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Oeuvres complètes de Christiaan Huygens publiées par la Société Hollandaise des Sciences. Tome Quinzième. Observations Astronomiques. Système de Saturne. Travaux Astronomiques, 1658–1666. La Haye, Martinus Nijhoff, 1925. Pp. 622.
This fifteenth volume of the works of Huygens is a model of what can be done for the convenience of readers. A general table of contents (sommaire) containing twelve entries is supplemented by a fuller one (pièces et mémoires) covering eight pages. There are alphabetical indexes to persons and to subject matter. Numerous footnotes contain explanations and cross references. The longer documents appear in the original Latin and in French translation. Facsimile reproductions of parts of manuscripts and original drawings add to the interest of the book. Introductions to the various parts contain information in great detail. Among the mathematical notations of interest are the Cartesian sign of equality (the sign for taurus turned so that the opening is on the left) and the “scratch method” used in extracting square roots.
Huygens’ early astronomical observations relate mainly to Saturn, Jupiter and their companions. Huygens and his brother Constantine constructed their own telescopes. The first one, 12 feet in length, promptly revealed a new satellite of Saturn. This instrument and a 23 foot telescope furnished data to solve the enigma relating to the varying appearance of Saturn. Galileo had seen it threefold. Hevelius saw it in three parts. Fontana made drawings widely distorted. Huygens in 1655 drew Saturn as a sphere with two handles or arms on opposite sides and extending in opposite directions. When Saturn was near the sun, in January, 1656, the arms disappeared. Nevertheless, Huygens had a hypothesis which he published in 1656, disguised as an anagram: aaaacccdeeeeghhiiiiiiilllmmnnnnnnnnnnooooppqrrstttttuuuuu. Later in 1656, the handles reappeared and gradually changed so as to confirm his theory. In 1657 and 1658, the rings became somewhat plainer, and in 1659 he published his Systema Saturnium in which he explained his anagram as signifying a Latin sentence which is in translation: “It is surrounded by a slender flat ring, everywhere distant from the surface, and inclined to the ecliptic.”
Florian Cajori
Einführung in die Analytische Geometrie. By A. Schoenflies. Berlin, Julius Springer, 1925. x+304 pp.
This book is volume XXI of the series Die Grundlehren der mathematischen Wissenschaften in Einzeldarstellungen, and in general excellence of treatment is in keeping with the other volumes of the series. The author states in the preface that there is perhaps a greater contrast between the methods of elementary and advanced analytic geometry than those of any other branch of mathematics, and this book will be very helpful to the student who is in this transition stage in his study of geometry.
For the purpose of this review the book will be divided arbitrarily into four parts including respectively Chapters I–V, VI–VIII, IX–XII, and XIII–XVII inclusive; the first two of these parts being approximately | web | https://www.ams.org/journals/bull/1927-33-05/S0002-9904-1927-04434-2/S0002-9904-1927-04434-2.pdf | 0.489632 | {
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Tutors of the Month
This month’s tutor of the month is Adam Burke! Thank you guy for everything you contribute to the MLC!
Quote of the Month
“Individual commitment to a group effort - that is what makes a team work, a company work, a society work, a civilization work.”
Vince Lombardi
Director’s Message
Welcome to our newest members Adam Burke, Matthew Tobin, Emma Dues, Natalie Jackson and Zachery Gamertsfelder. And welcome back to our returners! I hope that you all had a great summer break and are feeling refreshed for the new semester. I look forward to the growth of our usage and program fund, which currently has $232. Be sure to spread the message of the great things we do here at the Math Learning Center!
- Emanuel Clayton, MLC Director
Upcoming Conferences, Programs and Workshops:
• Vision Board Making – Location TBD – Oct 15, 7pm – 10pm
• Career Fair – Student Union 156 – Oct 16, 8:30am – 12:30pm
If anyone has any questions about these workshops, or would like further information, please email Dean Fannon at: [REDACTED_EMAIL].
Birthdays
This month’s birthdays include Dean Fannon and Baylee Mayhugh on October 25th! Don’t forget to wish them a happy birthday!
Just Some Reminders:
• Tutoring comes first!
• Keep noise levels down.
• Be aware of students…Keep your heads up and do not turn your backs to them.
• Keep electronics usage to a minimum.
• Ask students if they have signed-in.
• Eat meals in the hall.
• Don’t forget to remind students that we are open from 2:00pm to 5:00pm in the Dunbar Library.
• If you can’t find a tutor, then take a look at the schedule on the file cabinet.
Math Problem of the month:
Complete this problem and turn it in to either Emanuel or Shannon; if you are the first person to answer correctly, you win a prize! Here is the math problem of the month:
Xavier and Yvon have staked $10 each on a coin-tossing game. Each player tosses the coin in turn. If it lands heads up, the player tossing the coin gets a point; if not, the other player gets a point. The first to get three points wins the $20. Now suppose the game has to be called off when Xavier has 2 points, Yvon has 1 point, and Xavier is about to toss the coin. What is a fair way to divide the $20?
Tutor Spotlight — Alexa Sutton
I became a tutor because I wanted to be able use my passion for teaching others by helping them out with math related questions. Being a math major with a concentration of education, I knew that tutoring would be something I would enjoy doing and would help me prepare for being a high school math teacher one day. I also wanted to be surrounded by like-minded people who love math as much as I do. I have made plenty of amazing friends by working at the Math Learning Center! Being a math tutor has been a great experience so far and has been one of my favorite jobs! I enjoy helping other students understand difficult mathematical topics and seeing them actually understand a concept is so rewarding. I love being able to work with math every day because it has always been such an interesting topic for me. A fun fact about me is I once swam with dolphins (one of my favorite animals) and I have watched The Office about 3 times (because why not?).
Math Learning Center Newsletter
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Exam SØK2006 – Spring 2021
Professor: Gonzalo Dona
For each of the questions in this exam you should keep in mind always:
- Models, graphs, and theory are ALWAYS necessary and good. Even better when explicit.
- Short and clear answers are encouraged.
- Keep your mind open to ideas from every side.
- Note: I can only give points to non-blank answers
1. Suppose country A is rich in high skill labor, and country B is rich in low skill labor. Currently they both live in autarky. (70pt)
a) What would be the effect of free trade in these countries in terms of welfare? Assume for simplicity that each resource (high skill/low skill work) can be used to create one different good) To fundament your answer, use model(s) we covered.
Answer: You should choose the Ricardian model, as it is the model that is best suited to answer the question of why countries trade. Using other models will max the answer at 16p. Show how the model finds that trade is always welfare-increasing for the parties. Must answer the question and explain how you get to the answer to get full credit. 20p.
b) How would free trade impact wealth distribution for country A? Again, use a model learned in class to argue your points.
Answer: Both Specific Factors and H-O models can be used here. After showing what the model finds, by developing it (5p), you must answer the question for country A (high skilled workers get more of the wealth, 10p). 15p.
c) A shock makes the good intensive in high skill labor scarcer in the global market. What happens with the terms of trade for country A? and for country B?
Answer: Show that ToT improve for A and worsen for B (3p). Use the graph to show that when ToT improve (2p), countries can obtain higher welfare. Show that you understand the mechanism. 5p.
d) Suppose country A establishes a tariff on imports from country B. Who in country A would benefit from this tariff (low skill workers or high skill workers)? Show the effects of the tariff using what you learned in class
Answer: The tariff will benefit low skilled workers in country A, hurt high skilled. Show using graph how the tariff impacts prices on good intensive in low-skill labor. Show that you understand the mechanism. 15p.
e) Suppose there are very important economies of scale involved in producing goods that are intensive in low skill labor. Show why a tariff might end up being ineffective in increasing home production in this case.
Answer: Show that a new country would have to establish a tariff larger than the difference in average costs to achieve its goal, a smaller tariff would fail. Use graph to show that the new market competes at a significantly higher average cost because it would start from scratch. Show that you understand the mechanism.15p.
2. A lot of debate was raised by the decision of the US Government (Trump administration) of introducing retaliatory tariffs against countries that they perceived behaved unfairly, most notably China. You should use what we have discussed in class, but not limit yourself to it. Remember both China and the US are real countries that will be with us for a long long time. (30pt)
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Buddhist statues of cultural heritage
The thousand-armed Kannon, 8th c., 2.4m height.
The thousand-armed Kannon, National Treasure, 9th c., 3m height.
3 National Treasures, 6 Important Cultural Assets and 20 other statues are exhibited in the Hobutsuden Tresor..
Acces information
By air
Kansai international airport → Shuttle Bus (40 minutes)
→ JR Wakayama station → express train Kuroshio (40 minutes)
→ Gobo sta. → taxi (5 minutes) → Dojoji
By train
Tokyo terminal → Shinkansen → Shin-Osaka sta.
→ express train Kuroshio (1 h. 40 min.) → Gobo sta. → taxi (5 minutes) → Dojoji
Shirahama sta. or Kii Tanabe sta. → Dojoji sta.
→ 7 min. on foot → Dojoji
By car
From north (Osaka or Wakayama city)
5 min. drive from Kawabe IC or Gobo IC
From south (Shirahama or Kumano area)
8 mn. drive from Gobo-Minami IC
(No exit from Kawabe IC and Gobo IC)
Opens
9:00 – 17:00 everyday
Adult : 600 yens Infant under 12 yrs old : 300 yens
Adrees
1738, Kanemaki, Hidakagawa-cho, Hidaka-gun, Wakayama-ken 649-1331
Tel 81[REDACTED_PHONE] Fax 81[REDACTED_PHONE]
Homepage http://dojoji.com/e
Japan. Endless Discovery.
Foreword
It is wonderful that we frequently find a refined example of traditional culture in religious places. Here in Dōjōji, people have maintained their ancient sculptures and the unique Etoki. Etoki is a style of preaching with an aid of long picturesque scrolls. We hope you come and enjoy this old ‘video show’ and the rich variety of arts relating Dōjōji.
Fondation
Dōjōji was founded in 701 A.D. It is the oldest existing Buddhist temple in Wakayama prefecture. The thousand-armed Kannon in the main building is the second or third oldest statue of this kind. The temple used to belong to Hossō school and converted to Tendai sect in 17th century.
The tragic love of Anchin and Kiyohime
In 928, a girl Kiyohime killed a pilgrim monk Anchin in Dōjōji. This tragedy was recorded in literature in the 11th century and revised into a couple of picture rolls in the 15th century. Since then, the priests in Dōjōji have explained the story in Etoki style.
Dōjōji Engi, picture scrolls of 2 vols., 14th c.
Etoki, picture-sermon
Showing the copies of the Dōjōji Engi, they preach everyday. English sermon is available on reservation.
The legend of Princess Miyako Fujiwara or the long-haired-princess
According to the aural tradition, Miyako Fujiwara, the wife of the forty-second Emperor Mommu, used to have no hair on her head. She prayed to the Kannon and was grown up into a beautiful lady with long beautiful hair. People called her ‘the long-haired princess’. She and her husband built Dōjōji in her home village.
Picture scrolls of the life of Princesse Miyako (1821)
Dōjōji mono The arts based on the Dōjōji legend
The legend has been inspiring masters in every fields of Japanese art. Writers, painters, masters of Noh, actors of Kabuki, puppeteers of Bunraku, filmmakers and modern artists have created more than 150 works, called ‘Dōjōji mono’ or the Dōjōji arts.
Kyōkanoko Musume Dōjōji
A scene from Kabuki program on Dōjōj legend
A scene from Nō drama Dōjōji, | web | http://dojoji.com/pdf/panf_e.pdf | 0.432576 | {
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GCSE Consolidation Work (End of Year 9) - Science (Biology/Chemistry/Physics)
The best way to improve your performance in Science is to revisit material covered in class and a useful tool to support this, is to use the Cognito resources (free subscription). The Cognito site is a website with hundreds of topic based videos, past papers and lessons (video with questions which follow). This allows students to pick and choose topics to recap, so that the weaker areas of the course can be looked at.
TASK: Choose a couple of topic areas which you are weaker at and watch the videos and complete the associated questions ( 'Lessons').
The link to the website is below https://cognitoedu.org/home.html
Or use the QR code:
When registering/signing in, students should choose the exam board AQA and choose either higher or foundation triple.
E.g. For the biology course here is an example:
Throughout Year 9, students have been studying GCSE material in the following topics areas (below). Any areas highlighted in the end of year exams as needing some more attention, could be looked at.
BIOLOGY:
Topic 1 - Cell Biology
Topic 2 - Organisation
Topic 3 - Infection & Response (part completed)
CHEMISTRY
Topic 1 - Atomic Structure and the Periodic Table
Topic 2 - Bonding, Structure and Properties of Matter
Topic 5 - Energy Changes
Topic 9 - Chemistry of the Atmosphere
PHYSICS
Topic 1 - Energy
Topic 2 - Electricity
Topic 3 - Particle Model
This task is designed to be individual and to help students self study.
If you have any questions regarding this please get in touch with your Science teacher(s). | web | https://www.queenelizabeths.com/attachments/download.asp?file=796&type=pdf | 0.437656 | {
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Elephant
Prewriting
Literature Connections
*Eyewitness: Elephant* by Ian Redmond; Dorling Kindersley Publishing Inc., 2000.
*Five Minutes’ Peace* by Jill Murphy; Paper Star, 1999.
*Hide-and-Seek Elmer* by David McKee; Lothrop, Lee & Shepard Books, 1998.
*Horton Hears a Who* by Dr. Seuss; Random House, 1954.
*17 Kings and 42 Elephants* by Margaret Mahy; E.P. Dutton, 1987.
*Seven Blind Mice* by Ed Young; Philomel Books, 1992.
Concrete Experiences
Have students move about as if they were elephants. Ask them, “How is the elephant’s walk different than yours? What words describe the heavy, plodding walk?”
Let the Writing Begin
Emergent Writers
• **Big as an Elephant**
Students draw several big things. They describe the things by comparing them to an elephant.
• **The Elephant’s Trick**
Students draw an elephant doing a trick. They tell about the trick.
Beginning Writers
• **Special Delivery**
Students draw a picture to show an elephant making a special delivery. Then they copy and complete the question and answer.
*What did the elephant bring?*
*It brought a ______.*
• **Elephant Facts**
Students draw an elephant. They copy and complete the sentences.
*Elephants have big ______.*
*Elephants have little ______.*
Independent Writers
• **The Day the Elephant Chewed Bubble Gum**
Students imagine what would happen if an elephant found a package of bubble gum and chewed it.
• **An Enormous Problem**
Students think of a problem that an elephant’s owner might have, and write a story about the problem and how it was solved.
©2002 by Evan-Moor Corp. • The Ultimate Shape Book • EMC 6000
Front Cover 119
Name
120 Emergent Writer
The Ultimate Shape Book • EMC 6000 • ©2002 by Evan-Moor Corp.
©2002 by Evan-Moor Corp. • The Ultimate Shape Book • EMC 6000
Beginning Writer 121
122 Independent Writer
The Ultimate Shape Book • EMC 6000 • ©2002 by Evan-Moor Corp.
Gray, Saggy, Baggy, Skin—That’s the cover An elephant’s in. | web | https://www.schoolaids.com/web/content/1285351?access_token=44bd4fe0-093f-4977-9c39-8fc9efcf5d7c&unique=b57ac0658749659c8cad3227963236ef8096da16&download=true | 0.428584 | {
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The first to experiment in this way in the new Great East region.
An educational apartment aimed at reducing heating costs
Since the opening, 536 people welcomed to eco-gestures sessions, including 11 classes from different primary schools.
€ 300 per year saved on the energy bills of the visitors.
More than 10 partners: Face Vosges (Foundation against exclusion), govern ment authorities, education department, communities in charge of waste sorting -
The "Vivez l'Eco Logis" educational apartment is intended to welcome residents of social housing areas and the general public to learn about eco-gestures in a fun and simple way, enabling them to reduce their enegy bills . It also helps to build good contact between the inhabitants (Vosgelis tenants and others) and the stakeholders in efforts to reduce energy prices.
The apartment, which is located in the heart of a priority district of the town, al lows us to meet the needs of the inhabitants in terms of accompaniment in the control of their expenses and to return purchasing power.
The project also encouraged the training of young job seekers to act as educatio nal staff of the apartment: two leaders were recruited by Face Vosges and were able to learn the new professions as energy training instructors. | web | https://www.eurhonet.eu/extranet/wp-content/uploads/sites/3/2017/10/Vosgelis-Vivez-l%E2%80%99Eco-Logis.pdf | 0.486897 | {
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Halesowen C of E Primary School
We care, we trust, we believe.
We share, we enjoy, we achieve.
Art Curriculum
Halesowen C of E Curriculum Art Curriculum
School Vision
Halesowen Church of England Primary School was a school built for the local community. Right from the beginning it was an inclusive school built on strong Christian beliefs. It is our duty to ensure that this deeply Christian core runs through everything we do at Halesowen C of E in the modern day.
We believe children can flourish if they are loved and valued. We have high expectations of everyone because we know they can achieve if someone believes in them. We trust each other and are proud that we are one big family. We care about each and every one of our families. We enjoy the job we do and make school a fun place to be. We share this place Halesowen C of E; a place special to all of us, a place where we can feel safe, a place where we can learn and thrive together.
Curriculum Vision
At Halesowen C of E we want all children to have access to a meaningful, fun and exciting, curriculum which is rich with first hand experiences and language. We will ensure pupils are given the opportunities to achieve. We believe that:
"A child is like a butterfly in the wind. Some can fly higher than others, but each one flies the best it can. Each one is different, each one is special, each one is beautiful."
We value all of our children irrespective of background, culture or academic ability and want them all to experience the breadth of curriculum subjects we offer allowing them to develop their own preferences and interests which they can foster and develop as they learn grow and move on to their next phase of education.
Curriculum Intent
Halesowen C of E Curriculum Art Curriculum
Knowledge Progression map
Skills Progression map
Themat c overview
i
i
i
i
i
Vocabulary Overview
This vocabulary is a starting point for staff to use with their whole class vocabulary sheets. Additional vocabulary should be introduced to the children, especially descriptive language- which can be added once specific pieces of art have been decided upon.
i
i
i
i
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Patient Tips on Getting to Sleep
What Is Insomnia?
Insomnia is a common complaint among adults. Some symptoms of insomnia are difficulty falling asleep, difficulty staying asleep, and difficulty with early morning awakening. Sometimes insomnia only lasts for a short time and can be easily managed. Persistent insomnia is more troublesome and can affect work, social relationships, and health. Many conditions are associated with insomnia such as depression, anxiety, allergies, and pain. Much of the time insomnia is simply the result of poor sleep habits.
How Is Insomnia Treated?
Insomnia treatment may include use of an over-the-counter medication or, in severe cases, use of a prescription sedative. It is important to determine the cause of insomnia before treatment begins. Maintaining a sleep diary for one to two weeks is a good way to start. Keeping track of sleep times, caffeine and alcohol ingestion, etc. may provide clues as to the cause of insomnia. Behavioral changes are often all that’s needed to improve sleep. By maintaining good sleep habits (sleep hygiene) the need for medication use may be avoided.
PRINCIPLES OF SLEEP HYGIENE
- Stick to a regular sleep schedule---even on weekends.
- Exercise regularly---avoid exercise in the late evening.
- Go to bed only when sleepy.
- Put your worries away when you go to bed.
- Do something relaxing and enjoyable before bedtime.
- Make your bedroom quiet and comfortable.
- Avoid large meals just before bedtime.
- Use your bedroom only for sleep and sexual activity.
- If you can not sleep within 15 to 20 minutes get up and go to another room. Return to bed only when drowsy.
- Remove the clock from eyesight.
- Do not nap during the day. If you must nap, limit it to 30 minutes in the early afternoon.
- Avoid alcohol, nicotine, and caffeine use.
- Avoid frequent use of sedatives.
- Schedule outdoor time at the same time each day.
- Have your pharmacist check your medications for potential sleep effects.
Adapted from Jermain DM. Sleep disorders. PSAP. 1995:139-154.
What If Nondrug Treatment Fails?
If you are still having difficulty getting a good night’s sleep, you should talk to your pharmacist or doctor. The cause of your insomnia will need to be determined and you may need medication to help you sleep. Even if medication is used for insomnia, sleep hygiene principles should still be followed and can provide added benefit. | web | https://sa1s3.patientpop.com/assets/docs/74780.pdf | 0.502652 | {
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7521 Main Street, Suite 103 Omaha, Nebraska 68127
([REDACTED_PHONE] www.voicesforchildren.com
BOARD OF DIRECTORS
Eric Johnson President
Katie Weitz, PhD
Vice President
Donna Hammack, MSEd Secretary
Michael Beverly Jr., MBA Treasurer
Amy Boesen Gary Bren Bobbi Chambers Hawk, MD Lorraine Chang, JD Yolanda Chavez Nuncio, MEd Al Davis Jeremy Fitzpatrick, JD Susan Mayberger, MA Bruce Meyers Daniel Padilla Michael Socha John Stalnaker, JD
Aubrey Mancuso, MSW Executive DIrector
January 26, 2018
To: Chair Ebke and Members of the Judiciary Committee From: Julia Tse, Policy Coordinator for Economic Stability and Health RE: Support for LB 931 – Provide requirements for opiate prescriptions
Protecting and supporting childhood health is key to ensuring that Nebraska's workforce needs are met in the future. During critical developmental years, pediatricians agree that the most effective means to keep children healthy is to take steps to prevent serious health conditions as early as possible. Voices for Children in Nebraska supports LB 931 because it puts safeguards into place for the prescription of highly-addictive opiates to children.
The opioid epidemic has been at the center of national attention in recent years, though children remain largely in the background on this issue. Parental substance use disorders, which often co-occur with other adversities, are one of many adverse childhood experiences (ACEs) that we now know to leave children with poor physical and mental health outcomes that last into adulthood. i This issue has largely come into focus as states grapple with the interaction of parental substance use and the child welfare system. Seldom discussed is the use of opiates among children. The CDC estimates that the rate of fatal poisonings among teens increased by 91% in less than a decade, primarily due to an increase in prescription drug overdoses, ii and other research suggests that today, 1 in 4 high school seniors in the US have used medical and nonmedical prescription opioids. iii
Much of the research on the opioid epidemic has centered on adult use, and far less is known about the epidemiology of opioid use among children. One such study examined the 188,468 instances of pediatric opioid exposures reported to poison control centers over a 16-year period. The study noted that the most concerning exposures were those among teenagers, who were more likely to experience an intentional poisoning than an unintentional one, and accounted for more than two-thirds of exposures that were intentional. iv
Addressing the misuse and addiction of opioids among children requires a multi-faceted strategy that should include proper education of parents and health professionals, affordable access to mental health treatment services, and restricting access to opioids among children. LB 931 would take an important first step in preventing exposures to harmful opioid prescriptions. We thank Senator Howard for her leadership on this issue and the Committee for their work. We respectfully urge the Committee to advance LB 931.
i Vincent C. Smith, Celeste R. Wilson, Committee on Substance Use and Prevention, "Families Affected by Parental Substance Use," Pediatrics 138, no. 2, August 2016, DOI: 10.1542/peds.20161575.
ii Centers for Disease Control and Prevention, "Vital Signs: Unintentional Injury Deaths among Persons Aged 0-19 Years—United States, 2009-2009," Morbidity and Mortality Weekly Report 61, no 15, April 2012, https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6115a5.htm, 270-276.
iii Sean Esteban McCabe et al., "Trends in Medical and Nonmedical Use of Prescription Opioids among US Adolescents: 1976-2015," Pediatrics 139, no. 4, April 2017, DOI: 10.1542/peds.2016-2387.
iv Jakob D. Allen et al., "Prescription Opioid Exposures among Children and Adolescents in the United States: 2000-2015," Pediatrics 139, no. 4, April 2017, DOI: 10.1542/peds.2016-3382. | web | https://voicesforchildren.com/wp-content/uploads/2018/01/LB-931-Written-Testimony.pdf | 0.440436 | {
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Picking a Topic -worksheet:
| Date | Team name |
|---|---|
Purpose of doing this. To choose a topic that the team wants to create propose solutions. This is at the heart of doing the problem-solving process. The team may elect a simpler problem first to develop their skills.
propose course of action:
1. Discuss each team members proposal.
2. Look to see if community-based problems might be better suited
3. As an example; The team may want to take the problem of how do we get the community to ack like a team.
4. The team might want to use the 5 Why tool to evaluate their choice.
5. Discuss and agree on the problem statement. | web | http://projectacademy.org/discussion-team/worksheets/Picking%20a%20Topic-09252020.pdf | 0.446282 | {
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News Release
Conservative Government Launching One of Canada's Most Fascinating Stories on the Canadian Arctic
Parks Canada book on wreck of HMS Investigator features breathtaking photos and award-winning writer
Ottawa, ON, November 19, 2013 – An exciting new book on the sensational story of discovery and intrigue in Canada's Arctic hit store shelves today. Lavishly illustrated with stunning photos taken by Parks Canada underwater archaeologists coupled with the story-telling authority of Andrew Cohen make Lost Beneath the Ice – the story of HMS Investigator and its significance to early Arctic exploration – a unique account to be treasured by Canadians and shared the world over.
