis. I was getting a lot of pain, swelling and inflammation to my hands, feet and low back. I was put on an immunosuppressant drug, inhibiting my bodies ability to fight off bad bacteria/viruses which essentially created a cascade of other problems for me. I was getting sick all the time with multiple different infections, and had to slow down on the activities that I loved. By that point, I knew I needed to change gears and do something with more of a holistic approach to healthcare. Through chiropractic and dietary modifications, I was able to get off my medications and saw my quality of life drastically improve. It wasn't easy though. It took a lot of trial and error. After learning the power of nutrition and the influence chiropractic had on the nervous system, I went to chiropractic school. I graduated from Northwestern Health Sciences University with my Doctorate in Chiropractic and I am currently finishing my Master's in Applied Clinical Nutrition.To encompass all of my passions of working with children, and looking at the body as whole, I took additional training in prenatal and pediatric chiropractic care. I am currently listed as a Webster certified provider (a technique used for pregnancy) and I am a member of the International Chiropractic Pediatric Association (ICPA). I have a passion of working with children dealing with neurodevelopmental and behavioral disorders such as Autism, ADHD, OCD, ODD, Sensory Processing Disorders, amongst others. As a neurologically based chiropractor, I understand the importance of having your nervous system as you grow, and develop. I understand how important it is to make sure your nervous system has the ability to adapt to environmental stressors so you can take on the world! | web | https://evolvingwellness.org/wp-content/uploads/2022/09/natalie-cooper-story.pdf | 0.489618 | {
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Home > Groupthink
Groupthink [1]
Written by Wordsmith [2] | Saturday 19 December 2009
When the Climate Change Bill passed through parliament last year, I read the cost benefit assessment ministers are obliged to produce for any bill. Amazingly, it put the potential costs (of reducing carbon emissions by 60%) at £205 billion ($331 billion)?yet the maximum benefits (of reduced climate change damage) were estimated at only £110 billion. This is the first time any government had asked parliament to support a bill that its own figures say will do more harm than good. Yet just five of us voted against it. At least I had the satisfaction of pointing out that while the House was voting for a bill based on the assumption the world is getting warmer, it was snowing in London in October for the first time in 74 years. I was told, "extreme cold is a symptom of man made global warming."
Peter Lilley, 'Global Warming as Groupthink[3]' WSJ
blog comments powered by Disqus [5]
Source URL: http://www.adamsmith.org/blog/environment/groupthink
Links:
[1] http://www.adamsmith.org/blog/environment/groupthink
[2] http://www.adamsmith.org/taxonomy/term/5799
[3] http://online.wsj.com/article/SB10001424052748704238104574601762696721506.html
[4] http://disqus.com/?ref_noscript
[5] http://disqus.com | web | http://www.adamsmith.org/printpdf/blog/environment/groupthink | 0.451316 | {
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Kimochis
In Term 2 we are meeting and will be using 5 special plush toys to learn about emotions. These toys are called Kimochis (kimochi means feeling in Japanese) and is a Social Emotional Educational program, originating in the US. This program is effective in educating children to understand, name and recognize emotions. Each character has specific emotions that they frequently exhibit and through role play and discussion the children learn how best to deal with these emotions. Emotions are not labeled as 'bad' or 'good', it is how the person feeling them reacts to that emotion that determines the outcome- positive or negative.
The Kimochi characters are:
| Name | Characteristics |
|---|---|
| Cloud | Cloud is a bit moody and unpredictable, just like the weather. When Cloud is happy, he spreads sunshine, but when you turn his head, his sad face signals that he might rain on your parade. Cloud feels happy when all of his Kimochi friends are together. Cloud feels sad when he’s not included. Cloud feels mad when someone takes his toy. |
| Bug | Bug is a caterpillar who is afraid of change. Although he feels afraid, Bug secretly dreams of flying. When he feels cautious, you can tuck his wings away in his back. When he feels brave, you can spread his wings to make him fly! Bug feels shy when meeting new people. Bug feels brave when he tries new things. Bug feels left out when his friends think he doesn’t want to play when he’s being quiet. |
| Cat | Cat loves to be in charge, but she can sometimes be a little bit bossy. Now and then, her bossiness can lead to confrontation, or a ‘cat fight’. That’s why she comes with bandaids, to help heal hurt feelings. Cat feels happy when she gets to be the leader. Cat feels cranky when she can’t have it her way. Cat feels curious about why her friends won’t play her way. |
| Huggtopus | Huggtopus is all smiles and hugs. She is affectionate and strong and sometimes gets a little carried away by her big, friendly personality. Huggs always means well, but she has to learn about respecting others’ boundaries. Huggtopus feels proud because she has 6 legs. Huggtopus feels silly most of the time. Huggtopus feels frustrated when her friends don’t feel silly or happy. |
| Lovey Dove | Lovely Dove is sweet and nurturing and, like all doves, tries to keep the peace. Because she’s a mum, she tends to worry. Lovey keeps her baby, Turtle Dove, tucked gently under her wing. Lovey feels kind when she helps her friends. Lovey feels happy when she’s helpful. Lovey feels proud when she treats people they way she wants to be treated – kindly and with friendliness. |
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Digital Badges: Validating Skills Outside of School
Problem
How can we help students gain recognition for the skills they develop outside of school?
Many students are developing skills in leadership, public speaking, and professionalism outside of traditional education settings. There are currently few effective ways to integrate this learning with academia or beyond, therefore students often go unrecognized for such achievements.
Solution
Digital badges give students the ability to quantify and display their achievements for credit or recognition.
Case Study
The Discovery Corps Program
At the Pacific Science Center, youth in the Discovery Corps program become leaders in science and presentation, developing crucial personal and professional skills that they would not have otherwise developed in school.
We worked with the PSC to design a digital badge system that would reward students as they progress and also give them a way to take their achievements beyond the program.
Students would be issued career badges as acknowledgement of the jobs they perform in the program and would be issued skill badges that they can use to showcase to a broader audience.
Badges
Career Badges
For advancement at the Pacific Science Center
Skill Badges
To display for potential employers and higher education
Prototype design for the Pacific Science Center case study; students can see the badges they've earned and can share to other platforms
Example Skill Badge
Student Name: Nancy Drew
Badge Issued: Leadership
Date Issued: May 2nd, 2014
Issued By: Carolyn Keene, Supervisor
Related Jobs: Teen Science Cafe, Portal to the Public
Capstone 2014 | Courtney Dutton, Diane Ha, Laura Tuck | Informatics
with thanks to Katie Davis, Information School and Eve Klein, Pacific Science Center
Questions/Comments? Contact Us.
[REDACTED_EMAIL] | web | https://ischool.uw.edu/sites/default/files/capstone/posters/9%20Digital%20Badges%20-%20Validating%20Skills%20Outside%20of%20School.pdf | 0.423499 | {
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Rain Barrels
A low-tech way to conserve water and save money!
What are rain barrels?
A rain barrel is used to collect and store rainwater runoff, typically from rooftops. Instead of running down driveways and sidewalks to sewers, rainwater is collected into a rain barrel where it can be stored for use in rain gardens, watering house plants, pet care, and washing cars. Rain barrels are a simple, efficient, low-cost method for homeowners to conserve water.
What's special about our rain barrels?
- Made of food-grade upcycled plastic containers which can be painted. Available in a variety of colors.
- Sealed to keep them safe around children and animals.
- Screw-off lid is equipped with a screen to keep debris and insects from the water.
- 55-gallon containers stand about 40" high, 22" wide and weigh 400 pounds when full of water.
- A valve on the bottom of the barrels to which a hose can be attached makes the captured rainwater available through a simple gravity system.
- A separate, capped opening at the bottom can be used with a hose to connect to a second barrel.
- A capped opening at the top can be used with a hose to direct overflow away from your home's foundation.
Why are rain barrels beneficial?
- It is estimated that during the hot summer months, the average homeowner uses 40% of household water in the yard. The chlorine-free rain that falls on roofs can be used to offset household water usage and reduce water bills.
- A quarter-inch of rain falling on the average roof yields more than 200 gallons of water. In the Chicago area, the average annual rainfall is more than 30", meaning every household could collect 24,000 gallons of water a year in rain barrels!
- Collecting rainwater where it falls reduces the negative impacts of having it run down driveways and lawns, where it picks up pollutants like motor oil and pesticides and carries them into our rivers and steams.
How do I get my rain barrel?
Online or In-Person $64.50 (plus tax)
Order online at www.theconservationfoundation.org/rainbarrels
Pick up at the McDonald Farm
103404 Knox Knolls
Naperville, IL 60565
Pay for Home Delivery
Purchase a rain barrel in-person by visiting McDonald Farm (address above) on Thursdays from 1-5pm April through September.
How to Install and Use Your Rain Barrel
Rain barrels work best when placed on a stand or concrete blocks under a downspout. The added height increases water pressure and provides space for a watering can to be placed under the spigot. Wooden stands are available on our website or at McDonald Farm.
1. Once the barrel is positioned on the platform, measure and cut the downspout to a length just above the top of the barrel. Downspouts can be cut with a hacksaw. Save the cut-off for reattachment in the winter.
2. Attach a 2"x3" or 3"x4" flex-elbow connector (available at hardware stores/home centers and on our website) to the downspout to direct water to the top of the barrel.
3. To use, attach a hose to the spigot and direct to landscaping, or simply fill buckets or watering cans to wash vehicles or water plants.
The ideal time to install rain barrels is when the rainy season begins in the spring. In the fall, empty the barrel and store it upside-down, then replace the downspout.
Painting Your Rain Barrel
To paint a rain barrel a solid color, Krylon’s Fusion spray paints are recommended as they are designed for plastic and do not require a primer.
You can also try a fun design! Make decorating your rain barrel a family or group project.
- Prime the barrel with Zinser 1-2-3 (blue can).
- Follow with a coat of interior/exterior grade acrylic paint.
- Paint your designs with acrylics.
- Display proudly and share your idea with neighbors and friends.
This water-saving work of art was painted by artist Peter Thaddeus.
Conservation@Home
Rain barrels are just one element of The Conservation Foundation's Conservation@Home education and recognition program for homeowners. If you are incorporating native plants and water conservation features like rain barrels in your home landscape, you should be recognized for your efforts with Conservation@Home certification! Criteria for certification includes:
- Landscaping featuring native plants.
- Creation and protection of natural areas with steps taken to control invasive plant species.
- Efforts to reduce erosion and conserve rainwater on property.
The Conservation Foundation is a nonprofit land and watershed protection organization dedicated to preserving open space and natural lands, protecting rivers and watersheds, and promoting stewardship of the environment in northeastern Illinois. Established in 1972 by business and community leaders, we work closely with citizens, elected officials, developers, land use planners, and park districts and forest preserves. The Conservation Foundation has helped protect more than 35,000 acres of open space.
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There are a number of steps teens can take to prevent cyberbullying. Here are a few examples:
1. **EDUCATE YOURSELF**. To prevent cyberbullying from occurring you must understand exactly what it is. Research what constitutes cyberbullying, as well as how and where it is most likely to occur. Talk to your friends about what they are seeing and experiencing.
2. **PROTECT YOUR PASSWORD**. Safeguard your password and other private information from prying eyes. Never leave passwords or other identifying information where others can see it. Also, never give out this information to anyone, even your best friend. If others know it, take the time to change it now!
3. **KEEP PHOTOS “PG”**. Before posting or sending that sexy image of yourself, consider if it’s something you would want your parents, grandparents, and the rest of the world to see. Those who want to cause you harm can use this picture as ammunition to make life miserable for you.
4. **NEVER OPEN UNIDENTIFIED OR UNSOLICITED MESSAGES**. Never open messages (emails, texts, Facebook messages, etc.) from people you don’t know, or from those you know often bully others. Delete them without reading. They could contain viruses that automatically infect your device if opened. Also never click on links to pages that are sent from someone you don’t know. These too could contain a virus designed to collect your personal or private information, or install a backdoor on your device.
5. **LOG OUT OF ONLINE ACCOUNTS**. Don’t save passwords in form fields within websites or your web browser for convenience, and don’t stay logged in when you walk away from the computer or cell phone. Don’t give anyone even the slightest chance to pose as you online through your device. If you forget to log out of Twitter when using the computer at the library, the next person who uses that computer could get into your account and cause significant problems for you.
6. **PAUSE BEFORE YOU POST**. Do not post anything that may compromise your reputation. People will judge you based on how you appear to them online. They will also give or deny you opportunities (jobs, scholarships, internships) based on this.
7. **RAISE AWARENESS**. Start a movement, create a club, build a campaign, or host an event to bring awareness to cyberbullying. While you may understand what it is, it’s not until others are aware of it too that we can truly prevent it from occurring.
8. **SETUP PRIVACY CONTROLS**. Restrict access to your online profile to trusted friends only. Most social networking sites like Facebook and Instagram offer you the ability to share certain information with friends only, but these settings must be configured in ordered to ensure maximum protection. Also don’t accept Snapchat friend requests from just anyone.
9. **“GOOGLE” YOURSELF**. Regularly search your name in every major search engine (e.g., Google, Bing, Yahoo). If any personal information or content comes up which may be used by someone to target you, take action to have it removed before it becomes a problem.
10. **DON’T CYBERBULLY OTHERS**. Treat others how you would want to be treated. By being a jerk to others online, you become part of the problem. You’re better than that—do not stoop to that level. Instead, aim higher and be an example to others. It matters a ton – now and for your future. | web | https://resources.finalsite.net/images/v1701293180/huffmanisdnet/biow42xb8my51yeivysi/Top-Ten-Tips-Teens-Prevention.pdf | 0.492211 | {
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BBC Learning English – Authentic Real English 地道英语
About this script
Please note that this is not a word for word transcript of the programme as broadcast. In the recording and editing process changes may have been made which may not be reflected here.
关于台词的备注：
请注意这不是广播节目的逐字稿件。本文稿可能没有体现录制、编辑过程中对节目做 出的改变。
Authentic Real English: Bob's Your Uncle 易如反掌
Dan:
Hello and welcome to Authentic Real English from BBC Learning English. I'm Dan and today I'm joined by Feifei.
Feifei are you texting?
Feifei:
I'm trying to get this phone to work. The screen keeps going blank.
Dan:
Oh I've got that phone. You just change the batteries and it should work fine. Bob's your uncle.
Feifei:
Bob's my uncle? What are you talking about? 你看看他们这些英国人，竟然还给 我叔叔起了个英语名字。
Dan:
Bob's your uncle. It means simple as that or there you go. It's our Authentic Real English phrase this week.
Feifei:
Oh right. Bob's your uncle 的意思是易如反掌，这样做就对了。
Dan:
Exactly. Let's listen to an example of someone using the phrase Bob's your uncle.
Example
This microwave's really easy to use. You just put the food in, press this button, and Bob's your uncle!
Feifei:
So if something's really simple, and is going to get a good result, you'd say Bob's your uncle.
But what about if it was something that I was doing and that was going to be successful; would I say that Bob's my uncle?
Dan:
Not really; the phrase Bob's your uncle always remains the same whether you're talking about yourself or about other people. Here are some more examples:
Examples
A: Excuse me, how can I get to the swimming pool from here?
B: Just go straight down the High Street, then take the first left, and Bob's your uncle.
A: Are you nervous about your interview?
B: Not really. As long as they know I speak Spanish, Bob's your uncle.
Feifei:
OK, so I just need to change the batteries on this phone and it'll work?
Dan:
Exactly. It's really simple, just charge them overnight and Bob's your uncle!
Feifei:
Bob's your uncle! Don't forget to check out more Authentic Real English phrases on our website www.bbcukchina.com.
Dan:
Bye. | web | http://language.chinadaily.com.cn/bbc/re/assets_7705716/101129140154_bbc_are_78_bobs_your_uncle.pdf | 0.433563 | {
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Foundation stage 1 Home learning (1)
Song focus.
Oracy
Maths
Literacy
Each week we focus on a wow word to support vocabulary development. Please use this word as often as possible too.
* Additional information.
* Book bags on: Monday please
* Baby Photographs Monday please- remember to write your child's name on the back.
* PE – Tuesday am/ Friday pm. Please come dressed in Pe kit. Reminder no jewellery.
Our new topic is 'Long ago'.
To launch out topic we are holding a baby day on Friday 12 th January.
On this day your child can bring a Baby doll to school. It can be carried or have a pram/ push chair or car seat.
They can also bring a small bag of things a baby might need. We will have these items also at school so do not worry if you cannot bring these.
Week Beginning: 8.1.24
We will be singing this rhyme every day, please sing it at home together too.
Teddy bear Teddy bear
Talk together about what babies need
Use the language of time. Today, yesterday and tomorrow.
Pronunciation Phrase
Put your lips together and make the mmmmm sound mmmmm
Mouse
Go on a sound hunt. Can you find items that start with the m sound? Can you find a m-a-p, the m-oo-n, a m-o-u-se, a m-a-n.
Past
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Ibiza
Scale 1:100,000.
Ibiza is a 2018 American romantic comedy film directed by Alex Richanbach, from a screenplay by Lauryn Kahn. It stars Gillian Jacobs, Vanessa Bayer, Phoebe12 hours ago Flights from Dusseldorf to IBIZA for 15 round-trip by Ryanair. Find direct flights from Germany to Ibiza and book your tickets at the best price! More than 500 people have taken to the streets to protest against the impact of overtourism in Ibiza the first rally of its kind on the BalearicIbiza or Eivissa (the official name) is one of the Balearic Islands. The maximum length of the island by highway is 42 km.Ibiza Tourism: TripAdvisor has 396321 reviews of Ibiza Hotels, Attractions, and Restaurants making it your best Ibiza resource.Eivissa, also known as the Eivissa Town, is a city and municipality located onIbiza and Formentera are also known as the Islas Pitiusas (from the Greek word pitys meaning pine tree) because of the abundance of pines that cover their People tell each other no a lot in Ibiza. Its a kind of chin-tucked-down, no, honey kind of faux-aghast deadpan damper, used when a friend isBook your tickets online for the top things to do in Ibiza, Spain on TripAdvisor: See 57451 traveler reviews and photos of Ibiza tourist attractions. Find what to doAll-night raver, boho-cool hippy, blissed-out beach lover Ibiza is all this and more to the many, many fans who have a soft spot for the Balearics party-hardFind hotels on Ibiza, es online. Good availability and great rates! Read hotel reviews and choose the best hotel deal for your stay.Comedy Richard Madden in Ibiza (2018) Gillian Jacobs, Vanessa Bayer, and Phoebe Robinson in Ibiza (2018) Vanessa Bayer in Ibiza (2018) Phoebe Robinson in Ibiza When Harpers two best friends tag along on her work trip to Barcelona, they ditch work and fly to Ibiza for Harper, who against her betterIbiza (Catalan: Eivissa) is an island in the Mediterranean Sea off the east coast of Spain. It is 150 kilometres (93 miles) from the city of Valencia. It is the third
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Presented by :
HARVEST UPDATE
MAY 24, 2017
HIGHLIGHTS
Strawberry plants are developing well and showing vitality.
The first will be ready around June 6 th in the Montreal area. row cover strawberries
The arrival of significant amounts will be towards June 10 th for the Montreal area and June 20 th for Quebec City area.
The large amount of snow covering the ground this winter protected the strawberry plants from the winter frost.
The late spring and cool temperatures are favorable to the slow but healthy growth of plants. Current climatic conditions ensure stability in the advancement of the crops which will give high quality fruits.
Differences are observed between the regions in the development of early varieties using row covers but most strawberries plants are now in flower.
We expect an excellent harvest season for strawberries in 2017 and as this Media Weather Reporter says: Strawberries will be the big winners this year! Favored by climatic conditions without excessive heat. (See the following article): www.meteomedia.com/nouvelles/articles/un-ete-moinsspectaculaire-au-quebec/82380
For more information: Marie-Claude Leblanc, [REDACTED_PHONE] extension 8585 | web | http://fraisesetframboisesduquebec.com/wp-content/uploads/2015/02/Harvest-Update-no-1-May-24-20171.pdf | 0.432623 | {
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EQUIPPING THE SAINTS
BIBLE STUDY: LIVING BY FAITH
Begin Memorizing 2 Corinthians 5:7
VERSES Pg. 406
Meditation on 2 Corinthians 5:7
What is walking by sight?
What is walking by faith?
"…walk by faith…"
1. Why is faith necessary? Hebrews 11:6
2. How does faith grow? Romans 10:17
3. Paul based his faith upon (Acts 27:25).
4. What must accompany your faith? James 2:17
5. How did Abraham respond to God's promise? Romans 4:20,21
6. Why should you be joyful when your faith is tested? James 1:2-4
"...not by sight."
7. Contrast the things which are seen with those which are unseen in 2 Corinthians 4:18.
8. What results from walking by sight? Jeremiah 17:5,6
9. What can you do even though you have not seen Jesus? 1 Peter 1:8
Write out 2 Corinthians 5:7 from memory.
Application of 2 Corinthians 5:7
What is one area of your life where you are walking by sight?
How can you exercise faith in this area?
Review 2 Corinthians 5:7 daily along with your other Scripture memory verses. | web | http://bbcperth.co.uk/book1b/ETS%20B1B%20L12%20Living%20By%20Faith.pdf | 0.468872 | {
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POSGCD EDUCATIONAL REPORT
November 5, 2017
Social Media
The POSGCD Facebook and Twitter pages both gained followers this month. Facebook had an increase in engagement and reach. Twitter's reach and engagement decreased this month, but had 84 more profile visits and 2 more mentions than last month.
Website
Pageviews
The total number of pages viewed.
Top Viewed Pages
* 2017 Agendas & Minutes
* Archived Minutes
* Rainwater Harvesting
* Prospective Well Drillers
* Governing Documents
* Current Well Users
* Directors
* Public Notices
*
* Applications
1,448
+ 18%
The last POSGCD E-Newsletter (October 30th) reached more people and had an increase in opens and clicks from the previous two e-newsletters.
There were also more total emails sent due to an increase in subscribers.
The next e-newsletter will be sent November 13, 2017.
Newsletters
Educational Outreach
Rainwater Harvesting
October 10, 2017 - Thirty-seven people attended the first Rainwater Harvesting 101 course. The course is the first part of the Rainwater Harvesting Rebate Program, which allows participants to receive a rebate for their rainwater collection tanks and systems. The next Rainwater Harvesting 101 course will be December 2, 2017 from 10 a.m. - noon.
Ag Safety Day
October 18, 2017 - POSGCD staff participated in the annual Burleson County Ag Safety Day, set up by Texas A&M AgriLife Extension Service. Megan Homeyer taught 5th-grade students the importance of keeping our water clean and how difficult it can be to clean up polluted water.
Water Field Day
October 24, 2017 - Megan Homeyer represented POSGCD at the annual Brazos Valley GCD Water Field Day in Robertson County. Megan worked with the Middle Trinity GCD educational outreach staff at the Water Jeopardy station.
Earth-Kind
November 6, 2017 - Citizens of Burleson and Milam Counties attended the Earth-Kind Water Conservation Workshop to learn more about conserving water through landscaping. | web | http://posgcd.org/wp-content/uploads/2017/02/Educational-Report_11.09.171.pdf | 0.494553 | {
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Icebergs in the Subtropical North Atlantic: The Impact of Freshwater Influx on Climate and Ocean Circulation Early in the Last Glaciation
Petra Zúñiga 1 and Jerry F. McManus 2
1Amherst College, 2Lamont-Doherty Earth Observatory of Columbia University
The North Atlantic Ocean experienced abrupt climate changes throughout the last glacial period, (115 – 11.5 ka). These climate shifts have been attributed to changes in Atlantic meridional overturning circulation (AMOC), which distributes salt, heat and gasses throughout the world's oceans, and thus has played an important role in regulating Earth's climate. Previous modeling has shown that massive influxes of freshwater in the North Atlantic may have significantly slowed the rate of oceanic overturn. One potential source of freshwater across the Atlantic is the melting of icebergs that were released throughout the region en masse during the Heinrich Events that occurred every 7-10 ky during the last glacial period. Previous studies used the presence of ice rafted debris (IRD) in the North Atlantic to make inferences about the scope and reach of icebergs throughout the last hundred ky. In this study, we examined sediment core KNR 191- 19 CDH (33.6°N; 57.5°W, 4.5km) from Bermuda Rise, in the subtropical North Atlantic, for evidence of icebergs during Heinrich events 5a and 6 (~55-65ka). Due to the influence of North Atlantic Deep Water and rapid sediment accumulation, this area has been extensively studied to explore the relationship between ocean circulation and climate change on short time scales. Although a previous study suggested evidence for occasional IRD deposition during the last glaciation (1), there have been no subsequent published studies dedicated to reconstructing iceberg deposition at this subtropical location. In this study, we found spikes in IRD at multiple intervals throughout the core, including a value of ~3 grains/g of bulk sediment - greater than any previously documented IRD on Bermuda Rise. By comparing our IRD values with previously collected paleoclimate data (d18O, SST, %CaCO3, Pa/Th, d13C), we seek to elucidate information about the timing of climate and ocean circulation changes during the last glacial period, and confirm the influence of freshwater influx on these systems. These findings of natural variability in the past have implications today, as ongoing climate change and ocean warming increase the potential of future freshwater influxes at high latitudes in the North Atlantic Ocean.
1. Keigwin, L. D. & Boyle, E. A., (1999) Paleoceanography, v. 14, no. 2, p. 164-170. | web | https://www.ldeo.columbia.edu/sites/default/files/u1748/Zuniga_Abstract_1.pdf | 0.427556 | {
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Building your professional persona
Mandy Pant – Intel
Sami Rollins – University of San Francisco
Thanks to Ayanna Howard, Amanda Stent, Ellen Spertus, and AJ Brush!
Takeaways
Make intentional choices about how you are represented in person and online.
Any interactions with your professional community have an impact on your persona.
Soft skills are more important than you may realize.
Why?
Job opportunities
Invitations
Award nominations
External evaluation
Media opportunities
Research visibility
Recruiting
Visibility within institution
How do others perceive you?
How might others describe you?
- based your web page
- based on your interactions
How do others perceive you?
How might others describe you?
based your web page
based on your interactions
Qualities I thought were most important when I was finishing grad school
Organized, reliable, intelligent, accomplished
Qualities I’m always concerned about
Reserved, negative
Qualities I’ve recently begun to understand are very important
Cooperative, supportive, thoughtful
What?
“Persona”
Role that one assumes or displays in public or society
“Professional”
Exhibiting a courteous, conscientious, and generally businesslike manner
“Professional Persona”
A persona that is effective in giving others a positive perception of you & your abilities
How?
Develop your personal brand
- Four components:
- **Appearance**: Your body language, clothing attire and overall posture
- **Personality**: Your behavior, communication skills and attitudes toward people
- **Competencies**: Your special skills fulfilling task requirements
- **Differentiation**: What separates you from others and leaves a lasting memory in minds of others
*Use your personal brand to differentiate yourself and make a positive impression*
So…….
Make full use of your first impression
• In person
• Within group
• Online/networking
In Person
• In just a few seconds, with a brief glance, a person unfamiliar with you will evaluate who you are based upon your appearance and personality
Strengthen your appearance and personality
Within Group
• Public image critical when addressing your class or large group
• People retain ~ 4% of content of any presentation, speech/talk, but …… always remember 100% of how they felt about it
Integrate elements to build your unique personal message
Online/Networking
• Online ➔ your public image
• Remember you are not there to interpret what others view/read
• Remember your presence on Internet is archived and will always be available to anyone, employer or social group, who search for it
Clean up your E-persona
Your E-Persona
E-persona
• How many have a web presence?
• Facebook
• Twitter
• Youtube
• Blogs
• Linked-In
• Wikipedia page
• Webpages
• Google scholar …
E-persona-Social
- Facebook
- Twitter
- Youtube
- Blogs
Don’t allow your E-personae to tarnish your image
Use WISELY!
E-persona - Technical
- Linked-In
- Google +
- Professional Webpages
- Wikipedia page
- Google scholar
E-resources can be used to advertise your skillset and capabilities
Professional Webpage
- Professional web page
- Publications
- Research interests
- Media coverage
- Photos
- Teaching materials
- Link to CV/bio
- Personal information???
Professional webpage great for adding details and providing as a pointer
Resume
• You should have one
• Reasonably up-to-date
• Bring out key skills/experiences
• Link it to your web page
• Ask a friend to review your CV
Resume critical to providing crisp information about oneself
Additionally.....
• In a work environment (and otherwise)
• Show willingness and gratitude
• Have an elevator pitch prepared
• Be mindful of your company
• Make yourself available
• Advocate your ideas in strong terms
• Respect other people/cultures
• Grow your technical + soft skills
• Display (and HAVE) a positive attitude
You can make a POSITIVE difference... Play to your Strengths!
Soft Skills
Technical skill is important, but it may not win you the job.
Culture fit aka “plays well with others”
Do you communicate well?
Will you be a team player?
Perceptions
Think about how you want others to perceive you
Follow through by acting the part
Listen carefully to others to understand their motives
Positive Attitude
Be someone who others want to work with
Negative comments won’t be looked on favorably
Listen carefully to others
Effective Communication
Others are always interpreting your persona, so avoid misinterpretation as much as possible.
Think through important conversations before you have them.
Consider how others will interpret what you say.
Play to Your Strengths
You probably have strengths you don’t even realize.
Ask your peers/advisor what they think your strengths are, and pay it forward by telling them what their strengths are!
When?
The right time to get to this is NOW
Start a checklist and put recurring appointment on your calendar to revisit every quarter (reward yourself for doing it)
In Conclusion
• You own your future and if you want to make an impact ....YOU CAN!!
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2024
WOMEN’S History Month
Hoffman Planetarium
Coloring Pages
We Celebrate
WOMEN'S HISTORY MONTH
Let Women Vote
battle for WOMEN’S SUFFRAGE
Ida B. Wells was born into slavery in Holly Springs, Mississippi in 1862. She was a writer, and in her newspapers she spoke out against extreme violence toward African-Americans.
Ida B. Wells
1862 – 1931
Women were given the right to vote in 1920 when the 19th Amendment to the Constitution went into effect.
Susan B. Anthony
Susan B. Anthony is most known for her work to gain women's suffrage (the right to vote). Women were finally allowed to vote in 1920, 14 years after Susan B. Anthony's death.
Sojourner Truth
1797-1883
Abolitionist and Women's Rights Activist
We Can Do It!
Rosie the Riveter
Shirley Chisholm
Occupation: U.S. Representative
Birth Date: November 30, 1924
Shirley Chisholm became the first African-American congresswoman in 1968. Four years later, she became the first major-party black candidate to make a bid for the U.S. presidency.
Rosa Parks
“I would like to be known as a person who is concerned about freedom and equality and justice and prosperity for all people.”
Thank You Rosa Parks!
"Stand for something or you will fall for anything"
The #2857 bus (Montgomery, Alabama)
The bus driver's name was Blake.
CIVILIZED DISOBEDIENCE
- her trial lasted 30 minutes
- she was found guilty of Disorderly Conduct
- she was fined $10
- her court costs were $4
This bus is on exhibit in the HENRY FORD MUSEUM in Dearborn, Michigan.
Joan Ruth Bader Ginsburg was an American lawyer and jurist who served as an associate justice of the Supreme Court of the United States from 1993 until her death in 2020.
Ruth Bader Ginsburg
1933–2020
KETANJI BROWN JACKSON
first Black woman supreme court justice
QUARANTINE COLORING PAGE
PERSONAL USE ONLY
ILLUSTRATION © TERESA GRASSESCI
Michelle Obama is a lawyer, author and the first African-American First Lady of the United States. She has advocated for healthier lifestyles for children, supporting military families and educating girls around the world.
KAMALA HARRIS is the 49th Vice President of the United States. Harris is the first woman to ever serve as Vice President and the first Black woman and person of South Asian descent to do so. She is a Howard University graduate, a former Senator and was the first Black woman and person of South Asian descent to be the attorney general of California.
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Are women more easily deceived than men?
Sometimes…but sometimes not! Consider, who began Buddhism? Buddha. Islam? Mohammed. Mormonism? Joseph Smith. Those three men have influenced the spiritual destinies of 2+ billion people. Both men and women can be deceived and can lead others astray! It’s not just a girl thing. It’s not just a boy thing. Deception is a human thing!
Some people read 1 Timothy 2 and believe the Bible teaches women should never teach. They believe Paul issued a UNIVERSAL ban on women teaching for all cultures and all time. Why? Because Eve was deceived, all women are more easily deceived. 1 Timothy 2:14 states:
“For Adam was formed first, then Eve; and Adam was not deceived, but the woman was deceived and became a transgressor.”
Ephesus and the Cult of Artemis
To understand biblical passages, it is always important to understand the context. In the first century, Ephesus was a sensuous, immoral, knowledge-seeking (pre-Gnostic) metropolitan area. Much of its economy was based on occult activity (see Acts 19:23-41). The goddess Artemis (Diana) was worshipped in Ephesus. Her gold-covered temple, one of the Seven Wonders of the World, took 120 years to build. It could be seen from the sea.
Artemis was a powerful fertility goddess, often pictured with two-dozen bare breasts (or pouches of magic “potions”). She was known as the Great Mother of Asia. The cult of Artemis worshipped her cosmic power over life and over demonic spirits. Ephesus also celebrated Mother Eve (linking her with Artemis) as being created prior to Adam. They considered gaining secret knowledge was good since people could now have enlightenment. In this knowledge-loving, power-seeking city, false teaching abounded inside and outside the church. Timothy labored to guide this church into truth.
What false teaching was Paul correcting in Ephesus?
In the face of heretical cultural fables, Paul instructed Timothy with key doctrines:
- The first woman did not precede the first man. Man was created first - not woman.
- The woman was not enlightened with knowledge (of good and evil). She was deceived.
- This knowledge gained by Eve was not good. Instead, she became a sinner.
Paul was answering Ephesian heresies of the Artemis cult.
Conclusion
Some Christian teachers seek to limit women teaching the Bible because they claim women are more easily deceived. This interpretation misses Paul’s point. Rather, Paul was correcting the false doctrines of the cult of Artemis. He was not setting up created order as proof that only men should teach and have authority.
Key Term
Artemis
Mother Goddess of Ephesus
4 Crucial Questions
1. What does this teach us about GOD?
2. What does this teach us about PEOPLE?
3. What command should I OBEY?
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Beacon Hill Byline by Mary Rogeness
November 11, 2003
Veterans Past, Present and Future
Why is Veterans Day receiving so much attention this year? Is it because of the Iraq military actions and the news of continuing casualties in Iraq and Afghanistan? Is it because we have friends and co-workers who have been called to active duty from Reserves or the National Guard? Is it our desire to honor once again the veterans from the Greatest Generation? The combination of these and other reasons led to a busy week of activities to honor those who serve or have served our nation's military services.
The legislature played a part in the increased activity, beginning when the presiding speaker at last Thursday's session introduced the son of a staff member to the membership. Representatives always greet visitors with a round of applause, but we were particularly enthusiastic to welcome the young sergeant who recently returned home from Iraq.
After that introduction, we addressed the legislative agenda for the day, including a bill to assist employees who have been called to service from their state jobs. In addition to the stress of having a husband or wife absent for military service, many families have experienced financial hardship from a significant reduction in income. We voted to "fill the gap" between military wages and the state salaries of workers.
Another accommodation for those service personnel came with our approval of an extension to the state's early retirement offer. Eligible state workers should not be excluded from the opportunity given to their colleagues in state government for missing the calendar deadline because of their military duty. Municipalities will have the option to offer such benefits. The bill should soon be on the way to the governor's desk.
The Monson Senior Center also played a part in honoring veterans, holding a luncheon last week for the senior veterans in the town. Monson has an active group of veterans, and on Friday they were invited to wear their military uniforms to lunch. Several men and one woman showed up in their well-pressed uniforms, and one sailor could still wear the bell-bottom trousers he was issued in 1942.When I asked how many had served in World War II, most of the men and a good number of women raised their hands. Seeing the significant number of military women in the room reminded me that the gender integration of the armed forces arrived well before the last decade.
The Holyoke Soldiers Home had its own event on Friday. Lieutenant Governor Kerry Healey appeared at the facility bringing good news from Boston. The 50 year-old compound provides excellent care for veterans, but it lacks one amenity that has become a 21 st century necessity – central air conditioning. Next time you see the Soldiers Home from the highway, just imagine the August temperatures on the top floor of the brick structure. The Lieutenant Governor brought news that $17 million has been approved to install the service throughout the buildings before summer comes again.
East Longmeadow marked the holiday at the eleventh hour of the eleventh day of the eleventh month. Veterans, civic officials and onlookers came together to mark the hour and day that ended World War I and now honors all veterans. I was proud to have a part in the ceremony of laying wreathes at the town center, thanking veterans for their service and reminding the families who attended the cold outdoor event of the debt we owe to those who have served and fought to keep our nation free. | web | http://rogeness.com/2003/Column%2020031111%20Veterans%20Day.pdf | 0.428502 | {
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Literacy Development of Older Children with Down Syndrome
Kathleen Whitbread, Ph.D., University of Saint Joseph
Myths
“Now that he’s in middle school, it’s too late to teach him to read.”
“Everyone knows that kids with Ds are sight word readers.”
“You need a special reading program for kids with Ds.”
“She’s just word-calling. She doesn’t understand what she’s reading.”
“Really, don’t you think we should be focusing on functional skills at this point?”
Sometimes too late is just in time.
— C.J. Carlyon
We Know What Works
Systematic
Multisensory
Individualized
Research based
Okay, so what’s the problem?
All the world’s a stage, and most of us are desperately unrehearsed.
Sean O’Casey
Building Blocks of Literacy
- Phonemic awareness
- Phonics
- Fluency
- Vocabulary
- Comprehension
Is it too late for phonemic awareness training?
Phonemic Awareness in Older Children
• Very strong evidence of PA intervention for younger readers
• Not much research on PA intervention for older readers
Least dangerous assumption: it may help
Who’d like to practice?
Phonics
Knowing the relationship between
• phonemes—the sounds in spoken language, and
• graphemes—the letters that represent those sounds
and using this knowledge to decode or “sound out” words.
Vocabulary
- **Listening vocabulary** -- the words a person knows when hearing them in oral speech.
- **Speaking vocabulary** -- the words we use when we speak.
- **Reading vocabulary** -- the words a person knows when seeing them in print.
- **Writing vocabulary** -- the words we use in writing.
Fluency
The ability to read accurately, quickly, and with proper expression and comprehension.
• Speed may not be the most important priority for very young readers
Comprehension
• Comprehension often lags behind decoding in students with Ds
• Research supports direct, systematic instruction of comprehension strategies
Handout: evidence-based methods of teaching comprehension skills
Learning Profile
- Weak auditory working memory
- Relative strength in tasks requiring “implicit” memory
- More difficulty with “explicit” memory
- Strong visual learners
- Difficulty processing information presented orally
- Motivated by social interaction.
What does this mean for literacy development?
Auditory Working Memory
For example:
- Recalling the sound/symbol associations while blending sounds together to make words
- Making a “picture in their head” of a story read or told to them
Memory
Implicit
Things you do every day without really thinking about them, such as singing a song or signing your name)
Explicit
Remembering facts, such as names of letters, telephone numbers or computer passwords)
Strong Visual Learners
• Difficulty remembering rules of language
• Sight word reading comes easier than phonics
• Difficulty with phonemic awareness activities
How long will this all take?
• Recent study (2014) of 140 students with ID
– IQs = 40-80 (moderate to borderline ID)
– Longitudinal, randomized control over 4 yrs.
– Systematic, direct, explicit instruction
– 45 min/5 days week in small groups
– All students made statistically significant growth
– 2-4 years to make 1 year of progress
Case Study: Henry
Intervention - 4th grade on (pre-primer level)
2012
- fluency 55
WCPM grade 2 passages
- comprehension independent 1
- PAF Level 50
2013
- fluency 69
WCPM-grade 2 passages
- comprehension independent gr.1
- PAF Level 88
2014
- fluency 63
WCPM grade 3
- Comp gr 2
- PAF level 179 gr. 3+
2015
- fluency 57
WCPM grade 3
- PAF Level 130
- Comprehension gr 1-2
2016
- sight words grade 4
- decoding grade 4+
- comprehension & vocab grade 3+
Everyday Reading
A reminder of your interview on Friday 10th June at 10:00am. Please reply YES to confirm attendance, or NO if you can no longer make it.
Great! We look forward to meeting you.
Kimberly Snyder's Glowing Green Smoothie
- 1 head Organic Romaine
- 1/2 head Organic Spinach
- Juice of 1/2 Fresh Organic Lemon
- 3-4 Stalks Organic Celery
- 1 Organic Banana
- 1 Organic Apple
- 1 Organic Pear
- 1.5 C Water
- Vitamix
Tylenol Extra Strength
Haley, You make me laugh! I Love you. mom ♥ | web | http://dsafnebraska.org/resources/Pictures/DSAF_families_MS_HS%20WHITBREAD%20no%20pic.pdf | 0.431537 | {
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Friday, 25th November 2016
Rokeby School's Student Librarians 2016/17
This week saw the induction of nine new student librarians. These students had to go through a rigorous selection process that included an interview. During the week the new student librarians were met by the current student librarians to undergo some training. This training allowed students to have a deeper understanding of the important role that they are to play over the course of the next year.
Ms Hendrickson
Parenting Workshop
Rokeby is working in partnership with Newham Headstart to offer the Empowering Parents, Empowering Communities (EPEC) workshop. The workshop aims to help parents support their sons in managing the challenges they face as they progress through the teenage years.
When:
Tuesday, 13th December 9.30am to 11.00am
Where:
Rokeby School
For more information contact:
Ms Henderson on 0207 540 5620
Our Values: Respect, Success, Passion for Learning, Personal Challenge, Harmony
THOUGHT OF THE WEEK: There is no greater disability in society than the inability to see a person as more.
On Thursday November 24th, the GCSE Drama Class took a trip to see the National Theatre's production of 'The Curious Incident of the Dog in the Night-time.' The show is based on a book by Mark Haddon with the same title. It is a story of a young boy called Christopher who has Aspergers Syndrome and who sees the world in his own unique way. Christopher goes on a journey to find out who killed the neighbour's dog, Wellington. The students have been studying this story in class and went to the play to take notes on the production. They will write a critical review and analysis of this play for their GCSE Unit 2 Assessment. The students were a huge credit to themselves and the school. Mr Whitworth
Homework Club
Need some help with homework and coursework? All year groups welcome, come along to F27 Tuesday, Wednesday & Thursday 2.50pm-4.10pm Friday 2.50pm-3.30pm
GCSE Drama students visit the West End!!!
DATES FOR YOUR DIARY
Monday 28th November
Year 10 Russian class visit to the Old Bailey
Thursday 1st
December
Ex Year 11 Awards
Evening
Monday 5th December – Friday 16th December:
Year 11 Mock Exams
ATTENDANCE & PUNCTUALITY
Did you know:
90% attendance = 1/2 day missed every week.