Dr. Colin Carrie, Member of Parliament for Oshawa, and Parliamentary Secretary to the Honourable Leona Aglukkaq, Canada's Minister of Environment and Minister responsible for Parks Canada, officially launched the 150-page book, which features the first-ever photos of the historic vessel and text by Andrew Cohen, a best-selling author and award-winning journalist.
"Our Government is committed to promoting Canada's Northern history by preserving the heritage which unites us as Canadians," said Minister Aglukkaq. "Parks Canada's exciting discovery of HMS Investigator in 2010 offers us unprecedented information on the early exploration of Canada's North and the search for the North-West Passage."
"Lost Beneath the Ice will help current and future generations of Canadians better understand and appreciate the important role that early northern exploration played in shaping our nation and the important and continued influence that the north has in defining Canadian culture," said Dr. Carrie.
When Sir John Franklin disappeared in the Arctic in the 1840s, the British Admiralty launched the largest rescue mission in its history. Among the search vessels was HMS Investigator, which left England in 1850 under the command of Captain Robert McClure. While the ambitious McClure never found Franklin, he and his crew were eventually credited with discovering the fabled Northwest Passage.
Illustrated with archival imagery and startling underwater photographs of HMS Investigator and its artifacts, Lost Beneath the Ice also offers an elegant and authoritative account of Investigator's incredible journey leading up to its eventual discovery.
Parks Canada's search for the historic shipwreck was a formidable undertaking. Despite the challenges they faced, Marc-André Bernier, Chief Underwater Archaeology Services, and his team were successful in their pursuit, locating the missing vessel off the shores of Banks Island in the Northwest Territories, just outside Aulavik National Park.
"We were jubilant," said Mr. Bernier. "Not only was finding the wreckage an incredibly exciting moment, but to find it in better condition than expected, sitting upright, made one feel as if it had been mysteriously waiting for us, all this time. It was surreal."
Published by Dundurn Press, Lost Beneath the Ice will be available November 19 in English and January 2014 in French. Dundurn Press Publishes more than 100 books a year, including award-winning adult and young adult fiction, mysteries, biographies, business, and current affairs titles, as well as a wide range of military history.
For more information, please visit: www.parkscanada.gc.ca
For media interested in receiving a copy, please contact:
Media Relations Parks Canada [REDACTED_PHONE]
www.twitter.com/parkscanada www.facebook.com/parkscanada
FOR FURTHER INFORMATION
Greg Howard, Office of Colin Carrie MP, [REDACTED_PHONE]
Constituency office 57 Simcoe St S Unit 2B Oshawa, ON L1H 4G4
Tel [REDACTED_PHONE] Fax [REDACTED_PHONE]
Email [REDACTED_EMAIL]
Ottawa office
410 Justice Building
Ottawa, ON K1A 0A6
Tel [REDACTED_PHONE]
Fax [REDACTED_PHONE]
Web: colincarriemp.ca | web | http://colincarriemp.ca/wp-content/uploads/2014/09/News-Release-Inestigator-Book-Launch-Nov-19-2013.pdf | 0.425983 | {
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Air Force Association
Presenting Sponsor
Development Partner
CYBERPATRIOT
NATIONAL YOUTH CYBER EDUCATION PROGRAM
CyberPatriot for JROTC / CAP / USNSCC (All Service)
CyberPatriot is the National Youth Cyber Education Program created to motivate students towards careers in cybersecurity and other science, technology, engineering, and mathematics (STEM) disciplines. The program features the National Youth Cyber Defense Competition for high school and middle school students, Cyber Camps, and an Elementary School Cyber Education Initiative.
Become involved in CyberPatriot
THE NATIONAL YOUTH CYBER DEFENSE COMPETITION
The national youth cyber defense competition is a tournament structured event in which teams of 2-5 students are scored on how well they identify and secure known vulnerabilities on a virtual network.*
All Service Division (High School):
* Teams of the same service are scored within their own category. The categories are: Air Force JROTC, Army JROTC, Navy JROTC, Marine Corps JROTC, Civil Air Patrol, and Naval Sea Cadet Corps. Registration is free for all teams.
* After two online qualification rounds, scores are added together to determine team placement into one of three tiers for the State Round:
– Platinum: Top 30% of each category*
– Gold: Middle 40% of each category
– Silver: Remaining 30% of each category
*Only Platinum tier teams have a chance to advance to the National Finals Competition"
* After the State Round, the top six teams in each of their categories, advance to the Category Round in each tier. 45 total Wild Cards in each tier also advance.
* The top two teams from each category and one wild card from the Platinum tier advance to the in-person National Finals Competition, held at National Harbor, Maryland. There, the 13 All Service teams compete for first, second, and
Cyber Diamond
third place honors.
* Winners of the National Finals are awarded scholarships and all registered competitors are eligible to apply for internship opportunities.
* The competition is not only fun and exciting, it also creates a career path for today's students, fostering continued education from high school through college and into the beginning of their careers.
*Team registration deadline for CyberPatriot IX competition season: Oct. 5, 2016.*
AFA CYBERCAMPS
CyberCamps emphasize fun, hands-on learning of cybersecurity principles that are relevant and applicable to everyday life.
* Students will learn the importance of cyber safety and how to protect their personal devices and information from outside threats.
* Designed for high school or middle school students, depending on the desire of the host organization.
* Host organizations can order a:
– 20-hour CyberCamp Standard Curriculum Kit (starting at $1,050)
For more information, visit www.uscyberpatriot.org or call [REDACTED_PHONE].
Cyber Silver | web | http://uscyberpatriot.org/Documents/Fact%20Sheets/CyberPatriot%20for%20JROTC-CAP-USNSCC.pdf | 0.425727 | {
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English Literature at A level: FAQs
Q. How much reading and independent study is required in A Level English Literature?
A. Pupils should spend 4-5 hours outside of lessons per week reading the key texts, exploring wider reading and research, re-visiting class notes and undertaking homework tasks. Independent study is extremely important in this A Level so motivation and organisation are key skills.
Q. How do I know if this is the right course for me?
A. If you have enjoyed both your English GCSEs and particularly the analytical and class discussion elements of your work in English Literature; if you are a keen, curious and serious reader; if you write your own stories, poems, articles, reviews in your own time; if you aspire to be a writer in the future and enjoy studying how other writers use language, you should absolutely consider doing this course.
Q. Do pupils have a choice about what texts they study on the course?
* The set texts at A level (those you will write about in the final exams) are chosen by your teaching team from a list produced by the exam board (AQA). The A level team makes this selection based on careful discussion about the themes, issues, and variety of texts and writers that work most effectively with our TWGGS cohort.
* Each A level pupil has the opportunity to select the two key texts they will explore for the NEA element of the course (independent critical study). Careful guidance is provided here to help pupils choose ambitious, interesting texts and ONE text is taught to the whole class that can then form the basis of the NEA comparison.
Q. What could I expect to be doing in a typical A level English lesson?
The central feature of English lessons at A level is discussion of the key text being studied - this is usually in the form of small group work, followed-up by whole class feedback. Much of this approach will be an extension of the teaching and learning approach you will have experienced at GCSE. Depending on the lesson focus, other tasks and learning activities will include:
* Shared reading of a key extract
* Practice writing under timed conditions
* Active listening/viewing of literary adaptations
* Creative group work to produce a shared resources (tables, narrative maps, etc)
* Creative responses to key set texts to explore style, language, structure, voice
Q. Where would A level English Literature help to take me in the future?
* A good grasp of the English language, literacy and communication is essential in many careers.
* English will help to develop your critical and interpersonal skills. Every business, whether in the publishing industry, marketing or financial sectors, needs staff to present products and services in a professional and attractive manner.
* If you enjoy writing, you may find that you already have a number of the skills that employers are looking for. More and more businesses are increasing their online presence, and need articulate individuals to promote their products and services to a global audience. Roles can include apprenticeships in legal services, journalism, recruitment, digital marketing and social media amongst others.
Q. Do trips play a part in the A level course?
* Under normal circumstances, we are very keen as a department to enrich our A level course with a varied programme of theatre trips, visiting writers/speakers, etc.
* In the current climate of Covid restrictions, where theatre trips look very unlikely to be possible, we will be working hard to plan for alternative subject enrichment. We very much hope this can include an imaginative use of digital theatre experiences, as well as the possibility of carefully planned in-school theatre productions and speakers where this is possible.
Q. Is English Literature A Level a good option for those aiming to study Medicine?
A. English Literature A Level involves the following key skills:
* Learning to express complicated ideas clearly and concisely both verbally and in writing
* Group work which helps to hone social skills
* Empathy is essential in order to understand texts about others' life experiences
* Exposure to diverse opinions, backgrounds and cultures
* Classroom discussion and presentations build confidence
**As a prospective pupil or parent, please do not hesitate to contact our A level English team if you have any questions or concerns about what to expect from joining our course. Enquiries can be made directly to our class teachers, or to myself as Curriculum Leader in English: [REDACTED_EMAIL]
On behalf of the English department at TWGGS, we very much hope to meet with you in September 2021.
Dr Sophie Blanch Curriculum Leader, English | web | https://tunbridgeschool.s3.amazonaws.com/uploads/document/A-level-English-Literature-FAQs.pdf?t=1619127317?ts=1619127317 | 0.498969 | {
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Language Development
activities for developing vocabulary Enable Ireland Kilkenny
What is vocabulary? - Vocabulary refers to the variety, or range of words a person uses.
Why is vocabulary important? If your child has a wide and varied vocabulary, it will help them to understand and describe their experiences, thoughts and ideas. It is the basis for the development of all the other skills: reading comprehension, listening comprehension, speaking, writing, spelling and pronunciation.
How can I work on developing my child's vocabulary?- Included in this pack are a number of activities that can be used to help your child develop their vocabulary around nouns (object/naming words) and verbs (action words).
We hope this pack helps to develop your little ones vocabulary and you enjoy playing the games and learning together,
Enable Ireland Team , Kilkenny.
Games to work on vocabulary
1. Choice
Provide a choice if your child cannot remember the word E.g. Is it a tiger or a caterpillar?
2. Sorting
Help your child to sort/tidy the toys, e.g. place all the cars in one box and all the lego in another box
Allow your child help with washing clothes e.g. separate the socks, trousers, t-shirts, etc.
Allow your child to help with emptying the dishwasher separate the forks and knives and spoons, etc.
3. What am I thinking of?
Hide a common object in a box and describe it, can your child guess the name e.g. apple – it's Yellow, it's a fruit, it's long, you have to peel it before you eat i
4. "Go Fish"
Use a game of "Go Fish" to give your child opportunities to practice new words. Make a fishing rod out of a length of a pencil and a piece of string with a small magnet on the end.
Make 'fish' by attaching paper clips to picture cards of objects (you can get these from magazines or download them for free from the internet). Take turns using the fishing rod to fish for cards (from a bucket, box or off the floor). When either of you 'catches' a card, say the word for your child first, then get them to repeat it after you.
5. Play 'Simon Says' using a range of actions
"Simon says…clap your hands/stamp your feet/jump/wiggle/squirm/roll..."You may need to demonstrate the action you want your child to do. If you demonstrate the action, make sure your child copies you. Your child is more likely to remember the word because they will link it to the action they performed.
6. I spy
Play I spy. Instead of using letters use features of the object.
E.g. "I spy with my little eye, something that has 2 eyes and ears and arms and legs and is cuddly and brown".
7. Mind maps
Use mind maps to help organise words that go together and provide your child with a visual guide to describing a topic. You can use this chart to help when describing things. Ex. Describe an Apple....
8. Play a naming game. Can your child name the animal/object? What ......?
* Squeaks
* Smells
* Drips
* Burns
* Roars
* Breaks
* Growls
* Slams
* Flushes
* Hisses
* Moo
* oinks
* Splashes
* Sinks
* Cries , etc.
9. Think of three things (or whatever number you want) that.....
* Are red
* Are fast
* Are blue
* You drive
* That are soft
* That are hard
* Are animals
* Are sports
* Are big
* Are little
* You drink
* You eat, etc.
* You find in your bedroom
* You find in the kitchen
* You find in the bathroom
* You find in the zoo
* You find on the farm
* You can play with
* You watch on TV
* You find in the garden
* Etc..... the list is endless!
10. Reading stories
Read stories that involve lots of verbs (action words). As you read the stories with your child emphasise the verbs and act them out e.g. goldilocks whose been sleeping in my bed, whose been sitting in my chair and whose been eating my porridge.
11. Using new words for everyday activities
Use a range of different verbs (action words), when talking to your child during everyday experiences. For example:
* Cooking – stirring, whisking, shaking, rolling
* Gardening – digging, clipping, planting, watering
* Bath time – splashing, washing, scrubbing, pouring, playing
* Packing up/cleaning – wiping, finding, folding, packing, stacking
* At the playground – running, hopping, climbing, swinging, sliding
12. Posting game
Paste noun or verb pictures onto cardboard rectangles (cut from a cereal box or similar) and play a posting game. Make a post box out of another cardboard box and use the pictures as 'letters' to post — again, say the word for your child first, then ask your child to repeat it. Once your child has repeated a word, they can post the card. | web | https://www.enableireland.ie/sites/default/files/publication/Language%20development%20activities%20for%20developing%20vocabulary.pdf | 0.429936 | {
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Sugar and Cancer
Is there a link between sugar and cancer?
It sounds like a simple question but the answer is not so simple. Research does show that eating too much sugar over time can lead to more body fat which can put us at risk for many types of cancer. Sugary foods can also take the place of more nutritious foods with cancer fighting substances (phytochemicals, vitamins, minerals and fibre) in our diet.
How does our body use sugar?
All cells in our body, including the cancer cells, prefer and use sugar for energy. Sugar in our body is often referred to as blood sugar or blood glucose. Our body tightly controls our blood sugar levels so that all cells get a constant supply of energy. When blood sugar levels are low, our body makes more sugar to keep the levels within the normal healthy range.
A diet high in sugar causes our bodies to produce more insulin to help keep our blood sugar within a normal range. Too much insulin can signal our cells to grow. It is not clear if it is the insulin or the sugar that is leading to cell growth. More human studies are needed to understand this process.
Eating foods that contain protein, fat and fibre along with the sugar containing foods will help to process the sugar slowly and help to prevent our body from producing a lot of insulin.
Where does sugar come from?
Sugar, also called carbohydrates, is found naturally in foods such as fruits, vegetables, whole grains, beans, lentils and some dairy products.
Sugar is also "added" to foods such as sugar sweetened drinks, sugary cereals, candy, baked goods and desserts.
Should we avoid all sugar in our diet?
The typical Western way of eating tends to include high amounts of sugary foods. It would be very hard to avoid all sugar including carbohydrates in our diet. Even if we did, our cells would break down our muscle and fat stores to make the sugar it needs. If this happened, we would lose muscle, weight, strength and energy. During cancer treatment, these losses can cause delays in treatment and slow recovery.
It is recommended to eat plenty of vegetables, fruits, whole grains, beans and lentils that contain natural sugar because they also contain cancer fighting substances such as vitamins, minerals and phytochemicals.
It is recommended to limit the amount of "added sugar" we eat.
How can we limit "added sugar" in our diet?
Read food labels to identify "added sugar". Look for these words: sugar, brown sugar, icing sugar, liquid sugar, cane or beet sugar, high fructose corn syrup, molasses, agave syrup, honey, maple syrup, maltodextrin, malt syrup, demerara, fruit juice concentrates and syrup. Other names for sugar are words ending in 'ose' – sucrose, fructose, glucose, glucose-fructose, maltose, dextrose, and galactose.
If these words are listed at the top of the ingredient list, it means they are one of the main ingredients in the product.
Limit beverages with large amounts of "added sugar". Examples are soft-drinks, sugar –sweetened coffee and tea beverages and sugary energy drinks. Choose drinks that contain no "added sugar" when possible. Unsweetened coffee, tea, plain water and milk are good choices. If you need extra calories, try and choose a high calorie drink that includes whole fruit, protein and fiber such as a home-made smoothie.
Limit processed foods. Processed foods are often higher in "added sugar" and can take the place of healthier food choices.
Enjoy desserts on special occasions and have smaller portions. Naturally sweet whole fruit is a good every day choice.
For more detailed information on sugar and cancer, visit American Institute of Cancer Research website http://www.aicr.org/enews/2016/01-january/enews-sugar-andcancer.html
Visit our website: www.bccancer.bc.ca
Sources: Dietitians of Canada Sugary Drink Sense, Winter 2017; Dietitians of Canada Oncology Network Infoletter, Spring 2013 ; Academy of Nutrition and Dietetics Oncology Nutrition DPG, Summer 2014, | web | http://www.bccancer.bc.ca/nutrition-site/Documents/Patient%20Education/Sugar-and-cancer.pdf | 0.494766 | {
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Advanced Biofuels, Climate Change and National Security
By Robert Kozak
The direct relationship between Climate Change effects and National Security was recently summarized in testimony at a Congressional hearing:
Competition and scarcity involving natural resources—food, water, minerals, and energy—are growing security threats. Many countries important to the United States are vulnerable to natural resource shocks that degrade economic development, frustrate attempts to democratize, raise the risk of regime-threatening instability, and aggravate regional tensions. Extreme weather events (floods, droughts, heat waves) will increasingly disrupt food and energy markets, exacerbating state weakness, forcing human migrations, and triggering riots, civil disobedience, and vandalism.
Food security has been aggravated partly because the world's land masses are being affected by weather conditions outside of historical norms, including more frequent and extreme floods, droughts, wildfires, tornadoes, coastal high water, and heat waves. Rising temperature, for example, although enhanced in the Arctic, is not solely a high-latitude phenomenon. Recent scientific work shows that temperature anomalies during growing seasons and persistent droughts have hampered agricultural productivity and extended wildfire seasons. Persistent droughts during the past decade have also diminished flows in the Nile, Tigris-Euphrates, Niger, Amazon, and Mekong river basins.
While one might assume this was presented by an environmental scientist, it wasn't.
This analysis was presented on March 12, 2013 before the Senate Select Committee on Intelligence by James R. Clapper, the Director of National Intelligence, as part of the annual Worldwide Threat Assessment of the US Intelligence Community.
The fact that the US intelligence community considers Climate Change mitigation a National Security priority clearly shows that the scientific evidence of human produced Climate Change events is not considered "false science" by the people we have trusted to protect the country.
Leading the charge in the National Security effort is the US Navy's renewable fuel "Great Green Fleet" program. The key reasons renewable fuels were selected as a weapon in this fight were: 1) Renewable fuels could be used without changes to the planes or ships; and 2) Renewable fuels do not require imported expensive minerals to function as battery electric systems do.
General Clapper in his 12 March 2013 testimony described the national security of building systems that rely on such minerals:
Rare earth elements (REE) are essential to civilian and military technologies and to the 21st century global economy, including development of green technologies and advanced defense systems. China holds a commanding monopoly over world REE supplies, controlling about 95 percent of mined production and refining.
China's dominance and policies on pricing and exports are leading other countries to pursue mitigation strategies, but those strategies probably will have only limited impact within the next five years and will almost certainly not end Chinese REE dominance. REE prices spiked after China enacted a 40-percent export quota cut in July 2010, peaking at record highs in mid-2011. As of December 2012, REE prices had receded but still remained at least 80 percent, and as much as 600 percent (depending on the type of REE), above pre-July 2010 levels.
What You Can Do…
In light of this analysis, Advanced Biofuels USA strongly urges all Americans to tell their elected officials that advanced, non-food renewable fuels are good for National Security and good for fighting Climate Change.
Here are some specific initiatives to recommend:
- Adopt EPA Tier 3 "high octane/high ethanol" regular fuel so new highefficiency cars and trucks can meet the 54.5 mpg 2022 fuel economy standard.
- Start a decade-long Apollo type science and engineering program to produce over 60% of our transportation fuel from non-food biomass.
- Fund the Apollo and related renewable energy R&D with a dedicated, self-reducing non-renewable carbon user fee. At $20 ton/carbon, or .05$/gallon for petroleum fuel, approximately $3.8 billion/year would be generated. As the proportion of renewable fuel increased, the user fee would drop in concert with the R&D project reaching a successful completion.
Advanced Biofuels USA agrees that Climate Change is a National Security priority.
For our government to ignore Climate Change or not address it with an all-out sustainable renewable fuel effort is a grave dereliction of duty. | web | http://advancedbiofuelsusa.info/wp-content/uploads/2013/07/13-0725-Renewable-Energy-and-Security1.pdf | 0.485781 | {
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Year 4 Multiplication check
Key Information
The National Times Table Check is a test for all year four pupils that takes place between the 6 th and 24 th of June 2022.
The purpose of the check is to determine whether your child can fluently recall their times tables up to 12, which is essential for future success in mathematics. It is an on-screen check consisting of 25 times table questions. Your child will be able to answer 3 practice questions before taking the actual check. They will then have 6 seconds to answer each question. On average, the check should take no longer than 5 minutes to complete. We will be holding parent's meeting on Monday 7 th March to provide further information. A letter with more details will follow shortly.
Why are Times tables important?
Times tables are fundamental to support children and under pin everything within Maths. It is vital that all children know their multiplication facts up to 12 x 12. Knowing the multiplication facts up to 12x 12, will give them the essential knowledge needed to be proficient with Years 5 and 6 Curriculum.
How can you support your child at home?
Encourage children to play Times Table Rockstars as often as possible. Small 5 minute daily sessions will help children to learn times tables more than one long session a week. The soundcheck is very similar to the multiplication check.
Quiz your child at home regularly. This could be when making dinner or on the journey to school
Display a poster with all of the times tables facts on at home.
Create flash cards with your children and let them play with friends, siblings, grandparents. They could write the answer on the back and test themselves.
We often use songs to teach our times tables in school. Children will recognise these on You Tube.
Chanting their times table is an excellent way to learn them. They could do this each time they walk up the stairs.
Children could also play times table games on Maths Shed and they can also practise on the Year 4 Multiplication Check simulator.
What will be doing in school?
We will be continually practising our times tables in a range of ways including chanting, listening to songs and playing games. We will also be teaching the children different strategies to use to help them recall the more difficult multiplication facts.
There will be rewards in class for pupils who are showing improvements in the number of facts they know and the speed in which they recall them.
If you require any resources, please let us know.