90% attendance over one school year = 4 whole weeks of missed lessons!
How is YOUR tutor group doing?
Congratulations this week go to:
8K, 9Y, 10K
with the best
attendance at 100%
&
7Y with the best punctuality at 99.6% .
WORD OF THE WEEK
This week our word of the week is
simultaneous
Can you find the meaning of this word and make a sentence? Once you have, come to the library and see Ms Hendrickson for a merit.
Rokeby School contact details: Barking Road, London E16 4DD; School reception office hours: 8am - 4.30pm; Tel: 020 7540 5620 email: [REDACTED_EMAIL]; website: http://www.rokeby.newham.sch.uk | web | http://rokeby.newham.sch.uk/wp-content/uploads/2016/11/Nov-25th-2016.pdf | 0.43366 | {
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Welcome to your Unipol accommodation. We recommend you get together with your flatmates and agree a housework rota and some rules about how you want to live together. Everyone has different preferences, so it makes sense to discuss things early on.
**Housework Rota**
**Agreed House Rules**
Rules on sharing and using other people’s stuff (for example food, kitchen tools, cleaning products)
1.
2.
3.
4. We are all happy to use each other’s crockery and kitchen utensils? YES NO
5. If you borrow someone’s kitchen stuff, you need to clean and return it within…………………hours
**Other Rules**
1.
2.
3.
4.
5.
**Some suggested house rules from Unipol:**
If someone has a problem or an issue, they will try to speak calmly to the person concerned.
If your noise is becoming an issue, try to listen to someone’s concerns and take action to help.
Inviting lots of people round? Check with everyone first as you all need to share the kitchen and lounge fairly.
If you all agree to change the rules or rota at a later date, just ask Unipol for another copy of this poster.
**Time for a brew**
How does everyone take their tea or coffee?
| Name | Milk & Sugar |
|------|--------------|
| | |
| | |
| | |
| | |
| | |
**3 Steps to Peace**
Sharing a home is a great way to make friends, but it does take a bit of compromise from everyone. If you’re having difficulty follow our 3 Steps to Peace.
**Step 1 Talk it over**
It is always best to try and calmly speak to the person(s) causing you the problem first. Coming to university is about learning the skills to deal with different situations, and it’s always best that tenants deal with issues themselves first before involving anyone else.
This may seem a little daunting but often people are not aware of how much stress and upset they are causing others. When made aware of the problem, most people will change their behaviour.
**Step 2 Read our booklet called Keep the Peace (available from Unipol)**
It contains straightforward advice on resolving the most common problems that occur in student accommodation.
**Step 3 Contact Unipol**
If discussing the situation does not help, talk to your Housing Management Officer. They will ask you to put some information in writing, detailing the situation and how you have tried to resolve it. It is important that you include specific dates and times and your up to date contact details.
They may refer you to the Tenancy Support Officer. In most situations the Tenancy Support Officer will not take sides or apportion blame. They will provide advice on the best way for tenants to go about resolving issues themselves, and may look at other solutions where this has not worked.
**Contacts**
During office hours
Unipol Student Homes
0113 243 0169
www.unipol.org.uk/leeds
[REDACTED_EMAIL]
Out of Hours
When Unipol is closed we have a special telephone service that is available for emergencies:
0113 243 0169
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Recipe Card for the Container Design of the Month
Designed by Laura Altvater at Portland Nursery
September
Soft and Scented
1. Cordyline 'Torbay Dazzler'
2. Sedum 'Blue Pearl'
3. Thymus 'Silver Posie'
4.
Origanum 'Kent Beauty'
5. Calluna vulgaris 'Silver Knight'
Steps:
1. Fill your container 2/3 of the way with all-purpose Potting Soil.
2. Mix some fertilizer into the soil in the container.
We have always had exceptional results with E.B. Stone Sure Start and Osmocote.
3. Moistening the soil so that it is damp is an important step if your potting soil is old or on the dry side.
Most fresh bags of soil should take up water evenly when you water the plants in.
4. Plant your container.
It helps to gently loosen the root of each plant to enhance root development.
5. Fill the nooks and crannies with moist potting soil.
6. Water your newly planted container thoroughly and enjoy!
Substitutions:
Sometimes you cannot find the exact cultivated variety we have listed above. Luckily there are substitutions that will offer a similar or even preferred look.
Care and Maintenance:
The plants in this container will thrive with at least six hours of direct sun and will bloom from September to frost (October or November) with regular fertilizing every 2-3 weeks. Many of the plants are evergreen and will look great through the winter. Water when slightly dry, being careful not to over water. | web | https://portlandnursery.com/docs/container-gardens-pdfs/september2020.pdf | 0.432659 | {
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CORN BUNTINGS HAVE undergone a severe population decline, to the extent that, by the late 1990s, they had ceased to breed in Ireland. Occasional non-breeding records in southeastern Irish counties have been attributed to migrants from Britain or continental Europe (Taylor & O’Halloran 2002) but none were recorded during 2007–11.
In Britain a 90% breeding population decline during 1970–2010 (SUKB 2012) has been accompanied by contractions of 27% in winter range, since the 1981–84 Winter Atlas, and 56% in breeding range, since the 1968–72 Breeding Atlas. Corn Buntings are so highly sedentary that the heavily fragmented distribution is almost identical in winter and the breeding season. The remnant Scottish populations are isolated from those elsewhere, owing to extinctions in southern Scotland and northern England. With the loss of the species from the Northern Isles, Lewis, Coll and Tiree, the only remaining island population is that on the machair of the Uists.
Major losses in England have fragmented the population into discrete clusters of occupied squares. These include groupings on chalk soils from Dorset to Cambridgeshire, on the coast between Kent and Suffolk and on low-lying arable farmland from the Fens northward to Durham. All these remnant populations have seen declines in abundance since 1988–91 and annual monitoring indicates that total numbers are still declining (BBS Report 2011).
Causes of decline vary geographically, owing to the species’ use of different habitats. In lowland arable farmland, the switch from spring to autumn sowing of cereals has reduced the availability of weed-rich stubbles for winter feeding (Donald 1997). Changes in cropping may also have caused a decline in the number of birds raising a second brood, with a consequent reduction in overall productivity (Brickle & Harper 2002). Productivity is probably affected also by the intensity of pesticide use (Brickle et al. 2000; Ewald et al. 2002). In the Hebrides, the practice of harvesting unripe cereal crops for silage has reduced overwinter food availability (Wilson et al. 2007). Population recovery can be facilitated by targeted management, for example by leaving crop patches unharvested for winter feeding or by delaying mowing for silage where birds nest in grass (Perkins et al. 2011). | web | https://www.north-herts.gov.uk/sites/default/files/ED47B%20Bird%20Atlas%202007.pdf | 0.489232 | {
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The Women's Studies Program 695 Park Ave.
New York, NY 10021
Phone ([REDACTED_PHONE]
Fax ([REDACTED_PHONE]
February 16, 2006
Glee Johnson State Board of Education 1430 "N" Street, Room 5111 Sacramento, CA 95814
Cc: Jack O'Connell, Superintendent California Department of Education
Dr. Thomas Adams, Director Curriculum Frameworks and Instructional Resources Division California Department of Education
Dear Ms. Johnson and Members of the Board of Education,
I am writing to you as a scholar in South Asian studies to register grave concern with the Curriculum Commission's decision to accept many of the recommendations proposed by the Hindu Education Foundation (HEF) and the Vedic Foundation (VF). While I am disturbed in general that a majority of the edits proposed by the three member faculty committee consisting of Michael Witzel (Harvard), Stanley Wolpert (UCLA), and James Heitzman (UC Davis) were rejected, I am especially concerned with those that relate to the relationship between men and women in ancient India.
As someone who has taught for many years on gender issues I am deeply disturbed by the way in which the proposed recommendations by HEF and VF suggest to alter the passage of Glencoe/McGraw Hill textbook (p. 245), which at the moment reads as "Men had many more rights than women" to the following: "Men had different duties (dharma) as well as rights than women." This characterization of men and women's rights as 'different' elides the reality that women had less power than men in ancient India, could not own property, and commonly suffered physical violence in socially approved ways. The imbalance of power had very real and significant consequences for women.
Our effort through education must be to foster conscious citizens that participate in the improvement of society, and hence we need to understand history rather than deny it. It is important that school children learn about imbalances in power among men and women if we are to understand today's society as well as to learn how much women have gained rights through conscious and continuous struggle.
While the textbooks under review are not perfect, we are happy to note that attempts have been made to highlight the unequal status of women in different civilizations in the ancient world, which far from "denigrating" these civilizations, only underlines the need for societal change today and recognizes the importance of the ongoing struggles for gender justice throughout the world. For instance, in the McGraw Hill/Glencoe publication (Discovering our Past. Ancient Civilizations (2006)) the imbalance of power between women and men is well document in diverse civilizations. For example the differing power between men and women is characterized in Egypt as, "In ancient Egypt, the father headed the family" (p. 164); among ancient Israelites as, "Sons were especially valued because they carried on the family name" (p. 218). In China it is represented as, "Men were respected because they grew the crops. They went to school, ran the government… Chinese women could not hold government posts (p. 287); in Sparta, Greece as," Wives lived at home while their husbands lived in the barracks" (p. 346); and women in Athens as "For Athenian women, life revolved around home and family. Girls married early --at 14 or 15-- and were expected to have children and take care of household duties. .... they could leave the house only if a male relative went with them " (p. 362) and so on. We would welcome such an open approach to dealing with the Ancient Indian Civilization as well.
HEF and VF's proposed changes are motivated by a mis-guided cultural protectionism stemming from a misplaced sense of cultural pride. Hinduism and Ancient India have made many remarkable contributions to the World, which stand on their own, without needing any support from an elision of the gender inequalities that have been fostered throughout the centuries.
As a faculty member of one of the most diverse urban college campuses and one with over seventy percent women, I understand the educational and pedagogical responsibility of teaching accurate while difficult concepts in a manner that fosters respect and clarity of thinking.
I believe it to be the responsibility of educators to not hide behind false history bolstered by false claims of cultural protection. I hope that the State Board will take what I say here in the context of the other faculty letters that have preceded mine.
I thank you for your consideration.
Sincerely,
Rupal Oza
Associate Professor and Director | web | http://www.friendsofsouthasia.org/textbook/LetterToCAStateBoard_RO.pdf | 0.430939 | {
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Navigating Coronavirus (COVID19) CCI RESIDENTS
At this time, we are not aware of any confirmed cases of COVID19 in this building. In the event we become aware of a confirmed case in your building, we will notify all residents and staff.
Navigating Coronavirus (COVID19)
On Monday, March 10, 2020 CCI Human Resource Manager, Rebecca Gigante, had the opportunity to attend an informative seminar put on by the Centers for Disease Control and Prevention (CDC) regarding COVID19. The following information is being provided with the goal of minimizing the impact of COVID19 at our communities.
What is Coronavirus (COVID19)?
COVID19 is a respiratory illness caused by a virus that can spread from person to person. Symptoms can include fever, cough, and difficulty breathing. Risk is dependent on exposure. Minimizing exposure is important.
CDC Recommended Best Practice Prevention Techniques:
* Wash your hands several times per day with soap and warm water for at least 20 seconds.
* Hand washing remains the single best way to prevent the spread of germs; however, if soap and running water are not available, hand sanitizer that contains at least 60% alcohol can be used.
* Thoroughly rinse your hands with running water and dry completely (germs transfer more easily when hands are wet).
* Keep fingernails short and clean and limit jewelry on hands.
* Ensure any wounds, cuts, or other skin lesions are covered.
* Practice social distancing. Social distancing means that you actively keep yourself away from other people, especially crowds, when possible.
* Cover your cough or sneeze with a tissue, then immediately throw the tissue in the trash.
* Avoid touching your face! (eyes, nose and mouth)
Action Steps for Residents:
* Residents are encouraged to limit visitors to the building and to their unit for the safety of all residents and staff.
* If you are sick or having any symptoms, please stay in your apartment.
* Clean and sanitize frequently touched surfaces often, like your restroom.
* Instead of visiting the office, please call or email the property manager or service coordinator.
* We encourage you to inform the property manager if you have symptoms of or have been diagnosed with COVID19.
- CCI management will make every effort to protect the privacy of all residents reporting symptoms.
You will see the following changes happening around the property:
* Employees entering your apartment may be wearing latex gloves, dust mask, and safety glasses. This is to help prevent the spreading of germs.
* Non-emergency unit work orders may be postponed.
* Our community area surfaces will be cleaned and sanitized frequently.
Contact info: PM: phone:
email:
SC: phone:
email:
3/12/2020-4 | web | https://ccinvest.com/wp-content/uploads/2020/04/COVID-19-Resident-notice-3-12-20.pdf | 0.43663 | {
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Town of North Branford Construction Site Stormwater Runoff Control
FACT SHEET
The Connecticut Department of Environmental Protection (CTDEP) issued a General Permit, dated January 24, 2004, for the discharge of stormwater from small municipal separate storm sewer systems (MS4). The permit is designed to reduce pollutants from storm water run-off, to protect water quality and meet the appropriate requirements of Federal Clean Water Act.
The Town's Stormwater Maintenance Plan, in accordance with CTDEP parameters, requires Construction site operators to minimize stormwater runoff from construction sites that can wash sediment, chemicals and other pollutants into adjacent properties, storm drains and nearby streams, ponds and rivers. Contractors should adhere to the principles, methods and practices as found in the Connecticut Guidelines for Soil Erosion and Sediment Control (2002) as amended.
The following are general guidelines for Contractors and Homebuilders to follow when conducting any grading or construction activities. If a permit was granted by a Town or State agency, follow all requirements of the agency as well these guidelines.
Minimize the amount of exposed soil on site
* Leave as much original/natural vegetation as possible.
* Plan the project in stages to minimize the amount of area subject to erosion.
* Vegetate disturbed areas with permanent or temporary seeding immediately after reaching final grade
* Apply temporary non-living soil protection measures to disturbed soils when the establishment of vegetative cover is not possible, such as during the winter season.
* Vegetate or cover stockpiles that will not be used immediately.
Stabilization Practices
* Protect defined channels immediately to handle storm flows
* Install silt fences, hay bale fences, drainage swales, sediment traps and other approved means of erosion and sediment controls.
* Stockpile materials within sediment control areas
Keep Sediment on site
* Sweep streets at the construction entrance on a regular basis.
* Use anti-tracking pads at construction site vehicle exits.
* Use temporary sediment traps and basins to reduce the amount of erosion.
Site Inspections
* Regularly remove collected sediment from silt fences, berms, and traps.
* Inspect areas and controls once every 7 days and within 24 hours of a ½-inch or greater storm.
* Ensure that erosion controls remain in place until vegetation is well established.
Control Polluted Run-off
* Identify a protected area for truck washouts
* Keep potential sources of pollution out of the rain, as practicable.
* Prevent sediment laden runoff from entering wetlands and watercourses or drainage structures leading to these areas.
* Practice good housekeeping. Keep the construction site free of litter.
* Park, refuel and maintain vehicles in one area to minimize the area exposed to spills. Keep spill kits close by for immediate clean-up.
* Dispose of hazardous materials properly.
NOTE: FAILURE TO COMPLY WITH THESE REQUIREMENTS MAY RESULT IN ENFORCMENT ACTIONS AGAINST THE PROPERTY OWNER BY THE TOWN OF NORTH BRANFORD. | web | http://townofnorthbranfordct.com/documents/engineering/stormwater_construct_facts.pdf | 0.427846 | {
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Lesson Element
Experiment: Internal Resistance of Cells
Instructions and answers for teachers
These instructions should accompany the OCR resource 'Experiment: Internal Resistance of Cells' activity which supports OCR A Level Physics A
The Activity:
This activity offers an opportunity for maths skills development.
This activity offers an opportunity for English skills development.
Associated materials:
'Experiment: Internal Resistance of Cells' Lesson Element learner activity sheet.
To investigate the internal resistance of cells, choose a wide range of cells: standard cells and lithium ion cells, also different makes can be compared. You will also need voltmeter (or multimeter); connecting wires; cell holder; bulb or other simple device to act as a load. Include an ammeter if you wish to calculate the internal resistance.
Experiment:
* Measure the voltage across the cell with nothing else connected (e.m.f.)
* Measure the voltage connected to a load (p.d.)
* A second load can be used with a different resistance
* Write down the difference in the two values.
Task
1. Compare new and old cells of the same type. The difference will increase as the cell is used for longer.
2. Compare different composition of the cells. The ones called 'rechargeable cells' will usually have a lower e.m.f.; also they have different composition depending on need.
3. Measuring the current and using the equation shown in standard text books, the internal resistance can be calculated for each type of cell.
4. As an extension, a solar cell could be tested or a wind up cell used as emergency sources for phones.
To give us feedback on, or ideas about the OCR resources you have used, email [REDACTED_EMAIL]
OCR Resources: the small print
OCR's resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board, and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources.
© OCR 2015 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work.
OCR acknowledges the use of the following content: Maths and English icons: Air0ne/Shutterstock.com | web | https://www.ocr.org.uk/Images/170291-internal-resistance-of-cells-experiment-activity-teacher-instructions.pdf | 0.430566 | {
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BE YOUR OWN COACH IN 4 STEPS
STEP 1 Make the time to assess your strengths and weaknesses.
What are you good at? What would you like to be better at? To improve, you need to identify your problem areas so you can come up with a strategy to fix them.
What would your friends and family say are your top 3 strengths? Ask them to be specific. What about your top 3 weaknesses?
STEP 2 Identify your goals.
You want to keep getting better at the stuff you’re already good at, and work on your areas needing development.
Research shows that goals are easier to reach if they’re specific and not too many.
When writing your goals say “I will…”, not “I want to…” .
STEP 3 Record your progress and get feedback.
Once you have your goals figured out record the actions you take each day to get you closer to them.
Commit to making one small change every driving lesson (for L platers) and every solo drive (for licence holders). Keep building from there. Ask for feedback from an adult passenger or supervising driver.
STEP 4 Assess your results and tweak your approach.
Assess and test how you’re doing every month. What’s working? What’s not? What are some different approaches I can try? For example, if you have trouble progressing and achieving your monthly goals, try getting advice from an adult passenger or supervising driver. | web | https://www.rse.org.au/wp-content/uploads/2019/11/Be-Your-Own-Coach.pdf | 0.466393 | {
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Scibots!
We chose this name because science has been our main focus this year in our inquiry group. Scibots sounds futuristic, just like we are.
Memphis Jorja Adiva Jaylah
Wow - we got to the finals of the Vector EPro8 Challenge for the first time ever. We once came 3rd in the area heats but we never dreamed we would make it this far.
In the heats and the semi finals we made drum sets that self drummed a rhythm, Uncle Albert's bed and alarm and a light and buzzer and a rope that pulled Uncle Albert out of bed. We can't imagine what we will do next but we are sure it will be fun.
We think what helped us in the heats was our ability to work together by listening to each other's ideas and considering them. No idea is stupid unless proven to be so! Engineering is the opportunity for us to problem solve and to be good at that we need to think through problems logically and creatively. One thing we learned was to stop and reconsider, even if it meant starting again. As a mostly girl team from South Auckland, we are proud to be going to Mt Roskill Intermediate finals, whatever the outcome! | web | http://vectorepro8.co.nz/files/documents/scibots.pdf | 0.452592 | {
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World Water Week - Stockholm, Sweden
Session "Water and Faiths: Faith based Organizations contributing to the Water SDGs"
29 August 2016
Keynote Address - Cardinal Peter K.A. Turkson
"Faith and Development"
Distinguished representatives of various Religions, Organizers, dear Colleagues, ladies and gentlemen, it is a pleasure to greet you in the name of the Pontifical Council for Justice and Peace.
Having been asked to speak on "Faith and Development", I notice that many religions are represented here. This suggests that indeed there are many links between faith and development. Fruitful inter-religious collaborations and synergies have already started in several sectors, such as healthcare, food security, investment, education, stewardship of natural resources, and assistance to migrants.
From a Catholic perspective, our planet, its resources and ecosystems are a marvellous gift. So too, human life is a gift – we are not self-created, we receive our bodies and our first relationships through the same grand course of divinely-given nature. Hence, we readily understand that nature is intended to be shared between all the humans, one generation after the other, and that the whole human family is expected to take care of our common home. These fundamentals are easily found in other religions and spiritual traditions as well, regardless of their specific unique features.
Why is this shared fundamental understanding so important for development?
First of all, science can only explain concrete reality, its substances and causal relationships. Science can quantify the pollution in deep oceans or around a mining site, foreseeing its negative consequences and proposing remedies. But science cannot provide the motivation for virtuous action. The same holds beyond the realm of the natural sciences: sociologists, economists and lawyers can analyse and explain the negative effects of unemployment, speculation and corruption; they can warn us about rising inequalities, contradictory policies or geopolitical unrest. But in the end they cannot supply the motivation for virtuous action.
Pope Francis, in the Encyclical letter Laudato Si', asks: "What kind of world do we want to leave to those who come after us, to children who are now growing up? […] What is the goal of our work and all our efforts?" (§160). Observing numerous alarming environmental and social indicators leads us to the daunting question: why should I care? Science and technology will not help here. Any technical solution is powerless "if we lose sight of the great motivations which make it possible for us to live in harmony, to make sacrifices and to treat others well" (§200). Pope Francis shares his conviction "that change is impossible without motivation and a process of education" – and for those purposes he proposes "some inspired guidelines for human development to be found in the treasure of Christian spiritual experience" (§15), since "faith convictions can offer Christians, and some other believers as well, ample motivation to care for nature and for the most vulnerable of their brothers and sisters" (§64).
Simply put, motivation to virtue is the valuable contribution that religious faith and spiritual practices can and must bring to development, through their spiritual leaders and the multitudes of believers and adherents. They "must constantly feel challenged to live in a way consonant with their faith and not to contradict it by their actions" (200). They must contribute, for example, to the adoption and further extension of ambitious and ethically-rooted frameworks for development action such as those pertaining to the implementation of the new Sustainable Development Goals.
A second perspective grounded in faith touches on human dignity. We are much more than items or data to be measured and represented by GDP. We are not simply factors of production and consumption. When human beings are just human resources, they cease to be the measure of success of policies. Instead, humans become disposable. Throw these people away in favour of better producers. Displace those people in favour of more profitable consumption of water.
Our vision of being human must be much more complex. Pope Francis teaches that we must integrate spirituality, social relationality, and our connections with nature. This lies behind his conviction that "what is at stake is our own dignity. Leaving an inhabitable planet to future generations is, first and foremost, up to us. The issue is one which dramatically affects us, for it has to do with the ultimate meaning of our earthly sojourn" (§160).
Since we are gathered during the World Water Week, I would like to conclude by giving a few examples of the contributions that Faith-based-organizations can provide concerning water.
1. Educate youth to embrace solidarity, altruism and responsibility. Later of, these virtues will help them to be honest administrators and politicians.
2. In teaching Sacred Scriptures and spiritual traditions, show that water is a precious and even a divine element. It is used extensively in liturgy. This should inspire us to use water with respect and gratitude, reclaim polluted water sources and understand that water is not a mere commodity.
3. Organize interreligious campaigns for cleaning rivers or lakes, in order to foster mutual respect, peace and friendship among different groups.
4. Reaffirm human dignity and the common good of the whole human family in order to promote a wise hierarchy of priorities for the use of water, especially where there are multiple and potentially competing demands for water.
All this will help in making universal and sustainable access to drinkable water a reality. This most vital challenge has been a focus for the Catholic Church for many years. It is a continuing shame that so many of our brothers and sisters are systematically thirsty or compelled to drink unsafe water; that their needs are secondary to industries which take too much and that pollute what remains; that governments pursue other priorities and ignore their parched cries. We already know how Jesus judges these matters. In the Gospel of Matthew (25:35), Jesus teaches what we are supposed to do: "I was thirsty and you gave Me something to drink". I pray that this conference will help the world to be more alert to the thirst of Jesus and give him sufficient, clean water to drink! Thank you. | web | http://www.iustitiaetpax.va/content/dam/giustiziaepace/presidenteinterventi/2016/2016.08.29_President_World%20Water%20Week%20Stockholm.pdf | 0.491992 | {
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Top tips for completing a Core Information Sheet
1. ACT NOW in case the people who know the child/young person/person become unwell. Gather all the key information which could help in an emergency situation
2. Try to include a second contact so that the hospital has alternative contacts for any further information they may need
3. If you do not know your child/young person/person's weight weigh them now and include this information to help medical staff work out the levels of medication they may need. Having this information to hand will save time in an emergency
4. Include ALL medication that the child/young person/person takes
5. Fill in the How to keep me and others safe as if the child/young person/person you support is not being supported by you or another familiar adult
6. You can add a One Page Profile/likes/dislikes/communication guidelines to the back. Remember the front sheet is CORE INFORMATION to help hospital staff to support an individual in an emergency situation
7. Include name of person and their relationship to the supporter who has filled in the sheet
8. Highlight the most important information, for example if you have an allergy
9. LAMINATE your sheet if possible (or put in A4 plastic sleeve) this is so it can be disinfected
If you are a parent you can take a photo of the sheet so it is available on your phone 10. | web | http://www.cldsinfo.net/uploads/1/3/1/3/131374723/core_information_sheet_tips.pdf | 0.470751 | {
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University of South Florida
Digital Commons @ University of South Florida
Hampton Dunn Phototouring Florida Collection
Floridiana - General
January 1960
Erosion has plagued Cape San Blas Lighthouse
Hampton Dunn
Follow this and additional works at: https://digitalcommons.usf.edu/dunn_phototouring
Recommended Citation
Dunn, Hampton, "Erosion has plagued Cape San Blas Lighthouse" (1960). Hampton Dunn Phototouring Florida Collection. 63.
https://digitalcommons.usf.edu/dunn_phototouring/63
This Book is brought to you for free and open access by the Floridiana - General at Digital Commons @ University of South Florida. It has been accepted for inclusion in Hampton Dunn Phototouring Florida Collection by an authorized administrator of Digital Commons @ University of South Florida. For more information, please contact [REDACTED_EMAIL].
EROSION HAS PLAGUED CAPE SAN BLAS LIGHTHOUSE
By HAMPTON DUNN
PORT ST. JOE --- The Cape San Blas lighthouse still guides sailors today, just as it has since its establishment in 1849, but it has had a rough time surviving the gnawing erosion of the sea.
The first structure fell down during a gale in 1851. A new one was completed in 1856. A few months later it was destroyed. "The sea rose so high," the Lighthouse Board reported, "that the waves struck the floor of the keeper's dwelling elevated eight feet above ground, and about 14 feet above the ordinary tides. A lagoon now occupies the site of the lighthouse."
Another lighthouse went up. It was severely damaged by the Confederate forces during the Civil War. The history of this light has been repeated through the years.
At one time, it was decided to move the lighthouse to Black's Island, in St. Joseph's Bay, but this was abandoned after the foundation had been poured. The latest tower was built in 1919.
The light is now in a brown, square skeleton tower, enclosing a stair cylinder with the lantern 96 feet above ground and 101 feet above water. The 200,000-candlepower 3½-order electric light flashes white every 20 seconds and is visible 16 miles. A radiobeacon was established at the station in 1939.
The keepers with the longest period of service at Cape San Blas were Mr. and Mrs. Charles Lupton who were transferred from the Cedar Key Lighthouse to San Blas in 1895 and were stationed there until 1921. | web | https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=1062&context=dunn_phototouring | 0.430941 | {
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**ALARM** – An acronym for Assessing Behaviours (Conry & Fast 2000, pp.16-23)
Julianne Conry and Diane Fast provide another way to assess possible FASD behaviours.
| Characteristics | Comments |
|--------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Adaptive behaviour problems | -the most devastating long-term disability associated with FASD
- affects employment, managing money, healthy use of non-structured leisure time
- impaired social judgement
- highly susceptible to manipulation, easily led
- abused by others
- unable to learn from experience
- poor life skills, such as hygiene, personal relationships, independence, and judgement in social/work situations |
| Language problems | - **Receptive Language**: may not cognitively receive written, aural, and non-verbal language presented as forms, verbal instructions, gestures; therefore cannot process data for comprehension
- **Expressive Language**: may not be able to speak, write or non-verbally convey their message (i.e. give information to the police at the scene, their lawyer, or the court)
- may have associated speech challenges
- may use “big words” inappropriately
- easily confused or led via complex language (e.g. “Is it not true that…?”)
- may appear to possess good verbal skills but comprehension level is much below word usage |
| Attention concerns | - Approximately 60% of people with FASD have attention deficit problems (Streissguth *et al*, 1996)
- may appear distracted, restless, unable to stay on task, and have problems with processing information and reasoning
- people with FASD and Attention Deficit Hyperactivity Disorder (ADHD) are impulsive and may put themselves into dangerous situations without comprehending consequences
- problems with learning and school
- easily influenced by others to do things “on the spur of the moment” i.e. break-ins, shoplifting, drug running |
| Reasoning problems | - inability to link actions to consequences or respond appropriately
- do not learn from experience
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THE 411 FOR FACILITATORS
WHAT IS THE GOAL OF Y GIRLS CODE?
Y Girls Code is dedicated to closing the gender gap in technology by increasing the number of girls interested in technology and creating a pipeline of future tech engineers.
WHAT IS THE GOAL OF Y GIRLS CODE?
Participating girls learn key concepts behind computer programming languages, whether their goal is to build an app, create a website, or program a robot. Additionally, the club environment encourages sisterhood. Activities are designed to increase self awareness, confidence, and esteem.
WHO FACILITATES Y GIRLS CODE MEETINGS?
Club facilitators. These are not required to have a coding background. We encourage afterschool teachers or other interested staff to support the club by walking the girls through the online modules. Ideally the facilitator-to-student ratio should be 1 for every 10 students, with 10-12 students in total, and no more than 2 students per computer.
IS THERE A CURRICULUM TO Y GIRLS CODE?
Yes! It's a curriculum consisting of online modules. Facilitators and volunteers will complete a course that familiarizes them with this curriculum, and will then walk the students through it. This will be provided by the Y Girls Code program.
WILL THERE BE ANY ACCOMMODATIONS DUE TO COVID-19?
Yes! Each club can decide whether they'd like to operate virtually or in person using appropriate health and safety measures such as social distancing.
WHAT'S NEXT?
Please contact YWCA.GC's director of women's & youth programs, CJ Gathers, at [REDACTED_PHONE] or [REDACTED_EMAIL] for details and any other questions! | web | https://www.ywcagc.org/uploads/1/2/2/0/122023232/y_girls_code_facilitators_2022.pdf | 0.426631 | {
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Here are some tips for having a great summer... even if things are a little different.
*click on images or underlined words for digital resources*
Keep a Routine
While routines are more flexible than schedules they help give our days structure
Continue physical activity
Create a Summer Bucket list "COVID style"
What do you want to MAKE, PLAY, LEARN that can be adapted?
Learning opportunities for Summer days
Relax with meditation
Music and dance!
Go on a virtual trip
Over 30 Virtual Trips with Links
Apps
Name 3 things that would be fun even if the power went out?
build a fort
draw or color
journal
make a craft
puzzle or word search
gardening
bike ride
science experiment
story telling
play an instrument
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Report Card Narratives
New Jersey Department of Education
Joyce Kilmer Elementary School
Dear Parents, Guardians, and Community Members:
On behalf of Joyce Kilmer Elementary School and the Cherry Hill School District, it is my pleasure to share with you the New Jersey School Performance Report. This report provides a method for tracking our school's progress toward the Common Core State Standards. Of course, student achievement cannot be defined solely by performance on standardized tests. Of equal importance are classroom work and assessments, projects, oral presentations, participation in classroom discussions, participation in the arts, community service, and character development. At Joyce Kilmer Elementary School, we have established the following initiatives that are unique to our learning community:
Our Character Education and Cultural Proficiency Committee organize and implement the Positive Behavior Supports in Schools (PBSIS) program. This is a systematic process of using data to create a school-wide culture that encourages pro-social behaviors through the implementation of effective schoolwide and classroom incentives and behavioral interventions. In addition, this committee develops schoolwide programs which qualify for No Place for Hate designation through the Anti-Defamation League. These programs enable us to provide a safe, nurturing learning environment where children are valued and their diversity is celebrated.
In September our students worked together to create a school constitution, and the acronym B.R.A.V.E. to remind us of the school expectations.
Respect yourself, others, and the school environment
Be kind and caring
Accept and celebrate classmates' differences
Expect and nurture a safe environment that allows all students to do their best
Value your education by making smart choices
Our school Professional Learning Community features a dedicated faculty who are committed to ensuring that ALL of our learners succeed. These faculty members strive to continuously grow as life-long learners and develop their expertise as they implement our district curriculum. The cutting edge, research-based curriculum programs utilized at Joyce Kilmer include Pearson-Scott Foresman Investigations and enVision Mathematics, Fundations, Fountas & Pinnell Leveled Literacy Intervention, Wilson Reading Program, Comprehension Toolkit, Question Answer Response (QAR) technique, and Strategies for Writers Six Traits Writing.
In order to support students in their academic growth our school offers a variety of enrichment and intervention opportunities. Some examples of these programs are daily intervention/enrichment periods at all grade-levels, after-school homework club, kindergarten enrichment classes, kindergarten English as a Second Language (ESL) enrichment, SIOP Sheltered English Instruction for English Language Learners in grades K-5, kindergarten preparation program- Get Up & Grow, and instrumental/choral music
CHERRY HILL TWP (07-0800-105)
opportunities.
The students at Kilmer Elementary School also benefit from a technologically rich environment, including the use of Accelerated Reader software program for reading, Successmaker, Fluency and Automaticity through Systematic Teaching (FASTT), Math Intervention program, interactive smart boards in 4th and 5th grade classrooms, mini computer lab in our Library, Netbook Laptops, and document camera/projector carts in rooms with no smart boards.
The support of our parent community has a significant impact on the success of our school programs. Our families participate in offerings such as Title I parent information nights, family literacy events, family technology nights, and NJASK/PARCC information nights. We are also privileged to have an active and dedicated Parent-Teacher Association, which supports us in various community-building endeavors. Some examples of the activities supported by our PTA are student recognition celebrations, learning-based field trips, technology purchases, and educational assemblies. In addition the Kilmer PTA engages in community-building efforts such as our Costume Ball, Secret Holiday Shop, Silver Dinner Nights, Skate Nights, and Book Fairs for our students and their families.
As your school principal, I look forward to building on the great foundation that has been established here at Joyce Kilmer Elementary School. Please contact the school to learn more about the data in this report or about the many initiatives at our school that contribute to the development of the whole child.
Sincerely,
Mrs. Rebecca Tiernan Principal
New Jersey Department of Education Report Card Office 100 Riverview Plaza, P.O. Box 500 Trenton, NJ 08625-0500 | web | http://kilmer.chclc.org/uploaded/Our_Schools/Elementary_Schools/Joyce_Kilmer/Our_School/NJ_School_Performance_Report/Report_Card_Narratives_-_Kilmer.pdf | 0.481515 | {
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MARIGOLD Room Newsletter FEBRUARY 2018
An update from the Marigold Room...
In January the Marigolds spent a lot of time using their imaginations with the dress-up clothes; the children especially loved pretending to be animals. They also like playing with the toy animals, especially as we learn what they animals are and what noises they make.
The Marigold room is becoming very rhythmic these days; music and movement have become a big part of our day. The children really enjoy impromptu dance parties! Their favorite songs right now are Gummy Bear and Baby Shark.
Books on CD are another way for the kids to listen to their favourite stories and they enjoy it just as much as listening to a story read to them. Their favourites include Pete the Cat stories and Wonky Donkey.
Self Help skills are important for children to learn at this stage, so we encourage the children to do things themselves. They are working hard to be more independent by dressing themselves before they go outside. They put on their own shoes and they clean off their plates at lunch and snack time. We are enjoying watching the joy on each child's face when they are able to dress themselves.
We are looking forward to February and a month filled with lots more fun and adventures, including a special Valentine's Day visit to the Grandmas & Grandpas at Alpine Summit.
The Marigold Educators| Ruby Ann, Karen, Nicole & Lee Ann [REDACTED_PHONE]
Please send weather appropriate clothing everyday - mitts, toque, warm boots, snow pants, sweater, winter jacket
* In addition, your child should have: indoor shoes, a water bottle and an extra FULL set of clothes.
Reminders:
* LABELS: Please label everything. Need new labels? go to campaigns.mabelslabels.com and select the 'Friends of Jasper Childcare' to support the centre.
* SUPPLIES: Please ensure your child's bin has enough supplies.
* ALLERGIES: We are a peanut and treenut free centre. Items that "may contain nuts" will not be served.
* PICK UP & DROP OFF: Connect with your child's teacher at pick up and drop off before you leave.
* EXTRA CLOTHING: Please send an extra change of clothing, including socks and underwear, with your child, as well an extra hat and mittens.
.
Special Dates:
* Feb. 14 - visit to the Grandmas & Grandpas
* Feb. 19 - Closed for Family Day
* Feb. 22 - Story Night Fundraiser
* Feb. 28 - Pink Shirt Day
100% Satisfaction Guaranteed
LABELS FOR EVERYDAY NEEDS
Please label all of your child's stuff, from their water bottles to their hats and clothes.
Lisa Daniel
To order Mabel's Labels, visit campaigns.mabelslabels.com & select Friends of Jasper Childcare
Childcare Services Manager Municipality of Jasper [REDACTED_PHONE] [REDACTED_EMAIL]
Inclusive, accessible, affordable, quality childcare services for all. Early Learning & Out of School Care Services in Jasper, Alberta.
#90
Leaders in Early Learning
Problem-Solving Skills – Enhancing Children's Resilience
Young children need support to develop skills and abilities that will help them solve problems, deal with conflict and bounce back from disappointment. These are life skills that build a child's self-esteem, a sense of competence and contribute to social and emotional wellbeing. When children have relationships with responsive adults who model a calm, flexible approach to handling life's challenges, they learn by example how to face their own frustrations and setbacks.
of their day and then encourage them to look for the positive parts. Finding these "goodtime nuggets" is one way children can develop a sense of realistic optimism.
Critical Abilities and Resilience
Research shows several critical abilities that help us develop resilience:
* Being in charge of our emotions – keeping calm in stressful situations so we can express our feelings in a way that will help rather than hurt the situation;
* Controlling our impulses – stopping to think before we act, and finding ways to wait, even though we want something right now;
* Analyzing the cause of problems – figuring out the "root" of the problem;
* Empathizing with others – understanding what it's like "to walk in their shoes;"
* Being a "realistic" optimist – seeing the situation "as it is" and at the same time, keeping a bright outlook by doing what we can to make the best of it;
* Believing in our competence – having faith in our ability to tackle life's problems and bounce back;
* Reaching out – asking for help when we need it, offering assistance to others and taking opportunities that present themselves.
Tips to help children develop resilience
* Talk "out loud" when facing daily challenges. "I can't get the lid off the paste jar. This is frustrating! I'm going to take a few deep breaths and try one more time. There! I did it. Sometimes we just need to calm down a bit when we are having trouble."
* Offer a different point of view. Simon sighed and put the scissors back on the table. "I'm so stupid. I can't even cut anything." His mom gently replied, "You're not stupid. Lots of kids have trouble using scissors at first. You just need a little practice. Remember how proud you felt when you practiced and learned to kick the soccer ball."
* Help children see that many disappointments and setbacks are temporary and don't have to affect their whole day. For example, when a child says, "I never get to play with Kalem. Now my whole day is ruined," acknowledge his feelings, then gently help him gain perspective. "You really wanted to play with Kalem. It's disappointing because you had so much fun together this morning. Let's get you started on something else that will be fun."
* Regularly encourage children to talk about the events in their day. Some children will initially focus only on the negative things that happened to them. Acknowledge the child's feelings about the hard parts
* Give children plenty of opportunities to explore what's causing the problem, how they feel about it and what they can do about it. Initially, help them to identify the problem and think about possible solutions. "There is a problem here because you both want to play with the same toy. That's making you feel pretty frustrated. Let's think of some ideas to solve the problem."
* Step back. Once you've given children structure and guidance to solve problems, it's important to let them try out their solutions and see the results for themselves.
* Model that making mistakes is simply part of the learning process. Help them persevere in their problem-solving efforts by showing them that it often takes time and effort to find solutions that work.
* Foster an "I can do it" attitude in children by giving them accurate and specific feedback that describes their effort and accomplishment, e.g., "You decided to take turns with the fire truck. That's a good solution. Now you both feel happy."
For more information about promoting children's resilience, visit www.reachinginreachingout.com. | web | http://www.jasper-alberta.com/DocumentCenter/View/683 | 0.481911 | {
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How to avoid GMO TRICKS in your HALLOWEEN TREATS
By choosing Organic and non-GMO candy, you can prevent exposure to genetically engineered crops and their associated pesticides, for which children are particularly at risk.
1. INGREDIENTS
Here are the genetically engineered ingredients to look out for:
- Sugar (GE sugar beets)
- High Fructose Corn Syrup (GE corn)
- Fructose, Dextrose, Glucose (GE corn)
- Canola oil (GE rapeseed)
- Soybean oil (GE soy)
- Cottonseed oil (GE cotton)
- Vegetable oil (GE rapeseed, GE soy, GE cotton)
- Soy Lecithin (GE soy)
- Corn starch (GE corn)
2. AVOID
Most Halloween candy brands we usually see contain GE ingredients. Here are a few to avoid, but not limited to:
- M&M's
- Twix
- Butterfinger
- Skittles
- Twizzlers
- Milky Way
- Mars
- Sweet Tarts
- Reese's
- Nards
- KitKat
- Snickers
- Starburst
- Sour Patch Kids
- Whoppers
- Jolly Ranchers
3. LOOK FOR
Organic foods are not allowed to contain GE ingredients. Your best bet to avoid them is to look for organic candy:
- Endangered Species Chocolate Bug Bites
- YummyEarth Organic Lollipops
- Surf Sweets Spooky Spiders, Sour Worms
- Equal Exchange Chocolates
- Go Organic Hard Candies
- Justin's Organic Peanut Butter Cups
- Amy's Organic Candy Bites
- Mini Ocho Organic Candy Bars
- Theo's Kids' Crunch organic candy bars
4. ACT
Sign our petition to tell the USDA we want on-package GMO labeling. It is simple, quick, and effective. QR codes, websites, and 1-800 numbers are not.
cfs.center/cleargmoLabels | web | https://centerforfoodsafety.org/files/halloweengmoguide_infographic_29552.pdf | 0.420379 | {
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ZONES OF REGULATION
LESSON 9: Caution! Triggers Ahead
GOALS
- Gain awareness of more success when in green zone
- Recognize personal triggers that lead to the Red or Yellow Zone
- Work on problem solving to avoid triggers
MATERIALS NEEDED
* One sheet of yellow construction paper or one Triggers worksheet
* Yellow marker, crayon, or colored pencil
* Black marker if using construction paper
* Writing utensils
PREPARATION
* Copy a triggers worksheet or make yellow caution sign saying, “Caution! Triggers Ahead.”