Thank you for your support. | web | http://www.northwickpark.essex.sch.uk/attachments/download.asp?file=1359&type=pdf | 0.430443 | {
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Willard Sawyer
Inventor and maker of Velocipedes
(1808-1892)
Lorraine Sencicle B.A. (econ) hons
Back in 2006 I was asked by the then Dover Town Council for a list of deceased locals whom I felt should receive some sort of recognition – a plaque or similar. I presented my list but, possibly due to a change of regime, it was not acted upon. One of those that featured was Willard Sawyer, who lived and had a factory in St James Street, Dover, in the middle of the nineteenth century. He is generally recognised as the ‘first truly professional maker of man-powered vehicles’ – the velocipede cycling machine. Further, by inventing new techniques, he opened the world’s first factory for mass-producing cycles – here in Dover, England!
In the evolution of the bicycle, the first human-propelled machine was invented by Baron Karl Drais (1785-1851) in Mannheim, Germany in 1817 and patented in France in February 1818. Called a Laufmaschine, in Britain a dandyhorse or Hobby Horse, it consisted of a horizontal bar supported by two wheels of equal height, which the cyclist stood astride, propelling the machine by his feet. Enthusiastic amateurs or craftsmen made these on a one-off basis.
Willard, born in Romney about 1808, is first recorded living in Dover in the Dover town directory of 1838. In the 1841 census, he is listed as living in Chapel Street, in St Mary’s Parish. There he worked as a carpenter but, five years later, he opened the Dover Velocipede Works at 20 St James Street.
Reflecting his carpenter background, Willard’s velocipede or ‘manumotive carriage’ as he called them, were built partly of wood, had four wheels, like a stagecoach, and were propelled by treadles below the rear wheel axles, with tiller-style steering. An advert of 1850 states that Willard was producing four different types of velocipede: First class, costing between £15 and £25, second class £10 to £14, third
Laufmaschine invented by Baron Karl Drais. From the original patent papers 1817
Scottford Lawrence
class £5 to £9 and a velocipede for two costing between £15 and £35. Even the cheapest third class machine was very expensive in those days.
Nonetheless, there were enough wealthy folk around to ensure that Willard’s machine was a success. Indeed, he produced one of three velocipedes that were on show at the Great Exhibition, Crystal Palace, in 1851. Apparently, he rode the machine to London and back for the occasion! At the exhibition, Willard ‘was received with a very flattering distinction’. Then in 1858, Edward, Prince of Wales, on a visit to Dover, called at the factory and ‘inquired minutely as to the capacity, price, and speed of a machine’. Afterwards Willard built a special carriage for the Prince costing £30 and capable of going 8 mph.
Willard’s velocipedes were assured of widespread acclaim and orders came in from mainland Europe, India, Australia and California. Besides the Prince of Wales, Willard counted the Emperor of Russia, Prince Imperial of France and Crown Prince of Hanover, amongst his customers. The Hon. J.C Skeffington wrote, ‘I cannot speak in terms to highly of the convenience and comfort of such a mode of travelling, when one can run off 60 miles in a day, and feel as little fatigued as if one had gone on foot a dozen’. It is recorded that this gentleman travelled 526 miles in twenty days on one of Willard’s velocipedes.
Another, equally, enthusiastic customer, having condemned the poor state of the roads, did add that, ‘The rattling and shaking of such slight machines is dreadful at the speed of anything over seven or eight miles an hour, and if driven constantly at this rate cannot last long.’
Unfortunately, the attitude in Dover was far from positive such that in 1856, Willard applied to the council to cancel his lease. He wrote that ‘his living depended on the hire and sale of velocipedes, but since a decision of the (Magistrates) Bench had declared them a nuisance, he was unable to obtain a livelihood!’ He added that he wished to move to some locality where they were not regarded as nuisances.
It would appear that Willard had a change of heart for in 1860 he produced a pamphlet describing the different type of machines he was producing in Dover. These included the Sociable, which has seats for six people including two drivers. In his range there was the Racer, the Tourist and Traveller, the
Promenade, the Visiting Carriage, the Ladies’ Carriage and small machines for youths and children. The prices varied between £3 and £40.
Railway companies saw the potential of velocipedes for use in track inspections and they became known as ‘Rail Bikes’. In use from around 1860 until the 1950’s they worked, as one would expect, like a bicycle but with extra power from ‘rowing’ the central drum. National railway velocipede rallies are still held.
Albeit, it seems that Willard ceased production in Dover about 1865 and by 1871 he was living at Kent Terrace, Deal. Ten years later, he was living with his son, a photographer, on the Strand, Walmer. By this time, the sleeker boneshaker, introduced from France in 1868, had superseded the four-wheeled velocipede and by 1887, Willard’s factory had closed. An advert for an auction following the closure includes 50 velocipedes.
Willard died in 1892 and was buried at St Mary’s Church, Walmer. His workshop in Deal is now the Maritime and Local History Museum. On 19th September 1899, Dover’s Mayor, Sir William Crundall (1847-1934), organised Dover’s first motorcar exhibition at the Crabble Athletic Ground. Members of the Automobile Association drove down from London for the event and 25 or 26 vehicles of various types took part in a grand parade round the cycle track. The assorted vehicles included a velocipede - a modern day quadracycle - that was probably made by Dover’s Willard Sawyer!
That is not the end of the story, for in 1937 the Science Museum acquired a four-wheel velocipede c 1860. At the time of the purchase, the Times stated that Willard Sawyer was ‘the best-known English maker of velocipedes!’ The caption at the Science Museum, when I saw the Velocipede, read, ‘made by pioneering cycle maker Willard Sawyer of Dover!’ | web | http://www.dover-kent.com/Dover-Society1/093/093%2023-25.pdf | 0.502367 | {
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HUNGER IN A CHILD
You know that gnawing emptiness in the pit of your stomach, that growling you hear? Imagine that for a child.
Right now, **1 in 5 American kids don't have enough food** and don't know where their next meal will come from.
Nearly 25% of children in Florida live in "food insecure" homes. The phrase "food Insecure" may sound mild, but it isn't. It means **those households don't have enough food for every family member to lead a healthy life**.
When we think of childhood hunger, we think about kids being tired, cranky or unfocused in class and at home. But for the millions of children suffering from hunger, there are serious, long-term effects.
Time and time again, studies have shown hungry students are more likely to:
- Have less energy
- Be more easily distracted and less interested in schoolwork
- Have lower math scores
- Repeat a grade
- Come to school late or miss the day entirely
But, hunger affects more than a child's cognitive development. It's among the most serious risk factors for mental health challenges. Researchers have found that childhood hunger is a predictor of depression in adolescence and young adulthood and may also play a part in contributing to mood behavior and substance abuse disorders. For children that experience hunger very early in life, there may be a negative impact on the healthy attachments they form with their parents and caregivers, which can also lead to mental health issues in the future.
What is People Helping People doing to work toward not letting any child in Hernando go hungry?
Each week of the school year, we send bags of food to roughly 500 children ensuring they have four meals for over the weekend. This is our Weekend Blessings program. PHP also sees that kids don't go hungry during school breaks or over the summer by also offering the food program during those times.
FOOD ASSISTANCE IS SUICIDE PREVENTION
Weekend Blessings is supported by grants from the following:
United Way
Suncoast Credit Union
www.phphernando.org
[REDACTED_PHONE]
THANK YOU TO OUR SPONSORS FOR HELPING PHP
STRIKE OUT HUNGER
Ackley Dental Group
Baycare Health System
Hairston Family Podiatry
Hernando Community Coalition
Dr. James and Patricia Jachimowicz
Kiwanis Club of the Adventure Coast
Knights of Columbus Council 11317
Elaine and Michael Moorman
Nature Coast Parrot Head Club
The Rotary Club of Spring Hill Central
Soliman Family Enterprises, LLC
Storey-Adams Family
Special Thanks to our King Pin Sponsor!
Simply healthcare
All proceeds benefit the mission of People Helping People in Hernando County
Good food brings people together and nourishes the soul
Sunday Blessings
Meal Sponsors -
August and September
THANK YOU!!!!!
BONEFISH GRILL®
HOOTERS®
Betty Marie’s CATERING
Comfortable Food at a Comfortable Price
Nita & Burton Melaugh
CALI Street TACOS
KIWANIS INTERNATIONAL®
B.P.O.E.
LONGHORN STEAKHOUSE
Please show your appreciation by supporting these fine establishments and organizations.
PEOPLE HELPING PEOPLE in Hernando County
www.phphernando.org
[REDACTED_PHONE]
Thank you to those who contributed monetarily in July and August
Charles Anderson
Anthony & April Artemisio
Kelly Brown
Catherine Buonemani
Marilene Cronk
Donation Jar at HELP Center
Elks Lodge 2582
Alexandra Gannon
Get Healthy Spring Hill
Syed Waqar Hasan, MD
Jonathan Judge
Alison Kalvelage
Joan Kenyon
James L& Sandra Morgan
Ron & Barbara Osipoff
John G Rinaldi
Gretchen Samter
Carla Rossiter-Smith
Donna Smith
Richard Sweade
Crystal Wint
Thank you to those who contributed In Kind in July and August
Anonymous (we know who you are!)
Caroline Apostolos
Audria
Edward Baer
Bombas
Richard Bonner
Maximillion Broderick
Jennifer Bruce
Frank Brunot
Luann Cambino
Trista Chiger
Tom Clark
Cleo
Robert Collins
Deluca Dentistry
Lenore Diaz
Dollar General
Corey Feener
Felicia
Melissa Finley
Frontline Ministries
Chase and Josie Gallows
Jenna Gartlin
Gen X Club Timber Pines
Ruth Hanriquez
Hernando Animal Hospital
Highpoint Community Center
Jessica Hogan
Alex Holt
Helen Jimenez
John
Christina Lawrence
Tammy Ledbetter
Joan Littlefield
Nichole Lovett
Luciano Vignali Campaign
Fran Mac
Galen Maddis
Michelle McMillian
Chris Morotta
Patrick Noble
Panera
Cheyanne Pierce
Providence Church
Publix
Jimmy Ramos
Robert
Salvation Army
Debra Seitz
Wendy Smith
Dottie Stone
Charles Stringer
Veronica Stringer
Susan and Cass
Tina and Fay
Ernes Torres
Angela Vanderputten
Valerie Young
We work with our volunteers we call Champions, to fill and distribute bags to those children in need. Weekend Blessings bags typically include kid friendly, easy to prepare items like mac and cheese cups, oatmeal, granola bars, fruit cups, canned pasta and meat, and pudding cups. The cost per bag can be as high as $10. Multiplied by 500 children…well, that’s a significant weekly cost.
PHP feels fortunate to receive funding from the United Way of Hernando County and Suncoast Credit Union to cover some of these costs and the support of the community through monetary donations. We are good stewards of those monies in that we purchase the food items at a discounted bulk rate, however, as everyone feels the increase in the cost of food, PHP does as well.
Mark McClarty, board member and director of the program, is especially cost conscious while also always making sure the children receive nutritious and fun food. “Our Weekend Blessings program plays a vital role in our ‘Taking a Bite of Hunger in Hernando County’. With this school year, we increased to providing for students in 14 schools and organizations, which equates to over 500 bags of food per week to feed food insecure kids. I can’t imagine what these families and children would do without this program.”
Chrissy is one of our Champions, “I have been involved in the Weekend Blessings program at People Helping People for close to 5 years. I along with several friends from St. Joan of Arc meet weekly at PHP and pack over 100 bags for middle school children. I enjoy being able to help provide food for children and giving families one less thing to worry about over the weekend.”
PHP supports families other ways. Our Mobile Food Distribution on the last Wednesday of each month hands out boxes full of food that benefit an average 150 children. Food donations from Publix, Dollar General, and private donors help us to feed another 500 on any given day at our HELP Center.
And we all know, sadly, there are children experiencing homelessness who are part of our weekly delivery of a hot meal to local campsites and also served at the HELP Center.
PHP would have it no other way.
It is our intention that no child in Hernando County goes hungry.
To learn more about how you can keep kids in Hernando fed, please call us at [REDACTED_PHONE]. If you know a child that may qualify, please contact your school’s guidance counselor. | web | http://phphernando.org/files/documents/292e674b-992b-43f2-89e5-044185801801.pdf | 0.480174 | {
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MATTHEW – LESSON EIGHTEEN
I. PLOTS AND PREPARATIONS LEADING UP TO THE ARREST OF JESUS (26:1-56)
A. Jesus predicts his betrayal and crucifixion (v.1-2).
B. The counsel, at the house of Caiaphas, plots the death of Jesus (v. 3-5).
C. Jesus anointed with costly ointment at house of Simon the leper in Bethany (v. 6-13).
D. Judas agrees with chief priests to deliver Jesus unto them (v. 14-16).
E. Jesus and disciples make preparations for the Passover (v. 17-19).
F. Jesus speaks of his betrayal to the apostles while eating Passover (v. 2025).
G. Jesus institutes the Lord's Supper (v. 26-30).
H. Jesus predicts desertion of disciples and Peter's denial of Him (v.31-35).
I. Jesus prays in Gethsemane (v. 36-46).
J. Jesus is arrested (v. 47-56).
QUESTIONS:
1. Characterize the mindset of the counsel that met at the court of the high priest.
2. How did Jesus view being anointed with ointment?
3. Give two points that show Jesus' hope for the world was not like the humanistic and humanitarian views for the world today?
4. From chapter 26, describe the character of Judas Iscariot.
5. The unleavened bread is connected with what feast?
6. What did Jesus do when he "blessed" the bread of the Lord's Supper?
7. What is the "cup" in the Lord's Supper?
MATTHEW – LESSON EIGHTEEN
8. Where does Jesus say he would partake of the Lord’s Supper again with His disciples?
9. Why did the disciples sing a hymn with Jesus before departing unto the mount of Olives?
10. What prophesy was to be fulfilled when Jesus was arrested?
11. What lesson do you learn from the comments of Peter and the disciples in response to Jesus’ predictions of their being offended in Him?
12. What kind of place is Gethsemane?
13. Why is it that Jesus is so sad and troubled in Gethsemane when He has been preparing his disciples for his death so much?
14. Why is it important that Jesus’ capture be done with no resistance?
15. What did Peter do in defense of Jesus?
16. How did Jesus respond to Peter’s defense?
17. Could God have stopped the arrest and death of Jesus? Why did not stop the killing of His Son? | web | http://parkviewcoc.org/matthew18.pdf | 0.470306 | {
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Miss Willie's Bucket List
Everybody loved Miss Willie. The little corgi mix was hard to resist, with her wagging banner of a tail, her sweet little face, and her jaunty, self-assured walk. She still looked puppyish and up for any adventure even after she had grown very old and sick.
PETA fieldworkers came to know and love Miss Willie over the course of more than a decade, paying her regular visits in Halifax County, North Carolina, where she was kept chained outdoors on a depressing patch of dirt.
They took her a sturdy doghouse and filled it with straw to offer her some protection from the winter cold. They got her spayed so that she would not,
like so many other dogs, give birth to litter after litter of puppies and contribute to the homeless-animal epidemic. They also gave her food, toys, and treats and cleaned and refilled her water bowl. And they always lingered after they were finished to scratch her ears, kiss her nose, and tell her how special she was.
Despite repeated pleas, PETA's fieldworkers could not persuade Miss Willie's owner to let them give her a chance at a better life. One day, fieldworker Jes Cochran arrived to find the little dog coughing, wheezing, and so weak that she was barely able to stand. Jes took her to the vet, but the news was grim: She was suffering from end-stage heartworm disease, lung tumors, two tick-borne diseases, and other ailments. She had only weeks to live. Then and only then did her owner agree to turn her over to PETA.
That's when Jes decided to make Miss Willie's final days the happiest ones of her life by coming up with a "bucket list" of dog-centric activities. (Watch the video here: PETA.org/MissWillie.) They included a canoe ride, a day at the beach, pizza and "Taco Tuesday" parties, a spa day with a massage, a trip to the local fire station (where she "thanked" the firefighters for their service), and a birthday bash, complete with balloons, party favors, and—best of all—vegan cake! For the first time in her life, the little dog slept inside on soft bedding after days full of fun and finally had the chance to experience joy, mental stimulation, and love.
Sixteen fun-filled days after her rescue, she died peacefully, surrounded by people who loved her. "We're grateful that we were able to give Miss Willie some joy after all the neglect she experienced," says PETA Senior Vice President Daphna Nachminovitch. "This story shows exactly why PETA wants to see the tethering of dogs banned everywhere, including in Halifax County, where this dog languished for over a decade."
In Miss Willie's memory, PETA is working hard to get chaining banned in Halifax County (and elsewhere) so that no other dogs will have to suffer chained up, forgotten and lonely, for 12 long years as Miss Willie did. Dogs are social pack animals, and keeping them isolated is like sentencing them to life in prison without parole. You can help dogs like Miss Willie by supporting PETA's efforts, working to get chaining banned in your area, and informing an adult whenever you see a dog who is being neglected.
Comprehension Questions: Miss Willie's Bucket List
1. How did PETA fieldworkers care for Miss Willie while she was chained outdoors?
_______________________________________________________ <Insert Text Here>
_______________________________________________________ _______________________________________________________
2. How did Miss Willie become so sick?
_______________________________________________________ <Insert Text Here>
_______________________________________________________ _______________________________________________________
3. Why do you think animals need mental stimulation?
4. Why does PETA work hard to ban the tethering of dogs outside?
5. How can people help chained dogs? | web | https://www.peta.org/wp-content/uploads/2020/05/Miss-Willie-Rescue-Reading-Comprehension-Sheet-Online-Editable.pdf | 0.493687 | {
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The Church on the Corner A History of Selwyn Anglican Church Mangere East, 1863 – 2012
Author:
Christopher Paxton
Published: 2016
Publisher: Selwyn Church Mangere East
ISBN:
[REDACTED_PHONE], [REDACTED_PHONE]
Book Reviewer: Warren Limbrick
Christopher Paxton has authored an attractive history of the people of Selwyn Church and their place of worship. Growing from Holy Trinity, Otahuhu, its story gathers momentum in the social and industrial context of the late 19th and early 20 th centuries as local farming moved to progressively heavier industry. Employment became focused in candle and soap production, fertilizer factories, freezing works and associated abattoirs. By the late 1920s the railway workshop redevelopment gave new impetus to Mangere East's residential development and the 1863
timbered church building was moved from Otahuhu by traction engine and rollers in 1927, the gift from the parent parish marking a watershed in the development of the local church. Originally dedicated in 1863 by Bishop Selwyn it was rededicated in 1928 by Archbishop Averill and renamed as 'Selwyn Church'.
Worshippers in the newly acquired church faced serious adversity with the onset of the Great Depression, with 'hundreds of families of the parish out of work' and in poverty. Meagre financial assistance by government, evictions of rent defaulters and inadequate relief schemes for unemployed workers brought financial difficulties for many Anglican parishes. Christopher Paxton conveys a sense of the widespread deprivation and personal crises which only began to be resolved with the election of the first Labour Government in 1935 on policies of full employment and relief of poverty culminating in the 1938 Social Security Act. But as that healing took effect the disruption of World War gripped all communities, though it is strangely absent from the narrative. For this reader, as a schoolboy at Otahuhu Primary in the war years, the U.S. military presence, men and matériel, was pervasive in the area after 1942, and the absence of local men of conscription age had social consequences and impacts on parish life and ministry which are not mentioned. The story jumps too quickly to the post-war era.
The continuing strength of the fellowship is delineated well. Ladies Guild and Sunday School, picnics and fundraising for a new hall and the uncertainties of 'repair or replace' decisions relating to the church building – the latter decisions settled later by the daunting conservation project achieved with community and institutional support by 2012. Vignettes of parish life enliven the chronicle. Revd Bill Vercoe's priesthood in the 1960s is seen as the touchstone for 'Selwyn Church's long golden summer' with voluntary participation of many kinds strengthening the congregation. 'God's Gang' youth ministry, along with Scouts and Girl Guides stimulated more lay leadership – not least the innovative 'Extension Guiding' which gave opportunity in the local community for girls and women with handicaps or special needs
Demographic changes after 1970 and trends affecting the wider church challenged Selwyn Church to adopt new ways of ministry and mission. Paxton relates the initiative of Bishop Gowing and the diocese
to form a Team Ministry together with Mangere Central and Mangere Bridge but identifies inadequate consultation by the diocese as a cause of tensions and difficulties which disrupted patterns of church life through role confusion resulting in loss of parishioners. Yet the radical changes gave positive results outside the church walls. Widespread unease relating to gang problems amongst Māori and Pacific Island youth produced Joint Youth Teams 'J –teams', comprising clergy, police and welfare officers. From the Mangere East base, under the Revd Ben Te Haara's guidance, they patrolled–incognito--the streets and haunts of south Auckland in the small hours, to offer counsel and advocacy, to prevent juvenile crime, and to improve community relationships and understanding. Four years later in 1975 Mangere East withdrew from the team and reverted to its Parochial District status and boundaries.
Yet the local church's ministry amidst socio-economic injustice was to be sustained and deepened. Paxton's account of community-facing ministry under the Revd Jean Brookes, the first woman to become vicar, followed by Co-Vicars Vicki and Peter Sykes reveals a growing commitment to new paths of Christian service and care in a marginalised community. Prophetic ministry increasingly crossed boundaries of cultural, racial and gender distinction. Ecumenical as well as ethnic collaboration found expression in a neighbourhood development scheme, skills acquisition, bicultural partnership in licensed ministry, and women's resourcing and Christian education initiatives. But the congregational cost was a further draining of members depicted as weary of change and conflict. Local Shared Ministry was then attempted but questions of funding and the shape of ministry scuttled its promise – seemingly neither diocese nor parish, singly or together, could meet the costs of such ministry. It is sobering reading. Paxton's narrative draws to a close portraying a small resilient group of lay volunteers continuing to undergird faithful clergy in tikanga-based arrangements, then in short-term and medium-term arrangements with part-stipendiary and voluntary rostered priests. With much personal sacrifice such ministry continued to nurture the people in pastoral care, liturgy and administration, and as best able, persevering with that strongly defining spirit of 'The Church on the Corner' which looks beyond its own boundaries. Christopher Paxton's book is an historical case study of congregational mission in a time of acute social change. It is a worthy inspiration - and cautionary tale as well - for clergy and congregations embarking on community- facing local ministry. | web | https://www.historyanglican.nz/wp-content/uploads/2021/10/The-Church-on-the-Corner_-Mangere-East.pdf | 0.424317 | {
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2023-2024 International History Bee and Bowl Regional Tournament Study Guide Question Set Gamma
Instructions: This study guide should be your first resource in preparing for the International History Bee and Bowl Regional Tournament that is run on the Gamma Set of questions for the 2023-2024 academic year. Most of the facts below are found at some point in the preliminary rounds of this Set. Thus we have selected these facts for this study guide to help make your preparation easier and more efficient. This study guide is particularly meant to help new players and teams – not to determine the ultimate winner of the tournament. For that, you will need to do more preparation, in particular we recommend reviewing the past questions that are posted on the website at www.ihbbeurope.com, www.iacompetitionsasia.com, or www.ihbbcanada.com as well as the other resources there, such as the National Capitals Study Guide.
Remember that the questions are all short paragraphs on a particular topic, so if a topic is referenced below, then it is a good idea to learn a bit more about it on your own than what is listed here (since additional facts about a topic will also be referenced in the question). On the other hand, it is generally not helpful to memorize the dates of events or of famous people's birth and death years - those are provided below for historical context, not because we will likely as for those. It is also helpful to read, at a minimum, the introduction of a Wikipedia page on a topic to gain additional historical context about why it is significant. For the International History Bowl, we strongly recommend that your team divide up the topics here among the players who will be competing, so that at least one person on the team is responsible for knowing each of the various topics. On the other hand, remember that some of the topics below will be referenced in the questions in the International History Bee preliminary rounds, where students play individually, so it behooves students playing in the Bee to know all of the information contained below here. Good luck!