* Explain the use of caution signs as a warning.
ACTIVITY
* Ask clients to think about triggers they experience in their own lives
* Have clients write down any triggers they think of on the worksheet
* Encourage to add to the list of triggers in the future when discovered
* Brainstorm with clients about the triggers they list. If a student lists math, for example, ask what it is about math that they dislike.
WRAP-UP
* Have clients ask other family members and/or peers to help them identify triggers
* Assess their ability to reflect on their behavior by asking the students to discuss the following:
* Why do you think it is important to recognize your own triggers?
* How will this help you?
* How is it helpful to know each other’s triggers?
* What will you do differently if you know what triggers your peers?
* How could this influence your family and/or friends as a whole?
* What will you do the next time you detect one of your triggers?
* Explain that it is normal for zones to fluctuate throughout the day
ADAPTATION and GENERALIZATION
* Have clients do worksheet with family and/or friends
* Have clients observe movie (i.e. Frozen, Tangled, etc.) and assess triggers of characters
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HISTORY
Rich History of Wireless Communications
- 1901 - Marconi accomplished the first Trans-Atlantic radio communication
- 1914 - The ARRL (American Radio Relay League) was formed
- 1921 May - OARC (Ogden Amateur Radio Club) was formed ... by Dr W.G. Garner - W7SU of Ogden Utah
- 1937 January - OARC became an affiliated club of the ARRL
- 2015 - Celebrates 101 years of Ham Radio | web | http://ogdenarc.org/documents/HISTORY.pdf | 0.444284 | {
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Good Tourist, Bad Tourist [ME]
Grades: 6-8
Time: 45 minutes to 1 hour
Goals: To create an eco-friendly brochure about coastal tourism.
Objectives:
Students will be able to: define eco-tourism; describe the best practices for tourists to follow for migrating species; and create brochures for local tourists.
Materials:
Travel magazines/brochures
White paper
Computers (Microsoft Office)
Procedures:
1. Pre-Activity (introduction): Begin with a discussion about migrating species along the Atlantic coast and why they migrate. Use the background information from other lessons in this unit to help guide you. Explain that there are certain practices that are considered eco-friendly and some that are considered harassment and illegal by the Marine Mammal Protection Act and Endangered Species Act. Write their answers on the board in two lists and have them create lists of their own on their white paper.
2. Activity: Divide the class into groups of 3-4 students and pass out the travel magazines and brochures. Give them the opportunity to browse through them for approximately 10 minutes to get ideas of how they want to create their own brochures. Explain that they will be creating an eco-tourism brochure for the viewing of marine species as they migrate along our coast. Have them work in groups for approximate 20 minutes and then use the Microsoft Office software (either Word or Publisher) to digitally create their brochures.
3. Post-Activity (review): Have each group present their brochures to the class (this can be done if there is time left at the end of class or in another class period). Make sure each group clearly identified the species they are promoting for tourism, gave explicit instructions of how to view these species, and what not to do in the wild. Discuss any local opportunities students may have available to them to view migrating species in an eco-tourism setting.
Key Words:
Eco-tourism
Eco-friendly
Migration
Marine mammal
Background Information:
*Adapted from The Nature Conservancy*
According to the World Conservation Union, the definition of eco-tourism is, "environmentally responsible travel to natural areas, in order to enjoy and appreciate nature, that promote conservation, have a low visitor impact, and provide for beneficially active socio-economic involvement of local peoples." An example of this type of ecotourism would be a field trip to Costa Rica to volunteer with a sea turtle nesting group or rehabilitation center. The cost of the trip would benefit the community the sea turtles nest near and the volunteer work you provide will help stabilize the populations of sea turtles for future generations.
Most tourism today does not include this type of responsibility to the traveler and increased tourism in certain areas that are susceptible to degradation requires planning, management, and education of the travelers. Not only can ecosystems be destroyed by wrong practices, the local communities and cultures can become affected by foreign visitors
Tourism of any kind though, can provide opportunities for local communities to grow as well as provide scientists with vital information about the natural area and its wildlife. It provides generated revenue for the continued protection and growth of national parks and reserves as well as the safety and protection of the wildlife that may use the area for all or part of their lives. It also provides necessary education on which practices are harmful or hurtful to species and which practices are vital for their survival. | web | https://www.teachmarinecsi.com/_files/ugd/cf50b4_eddfae27e3cc4ee6918ce1503d81f9ef.pdf | 0.486119 | {
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EFFECTIVE NOTETAKING
A Modified Version of the Cornell Notetaking System
Effective notetaking is an essential skill for any successful college student. An effective notetaking system enables the student to quickly and easily study and review the material which has been covered in lecture.
The Cornell Notetaking System has been taught to many college students. However, some students who are taking a full load of classes have found the Cornell Notetaking System to be too detailed to meet their study needs for all of their classes. Consequently, SLAC has designed a modified version of the Cornell Notetaking System which allows the students more flexibility in meeting their study requirements.
The basic idea is to divide your notebook paper into areas for different studying activities at different times. First, divide the page into two parts with a horizontal line so that approximately 1/4 of the page is above the 3/4 is below the line. Second, divide the portion below the line into two parts by means of a vertical line so that 1/3 is to the left and 2/3 to the right of the vertical line. (Note: a left handed person would reverse this last step. See diagram below.) Thus, the page is now divided into three major areas as indicated below.
Right-handed
Area C is where you actually take notes during class. Include the date of the lecture at the beginning of each day's notes: this will later allow you to determine how much time and/or emphasis the instructor spent on certain sections of the material.
The most important part of this notetaking system is what you do with areas A and B after class. Use space B as a working area in which you attempt to (a) define key terms, (b) predict possible test questions, (c) indicate things to be clarified or examined further, and/or (d) note relationships between things as you study. Instructors will frequently make comments in class such as "This would make a good essay question," or "You should explore these relationships further." Jot such comments in Area B. Obviously this will be most beneficial if you know what types of tests will be given in each of your classes. Does your instructor give essay or multiple choice/objective exams? Does your instructor emphasize general concepts and their application, or concentrate on details and facts? In order for your predicted questions to be an effective study aid, you should approximate, as closely as possible, the types of questions you are likely to see on a test.
Area A is the last space to be used. Use it to outline your notes or to summarize in your own words the material on that particular page of notes.
As you can see, this system allows you to incorporate a variety of study techniques on a single page. It allows you to take notes (area C), to interrogate the material (area B), and to summarize the material (area A).
When it comes time to study for your exam, try covering up area C (the part of your page containing the actual lecture notes) and use the other part as a self-test/study guide. If you have done your work well you should be prepared for almost anything that comes your way. | web | http://www.alamo.edu/WorkArea/DownloadAsset.aspx?id=32397 | 0.497892 | {
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June 1st, 1939
This is the first ever diary of Her Royal Highness, Princess Margaret Rose.
Sometimes I wake early and can't get back to sleep, because my head's too full of things I want to do. So I thought it would be nice to have something to do that doesn't make a noise. I'm always getting told off for too much noise.
I have this chunky notebook with a photo of me and my sister, Lilibet, on the front. There are no dates in it, so it's not a proper diary, but that's good. It means I don't have to write in it every day. I get a bit fed up with things I have to do. There are far too many of those.
Ruby and Bobo, our nursery maids, and Allah, our nanny, are fast asleep. So is my sister.
Lilibet is Her Royal Highness, Princess Elizabeth, and she is a Very Important Person, because one day she'll be the Queen of England. Poor her, that's what I say.
She'll be a very good queen, because she's a very good person. She's sensible and obedient, and everyone considers her responsible and serious.
She's not a bit like me!
June 21st
Oh dear, I'm not very organized about this diary business. It's weeks since I started it. But while Mummy and Papa have been away in Canada and America, our governess, Crawfie, has kept us so busy. Lilibet thinks Crawfie does it so we won't miss Mummy and Papa too much, but they've been gone more than six weeks. That's a long time to be without your mother and father. But when your parents are the King and Queen of England, you must expect sad times and just keep smiling. It isn't always easy.
We have lessons, of course, and walks, but we've also had lots of outings to keep us cheerful. The best ones were a boat trip on the River Thames, visits to the Royal Tournament and the Royal Mint (we were presented with some special coins) and some glorious picnics.
The most exciting outing was a ride on an underground train! Lilibet and I call it the tube, because that's what the people who use it every day call it. I tried to pretend I was a working lady, but it was difficult because there were policemen with us, and photographers kept calling out. Crawfie was very proper and just walked us straight through
the crowd. I was allowed to hold my own ticket.
But there's another exciting outing planned for early tomorrow! Mummy and Papa are sailing home and we are to sail to meet them!
I can't wait.
June 22nd
I'm supposed to be resting for ten minutes while Mummy and Papa say goodbye to the captain of this ship. It's called Empress of Britain, which is sort of what Mummy is!
This morning Lilibet and I sailed on a Royal Navy destroyer called HMS Kempenfelt. It was so exciting when at last we saw Mummy and Papa waving to us. We were so happy to see them again — so happy I almost forgot to curtsey! I'm glad I remembered, because lots of people were watching. Mummy always says it's important for us to behave properly in public. Lilibet never makes a mistake, but then, she always behaves properly, even in private.
When we were alone, we had such hugs! Papa said I've grown, which I'm pleased about. It's not nice being the smallest person in the palace.
Everyone talked at once, and then it was lunchtime.
The ship's saloon was decorated with dozens of balloons. It was so bright and happy. And that was just how I felt inside — full of balloons!
The captain took us on to the bridge as we sailed towards the harbour. The bridge is where they drive the ship. It looked very complicated, but I didn't have a chance to examine all the dials and buttons. Papa drew Lilibet and me forward so we could join them in waving to all the people who had come to welcome him and Mummy home.
It looked as if every person in Britain had come to Southampton!
Next we're travelling to London by train.
June 23rd
Crawfie came and spoke to Allah this morning. I was so tired I could hardly open my eyes.
Then Allah whispered, "No lessons this morning, Margaret." She's allowed to call me "Margaret" in private. "Her Majesty told Miss Crawford you need to rest."
I suddenly remembered yesterday. I leapt out of bed and ran to shake Lilibet. "Wake up! Let's go and see Mummy and Papa!"
She sat up. "May we, Allah?"
Allah nodded. "His Majesty sent a message to say he can't wait to see his girls!"
What fun we had! It was just like in the old days in our house in Piccadilly, before Papa became King and we moved to Buckingham Palace. Lilibet's too grown-up for pillow fights (she's thirteen), but I'm not!
It's so lovely to have us four all together. Papa couldn't stop grinning as we rode home in the carriage from the station yesterday. I was silly to think that every person in Britain was in Southampton. There were thousands more on the London pavements. Mummy said her arm ached from waving. I don't know how she manages to keep smiling without stopping. I can't. It makes my face ache. Also, Lilibet and I rode facing backwards, which always makes me feel peculiar, what with the carriage bouncing and the horses' heads bobbing as the guardsmen ride alongside. Then it was upstairs for a balcony appearance.
Before we stepped on to the balcony, Lilibet said, "Remember not to push to the front, Margaret. The people have come to see Mummy and Papa, not us."
She shoved me in the right direction. Helpful, but irritating. I got my own back by being last to leave the balcony, and turning to give the people a final wave. Lilibet kept smiling, but I think she was annoyed. | web | http://scholastic.ca/books/app/webroot/img/pdfs/9781443119450.pdf | 0.49517 | {
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Movin’March
Learning Resource
Introduction
Teacher Notes Suitable Yrs 0-8
This resource suggests activities you could do as a lead-in to Movin'March to help support students to participate in walking or wheeling to school. This can be followed by the five learning resources on our Resources and Activities webpage for teachers to explore the benefits of active travel during March.
Fridge prompts for whānau to celebrate the benefits of active travel with weekly themes that match these classroom resources. The themes are: well-being, connecting, environment, confidence and adventure. Bookmarks and calendars will be in your school's Walk or Wheel pack in February, but if you want to download more see Resources and Activities. Check Movin'March Facebook to direct families to take part in the Whānau Photo Competition.
Introduce the concept of Active Travel
It is about travelling in a physically active way, eg walking, scootering, or cycling, rather than travelling by motorised means which cause congestion and carbon emissions.
Videos from Aotearoa New Zealand and around to world to introduce Movin'March:
Yellow School Boats: See how children who live in a remote fishing village in the Philippines travel to school
On The Way to School Documentary Trailer: See how children travel to school from Kenya to Morocco
Compare the past, present and future:
Discuss all the different ways you could travel to school - ways from the past, ways from the present, ways from the future and different ways from around the world. Make a visual display, such as a chart, mindmap, collage, or poster.
Tamariki Tool – compare February data with March in your class:
Teachers can sign up so students can enter on a classroom device how they travelled to school that morning – it's quick, easy and fun for tamariki to use. The data does not identify children and is completely anonymous and secure: https://tamariki.nzta.govt.nz.
Collect data for one week in February and then again in March to create graphs that show the difference in how families travel. Looking at the data can lead to further discussions in class such as, is it possible to keep travelling the way we do in March at other times of the year? What makes this easy or hard? How does the way we travel affect our school entrances and what are the consequences of this?
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(Upon removal of houses & buildings on the site in 1931, basements "may be left intact.")??
Site selected as result of a massive community petition for "Pontius P.G." near Trade School (1920's). The proposal of an L.I.D. for acquisition reverted the property owners who believed the trend was in unit from residential to commercial development was in 1935. Bond Fund also passed.
Harrison St. named for Gen. Wm. H. Harrison of Tippecanoe fame—his defeat of Tecumseh, the Shawnee Chief; became the 9th President, 1841, but died after 1 month in office, age 68.
Thomas St. named for Thomas Denny by John Denny, his father.
Minor Ave. named for Dr. Thomas T. Minor, born in Ceylon of missionary parents. As ship's doctor for expedition to Alaska, visited Washington and came back to settle in Seattle. Became active in Ch. of Commerce, Telegraph, Railroad and Navigation, Denny Hotel, State Constitution delegate, mayor '86-'88, on School Board. Drowned on duck hunting expedition. Was pres. (1888) of Lk. Wash. Cable Ry Co. (1st Cable Car line: Yesler Way).
PLAYGROUND NAME taken from name of former school (now warehouse site) whose name came from mountain range east of Seattle. David Douglas, botanist (for whom Douglas-fir is named*) is first to record name as "Cascade" (c. 1840), which was derived from the cascading mountain rivers, particularly the Columbia. (*tree was discovered in 1771 by Dr. Archibald Menzies of the Vancouver party. Galiano, who names honors Dr. M.; Douglas sent first seeds to Europe in 1827.)
By rezoning the district for Light Industry (urged by S. Times as a landowner), the Residential Association will be prevented from destruction.
Pontius Av. named for the District realtor, Rezin W. Pontius whose homestead was to the south between John St. & Denny Way. Lincoln A. Pontius home was the showplace of the 1880's; after his death becoming the orphanage of Mother Ryther until its demolition in 1935. Members of the Pontius family were active as Realtors, Druggists, alderman King Co. Treas. & Seattle Trust Co.
Name of original subdivision was "Fairview Homestead Assn. for the Benefit of Mechanics & Laborers."
Retaining walls by WPA: 1936
Comfy Sta. built by WPA: 1938
Wading Pool-WPA: 1939 (Plague)
REDEVELOPED IN 1971:
- Community request
- In sand (NW corner):
- 2 logs
- 1 cinder
- 6 benches
- 1 seat
(NEW FENCING
1978 RETAINING WALL MURAL
by Mike Love
$200.00
funded by Seattle Arts Commission)
1.9 Ac.
Purch. in 1926 ($51,500)
+ 0.5 Ac. (School Prop.)
Jurisdic. + use transf. 1931
for constr., maint. + operation
333 Pontius Av.
CASCADE P.G. | web | https://web5.seattle.gov/documents/Departments/CityArchive/Sherwood/CascadePG.pdf | 0.425767 | {
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ICAN recently held a training for our staff about Adverse Childhood Experiences and Trauma Informed Care. Our community partner, therapist Ted Huntington, has been trained in these areas. The training was a great experience for our staff to learn more about Adverse Childhood Experiences and Trauma Informed Care, not only how it impacts the youth that we serve, but to take a better look at how they handle stressful situations and manage our youth. Also how they handle stressful situations in general, as everyone has triggers that impact them.
Adverse Childhood Experiences is the term given to describe all types of childhood trauma, including abuse, neglect and other traumatic experiences. If you are curious about your own Adverse Childhood Experiences score, you can take the quick assessment at aces-toolkit.com/get-your-aces-score/. Knowing your score is one thing, but investing in the solution is another. We assume at ICAN that the majority of the youth we serve have experienced some form of trauma. We need to be sure that we are prepared to equip these youth with the skills they need to conquer their Adverse Childhood Experiences.
Ted had the group talk through stressful situations where things are not in control – such as being over or being short-staffed. We also identified how youth might end up in a stressed-out state. Maybe they started the day off well, with their parents fighting, then had to sit quietly in school all day. The other side of that is things that are in our control – our attitude, thoughts and actions. Ted gave a great analogy using the Incredible Hulk. He calls it “Hulk Mode” – when that stress starts to build and you turn into a different person. That’s a “toxic cocktail” where the toxins from stress are released in the body, resulting in aggression, impulsion, irrationality and anxiety. Identifying and countering toxic stress is key to interrupting that vicious cycle. We can’t control every single step of the steps it takes to get from a “toxic cocktail” to a “soothing smoothie.”
1 Know your triggers – what tends to set you off?
2 Learn some skills that are immediate counters to toxic stress – maybe that is taking a “time out,” triggers or some deep, concentrated breathing.
3 Reevaluate your state, what are you doing and how effective it is.
4 Figure out what works best to calm you down and use those as long-term coping techniques.
Toxic stress that builds up in the body and keeps coming back can have serious health implications. There’s evidence that Adverse Childhood Experiences and built-up toxic stress lead to disease, disability, social problems and early death.
Our ICAN programs team talked through some “soothing smoothie” ideas and brainstormed ways on dealing with kids. One really unique idea that worked great for one of the youth was holding and petting a soft blanket. This particular youth was having trouble controlling their emotions, so one of the staff members asked them what they do at home when they get upset. They said that they pet their guinea pig. So the staff member came up with the idea of giving them a soft blanket to hold and pet, which worked great!
Whether you are caring for your child, or someone you care for – understanding Adverse Childhood Experiences and having compassion for what others have been through is important for everyone. Developing skills to calm toxic stress – in yourself or in a child you know will have long-term health benefits.
Shelley Pedersen is the CEO of ICAN: Positive Programs for Youth. | web | http://icanaz.org/wp-content/uploads/2019/12/Scottsdale-Republic-Dec.-6-Combating-Toxic-Stress.pdf | 0.492 | {
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1947, February 28
Mamie Jones
Follow this and additional works at: https://digitalcommons.gardner-webb.edu/fay-webb-gardner-cleveland-county-early-days-column
Recommended Citation
Jones, M. (1947, February 28). Cleveland County Early Days, The Daily Star. Fay Webb Gardner Collection, Gardner-Webb University Archives, John R. Dover Memorial Library, Boiling Springs, NC.
This Article is brought to you for free and open access by the Series 1 - Personal Papers, Diaries, Scrapbooks at Digital Commons @ Gardner-Webb University. It has been accepted for inclusion in Cleveland County Early Days Column by an authorized administrator of Digital Commons @ Gardner-Webb University. For more information, please contact [REDACTED_EMAIL].
near Beaver Dam Church. He was elected to the Legislature from Rutherford County in 1804 and rode horseback to Raleigh, and there bought his first saddle. His military service was in Virginia.
MARTIN ROBERTS, my mother's great grandfather, served four years in the Army. For two years he was Forage Master under General Washington. He was with Washington at Valley Forge, and took part in the battles of Trenton and Germantown. After the war he came to this county. He is buried in the Hardin cemetery four miles South of Shelby.
DAVID DICKEY participated in the defense of Graham Fort. And had other military service. Later he practiced medicine and attained prominence as a physician in the treatment of children's diseases.
BURRELL BLANTON, son of George Blanton, enlisted in the army when he was 17, and served for three months until the close of the war. He is buried between Shelby and Boiling Springs.
CAPT. WILLIAM EARLE is buried near Earl.
WILLIS WEATHERS was the father of William Weathers at whose home the first Cleveland County Court of Pleas and Quarter Sessions was held in March, 1841.
JAMES IRVIN was with the South Carolina Militia.
JAMES COOK was one of the Captains of the Committee of Safety of Tryon County.
ISAAC ROBERTSON entered land on Grogg Creek. He married Rebecca House. She made a trip every year to see her people in Virginia, walking all the way there and back.
WILLIAM HOLLAND later removed to Rutherfordton.
WILLIAM WELLMON came here from Maryland at the close of the war and is buried between Fallston and Shelby.
WILLIAM MCSWAIN is buried in the old McSwain cemetery.
MARTIN ELLIOTT lived in Virginia during the war. Came to this county in 1802, and resided on the west side of First Broad River.
THOMAS WILKINS, senior, came here from Virginia. He took part in the battle of Guilford Courthouse. He is buried near Fallston. His son, Thomas Wilkins, junior, served in the war of 1812. | web | https://digitalcommons.gardner-webb.edu/cgi/viewcontent.cgi?article=1000&context=fay-webb-gardner-cleveland-county-early-days-column | 0.431059 | {
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The fate of the world will be known in nine hours!
The CRIMSON COMET!
THE Crimson Comet, a runaway planet, was plunging through space, on a course that would bring it into collision with the Earth. My research team and I had become involved in the study of Zone X, a remote region in space, where an electronic apparatus known as Force 21 was being used to pull the Earth out of its normal orbit and therefore clear of the Crimson Comet. In a few hours we would know whether our work of the past months had succeeded, or whether the Earth would be obliterated! Seton, an American scientist, and myself were caught in the open as a violent storm broke.
QUICK, SETON! RUN FOR COVER!
We took shelter in the control building.
THE CRIMSON COMET IS THE CAUSE OF THIS STORM! I MUST BE GETTING MIGHTY CLOSE TO US!
IN ABOUT NINE HOURS WE'LL KNOW OUR FATE! LET'S GO AND SEE WHAT'S HAPPENING IN THE OUTSIDE WORLD ON T.V.
Many strange and terrible things were happening in the outside world—earthquakes, volcanic eruptions, tidal waves, and hurricanes—all caused by the nearness of the Crimson Comet.
I switched off the TV.
On the balcony.
THE BALCONY IS BEGINNING TO SHAKE—IT'S ALMOST LIKE AN EARTHQUAKE—
AND THE SKY'S GETTING DARKER!
I CAN'T STAND WATCHING THAT GOING UP ON THE ROOF! SETON, WHAT'S HAPPENING, ANYONE ELSE COMING?
In the darkening sky, the dreaded Crimson Comet could be clearly seen, alongside the moon! Gavin Hamilton, the head astronomer, explained—
THE CRIMSON COMET IS THE SAME DISTANCE FROM THE MOON AS IT WAS WHEN WE WERE COMING INTO THE CRITICAL PHASE. WHEN WE'LL KNOW IF OUR CALCULATIONS HAVE BEEN CORRECT OR NOT!
THIS WAITING GETS YOU DOWN! | web | http://victorhornetcomics.co.uk/images/crimcomet227a.pdf | 0.492521 | {
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Let´s play a game
* Log in for teachers
What is Kahoot
* Kahoot! is a game-based learning platform used by millions of people around the world every day to discover, create, play and share learning games.
* Kahoot! can be used for any subject, any age, and with any device and players don't even need to register for an account.
* One of the things that makes Kahoot! so unique is that it's a platform where you decide on the content, the imagery and how the game is played.
* If you don't have time to create a game from scratch, simply search from millions of kahoots in our public library and adapt them for your audience.
How to play your first Kahoot
* Kahoots are best played in a group setting, like a classroom or a conference room – or even with family at home.
* Step 1: Find a game to play
* Step 2: Launch the game so players can join
* Step 3: Play the Kahoot
How to assign a Kahoot as homework
* In addition to playing live in a group setting, you can also assign Kahoots as homework with the challenge feature.
* Save time on correcting assignments and make homework really engaging for students. They play homework challenges after class in our mobile app, and you get a neat report with the results.
More information and tuturals
Log in for teachers
Log in for users (game pin)
How to use Kahoot - pdf
Also - On YouTube you can find a lot of different „How to" videos about Kahoot | web | https://www.e-flip-erasmus.eu/wp-content/uploads/2022/10/Kahoot_how_to_use_.pdf | 0.519732 | {
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Wise up to water safety
Everything you need to know about keeping your children safe around water in the garden.
Remember – tragedies can be prevented. Always watch children around water.
If you own a swimming pool, paddling pool or hot tub, take a moment to WALK through our simple guidance to #splashsafely
A child can drown in just a few inches of water within seconds, often silently and without a splash, but by taking a few simple steps you can greatly reduce the risk of accidents.
Walk the boundaries
Make sure you have fences around any water area in your garden
Avoid tripping hazards
Keep any water area in your garden tidy and safe from toddling feet
Learn to swim
It's never too early to enrol children in swimming lessons
Keep watching
Children should always be supervised around water
Remember – never leave children unattended around water. Not even for a second.
Boundaries/fencing
Residential swimming pools should have boundaries or fencing which:
* Should be at least 1.2meters high
* Should not be accessible from underneath – children can squeeze through very small gaps!
* Should remain closed and not be propped open, with selfclosing and self-latching gates
* Should not be accessible to unaccompanied children
Drain paddling pools when not in use and cover hot tubs and garden ponds securely if fencing isn't an option.
Think neighbour – make sure your garden fences are secure so toddling feet can't wander into a neighbouring garden, which may have a pond or pool.
Keeping pools, ponds and tubs secured is crucial but there are other precautions you can take to keep your children safe around water.
* Slipping on wet surfaces by the pool is just as dangerous as the water itself so teach children to walk not run.
* Keep swimming pool areas free from tripping hazards.
* Always remain vigilant – drowning can be silent and happen very quickly.
* It's never too early to learn to swim – even if they can't walk getting babies and toddlers used to water is a good first step.
* When not in use, keep your pool clear of toys that could attract a child's attention.
Contact details:
Essex Safeguarding Children Board
Email: [REDACTED_EMAIL]
Telephone: 0333 013 8936
Thurrock Safeguarding Children Board
Email: [REDACTED_EMAIL]
Telephone: 01375 652813
Southend Safeguarding Children Board
Email: [REDACTED_EMAIL]
Telephone: 01702 534706
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MY JOURNEY AWAY FROM PLASTIC – WEEK 4 of 4
Campaign prepared by 'Future We Need' - Irish Inter-Congregational group, March 2018
"We may well be leaving to coming generations debris, desolation and filth.... The effects of the present imbalance can only be reduced by our decisive action, here and now". Pope Francis in Laudato Si,161
SDG 12 – Ensure sustainable CONSUMPTION and PRODUCTION practices.
HOW ARE WE DOING? Globally we still have a long way to go - e.g.
Ireland is the top producer of plastic waste in Europe, producing 61kg plastic waste per person a year. (Statistics from Eurostat).
THE GOOD NEWS: People are more aware and are taking action, but the situation is still critical for Planet Earth! Watch this video https://www.youtube.com/watch?v=0a8HGJid-Jo
Drew Dellinger the author and poet, challenges each of us with his timely question in 'hieroglyphic stairway':
' What did you do while the Planet was plundered? What did you do once you knew? '
image from
: expand-your-consciousness.com
Actions I Could Commit To....
1. Refuse to buy products wrapped in plastic or leave packaging at the till in the shop.
2. Eliminate single-use plastic from your shopping list i.e. bottled water, straws, coffee cups, cutlery, cling film.
3. Join the global Anti-Plastic Campaign by signing the pledge and encouraging family, friends and colleagues to do the same: www.plasticfreepledge.com | web | https://www.mercyworld.org/_uploads/_cknw/files/2018/Journey%20Away%20from%20Plastic%20-%20Week%204%20-%20Ann%20P.pdf | 0.432524 | {
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TENNESSEE DEPARTMENT OF ENVIRONMENT AND CONSERVATION
OFFICE OF POLICY AND SUSTAINABLE PRACTICES
SUSTAINABILITY AT HOME
Looking for ways to engage in sustainability at home? Check out the following suggestions for ways to reduce your environmental impact (and achieve cost savings) at your house or apartment.
For additional information, check out Sustainablity and Resilience at Home.
waste management
Follow the do's and don'ts from Murfreesboro Water Resources, including to not flush baby wipes, even the ones advertised as "flushable". They are among the most common objects that clog pipes and jam pumps at sewage treatment plants. The Environmental Protection Agency is urging folks to only flush toilet paper.
Cancel unnecessary mail to reduce the amount of paper you receive.
Can your grease; don't flush it. See Johnson City's campaign.
Reuse hard to recycle items in crafts or environmental education activities.
If ordering takeout or picking up a meal at a restaurant, let the restaurant know you would like to opt out of receiving disposable utensils.
Shop sustainably! If you only need something temporarily, ask if you can borrow it from a friend or neighbor. Consider sharing items like books, magazines, games, or puzzles between friends and neighbors. Or if you can make something yourself, try a fun DIY project!
food
Make a list of meals for the week and plan to use leftovers. If you like to make large portions at a time, plan to freeze half to serve the following month.
Start with a weekly meal plan. A 2012 report by the National Resource Defense Council found that American families throw away about 25% of the food and drinks they purchase.
Freeze, preserve, donate, or can surplus fruits and vegetables - especially abundant seasonal produce.
If you live in a house, consider starting or adding to your compost pile!
Read more on the EPA's website for tips on planning, storage and meal prep to reduce food waste.
For more information about how to reduce your "foodprint" check out Get Food Smart Tennessee.
energy
Use natural light. Open your shades to take advantage of natural light and save about $100/year. Exposure to natural light also decreases stress and promotes better health.
Turn off lights when you leave a room. This can save about $35/year in energy costs and extends the life of your light bulb.
Move that dial; adjusting a degree or two closer to the ambient temperature results in substantial savings. For example, save 5% for every degree below 70 that you set your heater in winter.
Have you changed your HVAC air filter recently? Clogged filters reduce indoor air quality and energy efficiency.
If you have central heating and cooling, close the air vents in unused rooms to avoid heating or cooling unused spaces.
Turn the temperature down on your water heater a few degrees.
Clean your dryer's lint filter before every new load to keep efficiency at the highest level.
Use the power-save or economy mode on appliances and electronics.
Knoxville's Savings in the House provides targeted tips and workshops to help residents reduce their energy bills.
water
Fill it up! Only run the dishwasher and washing machines on full loads on cold. In addition to running about half as many loads, you'll save about $150/year in energy and water costs. Your clothes will thank you, too; the color and fabric hold up better in a cold wash than in hot water.
Shave down your shower; shaving 2 - 4 minutes off of your shower time saves about 4,000 gallons and $100/year, promoting water conservation.
Avoid using water to defrost items. Instead, refrigerate overnight. This saves water and energy; having frozen items in your refrigerator also keeps its temperature colder, which means it has to run a little less to maintain its temperature.
Want more tips on saving water? Check out the Water Footprint Calculator.
Act quickly to address water leaks. A sink that drips once a second wastes 3,000 gallons a year - or the equivalent of 800 showers. Learn more, including how to make basic repairs here. | web | https://www.tn.gov/content/dam/tn/environment/sustainable-practices/alle%27s-stuff/Sustainability%20at%20Home%20(1).pdf | 0.448633 | {
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THE STORY OF WESTMINSTER'S PIPE ORGAN
minster Church is a Presbyterian congregation (PCUSA) organized in 1919, the product of the merger r Albany churches: Second Presbyterian, Third Presbyterian, and State Street Presbyterian, whose 186 ng the present congregation now occupies. The church has a rich musical tradition dating back at lea e 1890s, when the position of Organist at the State Street Church was occupied by Ferdinand Dunkley ounders of the American Guild of Organists. Similarly, the history of Westminster's pipe organ is both rkable and unique.
t M. Skinner (1866-1960) is considered by many to be the finest pipe-organ builder America has ever uced. His instruments are highly prized for their tonal beauty and exquisite workmanship. In 1929 Skin ed his Opus 780, a four-manual instrument of 42 ranks, in Westminster Church after a fire the previou destroyed the church's roof and interior, including its original 1863 Johnson organ. The Skinner organ minster Church until 1976, when it was replaced by an electronic organ, due to the church's inability a to fund some much-needed repairs. Fortunately the Skinner was not lost, but was moved to the nearb ence of church members Dr. Thomas and Anne Older, who preserved the instrument by installing it in e while keeping it tonally intact. When the church's electronic instrument began to fail in the late 1990 rs donated the Skinner back to the church, more than 20 years after it had been removed.
00, Westminster Church engaged Austin Organs, Inc., of Hartford, Connecticut to refurbish and re-inst er in its original chancel location, with the work being completed in May of 2003. The Chancel Organ' st was largely retained, the most significant alterations being a new 4-rank Mixture and 8' Trumpet ad reat. In addition, a 2' Piccolo replaces a 4' Unda Maris on the Choir, and a new Solo Cor Anglais and Humana (the latter from the old Echo Organ) were added to the Chancel stoplist. The original console ed and rebuilt, placed on a moveable platform, and fitted with a computerized multiplex switching sy multi-level combination action.
lly, the instrument's most striking feature is its Austin 10-rank Antiphonal division situated in the rear g its casework designed by the noted British organ architect and author Stephen Bicknell, this division w d to the organ during the 2003 re-installation to help support congregational hymn-singing. The orga mpasses 52 ranks of pipes distributed over its six divisions. It is tuned and maintained by the L. A. Car pany of East Greenbush, NY.
its return to the church, Skinner's Opus 780 has quickly achieved wide recognition throughout the org . Shortly after its first dedicatory recital, performed by John Weaver (then organist at Manhattan's Ma ue Presbyterian Church and head of the organ departments at both the Juilliard School and Curtis Ins rgan was prominently featured during the 2003 Region II Convention of the American Guild of Organ l given by David Hill, then Director of Music at St. John's College, Cambridge, England. The organ wa cased by the Organ Historical Society during its 50th Anniversary National Convention in June of 2006 as Murray, Organ Professor at Yale University, performed a recital on the organ during that conventio ibing the event the international organ journal The Diapason praised it as "a great recital on a great
cel Organ by E. M. Skinner, Opus 780 (1929) nstruction of Chancel Organ and New Antiphonal Organ by Austin Organs, Inc. (2003)
manual drawknob console
CIFICATIONS
EAT
te es
OIR
es
Gt-Gt 4'
CESSORIES
er Technical Systems combination action with 208 levels of memory rammable Crescendo and Sforzando (13 levels) eneral combination pistons (Nos. 1-8 duplicated on toe studs) isional combination pistons per manual dal combination toe studs | web | https://www.wpcalbany.org/_files/ugd/99614c_0fc1de1de10d4c60beef120c56227488.pdf | 0.490676 | {
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Kumlien and Hollister (1903) document North America's first White-winged Black Tern (*Chlidonias leucopterus*) as follows: "the only known . . . occurrence of this European species on the Western Continent is that of a breeding female shot by L. Kumlien in a large marsh near Black Hawk Island, Lake Koshkonong (Wisconsin), July 5, 1873." In recent years this species has appeared with some regularity along the Atlantic seaboard (*e.g.*, Smith *et al.*, 1978) and once in Alaska (Gibson, 1976); however, a search of the literature has failed to reveal any additional inland occurrences prior to 1979.
On July 17, 1979, a White-winged Black Tern was observed flying over a small lake, locally known as Roxana Pond, in East Chicago, Indiana (184km southeast of Lake Koshkonong). This shallow pond is situated inside a meander of the Grand Calumet River and is surrounded by a thick cat-tail growth; a plant that abounds throughout the river floodplain. The tern was discovered at 3:15 p.m. when near perfect direct sunlight was available for observation; I studied the bird for at least 15 minutes as it continuously circled above the pond feeding with a loose flock of Black Terns (*Chlidonias niger*). At times it approached within 30m of my position, providing an excellent view of all plumage characteristics. Except for a dark bill and some white mottling on the otherwise black head, the bird appeared to be in full breeding plumage. On several occasions brief glimpses of the feet and legs revealed that they were bright red.
At 3:30 p.m., I left the pond for about two hours to notify other birders, and during this absence the feeding terns apparently dispersed because upon my return the vagrant was not visible. A
---
**WHERE TO FIND BIRDS IN NEW YORK STATE:**
*The Top 500 Sites*
Susan Roney Drennan
*Foreword by Roger Tory Peterson*
This is the first comprehensive birding site guide for *all* of New York, with information on and directions to more than 500 top birding sites. Each site has a seasonal rating, physiographic description, and list of species likely to be found there. Other sections include sites and habitats for hawks, rare, pelagic, resident, and migratory birds. Includes 106 detailed maps prepared especially for this book. Whether for use in the field or at home, *Where to Find Birds in New York State* will be invaluable for both the serious and amateur birder.
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few Black Terns remained in the area, however, so I took up a vigil hoping the rarity would reappear. Two local birders, Peter Grube and George Pyle, joined me and, after an agonizing wait, identified the tern as it made a single pass over the pond at 7:00 p.m. Within an hour Steve Mlodinow and Gerald Rosenband arrived from Chicago and made positive identifications as the bird executed what ultimately proved to be its final sortie across Roxana Pond. Despite intense searching of the surrounding marshes throughout the following week, the tern was not seen again. Sight documentations, completed by each of the observers, were evaluated and approved by the Indiana State Check List Committee; and accordingly, Chlidonias leucopterus has been added to the official state check list.
One is tempted to speculate about the remarkably close proximity of North America’s two inland records of this Eurasian species. Both sites are located near the southern termination of Lake Michigan (Lake Koshkonong is about 80km west of the lake, whereas, Roxana Pond is only 6km from the lakeshore), and each apparently offers a suitable marshy habitat. These factors, in conjunction with a southward migration, may well be the critical ingredients necessary to explain both occurrences. Although a few Black Terns nest at Roxana Pond, the individuals with which the White-winged Black Tern associated were not local birds, suggesting that this vagrant was moving southward with migrating Black Terns. It seems plausible that a southbound wanderer in the Maritime Provinces might be diverted inland along the St. Lawrence River and ultimately “lake-hop” to Lake Michigan. This contention is supported.
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by at least three records of *C. leucopeterus* in New Brunswick (Finch, 1977). Alternatively, a bird in the Arctic could proceed down Hudson Bay and fly overland to the Great Lakes where the elongated shores of Lake Michigan might eventually guide it to the Wisconsin-Indiana area. This "funneling effect" has been frequently invoked to explain the regular autumn appearance of a number of Arctic breeders, and otherwise pelagic species (*e.g.*, Red Phalarope, Parasitic Jaeger and Black-legged Kittiwake), that routinely occur in the southern reaches of Lake Michigan.
**LITERATURE CITED**
FINCH, D.W., 1977, Northeastern Maritime Region, *Am. Birds* 31:228.
GIBSON, D.D., 1976, Alaska Region, *Am. Birds*. 30:991.
KUMLIEN, L. and N. HOLLISTER, 1903, Birds of Wisconsin, *Bull. Wisconsin Nat. Hist. Soc.*
SMITH, P.W., R.O. PAXTON and D.A. CUTLER, 1978, Hudson-Delaware Region, *Am. Birds*. 32:1144.
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Address
P.O. Box 34238, Bethesda, Maryland 20817 • [REDACTED_PHONE] | web | https://sora.unm.edu/sites/default/files/journals/nab/v037n01/p00109-p00111.pdf | 0.479409 | {
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SNACK CALENDAR
February 2023
5K to 2nd Grade
Please find the date which your family is to bring in snack for the class. Please note, in certain months you may be on twice. All snacks must be prepared and ready to serve with proper utensils, if needed.
SNACK IDEAS : Apples, Grapes, Pineapple, Applesauce, Pretzels, Crackers, Cheese, Yogurt, Bananas, Oranges, Carrots, Popcorn, Cereal, Raisins, Cheesesticks, Jello
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The Friendly Flapdoodle
By Marilyn L Vonalt
Harleybooks, United States, 2013. Paperback. Book Condition: New. 216 x 216 mm. Language: English . Brand New Book ***** Print on Demand *****.The friendly flapdoodle is a persistent little fellow who loves to look for rare creatures that inhabit the land. A rare creature himself, once he sets his mind on something, he won t give up until he accomplishes his goal. In this picture book geared toward preschool children ages three to five, the friendly flapdoodle s goal is to find a whiffenpoof, and he leaves no stone unturned in his search. Join the friendly flapdoodle as he explores his world to find the mysterious whiffenpoof. He visits the pasture, jungle, desert, and other exciting locales. Though he doesn t find the whiffenpoof in these places, he learns more about his world and meets other one-of-a-kind fantasy characters. The illustrated landscapes introduce children to a variety of environments and ecosystems, which will spur in them an interest in science, geography and other elements of the physical world around them. From the friendly flapdoodle s journey, young readers learn the importance of sticking to goals, and they are shown how the search for one thing can lead to the discovery...
Reviews
It becomes an amazing book which i actually have at any time study. It is actually loaded with wisdom and knowledge You wont sense monotony at at any time of your respective time (that's what catalogues are for regarding should you request me).
-- Rosina Schowalter V
Unquestionably, this is actually the very best job by any article writer. I have read and that i am certain that i am going to planning to go through once again once more in the foreseeable future. I realized this publication from my i and dad advised this pdf to find out.
-- Rusty Hamill Sr. | web | https://demo.berkeleyvision.org/28e66tof79cc/03-adriel-kassulke/dB60Vy0z-the-friendly-flapdoodle-paperback.pdf | 0.421551 | {
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MIZORAM PUBLIC SERVICE COMMISSION
DEPARTMENTAL EXAMINATIONS FOR INSPECTOR (GROUP 'B' GAZETTED) UNDER EXCISE & NARCOTICS DEPARTMENT, APRIL 2018
PAPER – I
Time Allowed : 3 hours
FM : 100 PM : 40
Marks for each question is indicated against it.
Attempt all questions.
1. Write an essay on any one (1) of the following in not more than 300 words.
(20)
– The menace of black money in Mizoram.
– Religion and Politics
– The Mizoram Liquor Prohibition and control Ace (MLPC), a boon or a curse.
2. Give a précis of the following passage adding a suitable title.
(15)
First and foremost among the blessings of civilization are order and safety, if today I have a quarrel with another, I do not beaten merely because I am physically weaker and he can knock me down. I go to low, and the low will decide are fairly as it can between the two of us. Thus in case of disputes between one and the other right has taken the place of might. Moreover the law protects me from robbery and violence. No body may come and break into my house steal goods or run off with my children. Of course there are burglars but they are very rare and the law punishes them whenever it catches them. It is difficult for us to realize how much this safety means. Without safety those higher activities of mankind which make up civilization cannot go on. The inventor could not invent, the scientists could not find out or the artist could not make beautiful things. Hence order and safety, although they are not themselves civilization are thing without which civilization would be impossible. They are necessary to our civilization as the air we breath is to us and we have grown so used to them that we do not notice the any more then we notice the air. For all that, they are both new things. Except for a short period under the Roman Empire there have been order and safety in Europe only during the last two hundred years and even during that time there have been two revolutions and a great many wars. Thus it is a great achievement of our civilization that today civilized men should in their ordinary daily lives being practically free from the fear of violence.