African History
1. The Central African Republic (CAR) is a country that was once led by Jean-Bédel Bokassa, who declared himself emperor.
2. Jollof rice is a culturally significant dish that is popular in West Africa and named for the Wolof people of modern-day Senegal.
3. Lake Chad is a body of water in Central Africa. The lake has been depleted since the 1970s by water rerouting plans.
Asian History
1. The Song dynasty (960-1279) was an imperial Chinese dynasty that included the first use of paper currency, the perfection of the first compass, a treatise on the composition of gunpowder, and a porcelain form of movable type.
2. Nineveh was the capital of the neo-Assyrian empire. The empire's peak was overseen by rulers such as Ashurbanipal and Sargon the Second.
3. Sejong the Great (1397-1450) was a leader of Korea during the Joseon dynasty.
4. The presence of the sepoy, a term for an Indian soldier, was common during the rule of the British East India Company until Bahadur Shah the Second's involvement in the Indian Rebellion of 1857, or Sepoy Mutiny.
5. The only female empress of China to rule in her own right was Wu Zetian (624-705), an influential Queen Consort of the Tang Dynasty (618-907).
6. The Tokugawa shogunate (1603-1858) was a Japanese government founded by Tokugawa Ieyasu after the Battle of Sekigahara.
7. The national flag of India is based on the Swaraj flag, which was designed by Mahatma Gandhi and depicts a spinning wheel in its center.
8. The House of Wisdom was an Abbasid library in Baghdad and academic institution of the Islamic Golden Age.
9. The third Emperor of the Ming Dynasty (1368-1644) was the Yongle Emperor (1360-1424), who ordered the construction of the Forbidden City and Porcelain Tower, as well as sponsoring the expeditions of Zheng He.
Ancient History
1. Carthage was the capital of Roman North Africa. Located in modern-day Tunisia, Carthage was also the capital of the Carthaginian empire, whose greatest general was Hannibal Barca.
2. Greek Fire was a type of weapon using flammable liquids and chemicals that was used by the Byzantine empire during its defense from Arab sieges.
3. The Year of the Four Emperors (68-69 CE) preceded the Flavian dynasty and included successive rulers Galba, Otho, Vitellius, and Vespasian.
U.S. History
1. Lyndon Baines Johnson (1908-1973) acceded to the presidency upon the assassination of John F. Kennedy (1917-1963).
2. Area 51 is a U.S. Air Force base that is conjectured to contain remains of aliens and alien spacecraft.
3. The Battle of Iwo Jima was a 1945 battle in the Pacific Theater of World War II, in which U.S. Marines overran a heavily-entrenched Japanese Army position at high cost.
Latin American and Caribbean History
1. Rafts were used by pre-Columbian civilizations to travel along the coast of South America, as proved possible by Thor Heyerdahl's 1947 Kon-Tiki expedition.
2. Vasco Núñez de Balboa (1475-1519) was a Spanish conquistador who, in 1513, crossed the Isthmus of Panama, becoming the first European to see the Pacific Ocean.
3. Ernesto "Che" Guevara (1928-1967) was an Argentinian Marxist revolutionary who was a key figure in the 26th of July Movement that brought Fidel Castro to power in Cuba.
4. Francois "Papa Doc" Duvalier (1907-1971) was the president and autocratic dictator of Haiti from 1957 until 1971.
5. A full third of the male population of Paraguay was killed during the War of the Triple Alliance, which was started by its president, Francisco Solano Lopez.
European History
1. Leonardo da Vinci (1452-1519) and Amerigo Vespucci (1451-1512) were born in Florence, the center of the Italian Renaissance (c. 1400). In the 1430s, the Medici family of bankers became the most powerful house in Florence, patronizing Raphael, Michelangelo, and many others.
2. Sir Isaac Newton (1642-1726/27) formulated his Three Laws of Motion in the 1687 work Principia Mathematica.
3. Gladiators were Roman armed combatants who fought public duels in venues like the Colosseum for the amusement of the Roman public.
4. Wernher von Braun (1912-1977) was a German scientist who was extracted to the United States as part of Operation Paperclip.
5. Austrian Kurt Waldheim (1918-2007) served as the fourth secretary-general of the United Nations from 1972 until 1981, succeeding U Thant of Myanmar.
6. The Berlin Airlift (1948-1949) was an American operation following World War Two to resupply the blockaded city of Berlin.
7. François Mitterand (1916-1996) served as president of France from 1981 until 1995.
8. King George III (1738-1820) was the King of Great Britain and Ireland during the American Revolution
.
9. The Ustaše was a Fascist organization that operated in Croatia from 1929 until 1945.
10. The Battle of Leipzig was an 1813 engagement between the Sixth Coalition and Napoleon Bonaparte (1769-1821).
11. Francisco Franco (1892-1975) was a Spanish general who became dictator of Spain after the Spanish Civil War, ruling from 1939 until 1975 under the title Caudillo.
12. Leif Erikson (c. 970-1025) was a Norse explorer who founded Norse settlements on Greenland and gave the modern Labrador coast of Canada the name Vinland. That expedition made him the first European to set foot in North America.
13. The House of Bourbon is a ruling dynasty that originated in the Kingdom of France. Notable rulers from this house include Henry IV, Louis XIV, and Louis XVI.
14. Leon Trotsky (1879-1940) was a Bolshevik revolutionary and theorist. Trotsky and the Bolsheviks supported Vladimir Lenin (1870-1924) and opposed the Mensheviks.
15. The Warsaw Pact (Treaty of Friendship, Cooperation and Mutual Assistance) was a collective defense agreement led by the Soviet Union and consisted of the USSR and seven other allied Eastern European nations.
16. Benjamin Disraeli (1804-1881) served as prime minister of the United Kingdom in 1868, then again from 1874 until 1880.
17. The Hungarian Revolution of 1956 aimed to topple the country's Soviet-guided government, resulting in the short-lived leadership of Imre Nagy (1896-1958).
18. The Risorgimento is the term for the political movement that culminated with the kingdoms of the Italian peninsula unifying into a single Kingdom of Italy in 1861.
19. The Irish Potato Famine (1845-1852) was a period of mass starvation in Ireland that was exacerbated by the Corn Laws.
20. Hildegard of Bingen (1098-1179) was a Benedictine abbess and German polymath who was accomplished as a writer, philosopher, and composer.
21. Florence Nightingale (1820-1910) was a British woman who is best-remembered for her role in providing aid during the Crimean War (1853-1956). | web | https://www.ihbbeurope.com/wp-content/uploads/2023-24-IHBB-Gamma-Set-Study-Guide.pdf | 0.489454 | {
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**Growing Recipe**
**COLEUS FLYING CARPET™ 'ZINGER'**
FLYING CARPET™ SERIES
| Pot Size | Approximate Finish Time From Liner |
|----------|-----------------------------------|
| | Plug to Gallon |
| | Plug to 4" |
- **pH:** 5.8 - 7.0
- **Fertilization Recommendations:** 100 - 150 PPM
- **EC:** 1.0 - 2.0
- **Light Levels:** Shade to part shade
- **Water Requirements:** Well drained between waterings
- **Hardiness Zones:** 10 - 11
- **Possible Problems:**
- Insect: No major problems
- Diseases: No major problems
- **Habit:** Trailing mound
- **Day Length for Flowering:** Day neutral
- **PGRs:** Not required or recommended
---
**Description**
The foliage has a bright lime edge with a scarlet center that fans out over a rippled and rounded-toothed border. Its dense, full cascading habit looks perfect alone in a basket. Combine with trailing annuals like Calibrachoa and Angelonia. Branches well with no pinching. An excellent replacement for Impatiens.
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Students as Researchers
Reading Skills
Sometimes students struggle with research because science articles can have a high reading age. Sites such as www.readable.io and www.rewordify.com are useful for teachers and students in making material more accessible to younger readers. You can follow a tutorial which shows how these online tools can be used by both you and your students to reduce the reading age of articles by clicking here.
Many students might have limited experience in reading factual material for comprehension. Some classroom strategies which can be used to develop students' capacity to engage with science writing can be found here.
Beginning to Search
While general websites such as Google and Yahoo are useful, refining a search can help students narrow the field of results. To help students with this, you might like to refer to our resource providing tips for successful internet searches (here).
It may be useful for novice researchers to begin with some sites that are suitable for students of secondary school age. You may wish to initially guide students towards websites which have only science content and are designed for young researchers and readers. Later, your students might extend their search to a more expansive site. Finally, when they have developed the skills of assessing reliability of source, they will be able to move to more general websites and search engines and make judgements as to the reliability of what they are seeing or reading and its relevance to their research.
Some search engines and host sites which might help your students are listed on the next page, with a brief description of what they host. Click on the image to go to the site.
Some Sites for Students
This "Young Scientists" Journal provides opportunities for students to access research by other students and also to publish their own science research.
Great site to introduce your students to blogs and for them to begin exploring the concepts of reliability, accuracy and bias in blogs. They might also like to become bloggers!
Search to Research
Once students have begun to develop the skills of searching for information they can then move on to develop their research skills including:
- Discriminating between sources,
- Documenting sources used, presenting justification,
- Analysing points of view,
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The Freedom of a Christian 1520
The Annotated Luther Study Edition
Discussion Guide
Timothy J. Wengert
Overview
Written as the papal bull of excommunication was on its way to Wittenberg from Rome, Luther expressed the deep freedom he experienced through faith in Christ. At the same time, this freedom was not an individualistic or isolated freedom but one that—as the second half of the tract makes plain—expresses itself most completely through unconditional service to our neighbors and to this world that Christ died to save.
Discussion Questions
1. How might the dedicatory letter to Pope Leo X serve as a “case study” in how to practice Christian freedom? (p. 468).
2. Luther started his tract by saying, “Many people view Christian faith as something easy.” In *The Freedom of a Christian*, what does it mean to have faith?
3. What did Luther mean by separating the inner person from the outer person?
4. What happens in the union of the bridegroom, Christ, and the soul through faith?
5. In what sense is Christ’s free justification of sinners both subjective (personal) and objective (not about us)?
6. What are your thoughts on Luther’s assertion that good works don’t make a person good but that a good person goes good works? What Bible verses or illustrations from daily life did Luther use to help make this point?
7. As the tract moves into its second half, why did Luther insist that discipline was still necessary for Christians?
8. Based on the second half of this text, how might you describe Lutheran views of good works?
9. What does it mean to be free to serve?
10. After reading the entire tract, how would you explain Luther’s conviction that Christians are both free lords of all and dutiful servants of all? | web | https://ms.fortresspress.com/downloads/9781506413518_DiscussionGuide.pdf | 0.436871 | {
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Solar Eclipse Viewing Party
On Monday, April 8, the big day of the solar eclipse was finally here! The library hosted a
sun and magnify it 6x), and low-tech devices to viewing party that featured eclipse glasses, sunoculars (which look like binoculars, but are used to view the
Viewing the eclipse through a colander's shadow
coverage of the event from locations in the path of totality for the eclipse and sun-themed snacks. Everyone was happy that the sun decided to come out that day, so we could see it slowly disappear!
view the eclipse like a cereal box pinhole viewer and a colander. Inside the library was NASA's livestream
National Library Week Visit
In celebration of National Library Week, April 7-13, the library was happy to receive a visit from Dr. Darrell Williams, Assistant State
Superintendent for the Division for Libraries and
Technology, and Dr. Jill Underly, State Superintendent of Public Instruction. The visitors got a tour of the library, and even got to enjoy a storytime!
Taylor Swift CD Release Party
Taylor Swift's new album, The Tortured Poets Department, was released on Friday, April 19 and
and black and white snacks as an homage to the new album's color aesthetic. Participants could the library threw a party to celebrate! The event had decorations in the color schemes of the different album eras
lyrics of Taylor Swift's songs, as well as a copy of the new CD. Another fun element was the make blackout poetry from book pages and beaded friendship bracelets to keep or trade with each other. The main event was a big trivia contest, which pitted teams against each other over five rounds of Taylor Swift-themed trivia. The winners came away with fun prizes inspired by the
Costume contest participants, winner in center of photo
played throughout the event. Thanks to everyone who came out for this fun time celebrating pop culture and music!
costume contest, the winner of which also won a copy of the new CD. Classic and new songs were
Page 1
Children's Spring Programming
In the second week of April, our programming for children started back up after a brief break. For this new spring season of programming, we have lots of fun options for kids of all ages.
Following Lullaby Club on Tuesday mornings at 10:30 AM is Babygarten Bounce. This higher energy storytime features rhymes, bounces, and
For our littlest patrons, we have three different storytimes that feature different energy levels and activities. First up on Tuesday mornings at 9:30 AM is the Lullaby Club, a gentle and quiet bonding time for babies and their caregivers. Little ones also enjoy interacting with each other during social time after the program.
is intended for children 0-5 and their caregivers.
dancing for little ones who like to move! Another storytime for children who like to dance and move is Storytots Sing Along on Wednesday mornings at 10 AM. This storytime is focused on music and movement and
For kids ages 6-11, we have the Who Would Win? Book Club on Tuesdays at 3:30 PM. Kids
from 1:30-3:00 PM, the library has rotating programs for kids ages 6-11: Builders Club, Pokemon Club, and Movie WednesDAY.
read a Who Would Win? book together, then do an activity related to the animals they learned about in the book. On Wednesdays
Page 2
Adult Educational Programs
The library provides many opportunities for adults to learn and connect. At our monthly Baraboo Buds Garden Club, we have partnered
The Baraboo Buds Garden Club learns about Wisconsin pollinators
LaCrosse from the Sauk-Columbia County Honey Producers Association gave a presentation on Wisconsin Pollinators.
with the Sauk County Master Gardener Association to bring in speakers, such as at April's meeting where Laura Ahola and Lenny
We have also been pleased to partner with the Baraboo Range Preservation Association to
present their Cabin Fever
Cabin Fever Lecture
Lecture Series. The fourth event in the series was "Firewise: Let's which taught homeowners how to protect their property from wildfires.
Be Ready,"
If you enjoy educational content like this at the library, you are in luck! We will be presenting more lectures this spring and summer. On Tuesday, May 14, Baraboo Buds and Powered Up Baraboo are co-sponsoring "Through the Looking Glass: Studying and Reducing Bird-Window Collisions," presented by Brenna Marsicek from the Southern Wisconsin Bird Alliance. And on Thursday, July 11, we will have Dr. Sissel Schroeder presenting "From Wood to Watercraft: Dugout Canoes of Wisconsin," made possible by the UW Badger Talks program.
The Joy of Reading
The love of reading starts early! This young patron just couldn't wait to start reading her book! | web | https://www.csmpl.org/sites/www.csmpl.org/files/2024-04/2024MayCurrent.pdf | 0.491435 | {
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Heat Stroke Symptoms
- Extreme panting & difficulty panting
- Bright red gums, tongue, ears & skin
- Thick sticky saliva & drooling
- Vomiting & diarrhea
- Unresponsiveness & Lethargy
- Rapid heart or respiratory rate
- Decreased urination
- Unsteadiness & staggering
Your Dog’s Body Temperature
- Heat Stroke: 107-109 °F
- Heat Exhaustion: 104 °F
- Healthy: 100.5-102.5 °F
If You Suspect Heatstroke
- Cool your dog down using cool water to prevent their temperature from rising further. **NEVER** use cold water.
- Call your vet to tell them you are on your way, immediate veterinary attention is recommended.
- During transport turn on your air conditioning or open your windows to help cool your dog.
- Heatstroke treatment may include intravenous fluids, oxygen, and blood tests to check for organ damage.
- Severe cases of heatstroke may require several days hospitalization or even result in death.
Heat Stroke Can Kill A Dog In 15 Minutes
https://thepetgal.com/does-your-dog-have-heat-stroke/ | web | https://t4u4c8t5.rocketcdn.me/tpg_wp/wp-content/uploads/2018/08/does-your-dog-have-heat-stroke.pdf | 0.441745 | {
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Natural Heritage
& Endangered Species
Program
www.mass.gov/nhesp
Massachusetts Division of Fisheries & Wildlife
SPECIES DESCRIPTION: The Purple Martin is the largest of the North American swallows. The adult male is a glossy blue-black color, and females are blue-black above and lighter gray-brown below. The female is further distinguished by a gray collar and forehead. Juveniles resemble the female with less blue-black above. Martins forage for insects on the wing, often at higher altitudes than other swallows. Purple Matins are a cavity-nesting bird that often forms breeding colonies.
DISTRIBUTION AND ABUNDANCE: Purple Martins breed from central Alberta southeastward through Ontario, southern Quebec, and northwest Nova Scotia, running south through the United States primarily east of the 102 nd parallel and as far south as the Gulf Coast and southern Florida. They are also found in the mountains of New Mexico, southern and northwest Arizona, western Colorado, north central Utah, and along the eastern slopes of the Cascade Mountains of California and western Mexico. Populations are at risk in California due to human activity and competition with starlings. However, populations often rebound in areas where nesting structures are provided. Martins have declined in Massachusetts, but they have strongholds in coastal areas in the northeast and southeast regions of the state. Purple Martins are a long-distance migrant with a large wintering range spanning 7 countries in South America including Bolivia and Brazil.
Purple Martin Progne subis
State Status: None
Federal Status: None
HABITAT DESCRIPTION: Martins traditionally inhabited forest edge or beaver flowages where woodpeckers have bored holes into dead snags. Although Purple Martins can still be found using natural cavities in the western United States, in the east they are now dependent on human-maintained nesting structures like gourds or houses.
THREATS: Lack of adequate nest cavities, particularly in western North America, has resulted in a limited population size. In eastern North America, humansupplied nest sites seem to adequately supplement Purple Martin populations. That said, reliance on human intervention for nest sites creates a situation that is not ideal to sustain such a small and somewhat isolated population, particularly because nest boxes may be more quickly occupied by House Sparrows and European Starlings, thus requiring more rigorous human intervention. Several days of continuous cool wet weather can be particularly hard on martins and may result in high mortality rates that can wipe out entire colonies.
A Species of Greatest Conservation Need in the Massachusetts State Wildlife Action Plan
Massachusetts Division of Fisheries & Wildlife
1 Rabbit Hill Rd., Westborough, MA; tel: [REDACTED_PHONE]; fax: [REDACTED_PHONE]; www.mass.gov/dfw
Please allow the Natural Heritage & Endangered Species Program to continue to conserve the biodiversity of Massachusetts with a contribution for 'endangered wildlife conservation' on your state income tax form, as these donations comprise a significant portion of our operating budget. www.mass.gov/nhesp
P
REFERENCES:
Tarof, S., and C.R. Brown. 2013. Purple Martin (Progne subis), The Birds of North America Online (A. Poole, Ed.). Ithaca: Cornell Lab of Ornithology; Retrieved from the Birds of North America online.
Veit, R., and W.R. Petersen. 1993. Birds of Massachusetts. Massachusetts Audubon Society, Lincoln, MA.
Walsh, J., and W.R. Petersen. 2013. Massachusetts Breeding Bird Atlas 2. Massachusetts Audubon Society and Scott & Nix, Inc.
Prepared 2015 | web | https://www.mass.gov/doc/purple-martin/download | 0.481775 | {
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10 Top Tips For Communication
1. Get your child's attention first
Crouch down or sit down so they can see you and say their name before speaking or asking them a question.
2. Give your child time to respond
Your children often need more time to think what to say, so wait longer than you would with an adult.
3. Teach your child new words
Make learning new words fun. For example, if you're teaching the names of fruits, encourage the child to feel, smell and taste the different fruits as they learn the words.
4. Build on what your child says to you
Talking very clearly, add one or two more words to the child’s sentence. For instance, if the child says ‘look, car’, you could say ‘yes, it’s a red car’.
5. Use lots of expressions
Speak in a fun voice and use gestures and facial expressions to back up your words. You’ll be giving more clues about what your words mean.
6. Praise your child’s efforts, even if the results aren’t perfect:
If your child says a word or sentence wrong, simply say it back to them right. Don’t point out the mistake.
7. USE SIMPLE, REPETITIVE LANGUAGE
Keep sentences short. Describe what you are doing during everyday activities (‘I’m washing a cup’).
8. Be careful with questions:
Try not to ask too many questions, instead talk about what your child is doing and give them time to respond e.g. ‘You’re splashing in the water…’
9. Imitate your child’s language:
With very young children, simply imitate their words and sentences. Play games blowing raspberries or copying their funny faces. Copying is how children learn and they’ll enjoy you copying them too.
10. Make learning language fun!
Play around with words, sounds and sentences. Don’t be afraid to talk in funny voices, make up silly words or have daft conversations.
Seaside SaLT Drop In
Our drop in's are a free service in which parents and carers can come and ask questions and voice their concerns about their child’s: Speech, Language and Communication development.
The drop-ins are every Thursday, in the following areas:
- First Thursday of the month - Scarborough
- Second Thursday of the month - Whitby
- Third Thursday of the month - Malton / Norton
- Fourth Thursday of the month - Bridlington
Contact us for more details at:
www.seasidesalt.co.uk
Social media -
Fb: @seasidesalt
Insta: seaside_salt
Helen Harron-
email: [REDACTED_EMAIL]
Tel no:07862178850
Kate Hemingway-
email: [REDACTED_EMAIL]
Tel no:07562755011 | web | https://seasideslt.co.uk/wp-content/uploads/2023/12/ten-top-tips-for-communicating-1.pdf | 0.447573 | {
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Sheila Stephen's
Teachers' Workshop
Children with Special Needs
Be diligent in these matters; give yourself wholly to them, so that everyone may see your progress. (1 Timothy 4:15)
From 1 st October 2004 churches will have to 'make reasonable adjustments' to their premises to overcome barriers which make it difficult or impossible for people with disabilities to have access to their buildings and services.
However, the legislation doesn't only help us to think about ramps and toilets, it helps us to focus on all we can do to include everyone, adult or child, who has a disability, in our services and meetings.
What would Jesus do?
Study the following passages and draw out some principles from the practice of Jesus.
What should we do?
- Matthew 8:1-4; Luke 5:17-26
- Luke 13:10-13; Luke 14:12-14
- John 5:1-9
What did David do?
Study the following passage and notice the dignity which David gave to this man who was disabled.
- 2 Samuel 9
Essential reading
- Special Children, Special Needs by Simon Bass. Church House Publishing ISBN 0-[REDACTED_PHONE]
- Carpenter's Kids and Roofbreaker Guides from Through The Roof, PO Box 353, Epsom, Surrey, KT18 5WS
- Bible PROSPECTS, a series of Bible Reading Notes for people with a learning disability.
Discuss the following:
- Our attitudes
- Our terminology
- Our practice
- Our programmes
- Our language (Do we use too many abstract terms? Can we sign to songs?)
- Our use of text (drawings help, lower case, bold clear fonts in size 14-18)
- The need for simplicity, repetition, routine
- One-to-one support (a buddy system)
- Some training. | web | http://goteach.org.uk/store/freedownload/DL-WKSHP-05-D | 0.422316 | {
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Across the GJUESD, over 1600 students have received an Engagement Session in the first trimester.
2021-22 Greer Trimester 1 Engagement and Enrichment Sessions with Jennifer Collier
Teachers--To reserve a timeslot, select (1) activity from above and note it below. Only(1) Teacher per time slot. The last day to make changes to this schedule is Oct. 15 by 3:00 pm.
Building a Bright Future for All Learners
Galt Joint Union Elementary School District | web | https://www.afterschoolnetwork.org/sites/main/files/file-attachments/galt_engagement_sessions.pdf?1642201851 | 0.508847 | {
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Frequently Asked Questions
1. Why did the Lake Dunlap dam fail and why does it matter to Lake McQueeney?
The Lake Dunlap and Lake McQueeney dams were built between 1927 and 1928 and are mostly comprised of their original components. The failure of the Dunlap dam was in the steel truss-like "gate" on top of the dam that is lowered during a rain event to provide flood management. At the time of this writing, it is believed the lower hinges on the upriver gate failed at the Lake Dunlap dam. Due to the similarity in design, the Guadalupe-Blanco River Authority (GBRA) feels the gates on the Lake McQueeney dam should be replaced.
2. Why is the water level on Lake McQueeney lower than it usually is? Prior to the collapse of the Lake Dunlap gate, Lake McQueeney was lowered approximately 18" for repairs to its gates. During this time, the Lake Dunlap gate failed, raising concern for the McQueeney dam gate's viability. GBRA decided to abandon the repairs on the McQueeney dam due to safety concerns and lower the lake another 6" to minimize water pressure. It is unlikely the lake will be raised back to its normal level until replacement gates are built.
3. Why do we need movable gates? Can't we just build a fixed concrete dam? A fixed concrete dam without movable gates would cause water to back up and create a larger flood area than exists today. This would change the local FEMA flood maps and create a bigger flood-zone area.
4. Doesn't our dam provide flood control? Can't we get FEMA money? Because we do not have the capacity to "store" water like Canyon Lake, McQueeney is considered a recreational lake only and not a "flood control" lake. Therefore, we do not qualify for FEMA grants or other federal assistance.
5. How will the dam gates be paid for, maintained, and managed going forward? Through the efforts of FOLM, the Lake McQueeney Preservation Committee, and community grassroots and contributions, funds were raised to examine the engineering, legal, and financial options for preserving Lake McQueeney Dam. As a result, agreements were established with GBRA and Lake McQueeney Water Control and Improvement District #1 (WCID) was established and confirmed by an overwhelming majority of voters of the district in November, 2020. The taxes on waterfront property owners within the WCID provide a means to pay for bonds and work with GBRA for the financing, management, and preservation of the dam. The WCID has received approval for low interest bonds from the Texas Water Development Board. More information, documents, and details about the WCID are available on its website, https://www.lakemcqueeneywcid1.com.
6. What is the schedule for the dam reconstruction? How low will the water go during construction?
The latest information about the dam should be available on the WCID website. Generic planning estimates are for the engineering study to be complete by late summer/early fall, 2021, then straight into bidding collection, resulting in awarding the project in early winter. Draining would begin late winter into early spring 2022. Actual construction is expected to take 24-28 months. The current plan discusses lowering the water level another 7-8' with possible fluctuations. This could change based on lessons learned from Lake Dunlap and other contractors assessing the project. Studies continue to determine if the water level can be adjusted and/or the construction time frame compressed.
7. What about tree and bulkhead problems, and dredging possibilities while the water is low? FOLM is working on all these issues and will post information on our website, as it becomes available. | web | https://www.lakemcqueeney.org/pdf/DamFAQs.pdf | 0.42957 | {
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Hazard Alert
Heat Illness at Work Can Be Deadly
Remember these three simple words:
Water, Rest, Shade
Who is affected?
Any worker exposed to hot and humid conditions is at risk of heat illness, especially those doing heavy work tasks or using bulky protective clothing and equipment. Some workers might be at greater risk than others if they have not built up a tolerance to hot conditions.
Occupations most affected by heat-related illness are:
- construction, trade/transportation/utility
- agriculture and building/grounds maintenance and cleaning
- transportation/baggage handling
- water transportation
- landscaping services; greenhouse, nursery, and floriculture production
- support activities for oil and gas operations
NH DHHS Resources
Excessive Heat Fact Sheet
http://www.dhhs.nh.gov/tips/documents/heat.pdf
Press Release
http://www.dhhs.nh.gov/media/pr/2013/07-jul/07152013heat.htm
Symptoms
Heat Stroke
- High body temperature
- Confusion
- Loss of coordination
- Hot, dry skin or profuse sweating
- Throbbing headache
- Seizures, coma
Heat Exhaustion
- Rapid heart beat
- Heavy sweating
- Extreme weakness or fatigue
- Dizziness
- Nausea, vomiting
- Irritability
- Fast, shallow breathing
- Slightly elevated body temperature
Heat Cramps
- Muscle cramps, pain or spasms in the abdomen, arms or legs
How to Prevent Heat Illness at Work
Employer
Provide training about the hazards leading to heat illness and how to prevent them.
Provide a lot of cool water to workers close to the work area. At least one pint of water per hour.
Schedule frequent rest periods with water breaks in shaded or air-conditioned areas.
Routinely check workers who are at risk of heat illness due to protective clothing and high temperatures.
Consider protective clothing that provides cooling.
Employee
Know signs/symptoms of heat illness; monitor yourself; use a buddy system for co-workers.
Block out direct sun and other heat sources.
Drink plenty of fluids. Drink often (every 15 minutes) and BEFORE you are thirsty.
Avoid beverages containing alcohol or caffeine.
Wear lightweight, light colored, loose-fitting clothes.
Resources
For more information, visit OSHA’s Campaign to Prevent Heat Illness in Outdoor Workers:
https://www.osha.gov/SLTC/heatillness/
National Institute for Occupational Safety and Health Heat Index Topic Page
http://www.cdc.gov/niosh/topics/heatstress/
New Hampshire Occupational Health Surveillance Program
Department of Health and Human Services
Phone ([REDACTED_PHONE]
[REDACTED_EMAIL]
This project was supported by Grant # SU60OH009853-02 from CDC-NIOSH. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of NIOSH. | web | https://iod.unh.edu/sites/default/files/media/2021-10/heatillnessatwork.pdf | 0.438963 | {
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GAZIANTEP CASTLE
Visiting Hours
| Winter Time | Summer Time |
|-------------|-------------|
| Opening Time: 08:00 | Opening Time: 08:00 |
| Closing Time: 17:00 | Closing Time: 17:00 |
| Ticket Office Closing Time: 16:30 | Ticket Office Closing Time: 16:30 |
Open everyday
* Visiting Hours may vary due to pandemic.
Address: Seferpaşa, Naf Hamami St., 27400 Şanlıurfa/Gaziantep
Please visit the web site for up-to-date information.
www.turkishmuseums.com
176 www.muze.gov.tr
@turkismuseums TurkishMuseums TurkishMuseums TurkishMuseums TurkishMuseums
Gaziantep Castle was built on a mound, whose north and northeast are rocky by nature, dating back to 3600 BCE. The castle was first built around the second and third centuries in the Roman period as "Police Station" with several towers. In 577-585, the Byzantine Emperor Justinian built 12 bastions and the moat surrounding the castle with main walls, ground level galleries and a vaulted gallery and the castle was expanded. In this state, the castle, the perimeter of which is 1300 m, has the shape of an irregular circle with a diameter of 100 m. The castle reached its present state respectively under the reign of the Ayyubids in the 13th century, the Mamluks, Dulkadir Principality, and Ottoman Period after the 16th century. The towers and the main walls are raised, and the edges of the six towers on the southern facade are decorated with ornate bands. The masjid, bath and other civil buildings were also constructed during this period. Inscriptions show that important repairs were made to the castle during this period. The building was repaired in 1481 by the Mamluk Sultan Kaybey and in 1557 by Sultan Suleyman the Magnificent. Antep Castle, which served as an administrative center, arsenal, and police station in the times of Ottoman Empire, was not used for defense purposes after the 18th century. Since there are still 12 bastions on the castle, it is estimated that 24 of the 36 bastions mentioned by Evliya Çelebi may have been on the outer walls, which have not been preserved until today. The Castle, which played an important role in history, was used extensively during the Antep Defense, and became an important monument in relation to the history of the city.
The "14 Martyrs Monument", built in memory of 14 children killed by the French soldiers who occupied Antep during the national struggle.
On February 6, 1921, after the title of "Gazi", Gaziantep was awarded the "Medal of Independence" by Law No. 5734, which was enacted on February 7, 2008, 87 years after the struggle, due to the admirable achievements of the people in the National Struggle. | web | https://kvmgm.ktb.gov.tr/Eklenti/92065,gaziantep-castlepdf.pdf?0 | 0.426208 | {
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The Aim High summer program is now in full swing! Aim High Achievers are learning and laughing in their math, science, English, and social studies classes. Physical fun is even more popular as noncompetitive games are played alongside traditional sports. The electives offered this year include: ceramics, robotics and programming, chess, dance, an examination of conspiracy theories, yearbook, and many more!
Interested in seeing more of our program? Follow us on Instagram at aimhigh_stl to see our Achievers in action.
Villa 7th Graders Welcome new 6th Grade Class With Letters of Encouragement
The 7th grade class at Villa Duchesne and Oak Hill School took some time to share their experiences with the new 6th grade class and to offer some advice and encouragement. Below are a few examples:
Dear 6th grader,
How's Aim High so far? I thought 6th grade was fun last year. Hopefully you will form a bond with some of your teachers and TAs. I think it's important you set a goal for Aim High and after. Also Aim High is not just a summer camp or school. It mixes in fun with academic skills. When you walk in Aim High you come with what you knew but when you walk out you always know something else.
I also want you to feel comfortable with us 7th graders. We don't bite and we're not that much bigger than you. The teachers have high expectations and want you to succeed. Also, go into your school knowing everything you learned from here. Aim High is an amazing program, and anybody who is a part of it is very lucky. It might be a short amount of time we're here but it's up to you to take every second seriously to learn and grow.
Sincerely,
Shanti
Dear 6th grader,
Aim High helps you a lot in the 6th grade but you have to pay attention. At the beginning of 6th grade you might be scared, but when you learn something at Aim High and run into it again at school you are already a step ahead of your classmates. Aim High also makes your grades go up a lot. But if you don't understand don't give up, try again, and you will get it but you have to believe. ALWAYS TRY YOUR HARDEST.
Sincerely,
Alycia
Always pay attention in your class. Everything they are doing is to see how well you have learned. Also, ask questions. Don't be afraid to ask questions even if it doesn't make any sense. If you do well, when you are back at school everything will be so easy. Last year I didn't ask that many questions because I was too shy to talk in front of the class. Once I got to know the TAs and the staff members that went away. Always try to stay active. My friend was just standing still during soccer but she started playing because I was encouraging her and she had a great time. Always do well and you will achieve many goals. Have fun in 6th grade.
Your Leader,
Alex
A "Happy" Introduction to Jazz
Aim High Achievers from the Burroughs and Priory sites were treated to an
excellent performance by the Jazz group Two Times True. Carolbeth True is a very active member of the St. Louis musical community, as both a performing artist and teacher. Her son Dave True plays drums for the group and also serves on Aim High's Board of Directors. Glen Smith was featured on bass, Larry Johnson on saxophone, and Kim Fuller provided the vocals for the performance. The group began with the classic "It Don't Mean A Thing" by Duke Ellington, and ended with their own rendition of "Happy" by Pharrell Williams. Each of the performers explained to the Achievers some of the history of jazz and its influences on a variety of today's popular music. We are so thrilled and grateful to have such accomplished musicians share their talents with us.
Save the Date - Friends and Family Days
Please visit us this summer for Friends and Family Day!
St. Louis Priory School July 19th 9am-10am
John Burroughs School July 19th 11am-12pm
Villa Duchesne School July 20th 10am-11am
Connect with an Aim High Achiever and learn more about the impact of Aim High!
For more information contact Natalie Hartwig at ([REDACTED_PHONE] ext. 1002.
Stay Connected! | web | https://aimhighstl.org/wp-content/uploads/2015/09/2016-Summer-Week-2-Newsletter.pdf | 0.495878 | {
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IF YOU WANT to study the very first stars that formed in the universe, it helps to have a powerful telescope. That’s because the oldest galaxies are really, really far away. And on Dec. 18, NASA will launch the largest space telescope ever built to do just that. The James Webb telescope will spend about a month traveling to its destination, a million miles from Earth. We texted with Stefanie Milam, a NASA scientist working on the project, to learn more about what Webb will do once it gets there. An edited version of our conversation follows.
Can you tell me what the purpose of Webb’s mission is, using only emoji?
Amanda
I totally get it! But maybe you could explain…just in case.
Stefanie
Of course! The primary science goal of Webb is to look back in time (over 13.5 billion years) at the first stars and galaxies that formed in the early universe!
How is it able to see the past like that?
Telescopes work by collecting light on a big mirror and then focusing that light onto a camera or a tool called a spectrometer.
It takes for light to travel…so the things we are looking at in the night sky are actually the past versions of what they may be today. The we see from these early objects is as it was over 13 billion years ago!
That’s so cool. What makes this telescope so special?
All the things! My favorite, though, is the fact that Webb is so big we have to fold it up in the rocket (like packing a 🎁) to launch it into space 🚀 and unfold it once we are out of Earth’s atmosphere 🌌. It does its unfolding (like a 🌸 blooms) while heading to its 🌟 for the next decade.
Just how big is it? And why does it have to be so big?
Webb stands over two stories high! Its gold mirror alone spans over 21 feet. 🌟 That big mirror helps us collect really faint light from distant stars and galaxies. 🌌 to the early universe.
What are you most excited to catch a glimpse of?
COMETS
They are the COOLEST things in the solar system! 😍 😍 😍 They are fossils of the early solar system when the 🌌 and 🌋 formed! 😍
Webb will expand our knowledge of these 🌌 objects with its extremely sensitive instruments to learn about smaller or fainter comets, as well as key ingredients that we cannot measure from the ground.
Why do we need a telescope in space?
The 🌌’s atmosphere 🌌 us from a lot of the 🌞 harmful radiation — but it also blocks some of the radiation or 🌌 from other 🌌 we want to study. So, by putting the 🌌 in space, we can see the gas, dust and light not available to us on Earth.
So what’s next?
Now that all the testing is done ✅, we are preparing the 🚀 to travel by 🚀 to Kourou, French Guiana, to launch 🚀 later this year! I can’t wait! 😊😊
Me neither! | web | https://www.amandaschupak.com/uploads/1/7/7/6/1776763/nytk.pdf | 0.432786 | {
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Russia Predicts Highest Population Decline Since 2006 Amid Pandemic
September 02, 2020
Alexander Ryumin / TASS
Russia's population could see its biggest decline in 14 years in 2020 as the coronavirus pandemic has raised the country's death rate amid falling birth rates, according to government forecasts reported by the RBC news website Tuesday.
The Covid-19 outbreak will also push Russia's poverty rate up from 12.3% in 2019 to 13.3% this year, according to the same preliminary forecasts. The predictions upset Russia's ambitious National Projects that aim to slash poverty by half and reverse the demographic crisis by the end of President Vladimir Putin's fourth term in 2024.
Russia's government believes that the population will decrease by 158,000 people, RBC reported, totaling 146.6 million by the end of 2020. It's the highest loss since 2006, when the decline totaled almost 374,000 with an overall population of 142.2 million.
Related article: Moscow Sees 58% Mortality Spike in May as Russi a ’ s Low Vi r u s Dea th s
Questioned
Official statistics say that Russia's natural population decline has already topped a quarter of a million, while only 48,000 people migrated to Russia from January-June 2020.
In absolute numbers, nearly 950,000 people have died and 681,000 were born during that period, representing a 3.1% increase in the death rate and a 5.4% decline in the birth rate compared with 2019.
The coronavirus claimed the lives of at least 27,411 people between April and June, RBC reported, citing the State Statistics Service Rosstat. The outlet calculated that Russia's 4.2% mortality rate for that period was higher than the global rate of about 3.5%.
Two Russian government sources who confirmed the authenticity of the document told RBC that the forecasts were still being revised.
Rosstat's annual forecast showed a natural population decline of 350,000 and migration of 265,000 under a baseline scenario for 2020.
Original url:
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Fatal Crashes Spike in Delaware
Delaware– The Delaware State Police have seen a recent spike in fatal crashes across the entire state. In conjunction with the Delaware Office of Highways Safety, we are working together to provide our citizens with a few traffic safety reminders.
The majority of fatal crashes are attributed to some form of distracted driving. This involves the driver failing to provide the proper time and attention to the roadway and to the task of driving. Other high-risk behaviors of motorists include impaired driving, speeding, unsafe driving behaviors including the use of electronic devices and the failure of motorists and passengers alike to wear seat belts.
Traffic Safety Tips:
Limit distractions: Using your cell phone, texting, and fiddling with the radio or GPS should all be done when you are at a complete stop or avoided altogether. Give 100% of your attention to the road.
Walk Smart: Distracted walking, wearing dark clothing, and walking under the influence are common factors in pedestrian crashes in Delaware. Wear bright clothing, carry a flashlight, keep your head up and keep your eyes on the road and surrounding areas. Catch a cab or rideshare lift, or have a designated driver take you home. Walking under impairment is never worth the risk.
Slow Down: Reducing speeds and/or maintaining safer speeds.
Avoid the fast lane if possible. If you are in the center or far-right lanes, you are more able to maneuver away from a potentially dangerous situation than if you are in the fast lane.
Be Attentive: Never just assume that a driver is going to stop or turn. It's better to assume they may not! For example, when going through a red light, still look both ways to check if anyone is going to run the light. Not only do drunk drivers often run red lights, but so do distracted drivers.
Driving Under the Influence: Whether it be driving under the influence of alcohol or drugs, impaired driving is a crime. Before drinking, please designate a sober driver and give that person your keys. If you're impaired, use a taxi, call a sober friend or family member, or use public transportation so you are sure to get home safely.
Wear Your Seatbelt: One of the safest choices drivers and passengers can make is to buckle up. Understand the potentially fatal consequences of not wearing a seat belt and learn what you can do to make sure you and your family are properly buckled up every time.
"The Office of Highway Safety is currently running our pedestrian, occupant protection, and distracted driving campaigns and enforcements in every county. We want the public to be aware of actions they can take to protect themselves on Delaware roadways. October is Pedestrian Safety Month. Please walk bright and walk smartly by wearing bright clothes, carrying a flashlight, and being aware when crossing Delaware's busy roads," Cynthia Cavett, Marketing Specialist II and Public Information Officer, Delaware Office of Highway Safety.
The risk of being involved in a crash is greatly reduced for anyone operating a motor vehicle by eliminating distractions, paying attention, obeying the speed limit, and not driving under the influence. The Delaware State Police issue these traffic safety reminders and wish you safe travels as you reach your destination.
If you or someone you know is a victim or witness of crime or have lost a loved one to a sudden death and are in need of assistance, the Delaware State Police Victim Services Unit/Delaware Victim Center is available to offer you support and resources 24 hours a day through a toll free hotline 1800 VICTIM-1. (1800 842-8461). You may also email the unit Director at [REDACTED_EMAIL].
You can follow the Delaware State Police by clicking on:
Delaware State Police Official Web Site
Facebook
Twitter
Nextdoor
Please tell us how we're doing via our Citizen Satisfaction Survey.
Presented by Public Information Officer, Master Corporal Melissa Jaffe
Released: [REDACTED_PHONE]
-End- | web | https://dsp.delaware.gov/2019/10/18/fatal-crashes-spike-in-delaware/?print=pdf | 0.504393 | {
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Who belongs to the SAP core team?
The core team of SAP consists of the administrators, guidance counselors, school nurses, teachers, and consultants from community agencies.
Mr. Scott Lynch, Principal
Mr. Jon Frye, Assistant Principal
Mrs. Linda Litwiler, School Nurse
Mr. Andrew Herbstritt, Teacher
Mrs. Babara Pepe, Teacher
Mrs. Sue Herberg, Guidance Counselor
Ms. Amber Kralj, Guidance Counselor
For additional information on the services provided by SAP
www.sap.state.pa.us
Contacting the MAMS SAP: [REDACTED_PHONE]
Emergency: 911
Meadville City Police: [REDACTED_PHONE]
PA State Police: [REDACTED_PHONE]
Family and Abuse Concerns Children and Youth Services: [REDACTED_PHONE]
Child Abuse Hotline: [REDACTED_PHONE]
Women's Services Hotline:
[REDACTED_PHONE]
Suicide/Mental Health Concerns
Crisis Line:
[REDACTED_PHONE]
Substance Abuse Crawford
County Drug and Alcohol Center:
[REDACTED_PHONE]
Alcoholics Anonymous: [REDACTED_PHONE]
Student Assistance Program: A Parent's Guide
Meadville Area Middle School
What is the Student Assistance Program?
Students who are having difficulties at school or at home can be identified and referred for help. SAP is not a treatment program but an intervention program.
Goals of SAP:
* Identify students who are troubled by social, emotional, or chemical use problems which impact their academic performance.
* Work with parents and the student to provide accommodations and interventions to increase student achievement.
How is a Student Referred to SAP?
Students may be referred by a teacher, administration, guidance counselors, a peer, parents, or self-referrals.
What Happens After My Child Is Referred?
Participation in the program is not required and is strictly voluntary. After parental consent is obtained information is gathered from principals, counselors, teachers, the school nurse, and other relevant people. Information gathered includes: student behavior, academic performance, health, and attendance. The SAP team then reviews all information and makes appropriate contacts with you and other outside agencies and services. Confidentiality is maintained throughout the entire process.
Early Warning Signs of Students Who Need Help:
* Decline in academic performance
* Not wanting to go to school
* Change in friends
* Noticeable change in appearance
* Personality changes
* Lying
* Acting aggressively
* Depressed
* Change in sleep patterns
* Need money without any explanation
* Talking about suicide
* Unexplained physical injuries
* Withdrawing from family, friends, or school
* Experimenting with drugs or alcohol
* Lack of responsibility for actions at home and school
Is Your Child Having Trouble Adjusting To:
* Divorce or Separation
* Recent Death
* Other Traumatic Event | web | http://www.craw.org/Downloads/SAPBrochure-Rev081715.pdf | 0.422233 | {
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Biodegradation, Organic Waste Management and Production of Vermicompost (Bio-fertilizer) from Solid Waste of Kristu Jayanti College Campus
Principal Investigators name: Dr. Hanumantappa B
Department: Life Sciences (Biotechnology)
ABSTRACT
The present research was conducted with the objective to manage the solid organic waste by converting into compost by using earth worms and also evaluation of nutritional value of the vermicompost so produced. An experimental study was conducted to obtain the vermicompost using organic solid waste such as fruit, vegetable, paper wastes. The earthworm species used for this process was Eudrillus eugeniae. The microorganism culture Pleurotus was added to enhance the degradation process. Moisture content was maintained by spraying proper percentage of water. The partially decomposed organic waste was converted into castings by earthworms. The castings was obtained on the top surface of the bin were in the range from 20 to 30 days depending on the type of solid waste used. The castings obtained were sieved, dried, tested and used as Bio fertilizer. Thus the vermicomposting process helps in the management and disposal of organic solid waste in a safe, economic and useful manner. | web | https://www.kristujayanti.edu.in/research/pdf/Minor-Research-Projects/2019-20/1-2019-Dr-Hanumantappa.pdf | 0.431515 | {
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} | 97155e1ec868d028cfd26afbd6536c96721a3f12b83b8a83fc7811ce050f8215 | ||
l\1ASSACHUSETTSHISTORICAL COMMISSION Office of the Secretary, state House, Boston
4. Map. Draw sketch' of building location in relation to nearest cross streets and other buildings. Indicate north.
N
6. Recorded by- NickersQn/o.' Br ien
7. Original owner (if known), M_o_l_l_1_o e__ F_._R...;:y_e_r
Original use
dwe 11ing
Subsequent uses (if any) and dates
8. Themes (check as many as applicable)
Aboriginal
Agricultural
Architectural
The Arts
Commerce
Communication
Community development
Recreation
Religion
Science/ invention
Social!
humanitarian
Transportation
Conservation
Education
Exploration/
settlement
Industry
Military
Political
In 1925, this home took the place of a house removed from its foundation and moved to Elm Street a few years earlier. The home is owned by one of two surviving World War I veterans, William H. Ryer, Jr. William H. Ryer, III, also a member of the household, was a School Committee member for 14 years.