3. You want to sell your two- wheeler. Draft an advertisement to be published under the classified columns of “ Vanglaini “ supply all the necessary details (15)
4. Insert appropriate preposition.
(5×1= 5)
(a) I was born _________ Aizawl__________ Mizoram.
(b) Mary has been ill _____________ Monday.
(c) The football match ended ___________ 3:00 PM.
(d) Dr. John will go ____________ leave tomorrow.
5. Fill in the blanks with the correct form of verbs given in brackets. (5×1=5)
(a) The pastor always _________the truth (tell)
(b) The _______ to see me tomorrow morning. (to come)
(c) We ought to _______ to him before he takes the decision (speak)
(d) After coming home he always ________ his tea. (have)
(e) Bread and butter _________ a wholesome food. (be)
6. Change the voice.
(5×1=5)
(a) Do you love your country?
(b) A book is being read by Mary.
(c) None likes Hranga.
(d) When was I called by you?
(e) Who teaches you Kung fu?
7. Correct the following errors.
(5×1=5)
(a) My father is superior than you in strength.
(b) Sign here with ink.
(c) I was invited for lunch.
(d) There is no harm to try.
(e) He went for riding.
8. Conjugate the following.
(5×1= 5)
(a) Sink
(b) Become
(c) Wake
(d) Tell
(e) Sew
9. Change the form of speech.
(5×1= 5)
(a) The manager say, " Mohan is ready to drive"
(b) The Maid said, " I will prepare the room in ten minutes"
(c) He told me that I was very logical.
(d) My uncle said that he would leave the next day.
(e) You said to her, "I have done it"
10. Make sentences with any five of the following idioms and Phrases.
(5×2=10)
(a) Black and blue.
(b) Ready money.
(c) A fair weather friend.
(d) At sixes and seven.
(e) Bed of roses.
(f) A past master.
(g) Cut and dry.
(h) kith and kin.
11. Give one word substitution.
(5×1=5)
(a) Words inscribed on a tomb.
(b) A work whose writer is unknown.
(c) A play with a sad tragic end.
(d) The study of languages.
(e) A cure for all diseases
12. Give the Antonym of these words.
(5×1 =5)
(a) Different
(b) Abstract
(c) Polite
(d) Confess
(e) Sink
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**This Month In History**
**SEPTEMBER**
1916: The British Army uses the offensive tank in battle for the first time amidst World War I. Ushering in a new era of mechanical warfare, the tanks were unrefined and unreliable during their first battles.
1931: The weekly broadcast “15 Minutes With Bing Crosby” debuts, launching the iconic career of the multimedia superstar.
1947: The U.S. Air Force becomes an official branch of the Armed Forces. The Air Force is the second-youngest branch, just ahead of the Space Force, which was established in 2019.
1956: Play-Doh is marketed and sold as a child’s toy for the first time! Originally, it was used to remove soot marks from wallpaper.
1960: The first televised debate between two presidential candidates occurs, with John F. Kennedy and Richard Nixon discussing domestic concerns.
1979: ESPN airs their first broadcast, “SportsCenter.” The sports news show remains the network’s flagship program, with segments playing multiple times a day.
1986: The House of Representatives votes “aye” on the rose resolution. By the end of the year, President Ronald Reagan would declare the rose the national flower of America.
2020: Norman Lear is the oldest person to ever win an Emmy. First setting the record in 2019, the TV writer and producer surpassed himself the next year, when he won an Emmy for outstanding variety special at age 98.
---
**Honoring Our Veterans**
Our front lobby wall was transformed into a tribute to our community veterans. Veteran and resident Art Hawkinson displays his eagle wood carving as part of the honor wall.
Residents enjoyed an afternoon at the Red Willow County Fair to select their favorite quilt which received a special ribbon from our community.
---
**September 2023**
**HAPPY BIRTHDAY**
**Resident Birthdays**
Lesta Jagger-9th Jean Wilcox-11th
Jean Grant-12th Darlene Ochsner-14th
Jean Evans-14th Nancy Campbell-16th
Edith McCorkle-19th Tomas Jarvis-22nd
Fred Krotter-25th Shirley Dicke-17th
Georgia Lutzi-30th
**Associate Birthdays**
Sarah Wallace-11th Pam Shepherd-15th
Hailey Bridgmon-23rd Trina Winters-23rd
Ashlynn Latimer-29th
**Brainteaser**
Question: My voice is tender, my waist is slender and I’m often invited to play. Yet wherever I go, I must take my bow, or else I have nothing to say. What am I?
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Article 370
A BRIEF HISTORY OF Art-370
Article 370 of the constitution is a law that grants a special autonomous status to Jammu and Kashmir. It means:
- Except for defence, foreign affairs and communication, all other laws passed by the Indian Parliament need to be okayed by the state government before they are made applicable. This was specified in the instrument of accession signed by Maharaja Hari Singh when he agreed to join the Union of India in 1947, instead of going with Pakistan.
- As a result of this, the citizens of Jammu and Kashmir are governed by state-specific laws which come under the Constitution of Jammu and Kashmir, instead of those for the rest of India, especially where citizenship, ownership of property and some fundamental rights are concerned.
- The first Article of the Constitution of Jammu and Kashmir says that the state is and will remain an integral part of India.
- This article, along with Article 5 that defines the contours of jurisdiction of the Indian Parliament regarding law-making for the state, cannot be amended.
- The 1952 Delhi Agreement also specified that the State should have its own flag in addition to the union flag and they should have same status.
- It was agreed that head of State called Sadr-e-Riyasat (or the Prime Minister) was to be elected by the State legislatures.
- The agreement opposed imposition of Article 352, empowering the President to proclaim general emergency in the State.
- This arrangement was further ratified by the 1974 agreement between the then Prime Minister Indira Gandhi and the Leader of J&K, Sheikh Abdullah.
- The state legislature has a six-year term, unlike other elected bodies, which have a five-year period, including Parliament.
PDF Reference URL: https://www.drishtiiias.com/printpdf/article-370 | web | https://www.drishtiias.com/pdf/1684798684.pdf | 0.446884 | {
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# Combi Plaza Calendar Academic Year 2021-2022
## 2021 - Term 1 - Fall Term
## 2022 - Term 2 - Spring Term
**Approximate dates - subject to change if required. Please refer to monthly newsletter for updated calendar.**
*Please note: Due to COVID-19, all dates can be changed at any time.* | web | http://combi.com.kh/school/wp-content/uploads/2021/07/OFFICIAL-CPIPS-CALENDAR-2021-2022.pdf | 0.448118 | {
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Laughter Yoga is a unique exercise routine which is fast sweeping the world and is a complete wellbeing workout. It is the brainchild of Dr. Madan Kataria, an Indian physician from Mumbai who started the first laughter club in a park on 13th March 1995, with just 5 people. Today, it has become a worldwide phenomenon with more than 6000 social laughter clubs in 65 countries.
Laughter Yoga combines unconditional laughter with yogic breathing (Pranayama).Anyone can laugh for no reason, without relying on humor, jokes or comedy. Laughter is simulated as a body exercise in a group but with eye contact and childlike playfulness, it soon turns into real and contagious laughter.
The concept of Laughter Yoga is based on a scientific fact that the body cannot differentiate between fake and real laughter. One gets the same physiological and psychological benefits.
This innovative concept has been widely accepted all over the world and has been written about in prestigious publications like TIME Magazine, National Geographic, Wall Street Journal, Los Angeles Times, Daily Telegraph (UK) and many others. Laughter clubs were also featured on Oprah Winfrey Show, BBC, CNN, ZDF (Germany) NHK (Japan), ABC news (USA) and many other TV networks in the world.
Why Laughter Yoga - 3 Reasons
1. In order to get the scientifically proven health benefits of laughter, we need to laugh continuously for at least for 10 to 15 minutes. Since in Laughter Yoga we do laughter as an exercise, we can prolong our laughter as long as we want. On the other hand, natural laughter comes for just a few seconds here and there and is not enough to bring about physiological and biochemical changes in our body.
2. To reap the health benefits of laughter, laughter has to be loud and deep coming from the diaphragm. It should be a belly laugh. It might not be socially acceptable to laugh loudly, but Laughter Yoga clubs provide a safe environment where one can laugh loudly and heartily without any social implication.
3. Natural laughter that courses through our life depends upon many reasons and conditions, but there are not many reasons which make us laugh. That means we are leaving laughter to chance, it may happen it may not. In contrast, in Laughter Yoga club we are not leaving laughter to chance, but doing it out of commitment. This is a guaranteed way of getting the health benefits of laughter.
1 / 2
Life Changing Experience
In India there are thousands of Laughter Yoga clubs that meet every morning in public parks. Club members proudly report that they haven't missed a day in five years or more. They say it makes them happy, healthy and energized - in effect, it has changed their lives.
They are full of positive energy that makes it easy to cope with stress and impossible to be depressed. In fact, the impact of laughter is so profound that many practitioners claim they no longer need anti depressants. The sustained positive emotions keep them coming back for more.
Participants report significant health improvements. Many felt a reduced frequency of respiratory infections like common cold and flu, while others reported depression lifting, chronic medical problems improving or even disappearing. As the word spread, it was obvious that Laughter Yoga was helping people to become healthier.
Scientifically Proven
Clinical research on Laughter Yoga methods conducted at the University of Graz in Austria, Bangalore (India) as well as in the United States has shown that laughter lowers the level of stress hormones (epinephrine, cortisol, etc) in the blood. It fosters a positive and hopeful attitude. One is less likely to succumb to stress and feelings of depression and helplessness if one is able to laugh away the troubles.
2 / 2 | web | http://laughteryogamelanie.com/index.php?view=article&catid=34:article&id=46:about-laughter-yoga&format=pdf | 0.488375 | {
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Pronoun Quizzes
PRONOUN CASE
In the following sentences underline each pronoun which is used incorrectly and then write the correct form above the pronoun. Write C if the sentence is correct.
1. That was her who made the cherry pie.
2. Jane suspected Claire and she of telling secrets.
3. Henry's elder brother objected to him gambling.
4. We boys found out where the best ice cream cones were sold.
5. The boys treated us girls.
6. Dora's husband is many years older than her.
7. Whom do you suppose turned in the false alarm?
8. The politician is the man of who I spoke yesterday.
9. I appreciate you helping me with this job.
10. The leader should be someone who the boys respect.
11. Whom did Margaret say her teachers were?
12. The boys who were working on the car were Danny and him.
13. Richard, Tom, and me are going to look for summer jobs.
14. Frances invited her three cousins- Dot, Katie, and I -to come to a party.
Pronoun Quizzes
PROUNOUN AGREEMENT
Underline the pronoun in parentheses that agrees with its antecedent.
1. Although Billy did not complete his chores, each of the other children completed (his, their) chores.
2. Each of the candidates gave (his, their) speech at the picnic.
3. Nobody should just blow-up, but (they, he) should find a means of letting off steam.
4. Everybody felt it was the most amusing play (they, he) had ever seen.
5. Neither of the two girls would give (their, her) consent.
6. Nobody would do (her, their) job assignment if (she was, they were) not paid for it.
7. Each of the guests wore (their, her) favorite hat to the party.
8. If a person is not afraid of work, (they, he) will probably find success.
9. Neither Mr. Stone nor the other members completed (his, their) part of the research.
10. If anyone talks to Liz, will (they, he) please let me know?
11. Someone snatched the light bulb. I hope (she, they) will return it.
12. He does not feel that either of them would give two dollars of (his, their) money to (his, their) country.
13. Either the team members or the coach will ask that (his, their) club be supported.
14. I know somebody here will volunteer to do the job. I will reward (him, them) with a free movie pass.
15. When I asked for a volunteer, everyone looked down at (his, their) desk. | web | https://success.students.gsu.edu/download/pronoun-quiz/?wpdmdl=1034&refresh=5ade25bd9af071524508093 | 0.496166 | {
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Marine Beat /By Caleb Creager/
From the Office
Mr. Cassel and Mr. Piatt are ready for Covid to go away but they both want students to stay masked up, stay home if sick, and remember to wash hands frequently.
Academic Bowl
Academic Bowl sign up has finished and if you signed up for some competitions, be sure to talk to your coaches about when you will be practicing.
Spring Sports
If you are interested in track, baseball, softball, or boy’s golf sign up in the office.
From the Science Room
Hamilton science students will take on the NASA ice-breaker challenge, which asks participants to create a machine capable of obtaining an ice sample while surviving the rocky formations of the Moon’s south pole. As part of its ongoing Mars missions, NASA hopes to build a “refueling station” on the moon, which will dispense fuel derived from the meltwater of the ice collected.
In the 2021-22 school year, students will follow up with the NASA Lunar Rover Challenge. The project team will create a rover that can transport two astronauts using their own power and it should be able to transport the icebreaker machine being created this year.
With the completion of their hovercraft project, advanced physics students (Gabby Galloway, Jerry Manns, and Aiden McMullen) plan to create a solar powered and gas powered go kart that will shine nice and bright with some LEDs around a race car bed frame.
Mr Iddings says, “The second semester of Forensics has finished up background knowledge. Next Friday (February 19) will mark the opening scene for this semester’s mystery. This incident will involve a MOCK school shooting situation - NOT, NOT, NOT real.
All students should be aware that there may be an alert next Friday, Feb 19th, and shouldn’t be surprised if they are questioned for general or specific background knowledge.”
Hovercraft /By Desirae Frasier/
Mr. Iddings, a science teacher at Hamilton, is a hands-on guy. So he and three students (Aiden McMullen, Gabrielle Galloway, and Jerry Manns) decided to make a hovercraft, with Mr. Iddings supervising. The project took 9 weeks of work. Along the way, the students learned about gas pressure, air movement, and learned how to perform some small-scale testing before completing the final product. Designing and making mini models, figuring out materials, and working with various dimensions also presented challenges for the team.
There were ups and downs during this project of course (as with all projects), as Mr. Iddings said “I’m a hands on guy so that was a struggle [to resist helping too much]” but he helped when needed. Before making the final skirt, they had made a prototype skirt, which punctured itself and leaked air, so for the final skirt they used thicker material. Lesson learned. They also changed how to get on the hovercraft. Another challenge was the lack of power from the fan. “We never fixed it, instead we just dealt with the low speed,” McMullen stated. “The air cushion also ripped in an area which we had to balance it out,” said Galloway. “The fan to direct ourselves manually was a challenge repeatedly replacing it with another, to find it was put on wrong,” she explained.
To make your own hovercraft you’ll need basic shop supplies, such as plywood, a tarp, gorilla tape, and one or two leaf blowers. The basic design would be the same, but you can make the deck different shapes. McMullen recommends following an online guide https://sciencebob.com/build-a-hovercraft-you-can-ride/. He also said “If you plan on making one similar to ours you will most likely need to use a gas powered propulsion fan in order to gain enough speed.” Galloway argued that the website is a good guide by saying, “I would use the website Aiden mentioned, because most of the stuff we used weren’t easily found at home.”
Mr. Iddings found it “fun and frustrating” to work on the hovercraft. McMullen said “I can’t speak for the other two in the class but it was pretty fun and it was definitely more fun than doing regular classroom.” Galloway said the project “was fun to build and especially experiment with. Testing was my favorite part as we fixed every little problem with a few tweaks.”
Their goal for the hovercraft was to prove the principles of Physics that they are studying. Of course, they also just wanted to ride a hovercraft – who wouldn’t! They worked out most of the steering and stopping reliably, steering by directing the airflow with a rudder system, for example. As for future projects, Galloway told us, “The project inspired another craft we are going to do in Physics using electricity, and possibly solar energy, but I’ll leave that little surprise for the future.” Mr. Iddings filled us in, but readers will just have to wait and see. “I can’t wait to see how their next project turns out,” he says, “I wonder what kind of challenges they’ll come across in this new project.”
Marine Murder Mystery /By Isabelle Sims/
Our Hamilton Forensics Class is currently learning how to examine and analyze bullets as forensic evidence. Detective Jackson Stuckey is taking notes and sketches in case of any possible shootings as well as studying specific gun models and bullet trajectory angles. He plans to do whatever he can to protect the school in case of a serious incident. Detective Stuckey will also be occasionally assisted by Jersey Ramos throughout the rest of the school year.
Media Review
“OK Human,” by Weezer
/By Aiden McMullen/
The Monitor is happy to introduce our newest column where Aiden McMullen will give readers his opinion on the latest songs, albums, and movies.
As none of you may already know, the power pop band Weezer has just released their 14th studio album, OK Human. Their newest album, although it can’t compete with The Blue album or The White Album, is a fairly competent album with some of the best tracks of 2021 (so far).
I prefer the more rock-like sounds of Pinkerton and the blue album, but I can’t ignore that All My Favorite Songs and Aloo Gobi are real bangers. The other songs are also pretty good. Those of you that know your music might realize that the name of the album’s title is a parody of Ok Computer (a legendary album by Radiohead). Can Ok Human stack up to the legacy of Ok Computer? In short, no, but it can stand on its own. Overall it is a solid album with several great songs. 7/10
If you end up enjoying this album I encourage you to check out some of Weezer’s other music. If you’re more into the rock side of things I recommend The Blue Album and The White Album, and if you prefer the ballad style showcased in this album I recommend Everything Will Be Alright in the End.
Scan this code on Spotify to listen to “OK Human”
Hall Pass
Do you think Cupid is married?
/By Caylie Kaiser/
“I think Cupid is single- it’s all about the pursuit…” -Mrs. McConnell
“Cupid is single because it would be too easy to get a wife. He could shoot random people, which wouldn’t be fair.” -Konstantin Tasiounis
“Cupid gives what he fears: love.” -Ava Leslie
“Single, ‘cause true love comes within yourself and for yourself” -Deagon Gersbacher
“Cupid is single because he causes the people around him to fall in love. If he wasn’t single, it would interfere with his job.” -Shelby Brames
Love Is a Pain in the Butt
Hamilton Summer League 2021 Registration
Come to ROSE BRIQ PIZZA on either Saturday to sign up
9AM – 11AM
Sat. Feb. 27th
Sat. March 6th
At ROSE BRIQ PIZZA in Hamilton, IN
Questions email - [REDACTED_EMAIL]
Other Summer League Dates
April 10 Park Cleanup (April 12th rain date)
April 24 Spring Fling (May1 rain date)
Thank you to the Hamilton Summer League for their generous support of the Marine Monitor | web | https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/1141420/Marine_Monitor_Vol_2_Iss_5__V_Day_.pdf | 0.498781 | {
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Body Language is our First Language
Workbook
Anthony Awerbuch
www.bodylanguageonpurpose.com
1. Basic Concepts
The limbic brain
- Freeze
- Flight
- Fight
Basics:
A brief exploration of the principles of body language and why non-verbal cues are more reliable than words.
3 Fs Freeze, Flight and Fight and the limbic brain
Thinking and processing are the function of the neo-cortex but the seat of emotions is the limbic brain and specifically the amygdala. This is the part of our brain that is most vigilant to threat and also most likely to over-react to keep us safe from threat.
You can use your thoughts to try to disguise your true emotions all you want, but the limbic system will self-regulate and give off clues.
If we were surprised by a dangerous man in a dark alleyway we would:
1. **Freeze** - One theory is that we freeze in an effort to go unnoticed (movement makes seeing easier). And of course we also freeze when we are stuck in fear with no immediate course of action in sight. This can manifest in an office when someone is accused of doing something and they have no way out – they may stop all hand/arm and movement and their facial expression might be one of frozen in fear.
2. **Flight** – You would try to flee from eminent danger and in an office you might suddenly push back your chair in response to an affront
3. **Fight** – realizing you can’t escape you lift your fists to put up a fight and in an office this might manifest in clenched fists.
4 C’s
Congruency
Consciousness
Clusters
Context
Congruency – Verbal statements should be congruent to accompanying non-verbal cues and other non-verbals. See example of Trump’s thumb’s up. What is missing?
Consciousness – Non-verbal cues can be conscious or unconscious (these are more reliable)
Clusters - Always look for groups of red flags for confirmation. Arm crossing with facial expression of anger or Arm crossing with hand in fist vs open hand.
Always consider context, same behavior in 1 situation may be benign while in another may be cause for concern. Arm crossing in interview or confrontation – concern. Same arm crossing in cold could be nothing. See “Anger?” slides.
Anger?
Pride vs. Defeat
Congenitally blind athletes in Special Olympics (across many cultures) did same when they experienced victory or defeat proving that body language is innate and universal
Nonverbal signals are 12 to 13 times more powerful than accompanying words.
2. Hands – Illustrators and Emblems
Emblems
Emblems are nonverbal signals that can generally be translated directly into words. Most people within a culture or group agree on their meaning. A good example is the "A-OK" symbol made with the thumb and forefinger. Because these gestures can be directly translated into words, they are quick to use and unambiguous in their meaning. However, as we noted earlier, culture quickly comes into play when you move outside of your "home" culture. For instance, in many parts of the world this gesture is directly translated as "OK", but in other places it might be translated as "Zero" or "None", and in others it is even understood to represent an obscene gesture representing a body orifice. Quite a different interpretation than being OK!
Illustrators
Illustrators are movements that complement verbal communication by describing or accenting or reinforcing what the speaker is saying. People use illustrators to indicate the size of an object or to draw a picture in the air or to emphasize a key word in what they are saying. These might include pointing to an object in the room or pounding on the table. The frequency of use of illustrators may vary by culture, but they are used widely. Use of illustrators can help indicate interest, efforts to be clear or enthusiasm for the topic being discussed.
Visible and Expressive ➔ Trust and Engaging
Hiding?
Blocking
Evolution of the Pointing Finger as an illustrator/regulator
Authority
Ph: [REDACTED_PHONE]
[REDACTED_EMAIL]
Nervous Body Language Cues
Anxious Behavior:
• Wringing Hands
• Tapping
• Hidden hands (table, pockets)
Self-Soothing:
• Rubbing Arms
• Suprasternal Notch
• Rub forehead
• Rub face
Negative Body Language Cues
Blocking
Arms Crossed
Eye Blocking
Shame
Other?
Shame
Positive hand gestures
• Counting
• Heart
• Coming together
• Growth
• Thumbs up
• Anticipation
Low IDEAL High
Practice hand gestures like you’re holding a Basketball
Want to learn to engage small/large audiences use hand gestures as you speak. Pretend you're holding a basketball in front of you and then as you speak watch your hands take on a life of their own and see your audience pay attention to what you're saying.
The Art and Science of Handshakes
The anatomy of a winner handshake
1. Dry and Warm
2. Firm and Vertical
3. Slight lean fwd
4. Pump
5. Eye Contact and Smile
Negative handshakes
• Submissive?
• Dominant
• Politician’s Handshake
• What others?
• Counter-act with your other hand
3. Head
- Up/Down
- Chin Jut
- The Judge Judy
- SRHW
- Yes or No
- Nod
- Tilt
4. Legs and feet
Examples
• Walk – Small vs Big
• Territory
- man-spread
- knee on table edge
- Feet apart
- Clasp
• Crossed legs
- Eur
- fig 4
- angle
- block
• Direction and intention
• Gravity
5. Eye Contact on Purpose
Intimate
Too much is creepy but also indicates sexual attraction, predatory behavior, anger or deception.
Too Little:
- Disrespect, Attempt to reduce anger in other party, shame
- Respect for authority figure
Your eyes should move around the eye area and should feel natural… If you start to think about your eye contact in the middle of a conversation then that should be your signal that something is off.
Listening vs speaking – 90% vs 50%
When avoidance is engagement
Eye contact and deception…. It’s not always what you think.
6. Listen so other will speak (divulge)
1. Head tilt
2. Triple nod
3. Mouth
4. Eye contact
5. Lean
6. Open body & Hand gesture
7. Fronting and feet
Nonverbal positive feedback loop
Nonverbal action
Feeling
Describe your favorite athlete or actor
Practice non-verbals of listening. Switch and practice non-verbals of engagement
The Power of Leaning
- For Emphasis
- For Agreement
- For Partnership
9. About profile pics
Things to consider
• Orientation
• Head
• Shoulders
• Eyes
• Smile spectrum
• Contempt
• Squinch
• Glasses
• Pupils
• Contrasting background with clothes
Avoid!
- Selfie
- Arm cut off
- Tuxedo
- Social Setting
- 1 sided smile
Smile Effect
Ph: [REDACTED_PHONE]
[REDACTED_EMAIL]
Smile Exercise
Before your next big moment (in private)
Continue the learning & bring a Presentation/Workshop to your organization:
- Trust and Rapport
- Executive Presence & Influence
- Negotiation
- Manage People
Staying in touch:
• Please connect on linkedin:
www.linkedin.com/in/anthonyawerbuch
• Schedule a call:
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Kindergarten Weekly Newsletter
February 9, 2018
Classroom News
Friendly Reminders
Hello Kindergarten Families,
The class was excited to learn about the upcoming Move-a-thon today! Our class color is YELLOW- which means our class should wear a yellow shirt with comfy bottoms and tennis shoes on the day of the Move-a-thon, March 2 nd .
Enjoy your weekend, Mrs. Zoltoski
Academic Highlights:
Reading/Language Arts
The Kindergarten students are growing as readers! Our stories are getting longer and include words to sound out with short vowels and our sight words. The two consonant sounds we focused on this week were /f/ and /r/ and our new sight words were with and he.
Math
We worked on writing simple addition sentences this week using the plus and equal signs. The students enjoyed writing "big kid" math sentences! We completed the unit today with a quiz. Next, we will begin basic subtraction.
Science
We continued our study of penguins and the students are very excited to share the facts that they've learned! We will work a bit more on this next week and their research folders will come home for you to check out!
Religion
We have spent time this week talking about showing love to others through our actions and words.
* Please return the following to school on Monday:
- Move-a-thon permission slip
- Teaching Touching Safety Program permission slip
* Please send next week:
- Safety Bag (emergency supplies)
Next Week:
Sunday 2/11
Open House for Prospective Families 1:00-3:00pm
Monday 2/12
-P.E.
Tuesday 2/13- Valentine's Day
Party (Red & Pink Free Dress)
-Music
- Art
Wednesday 2/14
-Ash Wednesday Mass 9:00 (mass attire- boys wear pants) - P.E.
Thursday 2/15
-Teaching Touching Safety Lesson
-Music
-Spanish
Friday 2/16
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Thinking about Investing– Here's what you should know
The Trinidad and Tobago Securities and Exchange Commission ("the Commission") is responsible for ensuring that the securities industry operates in a fair, transparent and efficient manner in order to protect the rights of investors.
The financial services market is a market in which suppliers offer their investment products at a price. Just like in any other market investors who purchase these products are expected to exercise due caution and to make sure that they fully understand the products and services being offered to them before they buy.
Before deciding to invest there are some considerations that persons should take on board. A key question to ask oneself is "Am I a saver or an investor?"
Most people pay little or no attention to the difference between investing and saving their money. In fact when dealing with money, many people interchange the words. Savings generally refers to money that can be "put aside" for the rainy day and is usually of a short term nature. Persons generally save money in a bank or credit union.
Investment, on the other hand, focuses on the use of money to obtain more money over the long term. When you invest your money you are seeking to acquire a return on that money in order to increase your potential for wealth accumulation.
The basic differences between savings and investment are:
Be Investment savvy
When deciding upon your investments it is important to establish an investment strategy. This investment strategy involves 3 steps:
1. Establishing your investment goals (What you need from your investment portfolio and when you need it?);
2. Determining your tolerance for risk; and
3. Establishing your intended mix of assets for your portfolio
Phone: [REDACTED_PHONE]
Fax: [REDACTED_PHONE]
Our next article provides more details on these steps
E-mail: [REDACTED_EMAIL]
Website: www.ttsec.org.tt | web | https://www.ttsec.org.tt/wp-content/uploads/5_Thinking_about_Investing-Heres_what_you_should_know.pdf | 0.481603 | {
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Dung Based Formulations for Farming
Why in News?
Recently, NITI Aayog has released a report titled- "Production and promotion of organic and bio fertilizers with special focus on improving economic viability of gaushalas", recommending Capital Assistance to Cow Shelters to promote Dung-Based Fertilizers for Agriculture, thus promoting Natural Farming.
What are the Key Highlights of the Report?
Need to Promote Dung-based Formulations:
Agriculture in India was based on an integrated approach of organic fertilizers. But after the Green Revolution, India could not maintain this balance and use of chemical fertilizers brought imbalance in the soil nutrients.
Cow shelters can address the problem of stray cattle that damaged crops in many parts of the country.
The number of stray and abandoned cattle had risen to a level beyond the resources available with existing gaushalas for their upkeep and sustenance and suggested channeling the potential of such cattle wealth for promoting natural and sustainable farming.
Recommendations:
The government can help gaushalas through capital assistance so that they could market cow dung and cow urine-based formulations for applications in agriculture.
Gaushalas can be of great help in promoting natural farming and organic farming. Thus, complementarity can be built to promote gaushalas and natural farming.
Significance:
Cow dung-based organic fertilizers will have a huge impact in fulfilling the constitutional mandate under Article 48 that the State shall take steps for preserving and improving cattle breeds, and prohibiting the slaughter of cows and calves, and other milch and draught cattle.
What is Natural Farming?
Natural farming is a method of agriculture that seeks to create a balanced and self-sustaining ecosystem in which crops can grow without the use of synthetic chemicals or genetically modified organisms.
Instead of relying on artificial inputs like synthetic fertilisers and pesticides, natural farmers rely on techniques like crop rotation, intercropping, and composting to enhance soil health and support crop growth.
Natural farming methods are often based on traditional knowledge and practices and may be adapted to local conditions and resources.
The goal of natural farming is to produce healthy, nutritious food in a way that is sustainable and environmentally friendly.
What are the Initiatives Related to Sustainable Agriculture?
Mission Organic Value Chain Development for Northeastern Region (MOVCDNER)
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National Mission on Sustainable Agriculture
Paramparagat Krishi Vikas Yojana (PKVY)
Sub-mission on AgroForestry (SMAF)
Rashtriya Krishi Vikas Yojana
Source: TH
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Brain signals turn into drone commands in Lisbon presentation
27 February 2015, by Nancy Owano
Credit: TEKEVER
Can we expect a time when aircraft will be directly controlled by the human brain? And what about mind-controlled drones? Imagine that, using an EEG (electroencephalogram) cap tracking neural activity, a man flies a drone with his brain.
"Amazing what you can do if you put your mind to it," said a BBC presenter, who recently witnessed such a feat. He visited an airstrip on the outskirts of Lisbon, Portugal, to see the technology in action. Brainflight is the name of the project. Brainflight is the result of an effort among four organizations – Tekever, the Champalimaud Foundation, Eagle Science and Technische Universität München in Germany. Tekever develops technologies for the enterprise, aerospace, defense and security markets. The effort involves a person's mental activity, detected through a cap, to pilot an unmanned vehicle. The person's cap monitors brain activity. Specifically, for this presentation in Lisbon, team members used EEG systems to measure brain waves noninvasively, and used algorithms to convert brain signals into drone commands. The electricity flowing through the pilot's brain acted as input to the drone's control system.
The demo signifies something bigger than mindcontrolled drones. The technology could eventually be used in commercial flights. One might think the team is suggesting the new approach would mean there was no need for human pilots. That, however, is not part of the vision. The vision is not to replace them but to support them. It could be more a matter of de-risking missions rather than deposing human pilots. "If BCI [brain-computer interface] is adopted in the future as a method of control for aircraft (both manned and remotely piloted)," said the Tekever team, "then the project will potentially benefit the entire pilot community (from ultralight and general aviation to commercial aviation). Through the operant BCI approach, we believe people will be able to pilot aircraft just like they perform everyday activities like walking or running. This will mean that pilots will be able to focus on higher cognitive activities while still being able to operate such a complex system as an aircraft (akin to how professional sportsmen can focus on the tactical aspects of movement without worrying about maintaining proficiency on the basic game skills for example)."
The vision may seem far-fetched but, said BBC's Dave Lee, didn't we once say that about driverless cars? On Wednesday, Engadget's Jon Fingas said you probably won't be using Brainflight to fly anything larger than a small drone in the near future. Tekever is hopeful, though, that its technology will change how we approach transportation. The underlying technology, he added, would also let people with injuries and physical handicaps steer vehicles.
If and when the technology is ready, will people be ready to accept its capabilities? Questions would fall into the what-if category. What if someone were drowsy while wearing the cap and fell asleep? What if the person had a seizure? The BBC report quoted Ricardo Mendes, Tekever's chief operating officer. Mendes said the technology would incorporate safety measures to counteract the
1 / 2
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effects of someone having, for example, a seizure while piloting. He told the BBC that "There are algorithms on board that prevent bad things from happening."
More information:
tekevernews.blogspot.com/2015/ … o-controldrone.html
© 2015 Tech Xplore
APA citation: Brain signals turn into drone commands in Lisbon presentation (2015, February 27) retrieved 19 October 2021 from https://techxplore.com/news/2015-02-brain-drone-lisbon.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
2 / 2 | web | https://techxplore.com/pdf344230897.pdf | 0.504786 | {
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WHAT YOU DO MATTERS.
Days get hectic and schedules are full.
Children act fast and accidents can happen.
One small step can help keep your family safe.
American Cleaning Institute® | cleaninginstitute.org | [REDACTED_PHONE] | web | https://www.cleaninginstitute.org/assets/1/Page/What-you-do-matters.pdf | 0.467584 | {
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Veterinary Science
Project units 1-3 are designed for members 8-18 years old.
Unit 1 - Airedales to Zebras
Inspiring youth to:
• Identify breeds of various types of animals
• Learn what animals need and their various roles helping people
• Identify threats to animal safety
• Identify animal body systems
• Learn about feed and medication
• Explore careers with animals
• Learn elementary principals of disease
Unit 2 - All Systems Go!
Inspiring youth to:
• Examine health and disease topics
• Learn to recognize normal and abnormal conditions
• Describe how the immune system protects animals from diseases
• Explain how diseases can be spread between animals
• Describe parasite life cycles and how to disrupt them
• Protect animals from unsafe feeds
• Explore veterinary specialties
• Make ethical decisions about animals
Unit 3 - On the Cutting Edge
• Describe the cycles, organs and hormones involved in animal reproduction
• Explain how genetics influence breeding programs
• Describe cell structure and function
• Design testing strategies to identify diseased animals
• Identify ten diseases that can be spread from animals to humans
• Explain the principles of preventative medicine
• Explain reasons to prevent pet overpopulation
• Describe technology used in the veterinary profession
• Explore the diversity of and preparation for the veterinary profession
Veterinary Science
Tips:
- Include your project manual with your e-Record when submitting your project for judging and exhibiting at fairs.
- Do at least seven activities and Booster Shots each year as listed in each manual along with the date completed and your leader's or parent's/guardian's initials.
- Be sure to attach the Booster Shots activities after the manual and before the e-record in a secured sturdy binder.
- Look up information in the library or on the internet.
- Visit with your veterinarian.
- Take trips and tours.
- Enter your project in the county fair.
- Share information learned in talks and displays.
- Consider doing an internship or community service with animals.
Resources:
- Exhibit & Judging Requirements
- Record Books
- Manual Information
Located at: Colorado4h.org
Veterinary Industry Careers
Medicine
Veterinarian or technician for animals in the wild, zoos, private practice, university hospitals, research, and more
Research
Create new clinical therapies and products to overall health and well-being for animals
Nutrition
Provide nutritional advice, dietary analysis, and education ensuring animals are healthy
Sales
Provide product support and education to veterinarians, businesses, and consumers
Diagnostic
Provide diagnostic services to test for potential diseases or illnesses
Education
Opportunity to teach others about animals and health
Regulation
Help prevent unwanted diseases and invasive species going in and out of the United States
Inspection
Provide inspection services for meat and products for animal use to ensure safety and quality
Degrees/Certifications:
Veterinary Medicine (Doctor & Technician)
Microbiology
Physical Therapy & Acupuncture
Search & Rescue Certifications
Nutrition
Marketing & Sales
Disease Management
Zoologist | web | https://co4h.colostate.edu/projects/pages/Veterinary-Science-PT.pdf | 0.475071 | {
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Computing – Y8 Term 5 – Mobile App Dev.
What are we learning this half-term?
This half-term our Unit Topic is Mobile App development. Today, there's an app for every possible need. With this unit, students will go through the entire process of creating their own mobile app, using App Lab from code.org. They will build on the programming concepts used in previous units, they will work in pairs to perform user research, design their app, write the code for it, before finally evaluating and publishing it for the world to use.
Resources you can use at home
Code.org - App Lab - https://code.org/educate/applab
Test and Track.io - https://www.testandtrack.io/
CGP book - Key Stage 3 Computing – Complete revision and practice
Optional home learning tasks Tutorials
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THEN
Step 10: Do word studies based on your observations and Key Words.
Hard Copy Resources for word studies:
Strong's Exhaustive Concordance by James Strong
The Complete Word Study Dictionary Old Testament by Baker & Carpenter
The Complete Word Study Dictionary New Testament by Zodhiates
Computer Software Resources:
https://www.blueletterbible.org/ (Free)
https://www.wordsearchbible.com/apps/wordsearch-starter (Free)
From the App store:
My favorite app
Blue Letter Bible (Free)
Use any of these tools to determine the 'Strong's number' of a particular word. Then use that number to look up the definition of the word in the original Hebrew or Greek language.
Let's look up a word or two from Colossians 3
Finding Hope Through Personal Inductive Bible Study
Barb Mowers
Who am I?: I am a 54 year old pastor's daughter who married a mission bound preacher boy from Baptist Bible College 30 years ago. God placed our family in Cape Town, South Africa for 15+ years to start a church and train South Africans to serve God and train others as well. In 2010 God brought our family back to the states. We are presently starting our 6th year at Calvary Baptist Church in Preble, New York. God blessed my husband Tim and I with three children, the oldest Josh, is married and serves as the youth pastor at Faith Baptist Cortland. He and his wife Katy have one son, Josiah and another baby due in March. Our daughter Rachel lives in Cleveland, and our son Micah is in his first year at Clarks Summit University in PA. I am also currently teaching at Cortland Christian Academy.
While serving in South Africa both my husband and I took the Precept upon Precept Leader Training Course where we learned the Inductive Method of Bible Study and how to teach it to others. Studying God's Word with an inductive method has greatly deepened my understanding of the Bible. That's what this workshop is about today, so lets get started!
Inductive Bible Study
Step 1: Pray! Ask God to help you focus and have a clear understanding of His Word as He uses the Holy Spirit to teach you as you study.
Step 2: Read and reread the passage. We're going to work on Colossians 3:12-17
Step 3: Consider the type of literature, the context, and to whom it was written.
Types of literature include: Historical—Genesis, Exodus, 1&2 Samuel, Acts; Biographical—Luke; Poetic—Psalms; Proverbial—Proverbs, James; Prophetic—Isaiah, Revelation; Didactic—Romans (teaching); & Epistles—Galatians, Philippians; or a book could be a combination of these genres.
Colossians is an epistle, a letter from Paul to the church that he started in Colosse. So as we read it we should keep in mind the original text was written to inform or teach the believers as a Pastor, mentor, and spiritual parent would communicate with a beloved student.
Step 4: Interrogate the Text. Ask questions: The 5 W's & H (Not all ?'s may be answered.)
Who:
What:
Colossians 3
1 If then you were raised with Christ, seek those things which are above, where Christ is, sitting at the right hand of God. 2 Set your mind on things above, not on things on the earth. 3 For you died, and your life is hidden with Christ in God. 4 When Christ who is our life appears, then you also will appear with Him in glory.
Where:
When:
Why:
How:
Step 5: Mark Key Words in a distinct way.
Let's choose some words that are important, repeated, or need explanation. Tip: Make a list of the words and they way you want to mark them on a 4x6 card.
_______________________________________________________________________ _______________________________________________________________________
Step 6: Make Lists recording observations about the key words.
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Step 7: Make lists of lists that are found in the passage: List of commands, List of characteristics, List of sins, List of any type of parallel ideas. List them on paper or number them right in the text.
Step 8: Take note of contrasts and comparisons: 'If …. Then…..;' and 'But;' are some important phrases to examine. Even taking note of the word 'All' gives insight.
Step 9: Also note other important words and phrases:
Elements of time
Words that draw to a conclusion
Geographical references
5 Therefore put to death your members which are on the earth: fornication, uncleanness, passion, evil desire, and covetousness, which is idolatry. 6 Because of these things the wrath of God is coming upon the sons of disobedience, 7 in which you yourselves once walked when you lived in them.
8 But now you yourselves are to put off all these: anger, wrath, malice, blasphemy, filthy language out of your mouth. 9 Do not lie to one another, since you have put off the old man with his deeds, 10 and have put on the new man who is renewed in knowledge according to the image of Him who created him, 11 where there is neither Greek nor Jew, circumcised nor uncircumcised, barbarian, Scythian, slave nor free, but Christ is all and in all.
12 Therefore, as the elect of God, holy and beloved, put on tender mercies, kindness, humility, meekness, longsuffering; 13 bearing with one another, and forgiving one another, if anyone has a complaint against another; even as Christ forgave you, so you also must do. 14 But above all these things put on love, which is the bond of perfection. 15 And let the peace of God rule in your hearts, to which also you were called in one body; and be thankful. 16 Let the word of Christ dwell in you richly in all wisdom, teaching and admonishing one another in psalms and hymns and spiritual songs, singing with grace in your hearts to the Lord. 17 And whatever you do in word or deed, do all in the name of the Lord Jesus, giving thanks to God the Father through Him.
18 Wives, submit to your own husbands, as is fitting in the Lord. 19 Husbands, love your wives and do not be bitter toward them. 20 Children, obey your parents in all things, for this is well pleasing to the Lord . 21 Fathers, do not provoke your children, lest they become discouraged. 22 Bondservants, obey in all things your masters according to the flesh, not with eyeservice, as men-pleasers, but in sincerity of heart, fearing God. 23 And whatever you do, do it heartily, as to the Lord and not to men, 24 knowing that from the Lord you will receive the reward of the inheritance; for you serve the Lord Christ. 25 But he who does wrong will be repaid for what he has done, and there is no partiality. | web | http://nfibc.org/wp-content/uploads/2018/09/LA-2018-Inductive-Bible-Study-workshop-handout.pdf | 0.520319 | {
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Animal Puns
Read each sentence below and underline the word or words it puns on.
Example: My dog is pawsibly the best pet ever.
1) The frog couldn't believe her car was toad away.
6) Fish are really smart because they love being in schools.
7) If you find a snake on a car, it is probably a windshield viper.
8) A bear with no teeth is called a gummy bear.
Teaching Resources @
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