10. Bibliography and/or references (such as local histories, deeds, assessor's records, 'early maps, etc:)
Mddlsx s. s. Registry of Deeds and Probate North Reading Assessor's Records Interview with William H. Ryer
_ | web | https://nreadinghistory.org/Backroom2/Survey_1/48-125_Haverhill_Street.pdf | 0.438672 | {
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} | 8780a4a24c4aff4f1f8161f40b333b3c8362ded02cededdf3423f1dfc0b59a54 | ||
1.
B.E. (Civil Engineering) Eighth Semester Estimating & Costing
P. Pages : 3
Time : Fours Hours
TKN/KS/16/2395
Max. Marks : 80
*0446*
_____________________________________________________________________
Notes : 1.
Answer two questions from Section A and three questions from section B.
2. Question one from section A is compulsory.
3. Assume suitable data wherever necessary.
4. Illustrate your answers wherever necessary with the help of neat sketches.
5. Use of Non-programmable calculator is permitted.
SECTION – A
Estimate the quantities for the following items of work for the given plan and typical wall 25
section in fig. 1. Prepare a centre line plan and indicate long wall and short walls separately.
i) Earthwork in excavation in foundation trenches.
ii) II nd class brick masonry in c.m 1:6 foundation and plinth.
iii) II nd class brick masonry in c.m 1:5 in superstructure.
iv) 12mm thick internal cement plaster in c.m1:4 for ceiling & walls.
v) RCC 1:2:4 for lintels and roof slab.
Schedule
Doors
D 2.1
D 90.0
1
Window
W 0.1
Shelves
S 0.1
m 10.2
m 10.2
m 50.1
m 5.1
1
2. a) Explain in detail the various methods of preparing an approximate estimate of a building. Illustrate with suitable examples.
b) What are the various types of estimate. Discuss any two.
3. a) State the method for calculating the earthwork for road embankment and road cutting.
b) The following table is an extract from the longitudinal section of road earthwork survey. Calculate the volume of earthwork by Mid sectional Area method.
| 0 | 50.00 |
|---|---|
| 20 | 49.6 |
| 40 | 49.85 |
| 60 | 49.3 |
| 80 | 50.65 |
| 100 | 50.95 |
Formation width = 8.0m, Side slope banking = 2:1 Cutting = 1.5:1
SECTION – B
4. a) State and explain the types of specification in detail (any two)
b) Write detailed specification of the following any two.
i) 12mm thick internal cement plaster in cm 1:4.
ii) Excavation in foundation.
iii) Laying PCC 1:4:8 wire in foundation.
7
8
5
10
5
8
5.
a) Explain in details the major and minor factors affecting the rate analysis.
b) Do the rate analysis for the following items in tabular form any two.
i) 12mm thick internal plaster in cm 1:4 applying on wall surface.
ii) First class brick masonry in cm 1:6 in superstructure.
iii) RCC (1:2:4) with 2% steel excluding shuttering and centering.
6. a) Enumerate the different types of contracts and explain any two with its advantages and disadvantages.
b) Define tender. Explain the procedure of submitting tender in three envelop form.
7.
8.
a) Define valuation. Explain the various purpose of valuation.
b) A new building having four equal flats is constructed at a total cost of Rs. 20 lakhs on a plot of land costing Rs.4 lakhs. The owner expect 8% return on the cost of construction and 5% return on cost of land.
Calculate the standard rent for each flat of the building assuming:
i) Future life of building = 70 years.
ii) Rate of interest on sinking fund I = 5%
iii) Annual repair cost = 1.5% of cost of construction.
iv) Other outgoing 30% of net return from the building.
Write a short notes on any three.
i) Arbitration.
ii) M.A.S. account.
iii) Freehold and Leasehold property.
iv) Unbalanced tender.
v) Earnest money and security deposits.
********
3
6
8
7
6
6
7
13
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Kobold Japanese Barberry
*Berberis thunbergii 'Kobold'*
Height: 24 inches
Spread: 24 inches
Sunlight: ☀️ ☀️
Hardiness Zone: 4
**Description:**
A compact plant for the garden or detail use with unusual foliage and upright growth habit; excellent in massing or as a small hedge, a truly beautiful cultivar in every way.
**Ornamental Features**
Kobold Japanese Barberry is primarily valued in the garden for its ornamental globe-shaped form. It features tiny clusters of yellow flowers hanging below the branches in mid spring. It has dark green deciduous foliage. The small oval leaves turn yellow in fall.
**Landscape Attributes**
Kobold Japanese Barberry is a dense multi-stemmed deciduous shrub with a more or less rounded form. It lends an extremely fine and delicate texture to the landscape composition which should be used to full effect.
This shrub will require occasional maintenance and upkeep, and can be pruned at anytime. Deer don't particularly care for this plant and will usually leave it alone in favor of tastier treats. Gardeners should be aware of the following characteristic(s) that may warrant special consideration;
- Spiny
Kobold Japanese Barberry is recommended for the following landscape applications;
- Mass Planting
- Rock/Alpine Gardens
- Border Edging
- General Garden Use
- Container Planting
**Planting & Growing**
Kobold Japanese Barberry will grow to be about 24 inches tall at maturity, with a spread of 24 inches. It tends to fill out right to the ground and therefore doesn't necessarily require facer plants in front. It grows at a medium rate, and under ideal conditions can be expected to live for approximately 20 years.
This shrub does best in full sun to partial shade. It is very adaptable to both dry and moist growing conditions, but will not tolerate any standing water. It is considered to be drought-tolerant, and thus makes an ideal choice for a low-water garden or xeriscape application. It is not particular as to soil type or pH, and is able to handle environmental salt. It is highly tolerant of urban pollution and will even thrive in inner city environments. This is a selected variety of a species not originally from North America.
Kobold Japanese Barberry makes a fine choice for the outdoor landscape, but it is also well-suited for use in outdoor pots and containers. It can be used either as 'filler' or as a 'thriller' in the 'spiller-thriller-filler' container combination, depending on the height and form of the other plants used in the container planting. It is even sizeable enough that it can be grown alone in a suitable container. Note that when grown in a container, it may not perform exactly as indicated on the tag - this is to be expected. Also note that when growing plants in outdoor containers and baskets, they may require more frequent waterings than they would in the yard or garden. | web | https://plants.chaletnursery.com/12120004/Plant/Print/625 | 0.42562 | {
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March Art Room Update from Mr. Pilon
I am excited to have 2 student teachers from the University of Minnesota this spring. Starting at the end of January through mid-March, Marisha Erickson has been working with my classes. She will then change placements with Jill Gandrud, who is at Edison High School right now. Jill will then student teach with me until mid-May.
Here's what the kids are up to in my classes this month!
Kindergarten:
This month we are wrapping up looking at how artists use color in their work. We looked at the work of Paul Klee and designed warm and cool animals. Next, we will be moving on to how artists show space. We will be creating city murals where we focus on far and near.
First Grade: Students are working with Ms. Erickson to investigate ocean pollution and how it affects sea animals and what students can do to help. Some classes are also wrapping up working on clay and creating monsters that incorporate clay hand building techniques.
Second Grade: Students are learning about values, shading, and creating personalities in their robot designs.
Third Grade: We are learning how to tell stories through comics. They are looking at examples of how to tell and illustrate a story in comic form before creating their own.
Fourth Grade: We are working on 1 point perspective and incorporating that technique into a surrealist landscape. One 4 th grade class, Ms. Favero's, is working with Ms. Erickson on creating large portraits of important people for black history month. They looked at Kehinde Wiley's portraits, including the recently finished one of Barack Obama, for inspiration and ideas about layout and patterns. This will hopefully be ready for display early in March.
Fifth Grade: Ms. Erickson is working with Mr. Moyer's class on a collaborative clay project where they are creating miniature clay city structures to install on the school grounds. The others classes are working on designing castles using values to show darks and lights. Ms. Erickson is also working with Mr. Benjamin's class on creating personal logos. | web | http://burroughs.mpls.k12.mn.us/uploads/march_art_room_update_281_29.pdf | 0.501683 | {
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Michelangelo Pistoletto – Biography (short version)
Michelangelo Pistoletto was born in Biella in 1933.
He began to exhibit his work in 1955 and in 1960 he had his first solo show at Galleria Galatea in Turin. An inquiry into self-portraiture characterizes his early work. In the twoyear period 1961-1962 made the first Mirror Paintings, which directly include the viewer and real time in the work, and open up perspective, reversing the Renaissance perspective that had been closed by the twentieth-century avant-gardes. These works quickly brought Pistoletto international acclaim, leading, in the sixties, to one-man shows in important galleries and museums in Europe and the United States. The Mirror Paintings are the foundation of his subsequent artistic output and theoretical thought.
In 1965 and 1966 he produced a set of works entitled Minus Objects, considered fundamental to the birth of Arte Povera, an art movement of which Pistoletto was an animating force and a protagonist. In 1967 he began to work outside traditional exhibition spaces, with the first instances of that "creative collaboration" he developed over the following decades by bringing together artists from different disciplines and diverse sectors of society.
In 1975-76 he presented a cycle of twelve consecutive exhibitions, Le Stanze, at the Stein Gallery in Turin. This was the first of a series of complex, year-long works called "time continents". Others are White Year (1989) and Happy Turtle (1992).
In 1978, in a show in Turin, Pistoletto defined two main directions his future artwork would take: Division and Multiplication of the Mirror and Art Takes On Religion. In the early eighties he made a series of sculptures in rigid polyurethane, translated into marble for his solo show in 1984 at Forte di Belvedere in Florence. From 1985 to 1989 he created the series of "dark" volumes called Art of Squalor.
During the nineties, with Project Art and with the creation in Biella of CittadellarteFondazione Pistoletto and the University of Ideas, he brought art into active relation with diverse spheres of society with the aim of inspiring and producing responsible social change. In 2003 he won the Venice Biennale's Golden Lion for Lifelong Achievement. In 2004 the University of Turin awarded him a laurea honoris causa in Political Science. On that occasion the artist announced what has become the most recent phase of his work, Third Paradise.
In 2007, in Jerusalem, he received the Wolf Foundation Prize in the Arts, "for his constantly inventive career as an artist, educator and activist whose restless intelligence has created prescient forms of art that contribute to fresh understanding of the world." In 2010 he wrote the essay The Third Paradise, published in Italian, English, French and German. In 2012 he started promoting the Rebirth-day, first worldwide day of rebirth, celebrated every year on 21st December with initiatives taking place all around the world.
In 2013 the Louvre in Paris hosted his personal exhibition Michelangelo Pistoletto, année un – le paradis sur terre. In this same year he received the Praemium Imperiale for painting, in Tokyo.
In May 2015 he received a degree honoris causa from the Universidad de las Artes of Havana in Cuba". In the same year he realizes a work of big dimensions, called Rebirth, situated in the park of the Palais des Nations in Geneva, headquarters of the UN.
In 2017 the text written by Michelangelo Pistoletto Ominitheism and Demopraxy. Manifesto for a regeneration of society was published.
Between 2018 and 2020 the activity of the Third Paradise has further intensified, in particular through the development of an international network of Embassies and Forums. In these same years he has been particularly active in various South American countries, with personal exhibitions and a series of initiatives linked to the Third Paradise. | web | http://www.pistoletto.it/eng/mp_biography_short_eng.pdf | 0.437447 | {
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Bangladesh Situation Analysis on Bushmeat
Dr. ASM Mostafa Kamal Deputy Secretary Ministry of Environment and Forests
Socio-economic importance of Bushmeat
* In the Bangladesh Context no remarkable/reportable income is added to GDP on trading of bushmeat.
* Social Structure, mainly food-habit of the majority people are averse to bushmeat.
Status and trends of bushmeat harvesting
* Harvesting of Bushmeat is illegal as per wildlife preservation order.
* As the abundance of the wildlives are shrinking day after day therefore harvesting is apparently to a downward trend
Status and trends of forest-dependent species (e.g. IUCN Red List, other data)
* Population of IUCN Red listed Forest Dependent Species are reported to be declined (eg. Gaur, Bon Gaurus, Red Jungle Fowl, Gallus gallus), mainly due to habit loss and poaching. Gaur has already been domesticated by the indigenous people in CHT.
Observed impacts on populations and species
* Populations and Species are declining due to habitat loss, revenge killing and poaching.
Major opportunities
* Bangladesh has got Strong Regulatory Prohibition on Poaching and Hunting of Wildlives
* Institutional Set-up of Forest Department, Department of Environment under the Ministry of Environment and Forests are there to address the hunting and poaching of wildlives
* For the Muslims there is Religious barrier to eat meat of wildlives in most cases of animals. | web | https://www.cbd.int/doc/meetings/for/lgbushmeat-02/other/lgbushmeat-02-bangladesh-en.pdf | 0.430049 | {
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Shenandoah: Our Thirst for Home
Astonishingly, this gorgeous American folk song has no story, no source, and no author. For more than a century we've associated it with the battle-weary Civil War soldiers or flatboat rivermen--maybe even freed slaves, or lovesick sweethearts far, far, far from home. Maybe you've always thought its honeycoated saga, set somewhere in the mythical American west, starred a white man who fell in love with the beautiful daughter of Native chief. "Shenandoah," is an all-American favorite, and, oddly enough open book.
It belongs primarily to the Shenandoah River valley, I suppose, although I can't help thinking that I own at least some of it, living here, less than an hour from the song's own breathtaking "wide Missouri." The river itself is only 55 miles long. Compare that to the Missouri's 2300 plus.
It winds through the Blue Ridge Mountains, a range that just somehow seems to fit. It curls around between the hills and finally flows honorably into the Potomac, right there at Harpers Ferry. It is, just like those places, allAmerican.
Right now, you're listening to an English choir, who've no more or less right to its riches than some guy with a rifle and coonskin cap. "Shenandoah" is totally American, but it belongs to all of us.
Someplace, somewhere, there's a grave--maybe it's unmarked--where a man or woman is buried in American ground, someone who, once upon a time, listened to a blend of notes in his head and simply started to sing or play what he or she heard. Listen.
Didn't get a penny for it either, but I can't help thinking that somewhere today he smiles when yet another high school choir picks it up for fall concert or some fresh-voiced singer/songwriter plays with it a little, then throws it into her mix.
Tons of lyrics and endless variations exist. Everyone who is anyone has sung it. Listen to Chanticleer, Tennessee Ernie Ford, or the St. Olaf Choir. The list is endless. Try Harry Belafonte or maybe the great Paul Robeson. Been done often in the great Mormon Tabernacle.
"Shenandoah" has no birthday, no debut, not even a creator--and therefore no copyright. No one gets royalties, but we do.
In the human repertoire, it's among the most beautiful hymns to life and memory and our unquenchable thirst for home, for something to believe in. This great flowing river of a ballad is so broad that it's come to feature the precious landscapes that each of us finds home.
Life itself is enriched by "Shenandoah." | web | https://digitalcollections.dordt.edu/cgi/viewcontent.cgi?filename=0&article=2180&context=faculty_work&type=additional | 0.495353 | {
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On the first day that Manali Kallat Vainu Bappu, the father of modern Indian astronomy, landed in Boston in 1949 for his research in astronomy at Harvard, he was invited to a party that night by Prof. Harlow Shapley. During the party, at which students and faculty of the Harvard College had been invited, Prof. Shapley suddenly asked Bappu to give a talk after the dinner. Barely managing to scribble a few notes hurriedly, Bappu nevertheless delivered a sterling speech to great applause and congratulations from the gathered professors. His maiden speech would become a favourite talking point among the professors for a long time to come.
Prof. Shapley, renowned for his discovery of the centre of our Galaxy and of our position within it, played a huge part in the making of the phenomenon that Vainu Bappu would later become. When Prof. Harlow Shapley came visiting India, with great difficulty Bappu managed to get an appointment with him for a short period. However, the meeting went on for one and a half hours. So impressed was Prof. Shapley with Vainu Bappu that he made all efforts to get Bappu to the Harvard University.
There are many such interesting events that dot the life and times of one of the greatest astronomers that India has produced. Vainu Bappu is credited with a lot that India can be truly proud of. Within a few months of coming to Harvard, Vainu discovered a comet. After his PhD in 1951, Bappu was the first Indian to be offered the prestigious Carnegie Mellon Fellowship in astronomy.
Vainu Bappu also played a big role in establishing astronomy as a modern discipline in the country. In 1960, at the behest of the Government of India, Bappu became the youngest director of the 170-year old Kodaikanal Observatory. He is also credited with establishing observatories in Nainital and Kavulur. Bappu strove hard to make the Indian Institute of Astrophysics a world-class research centre.
In the book *Vainu Bappu – The Man Who Knew The Stars*, Dr. M.S.S. Murthy, a PhD in Biophysics from the University of Kansas, USA, who retired from BARC as a senior scientist, provides a deep insight into the life and achievements of this great Indian astronomer. In his Foreword to the book, Prof. M.G.K. Menon, who needs no introduction, says, “If it (the book) serves to excite young minds to take to the field of astronomy and that is the spirit in which it has been written, the effort would be well worthwhile.”
One only wishes that the photographs had been presented as well as the text.
Isn’t it ironic that we contaminate, choke and waste our precious water resources and then lament, quarrel and even kill for water? In recent times, the battle for water resources is getting worse — between neighbours, between communities, between states, and even between countries.
Water is the key element for life to survive. There’s still lots on the Earth. But the instances of plummeting water tables, drying up lakes, contamination of water resources, encroachment of land sharks on local water bodies point to a bleak future. Unless, of course, authorities and citizens round the world realize the importance of nurturing water resources. The awareness needs to spread to all levels.
*Water For All & Other Poems* is definitely a creative endeavour in this direction. The poems, thirty-five in all, have been penned by G. Venkatesh, a researcher based in Trondheim, Norway. A PhD from the Norwegian University of Science and Technology, Venkatesh is also a freelance writer for several magazines of various genres.
The poems deal with a range of topics and emotions, raising issues related to water from acid rain to water wastage, from loss of aquatic habitat to fights over water, from water lost to runoff to rainwater harvesting, from plummeting water tables to global warming, from the luxury of possessing a swimming pool to trudging miles to fetch drinking water, and even a tap lamenting its inability to close itself so that water is not wasted.
Indeed, a very laudable and innovative approach to spreading awareness through poems about a problem that promises not to go away soon. The creative illustrations and cartoons further add to the depth of the message.
Hasan Jawaid Khan | web | https://www.niscair.res.in/jinfo/sr/2015/SR%2052(3)%20(Book%20Review).pdf | 0.489259 | {
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Dehydration happens when you lose more fluids than you are consuming. If you don't replace the fluids you have lost, your body will become dehydrated. Many people don't feel thirsty until they're already dehydrated.
Possible symptoms:
* Extreme thirst
* Decreased urination
* Dark urine
* Fatigue
* Dizziness
* Confusion
Call your doctor if:
* Diarrhea for 24 hours or more
* Irritable, disoriented or increased sleepiness
* Unable to keep down fluids
* Bloody or black stool
Possible causes of dehydration include:
* Diarrhea/vomiting
* Fever
* Excessive sweating.
* Increased urination.
Certain people are at greater risk:
* Infants/children.
* Older adults.
* People with chronic illnesses.
* People who work or exercise outside.
Dehydration can lead to serious complications, including:
* Heat injury
* Urinary and kidney problems
* Seizures
* Low blood volume shock
How can you prevent dehydration?
* Drink plenty of fluids ** You need to drink extra water in hot/humid weather in order to help lower your body temperature, and also to replace what you lost through sweating.
* Eat foods that contain water such as fruits and vegetables.
* Let your thirst be your guide. This is generally an adequate daily guideline for most healthy people.
References: Mayoclinic.com | web | https://www.gsil.org/wp-content/uploads/2021/03/Health-Wellness-Dehydration-AugSept-18.pdf | 0.443714 | {
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DRINKING WATER WARNING
Town of Empire Had a Loss of Pressure
BOIL YOUR WATER BEFORE USING
Este informe contiene información muy importante sobre su agua potable. Tradúzcalo o hable con alguien que lo entienda bien.
We have a leak in the distribution which is resulting in a significant loss of pressure in the drinking water system. The distribution leak in combination with seasonally low flow of the Town's source water is preventing the Town's water treatment facility from being able to produce enough water to meet system demands.
NOTE: This advisory is NOT related to COVID-19. The Centers for Disease Control and Prevention (CDC) has stated that the "Virus that causes COVID-19 has not been detected in drinking water." For additional information on COVID-19 and drinking water, you can refer to the Colorado Department of Public Health and Environment's website: https://covid19.colorado.gov.
What does this mean? What should I do?
o DO NOT DRINK THE WATER WITHOUT BOILING IT FIRST. Bring all water to a boil, let it boil for three (3) minutes, and let it cool before using, OR use bottled water. Boiled or bottled water should be used for drinking, making ice, brushing teeth, washing dishes, and food preparation until further notice. Boiling kills bacteria and other organisms in the water. Due to potential COVID-19 concerns, boiling your water is the lowest risk option since you do not need to leave your home.
o Water main breaks resulting in a loss of system pressure can introduce disease-causing organisms into the water system. These organisms include bacteria, viruses, and parasites, which can cause short-term effects, such as nausea, cramps, diarrhea and associated headaches. The symptoms above are not caused only by organisms in drinking water. If you experience any of these symptoms and they persist, you may want to seek medical advice.
o If you have an infant, severely compromised immune system, are pregnant, or are elderly, you may be at increased risk and should seek advice from your doctor about drinking this water. General guidelines on ways to lessen the risk of infection by bacteria and other disease-causing organisms are available from EPA's Safe Drinking Water Hotline at [REDACTED_PHONE].
What is being done?
* We will inform you when tests show no bacteria and you no longer need to boil your water.
* While water service is unavailable, water is available for pickup from 8am-5pm at Theobald Park adjacent to Town Hall 30 Park Ave Empire CO 80438. The Town has limited supply of containers available for distribution. You will need to bring your own containers to fill water from the water tanker.
* There will also be gallon jugs of water available for pick up from Town Hall from 8am-5pm. The Town is trying to acquire as many gallon jugs as they can but local supplies are limited. Please only take the water you will need.
* Town crews are working to determine the location of the leak and to make repairs as quickly as possible.
We are working to resolve the problem as quickly as possible and anticipate resolving the problem by 3/25/2022. For more information, please contact Wendy Koch at [REDACTED_EMAIL] or [REDACTED_PHONE], or 30 E Park Ave Empire CO 80438.
*Please share this information with all the other people who drink this water, especially those who may not have received this notice directly (for example, people in apartments, nursing homes, schools, and businesses). You can do this by posting this notice in a public place or distributing copies by hand or mail.*
This notice is being sent to you by: Town of Empire - CO0110010
Date distributed: 3/20/2022 | web | https://townofempire.colorado.gov/sites/townofempire/files/Town%20of%20Empire%20Boil%20Water%20Advisory%203.20.22.pdf | 0.4899 | {
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7 Khosn kale mazltov
This ‘bridegroom, bride—congratulations!’ tune is played when the glass has been broken under the foot of the bridegroom, ending the traditional Jewish marriage ceremony under the *khupe* (wedding canopy). The guests shout ‘mazltov!’ (congratulations) and the band breaks into any one of the many tunes devised for this moment. According to the ethnomusicologist Moshe Beregovski, a *mazltov* might also be played to greet or salute wedding guests.
**Tonality**
- The mode is *Misheberakh* on D (see 5. *Mekhutonim tsum tish*). Notice that the G is sometimes naturalized. The B section moves to *Adonai Molokh* on F (see 6. *Zhok*), returning to D *Misheberakh* at section C.
Ex. 1 *Misheberakh* on D
**Getting started**
- Listen to the swinging American *bulgar*-style treatment given to this tune (track 8). The classic rhythm pattern used to accompany it (Ex. 2) is an 8/8 syncopation over a straight 4/4 bass.
- The syncopations in places like b. 9 help keep the rhythm tense. Try Ex. 3 with a metronome.
Ex. 2
Ex. 3
**Rhythm, bowing, and articulation:**
- Bars 3–9 are where the words ‘*khosn kale—mazltov!*’ would come if the tune were being sung. Play through Ex. 4, emphasizing notes to fit the words as shown.
Ex. 4
- Try the following exercise, where alternative dynamics and articulation shape the phrase in a different way.
Ex. 5
- In the C section, the bowing of the semiquavers changes from slurred to separate to underline the increasing excitement of the phrase. Try varying the bowing, e.g. start with separate semiquavers, and slur the dotted figure.
**Ornamentation and variation**
- Compare the original A section with the alternative version, which includes rhythmic variation. Devices used here to add impetus include breaking down longer note values in a passage that moves forward, and using extra syncopation. Also notice the anticipatory note (G♯) at the start of b. 5, and the note added, to increase momentum, to the third beat of the cadence (bar 9).
- Is less more? An effective way to build excitement in the C section might be to play Ex. 6 the first time around and the original version on the repeat.
In the same way, you can simplify b. 13 so that it is played as follows the first time around:
Next steps
- Look back at 5. *Mekhutonim tsum tish* and note b. 9 and the *Fine* bars in the alternative A section. This is a typical closing flourish that can be adapted to end other *freylekhs*/bulgar-style pieces. Try using it to replace the notated ending in this piece; switch over after the third beat of b. 9.
7. *Khosn kale mazltov*
Alternative A section
7. Khosn kale mazltov
Primash
Bass
A
Dm
Gm A Dm
F
G Fm G A Dm C Dm
Dm
A Dm A Dm
Last time
Fine
1.
2.
1.
2.
D.S. al Fine | web | https://www.iemj.org/wp-content/uploads/2024/01/Khosn-kale-mazaltov_Ilana-Cravitz.pdf | 0.478371 | {
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NEWS RELEASE
Ilene Shapiro – Summit County Executive
FOR IMMEDIATE RELEASE
Date: September 29, 2022
Contact:
Greta Johnson Director of Communications & Assistant Chief of Staff Office of Executive Shapiro [REDACTED_EMAIL] [REDACTED_PHONE]
County Executive and Council recognize North American First People's Day
SUMMIT COUNTY, OHIO—Summit County Executive Ilene Shapiro and County Council passed legislation recognizing North American First People's Day on October 3, 2022. First People's Day was first recognized by County Council in 2019 after students at The Lippman School of Akron proposed the day to honor the first people of this land as part of their longstanding relationship with the Northern Cheyenne Nation of Montana. First People's Day is an opportunity for remembrance, mourning, and healing for all residents as we reckon with the history of indigenous people and culture in Summit County.
"By learning, reflecting, and collaborating with today's indigenous nations and descendants of indigenous nations, we can address the atrocities of the past and move toward a future where we honor the native people of Summit County and beyond," said Executive Shapiro, "If our students can start a tradition such as this, surely we can continue to bring about positive change for the betterment of our County and for our indigenous peoples."
This area of Ohio was historically a hunting ground for the Haudenosaunee (Iroquois) but became home to the Seneca-Cayuga and Lenape (Delaware) peoples decades later as they fled the eastern seaboard. As more Europeans settled in Ohio, indigenous people were pushed further west until the Indian Removal Act of 1830 forced the remaining natives to either assimilate or migrate to what is now Kansas and Oklahoma. The Seneca-Cayuga and Lenape were but two examples of the many First Nations subjected to genocide, forced migration, and forced assimilation. To truly celebrate North American First People's Day, we must remember the realities of their treatment and work to renew trust and goodwill for a brighter future.
"Summit County Council is proud to recognize the rich history and culture of the North American First Nations," said Council President Elizabeth Walters, "I hope that residents will consider participating in events and learning about indigenous history this year."
Several local events will take place this year in honor of First People's Day, including the annual Portage Path Walk on October 2 at 1:30pm. Members of the Northern Cheyenne Nation will lead the walk. A list of additional events is available here: https://walkportagepath.com/walk-2022. | web | https://co.summitoh.net/news/19899/news_upload/press-release-first-people-s-day-oct-2022.pdf | 0.465427 | {
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Bible Study Curriculum
The Bible Study Curriculum described below was developed specifically for an in-prison format. It combines interactive lecture and small-group discussion formats. It assumes that the participants represent a wide range of backgrounds, from those who have no knowledge of the Bible to those with considerable knowledge. It is designed for a total of about 45 minutes of lecture and discussion time, with the rest of the time devoted to singing and prayer.
Meeting Format
Your meeting format will depend on your situation -- are you meeting in the prison chapel, the visiting room, or a classroom? Are there tables available? Can you easily move chairs into small group circles? What restrictions are imposed by prison regulations or by the corrections officers supervising your group? Here's our typical weekly meeting looks like:
Background Information
Check-in: A Corrections Officer collects passes and two of the Chaplain's inmate assistants take attendance as the men enter the visiting room. Men who are working on *individual Bible studies* turn in their completed books and pick up new ones as soon as they arrive.
No single approach can possibly fit every prison ministry situation. To understand our curriculum, you need to understand the context in which it was developed. You'll need to adapt your approach to the situation you face. MCI-Concord is the primary intake and classification center for the Massachusetts correctional system. It has a fairly high turnover rate as inmates are evaluated, classified, and moved on to other institutions. The average stay is about six months, and most inmates who attend our Bible Studies do so for only a few weeks before being moved out. We have therefore focused our lesson plans on important topics in Christian doctrine and Christian living, organized in relatively short sequences, which we cycle through approximately every six months.
Singing (10 minutes): We start off with a session of spirited singing, using a *song list* we've compiled. Sometimes we have inmates who perform solos or as small choral groups.
Prayer (10 minutes): We then engage in a time of corporate prayer, in English and Spanish (and occasionally other languages as well). Those who choose to pray are encouraged to speak out clearly and to keep their prayers brief.
Awards (5 minutes): Inmates are encouraged to pursue independent Bible study each week. We are currently using two six-book *Navigators Bible Studies*, Studies in Christian Living (in English) and Design for Discipleship (in Spanish). For each book completed, we award a small diploma. This award ceremony has turned out to be a significant motivation for inmates to complete the studies. Over one-third of the inmates take part in these studies.
Introduction (10 - 15 minutes): The volunteer leader introduces the lesson and we read the relevant scripture passages together.
Small Group Discussion (20 minutes): We
break into small groups of 8 to 10 people to discuss the questions associated with the lesson. Generally, a volunteer leader leads each discussion, although some groups are led by experienced inmates.
Summary and conclusion (10 - 15 minutes):
We reassemble as a large group to discuss answers to the questions. The volunteer leader then summarizes and concludes the lesson.
Closing song and prayer (5 minutes): We close with a song and a prayer, often led by inmate.
Our group meets weekly for an hour and a half each Monday evening. We currently have 12 active lay ministry volunteers, with an average weekly attendance of about 9. We meet in the main visiting room, which is free on Monday evenings because that's the one night when no family visits are allowed.
The prison population is about 2000. The prison administration has limited total inmate attendance to 100. The Protestant Chaplain maintains a list of inmates who have signed up to participate. Only these men are allowed to move from their living units to the visiting room. The Chaplain also maintains a waiting list. Men are dropped from the active list if they miss two consecutive meetings, and a name from the waiting list is added.
Special Meetings
Your program may also include special events, such as
* an outside guest speaker
* a videotape presentation, followed by a discussion session
* a special music program, such as a guest singing group or choir
* a talk by an ex-inmate who has succeeded in the "straight life"
Special events involving additional outside visitors will require permission from the prison administration. Be sure to submit any such plans well in advance of your planned meeting. This is especially true of bringing in anyone with a prior criminal conviction -- this will probably require special permission from the superintendent of the institution, and possibly from higher authorities as well.
Of course, you will also want to hold special programs for holidays such as Christmas and Easter.
Lesson Materials
We offer three series of Bible study lessons, all designed for large-group presentations and small-group discussions. All may be download (free of charge) from the following links:
Living in the Kingdom Growing in Christ Being Part of the Church | web | http://prisonnet.org/PDF%20files/Curriculum.pdf | 0.430139 | {
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Response and effect traits in a phenotypically-variable marine foundation species
Eelgrass (Zostera marina) is a flowering plant in shallow soft sediments along all northern temperate coasts, where it is an indicator of water quality and energy, and plays a strong ecological role in food webs and shoreline stabilization.
Within a single species, it exhibits extraordinary phenotypic variation: adult body size spans an order of magnitude; and life history ranges from annual populations where all plants flower and die each year, to perennial populations where >95% of shoots derive from clonal branching. This phenotypic variability lends itself to the ecological framework of response and effect traits to unravel both why its phenotype varies, and whether that variation matters for its ecological role. For response traits, taller plants tend to occur in calm conditions, fine-grained sediments, and deeper water depths, and reciprocal transplant studies revealed rapid remodeling and phenotypic plasticity. In contrast, life histories were largely fixed for transplants of seedlings and vegetative shoots. We are currently exploring whether the importance of source population for flowering stems from genetic distinction or cues very early in the life cycle. For effect traits, our state-wide sampling of fish and decapods revealed that eelgrass provides a seasonally-variable habitat, most distinct in its associated species relative to unvegetated habitats in summer. Looking ahead, these empirical data on response and effect traits will inform management decisions about source populations for restoration and methods for food production co-located with eelgrass, as well as better define the role of foundation species in supporting complex socio-ecological systems.
Transcriptomic and genomic data offer exciting new approaches to examine the genetic networks underlying the origin and evolution of the chordate body plan. The Swalla lab currently has two distinct lines of investigation. In the first, microevolution project, we study two closely related tunicate species with very divergent larval body plans—the tailed ascidian *Molgula oculata* and the tailless *M. occulta*. We have sequenced the genomes and analyzed developmental transcriptomes for both species and the hybrid embryos and have shown that the muscle genes and tyrosinase pigment genes are pseudogenes in the tailless *M. occulta* species, but in some cases, the mutated transcripts are found in the transcriptomes. We also study the larger question of the evolution of the chordate body plan. This involves analyzing genomic and transcriptomic changes across phyla to infer ancestral body plans. Some hemichordate and tunicate species are also capable of regeneration, and we are looking for the genetic networks underlying these processes in an effort to understand the evolution and development of regeneration. | web | https://www.biology.washington.edu/sites/default/files/seminar/Swall_Ruesink_Seminar2019.pdf | 0.487449 | {
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Fifth Grade Supply List
Welcome to Fifth Grade!! Supplies should be brought to school on the first day of school.
• 1 CLEAR OR MESH BACKPACK
• 3 packs of #2 Yellow Pencils
• Crayons, color pencils and markers (1 box each)
• 1 Binder - 2 or 3 inch (Nothing Smaller Please)
• 6 Folders with brads and pockets
• 1 Pk subject dividers
• 4 Glue Sticks
• 5 Pks Loose Leaf Paper/College Rule Wide
• 3 Pkgs. Copy Paper
• 1 pk Index Cards (Large)
• 4 bottles hand sanitizer
• 4 boxes of Kleenex tissue
• 4 packs paper towels
**Please note, a few items on this list may need to be replenished mid-school year** | web | https://www.bhamcityschools.org/cms/lib/AL01001646/Centricity/Domain/19/23245th%20Grade.pdf | 0.430507 | {
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Q1) Read the case and answer the questions given below
Walmart’s Green Initiatives
It’s probably the last company that you’d think of as going green. As the world’s largest retailer with more than 8,400 stores globally, Walmart moves massive amounts of products and uses massive amounts of power and other resources to operate its business. But it’s also striving to transform itself into a company that’s seen as environmentally friendly. That’s why the company’s announcement that it would cut some 20 million metric tons of greenhouse gas emissions from its supply chain—the equivalent of removing more than 3.8 million cars from the road for a year—got widespread attention.
This announcement came a few months after the company said that it would be creating a sustainability index of just how green its products are. The first part of Walmart’s three-phase plan was getting information from its more than 100,000 suppliers using a 15-question survey about their greenhouse gas emissions, water and solid waste reduction efforts, and other details about business practices. That information was received by October 2013, and the second-phase process of entering it into a massive database began. The third phase involves getting all that data eventually condensed into an easily understood universal rating system, similar to a nutrition label but focused on details about environmental and social sustainability.
However, it’s likely that this effort won’t be complete until 2018. This isn’t the company’s first push toward being green. Walmart has started many environmental initiatives in recent years including improving the efficiency of its truck fleet and working with 20th Century Fox Home Entertainment, which produces DVDs, to cut greenhouse gas emissions by eliminating the plastic knob in the center of its CD cases.
The most difficult part of this latest green initiative has been persuading its suppliers to spend the time and money tracking and lessening their environmental impact. Essentially, suppliers are being asked to “examine the carbon lifecycle of their products, from the raw materials used in manufacturing all the way through to the recycling phase.” Although supplier participation was not mandatory, Walmart made it clear that it was interested in doing business only with suppliers that shared its goals. The company is also collaborating with organizations such as the Environmental Defense Fund, ClearCarbon, the Applied Sustainability Center at the University of Arkansas, and the Carbon Disclosure Project. These groups will advise Walmart and its suppliers and help in evaluating and measuring reductions.
Questions:
a. Will Walmart be able to achieve the reputation of being environmentally friendly by its green initiatives?
b. Why do you think suppliers might be reluctant to be involved in this initiative?
c. Why do you think it’s important for Walmart to collaborate with other green-minded organizations?
Q2) a. What are the ten managerial roles described by Mintzberg and identify the managerial skills needed for managers and also state whether it’s same for different levels of Managers?
(07 Marks)
b. Explain the three leadership styles (autocratic, democratic and laissez-faire) and describe the relationship between the leader and follower of these three styles on a picturized way.
(05 Marks)
c. What are the barriers that could be identified in the communication process and suggest mechanisms to overcome these barriers.
(06 Marks)
d. What are the alternatives for specialization in organizing process and how they are different from each other.
(05 Marks)
(Total 23 Marks)
Q3) a. What is the contribution of “Equity Theory” in the process perspective of motivation?
(04 Marks)
b. What do you understand by Span of Management, briefly elaborate it with its category?
c. Define planning and explain the steps involved in planning.
(Total 14 Marks)
Q4) a. Who were the main contributors for behavioural approach (management thoughts) and briefly describe the contribution of Elton Mayo.
(06 Marks)
b. What are the stages you can identify in controlling process and state the types of control applied in the organization?
c. What are the components/factors of internal environment of the organization and give the dimensions of Organizational Culture.
(Total 18 Marks) | web | http://www.digital.lib.esn.ac.lk/bitstream/handle/123456789/11474/MGT%201024.pdf?sequence=1&isAllowed=y | 0.426516 | {
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RETURN TO PLAY
PLAYER INFORMATION
These guidelines have been developed to reduce the likelihood of spreading the COVID-19 virus through tennis. Before attending a tennis venue or playing tennis, you should consider your individual situation noting that the COVID-19 virus can spread very quickly and result in very serious medical complications in some people. Like any activities, there are some inherent risks involved and by participating you are accepting those risks.
**COVIDSAFE APP**
Tennis encourages all participants to download the COVIDSafe app to help speed up the process of identifying anyone who has been in close contact with someone diagnosed with COVID-19. Learn more: [https://www.health.gov.au/resources/apps-and-tools/covidsafe-app](https://www.health.gov.au/resources/apps-and-tools/covidsafe-app).
**BEFORE YOU PLAY**
You must stay at home if you:
- Have been in contact with someone with COVID-19 in the last 14 days
- Have been overseas or exposed to someone with COVID-19 in the last 14 days
- Have flu-like symptoms
- Or are in a high risk health category.
**ATTENDING TENNIS ACTIVITIES**
- Only people core to playing should attend tennis activities such as players, participants, coaches and operational personnel
- Arrive and leave as close as possible to when you need to be there
- Only one parent/guardian should accompany younger children where possible.
**SOCIAL DISTANCING**
- Tennis holds a unique advantage as a sport which requires no direct contact between players. You can also:
- Touch racquets instead of the regular pre or post match handshakes
- Keep 1.5 metres away from other people while watching or attending an outdoors tennis activity and avoid close contact by moving around indoors.
**PERSONAL BEHAVIOURS**
- To protect against infection, you should:
- Wash/sterilise your hands before and after you play and avoid touching your face while playing
- Not share water bottles or towels. Bring your own full bottle and towel
- Wash your hands frequently with soap and water or hand-sanitiser when available, before and after eating, after going to the toilet, sneezing and coughing
- Cover your coughs and sneezes and dispose of any used tissue immediately
- Avoid touching your face
- Keep your distance from people who are obviously sick
- Be aware of what surfaces you touch and if you touch the on court equipment such as net, net handle, hoses, and court bagger you must clean these before you leave
- Make all payments online or via EFTPOS – avoid handling cash
- If using Book a Court, make sure you make use of the sanitising facilities at the gate for cleaning each time the pin pad and gate is used.
**TENNIS EQUIPMENT**
There is no specific evidence that balls can spread COVID-19. We do know that respiratory droplet contamination on hard surfaces can potentially survive for some time. Therefore, you should:
- Make sure you clean your hands before and after coming off the court
- Not touch your face after touching a ball, racquet or other shared tennis equipment
- Sanitise hands at regular intervals while on court
- Use fewer balls per session
- Clean all shared tennis gear before and after use with alcohol-based disinfectant. | web | https://www.tennis.com.au/wp-content/uploads/2020/05/Player-Information-Guide.pdf | 0.494612 | {
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The church lies within a raised and extended churchyard, described in 1996 by the Clwyd/Powys Archaeological Trust as a ‘small sub-triangular churchyard’ with two mature yews.
The most significant of these is male, measured c1987 by Ann Nethercott who recorded girths of 31' 9" at 3' and 35' at 4'. These measurements were sent to the Conservation Foundation as part of a project associated with the Country Living magazine. In 1994 a girth of 37' was recorded in Meredith’s Gazetteer in *The Sacred Yew*.
The huge fragment is seen below in 1998
The next photographs show the many different faces of this tree in 2015
A second yew, female, grows at the boundary of the churchyard and two adjacent gardens. It is recorded in Meredith’s *Gazetteer* in *The Sacred Yew* (1994) with a girth of 22'.
It is seen on the right in 1998, the space between its many fragments filled with wood and other rubbish. This was gone by 2015 and the photos below show it to be a fine tree of many linked fragments.
© Tim Hills - Ancient Yew Group - 2020 | web | https://www.ancient-yew.org/userfiles/file/Discoed%202020.pdf | 0.433891 | {
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Red, White & Blue Day 2018 – Video Answers
View the video, available to download on the front page of the website www.redwhiteblueday.co.uk
Then ask your pupils the following questions:
1 What time did Germany sign the Armistice papers?
6 o'clock in the morning
2 What time did the war end?
11am
What was the date when World War One ended?
3
11th November 1918
4 Where did people begin to gather when they heard the war was ending? Trafalgar Square
5 People made their way down Westminster to Downing Street, what happened when they got there? Prime Minister came out to speak
Before 11am what did the Prime Minister tell the crowd?
6
The War would be over
How did people celebrate the end of the war?
7
Held street parties
8 Who did the war effect?
Everyone: men/women, young and old
9 How many people mobilised (went to war)?
5 million
10 Approximately how many were killed?
700,000
How many soldiers were injured?
11
1.6 – 1.7 million
12 What did the soldiers do at the end of the war?
Returned home, many with injuries and scars
How many years did the war last?
13
4 years
14 In 1922 the Government passed a law, what was it called? The 10 Year Law
15 The Royal Air Force (RAF) was created in what year? 1918
16 In the early 1920's what did the RAF do? Policed by air, places in the Commonwealth
Bonus Questions (not on film):
1 What year did the First World War begin? 1914
2 What does the word 'Armistice' mean? Agreement to end war
3 What is the First World War also known as?
The Great War or World War One
4 How many years ago was the end of the First World War? 100 | web | http://redwhiteblueday.co.uk/downloads/2018/RWB-2018-QA-Video-Answers.pdf | 0.437235 | {
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Queenswood School – Scholarly Research leads to Jet Towel
Mitsubishi Jet Towel hand dryers are helping a progressive independent girls' school maintain its commitment to bettering the environment wherever possible.
Queenswood School has occupied the same beautiful parkland site for almost 100 years, which it believes contributes to the positive energy of the school, the happiness and rounded development of its 400 girls.
Most of its buildings are fine examples of Arts & Craft architecture, and the estates department is undertaking a 15 year programme to refurbish and modernise them all. Where new build or extension of an existing building is required, they are at pains to achieve a seamless match of style, proportion and palette.
New for the 2011-12 academic year will be will be a refurbished second Lower School boarding house for 45, Year 7 and 8 (11-12 year old) students.
"At this age, the girls like to share bedrooms, so we have four, five and six bedded rooms and a couple of bathrooms on each floor so it's never far to walk at night," explains Janet Smiths one of Queenswood's management team. "Later on, the sixth formers prefer en-suite single or twin rooms."
When rebuilding the Middle School houses a few years ago a policy decision was taken to move away from conventional hand dryers towards a more modern solution. Estates Manager Ian Brownjohn explains:
"Originally we leased hand dryers, but we decided to move away from this to give us greater flexibility and took the opportunity to re-evaluate the apparently mundane task of hand drying. There is a definite rush hour in the mornings and another at bedtime, which we thought we could eradicate with a high speed dryer."
Ian enjoyed a partial success with hand dryers for the Middle School boarders, but thought he could do better the second time around.
"The units we originally chose were of rather brash appearance, which clashed with the rest of the ambience. Also they were noisy, particularly at night and we suspected that they would
have the potential to upset the younger girls in the lower school."
A review of the options left Ian in no doubt that Mitsubishi Jet Towels lived up to Queenswood standards in all way. Whisper quiet and understated in their elegance, they have a typical dryer
time of 10 seconds per user. They also make an energy saving of about 70 percent over other dryers, another contribution to environmental excellence.
Jet Towels do not use a flood overheated air to evaporate moisture from hands. Instead cleverly designed and positioned nozzles create a thin plane of high speed air that blows the
droplets off. A far lower volume of air is used, hence the energy savings.
"Significantly for a school, the air and water is all directed into a drain in the unit," Ian observes.
"This means bacteria are all captured and disposed off, rather than blown around the room in an incubating bubble of warm air. So if one girl has a sniffle or the start of a cold, it is far less
likely to be spread to her friends."
The contact areas of Jet Towel are made from antimicrobial material to further reduce the incidence of person to person transfer.
Janet again: "At Queenswood our attention to detail is legendary. If there is a better way to do anything that is the way we do it! Our overriding commitment is to help the girls develop their
full potential and providing the right environment is a crucial element in the plan.
"I think that with the Jet Towel we may have found the very best in hand dryers, ones that are worthy of a place at Queenswood.”
For more information please contact us:
Tel:
01707 288 780
Email:
Website:
[REDACTED_EMAIL] www.jettowel.co.uk | web | http://jettowel.mitsubishielectric.co.uk/wp-content/uploads/2016/11/Queenswood-School-%E2%80%93-Scholarly-Research-Leads-to-Jet-Towel.pdf | 0.504411 | {
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Illness/wellness policy
The health and well being of the children at WACC is our first concern. In order to promote a healthy environment, we will undertake to ensure:
* Universal precautions are used for handling all bodily fluids;
* Proper hygiene is maintained;
* Proper hand washing techniques are used by all children and adults; and
* Families are informed of any outbreak of a contagious diseases.
Families are advised to keep their child at home or to seek alternate care arrangements for the following conditions:
* A common cold with listlessness, runny nose and eyes, coughing and sore throat. Once the child's temperature, well being and energy have returned to normal, the child may no longer be contagious, and may be able to return to the childcare even though coughing and runny nose may persist. If the symptoms (runny nose and eyes, coughing) are caused by a known allergy (e.g. hay fever, asthma) the child is not contagious and does not have to be excluded;
* Pain - any complaints of unexplained or undiagnosed pain;
* Difficulty in breathing - wheezing or a persistent cough;
* Sore throat or trouble swallowing;
* Fever (99.4 degrees F/38.3 degrees C or more);
* Infected skin or eyes, or an undiagnosed rash;
* Unexplained diarrhea or loose stool (may or may not be combined with nausea, vomiting or stomach cramps). These symptoms may indicate a bacterial or viral gastrointestinal infection which is very easily passed from one child to another via the fecal-oral route. The child should be kept home until all symptoms have stopped;
* Headache and stiff neck (should see physician);
* Nausea and vomiting;
* Children with known or suspected communicable diseases. A doctor's note may be required before the child can return.
* Evidence of head or body lice (including the presence of nits) or scabies; or
In Summary, a child must be kept at home (or taken home):
* When child is suffering from one or more of the above symptoms; or
* When child is not well enough to take part in the regular programs of the program; and
* At the discretion of the staff at WACC.
Ultimately, the care of a child who is ill or infectious is the parent's responsibility. IF YOUR CHILD HAS BEEN ABSENT FROM SCHOOL DUE TO ILLNESS, THEY WILL NOT BE PERMITTED TO ATTEND THE CENTER THAT DAY.
If your child becomes ill at WACC, you or your alternate will be called to come and pick up the child. WACC will make every effort to keep the child quiet and comfortable until you arrive. If we feel it is an emergency situation, we will call an ambulance for the child and contact you or your alternate immediately afterwards.
In order to return, you child must be fever free and symptom free for 24 hours without medication. We reserve the right to require a doctor note and/or other professional verification of treatment, depending on the condition, in order for the child to return to our care. | web | https://walnutacreschildrenscenter.org/wp-content/uploads/2022/09/illness-wellness-policy2022.pdf | 0.505378 | {
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Jesus on the Mount of Transfiguration
Moses received the Ten Commandments from God and brought them back to the Israelites.
From The Complete Bible Story Clip Art Book. ©Gospel Light. Used by permission.
Figure 1
Joseph and his brothers
The Last Supper
Jesus and his disciples are gathered around a table for the last time before he is crucified. This is a significant moment in Christian history, as it marks the beginning of the Eucharist, which is a central part of many Christian traditions.
The Last Supper is often depicted in art and literature, with Jesus sitting at the head of the table, surrounded by his twelve apostles. The table is set with bread and wine, which are symbols of the body and blood of Christ.
This scene is a powerful reminder of the sacrifice that Jesus made for humanity, and it is a time for reflection and gratitude. It is also a time for community, as Christians come together to share in the sacrament and to remember the love and forgiveness of Jesus.
Jesus washes Peter’s feet.
Copyright © 2012 Sergio Cariello & CalvaryCurriculum.com
LA MISIÓN DE JESÚS
Sinagoga
¡El Espíritu de Dios está conmigo!
The Spirit of the Lord is upon me, because he has anointed me to bring glad tidings to the poor.
Luke 4:18
Bible Memory Verse
The High Priest is lighting the menorah in the Temple.
Astronauts in space.
En las pisadas de Jesucristo el Hijo de Dios, Lección 8 – © 2012, hermanamargarita.com
Arte: César Álvarez Cotera
The Tower of Babel Coloring Page
The Tower of Babel is a story from the Bible where people tried to build a tower that reached up to heaven. God confused their languages so they couldn't finish the tower and had to scatter across the earth.
This coloring page shows the people working on the tower, but with different languages. It's a great way to teach children about the story and help them understand the concept of language barriers.
The man with the beard and hat is holding a can of tuna. | web | https://eunice.fustero.es/menores/series/SerieA/t1/colorear/03_JesusNazaret.pdf | 0.48767 | {
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Tips to help your student be a more proficient and engaged reader
Conversation Starters:
* Ask your child to predict what might happen next.
* Is there any evidence in the novel that supports your earlier prediction?
* What is the author trying to say in this part of the novel?
* Discuss one big idea that you can connect or relate to.
Story Structure Elements:
* Were you surprised by the ending? Why or why not?
* At what point did you like the main character most? Least?
* What caused the story to end the way it did: The character's luck, hard work, skill, or a bright idea? Which is more important in real life?
Story Setting:
* How is the action of the story dependent on the setting?
* In what other location could the story have taken place without affecting the plot?
* How might the utilization of modern technology have affected the action or outcome of the story?
Story Plot:
* What part of the plot did you like the best? Share your reasons.
* Where in the story did you feel the most intense emotion? Why did that part bring about emotion?
* Which single event had the greatest impact on the outcome? Why?
Story Characters:
* How did the character change or grow from the beginning to the end?
* Who did the character go to for support and understanding? Who could the character go to?
* When did you face a problem in your life like one faced by the character? | web | http://www.milweeptsa.com/uploads/1/4/0/7/14077638/reading_initiative_tips.pdf | 0.472993 | {
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Monday 20 th September
Dear parents and carers,
Now that the children have been back for a couple of weeks and are starting to get back into the routine of a school day, I would like to take this opportunity to let you know how your child's maths learning will be structured over the coming year.
At Cranborne, in years 5 and 6, we use the 'Maths - No Problem!' series of textbooks and workbooks. These are based upon an approach to maths teaching developed in Singapore and incorporates a CPA (Concrete, Pictorial, Abstract) approach to learning. Some of your children may be familiar with this approach, but others will not have used it at their previous schools.
Essentially, this means that in order to really master a concept in maths, rather than just be able to reproduce a process, pupils need to be able to physically manipulate or visually represent the problems they are solving. Only once this has been fully established can the learning be transferred into a more abstract understanding. If you would like to read more on this, then you can do so here:
https://mathsnoproblem.com/en/mastery/what-is-maths-mastery/ https://mathsnoproblem.com/en/mastery/concrete-pictorial-abstract/
Additionally, as of this week, the pupils in year 5 have been subdivided into 4 groups. We are fortunate at the school that we have the necessary staff and expertise to do this. As such, your child may have a different maths teacher from the one they started the year with. I should like to clarify that this is not structured in such a way that there is a top set, 2 nd set, 3 rd set etc. Rather, in line with the Maths – No Problem approach, the pupils are expected to work at broadly the same pace towards similar targets. We appreciate that different children are working at different levels, especially in light of the Coronavirus lockdown that will have impacted on all of the children in different ways, but rest assured we are working hard to ensure they are back up to speed as soon as possible.
For homework, children will be using CGP textbooks which will be provided to them shortly. Likewise, we expect the children to work weekly on their times tables knowledge through the online platform TTRockstars. Children are expected to know their 12 x 12 tables by the end of year 4, so we want them to keep on top of this such that they have all this information ready at their fingertips.
If you have any questions about anything raised in this letter, then please don't hesitate to contact me at [REDACTED_EMAIL].
Yours sincerely,
Niall Woodger Maths Subject Leader
Damerham Road
Cranborne
Wimborne
Dorset
B H 2 1 5 R P
0 1 7 2 5 5 1 7 3 4 8
[REDACTED_EMAIL]
Web: www.cranbornemid.dorset.sch.uk
Cranborne Middle School
Headteacher: Mr R Stevens
Assistant Headteachers: Mrs R Cain, Mr S Gillott | web | https://www.cranbornemid.dorset.sch.uk/uploads/5/0/8/2/50822243/year_5_new_classes.pdf | 0.438512 | {
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"Analog Google" for the Georgians and Victorians Reference Books for Home and Business
BY DAVID A. NORRIS
Nowadays, one might check online to find answers to questions; confirm facts; or get instructions on, say, fixing a computer problem or replacing a leaky faucet. Misplaced your calculator? No problem: there are plenty of online calculators available. A century or two ago, our ancestors could have made do with a little home library. With some carefully chosen volumes, one could almost have a virtual "Wikipedia" where the names of current members of Congress; the current king of Hanover or Bavaria; or the area of the state of Ohio, were at one's fingertips. Other books had multiplication tables, so wholesale merchants or shopkeepers didn't have to take time to work out complex figures – or risk making a math error on an expensive business deal.
For centuries, almanac readers followed the course of the moon, stars, and planets through almanacs. Many early U.S. farmers timed their planting, harvest, or timber-cutting with the phases of the moon. Times of sunrise and sunset were also useful. Printed almanacs added tips on farming and household matters, and then brought in current information such as postage rates or the names of senators and congressmen.
Londoners Robert and James Dodsley introduced the Annual Review in 1758. Within a short time, the Annual Review (also known by other titles such as Dodsley's Review) was widely quoted and writers of all sorts used it as a source to confirm current information on politics, geography, and even celebrity doings. The old editions, available at various places online, are still very useful for finding dates and quick information on events of the French and Indian War, the American Revolution, and the French Revolution and Napoleonic eras. Publication in hardback and online continues today, and current and past editions are available through many libraries.
Other useful periodicals that covered current events and history include the Gentleman's Magazine (1731-1907) and The London Magazine, or Gentleman's Monthly Intelligencer (1732-1783).
Some British and U.S. almanac publishers altered their format, to expand their publications to include regularly updated information on current politics, geography, commerce, and world events.
Similar classic British publications include Whittaker's Almanac and Hazell's Annual Cyclopedia. U.S. equivalents include the American Annual Register of Public Events.
The original Ready Reckoners appeared in the late 1700s. They allowed shopkeepers and merchants to calculate without an adding machine, using printed multiplication tables. For instance, say you sold 75 items at one penny three farthings apiece. Instead of working it out by hand (and www.internet-genealogy.com ~ August/September 2022 ~
Internet GENEALOGY
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CEDARBURG TOUR
Thursday, June 22, 2017
Depart Crowne Plaza Milwaukee Airport at 11:15 am, return ~5:30 pm. Cost $55; includes buffet lunch and driver gratuities
THE WISCONSIN MUSEUM OF QUILTS & FIBER ARTS
The Museum is located within a repurposed 1850s farmstead. It is dedicated to the artistic, cultural, historic and social importance of quilts and fiber arts, while increasing awareness of historic structure preservation. The WMQFA collects and displays important historical fiber arts such as quilts, coverlets, a range of other textiles, including knitted pieces, vintage clothing, hats and 'Stevengraphs.'
Wisconsin Museum of Quilts & Fiber Arts N50 W5050 Portland Rd Cedarburg, WI 53012 [REDACTED_PHONE]
www.wiquiltmuseum.com
CEDARBURG CULTURAL CENTER
Located in the heart of historic downtown Cedarburg, the CCC has been the cultural hub of the community for over 30 years. It is the Center for Art, Music and History in Ozaukee County. The Center provides access to and participation in the visual and performing arts, the humanities and local heritage.
A free gallery with frequently changing exhibits surrounds the Center's performance space, which features music, theatre, comedy and educational presentations. Exhibits include curated shows of artistic and historical interest and juried shows by local artists. Docent-led tour of current exhibit.
Cedarburg Cultural Center W62 N546 Washington Ave Cedarburg, WI 53012 [REDACTED_PHONE] www.cedarburgculturalcenter.org
THE CEDARBURG ART MUSEUM
The Cedarburg Art Museum's story begins in the 1860s with the Wittenberg Woolen Mill, which still stands a short distance northeast of the Museum. Mill owner Diedrich Wittenberg, envisioned the building as a gift for his daughter and her husband who married in 1895. The impressive residence was designed in 1898 by Cedarburg architect William Hilgen. The grand, red brick building is a combination of Romanesque, Queen Anne, and Classical architecture.
Cedarburg Art Museum W63 N675 Washington Ave Cedarburg, WI 53012 [REDACTED_PHONE] www.cedarburgartmuseum.org
NEW GLARUS TOUR
Monday, June 26, 2017
Depart Crowne Plaza Milwaukee Airport at 8:30 am, return ~6:00 pm. Cost $77; includes lunch and restaurant and driver gratuities
THE SWISS HISTORICAL VILLAGE & MUSEUM
Detailed Replica of an 1850 Swiss Settlement
The Swiss Historical Village Museum opened in 1942. Now the museum has 14 different buildings that tell the story of New Glarus. Visitors learn about how nearly 100 Swiss immigrants left their homeland in Switzerland to begin a new life in Wisconsin in 1845.
The Swiss Historical Village Museum's different buildings focus on each part of New Glarus history. There's an authentic 1850s log cabin, an 1890s cheese factory, a one-room schoolhouse, a firehouse, a print shop, a blacksmith shop, a general store, and a replica of the town's first log church.
Collection Highlights
*Gravestones of some of the colony's founding members
*One room cabin built by pioneers in the 1850s that was found in a local farmhouse
*Entire print shop that produced newspapers starting in 1897
*1902 ladder rig and hose cart once pulled by a team of running volunteer firemen
*Hall of History detailing immigration of the Swiss to New Glarus and efforts to preserve our traditions while becoming part of America
A knowledgeable Swiss Historical Village & Museum guide leads each tour. Tours are approximately an hour and a half. The tours are continuous, and you can join them at any point.
Sprechen Sie Schweizerdeutsch? Some of the guides speak Swiss-German!
Swiss Historical Village 612 7th Avenue New Glarus, WI 53574 ([REDACTED_PHONE] www.swisshistoricalvillage.org
LUNCH AT THE NEW GLARUS HOTEL RESTAURANT
Like your restaurants with a little side of history? The New Glarus Hotel has a rich story that starts all the way back in 1853. Why is it called a hotel? It primarily began its life as a hotel, housing salesmen, travelers, and those awaiting the services of nearby livery stables or harness makers. The hotel's main dining room was once an old opera house. Traveling stock shows and vaudeville revues were billed often at the old theater. It later featured silent movies, complete with pianists. The first motion picture in the village was shown in the hall in 1922. Talking movies were introduced in 1930. But the stage stood mostly dark and silent from 1950 until 1965. It was then converted into a Swiss-style Yodel Club, complete with restaurant. While yodeling is now mostly reserved for performances,the authentic Swiss-style dining experience still endures. Lunch, taxes and dessert are included in the tour price. Choose one of three entrees (at time of registration).
CHALET OF THE GOLDEN FLEECE MUSEUM
Charming, Swiss Alps chalet-style home of Edwin Barlow, who brought the Wilhelm Tell play to America in 1938. Houses thousands of artifacts Barlow collected during his travels abroad in the early- to mid-20th century.
New Glarus architect Jacob Rieder designed the home with features traditionally found in the canton of Bern,
Switzerland. Barlow built it in 1937. Today it is in the Wisconsin State Register of Historic Places and the National Register of Historic Places as an outstanding example of an authentic Swiss chalet, one of only three in Wisconsin.
Chalet of the Golden Fleece
PO Box 399
New Glarus, WI 53574
[REDACTED_PHONE]
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Find your place in Germany.
Rastede -- Medieval Splendor Among Castles And Churches
Rastede is a place in which you will find much to do by visiting the various attractions.
One particularly impressive site to visit is Schloss Rastede, an ancient castle which housed the rulers of Oldenburg, which underwent changes throughout the centuries. At one time a county, then a Duchy, Grand Duchy, and then a republic, this town's grand history is displayed at various points of interest.
The castle has a long history and was once a monastery. If you like the grandness of European castles, Schloss Rastede will not disappoint. You will also find that many events, including vibrant fireworks displays, are a part of visiting the dwelling.
— Top Areas Of Interest
History
Webcams
Gunzenhausen
Sigmaringen
If medieval churches are part of your itinerary as you traverse this quaint city, you should definitely plan a stop at St.-Ulrichs-Kirche, which is as old as the city. Parts of the church which are still standing today were constructed in 1059, which makes them nearly 1,000 years old. Imagine yourself standing in a building which has existed for a millennium!
Again, medieval is the theme of the day in Rastede. You can find a "renaissance faire" atmosphere year-round. Jousting tournaments, markets, costumed actors and more make up the amusement one can find in these Middle Ages-themed events. Pretend to be royalty for a day and attend one of these grand affairs.
A much more modern site, but still noteworthy, is the Wahnbeker Fernmeldeturm. This telecommunications tower is notable for its height. Plus, it holds a place in the Guiness Book of World Records for the largest and highest Advent wreath worldwide — with a height of 134 meters,
1 / 2
Powered by TCPDF (www.tcpdf.org)
MyGermanCity.com
Find your place in Germany. http://www.mygermancity.com or 455 feet. At that towering size, you will find yourself stretching your neck to sneak a peek at the zenith of this monument.
For quaint German countryside settings, medieval churches, medieval fairs, and castles, look no further than Rastede. The city will cater to you as you wander its streets enamored. Everyone will be entertained when visiting this lovely German country town.
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2018 Patient & Family Guide
Telemetry
Telemetry
What is telemetry?
Telemetry is a way of recording your heart's rate and rhythm. A transmitter is used to send this information to a monitor at the nurses' station. The recording happens while you are awake as well as while you are asleep.
Why is telemetry done?
Telemetry may be done to help the doctor:
* Diagnose problems with the heart's rhythm.
* Evaluate fainting spells.
* Investigate a fast or slow heart rate.
* Assess the heart's response to medication.
* Check on the heart after a pacemaker or implantable cardioverter defibrillator (ICD) is inserted.
How is telemetry done?
* A nurse will start telemetry.
* Sticky patches called electrodes will be put on on the chest, if needed. The electrodes are then attached by wires to a small machine called a
the skin of your chest. We may shave a small area transmitter. The transmitter is about the size of a portable radio.
* Put the transmitter in your pocket or a pouch. This prevents pulling on the wires so a clear pattern of your heart's rate and rhythm is transmitted. It also prevents damage to the wires.
* The transmitter will send a continuous pattern of your heart's rate and rhythm to a monitor at the nurses' station. Regular and irregular beats will be recorded on paper for the doctor to see later. If needed, your doctor will be called right away.
Important points
* Call the nurse if you have any of the symptoms that caused you to seek medical attention.
* Call the nurse if you have chest pain, feel your heart pounding, or feel dizzy or faint (light-headed).
* DO NOT leave the nursing unit. Telemetry will not transmit to the monitor if you leave the nursing unit.
* Do not get the transmitter wet.
* Your doctor will suggest the best level of activity for you.
* If you need to go to another department in the hospital, the nurse will stop the monitoring until you return.
* The nurse will change the batteries when needed.
* To lower the chance of skin irritation, your electrodes should be changed every other day.
Notes:
Looking for more health information?
Contact your local public library for books, videos, magazines, and other resources.
Find this pamphlet and all our patient resources here: http://library.nshealth.ca/PatientGuides
For more information, go to http://library.novascotia.ca
Connect with a registered nurse in Nova Scotia any time: call 811 or visit https://811.novascotia.ca Learn about other programs and services in your community: call 211 or visit http://ns.211.ca
Nova Scotia Health Authority promotes a smoke-free, vape-free, and scent-free environment.
Please do not use perfumed products. Thank you!
www.nshealth.ca
Prepared by: Cardiology Designed by: NSHA Library Services
The information in this brochure is for informational and educational purposes only. The information is not intended to be and does not constitute health care or medical advice. If you have any questions, please ask your health care provider. nd educational purpos nstitute health care or med k your health care provider.
WG85-0006 © May 2018 Nova Scotia Health Authority The information in this pamphlet is to be updated every 3 years or as needed. ority ated eve © May tion in 3 ye | web | http://www.nshealth.ca/sites/nshealth.ca/files/patientinformation/0006.pdf | 0.448608 | {
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COMUNICACIÓN:
LA FAMILIA DE ACOGIDA PROFESIONAL EN CATALUNYA. UN DERECHO Y UNA OPORTUNIDAD PARA LA INFANCIA.
Toni Rubio Nicás. UCAE familia profesional. E-mail:
[REDACTED_EMAIL]
RESUMEN
El niño/a maltratado y tutelado por la administración, pasa por todo un proceso de indefensión, desconcierto, soledad e incomprensión difícil de controlar. Hemos pasado del maltrato familiar, al maltrato institucional. Como educadores y como profesionales hemos de asegurar, que el niño/a no llegue a ser un mero trámite de la administración. Ha de ser tenido en cuenta en cada decisión que se tome y por ello, el profesional responsable de la misma, ha de ser conocedor del niño, de su entorno y de todo aquello que le concierne, mas que del informe que lo acompaña.
El acogimiento les ofrece y les permite embastar y reconstruir su vida y a nosotros nos permite acompañarlos en todo el proceso, ayudándoles a sacar lo mejor de ellos mismos.
La familia profesional aparece para acoger todos aquellos niños o adolescentes que por su situación familiar, emocional o funcional, no encuentran familia de acogida.
ABSTRACT
The mistreat child that is tutelary from the public administration, suffer a defencelessness, loneliness and misunderstanding period, difficult to control. Theyhad domestic abuses and then they are finding institutional abuses. As educators and as professionals we must ensure that the child does not become a simple administration formality. The child must be taken into account in every decision we make. The
Página 2 de 2
professional, one of the most responsible for them, must be knowledgeable about them, about their environment and everything concerning around it.
Foster child offers and allows rebuilding their lives. We help them with company to guide and make the best of themselves.
The Professional family appears to embrace all those children or adolescents coming from difficult family situations or from difficult emotional and functional status that do not find host families.
Palabras clave / keywords:
Palabras clave: 1.-acogimiento 2.-UCAE, 3.-infancia y adolescencia 4.-profesional
Keywords: 1.-Foster care, 2.-Childhood and adolescence, 3.-Profesional foster care | web | https://www.congresofapmi.es/imagenes/auxiliar/XIIICong_Formato_LA_CO_Toni%20Rubio%20Nic%C3%A1s.pdf | 0.485725 | {
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How the Program Works
1. Register at fauquierlibrary.org/services/kids/ or at any Fauquier County Public Library (FCPL) location, then pick up a reading log at your local FCPL or download one at fauquierlibrary.org.
2. Color a square on the log for every book you read. Even rereading the same titles counts, so read and color away!
3. After you've read 100 books bring your log into the library to receive a reward and your next log.
4. When you reach 1,000 books you'll receive a certificate and special book bag. We'll also post your picture on our Wall of Fame.
5. If you prefer to use an online tool to track titles you may download the 1000 Books Before Kindergarten app in the App Store (iPhone) or Google Play (Android).
Tools at the Library
Tips for How to Raise a Reader
Not sure where to start? Fauquier County Public Library has an assortment of Recommended Reading Lists that can help you select the right book based on your child's age and interest. Check at the reference desk or ask your local library staff.
Toddlers
Preschool & Kindergarteners
Easy Reader, Step 1
Easy Reader, Step 2
Set up a regular routine for reading daily. Bedtime can be a cozy, nurturing time to share books.
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LAB 5 PRE-LAB
1. An object starts from rest and travels a distance h in time ∆t. What is the formula for its constant acceleration a, in terms of h and ∆t?
2. If two equal masses are suspended from either end of a string passing over a massless, frictionless pulley (an Atwood machine), what kind of motion do you expect to occur? Why?
3. Suppose two unequal masses are suspended from the string of an Atwood machine.
a. What motion do you expect to occur?
b. Why do the two masses have the same magnitude of acceleration?
c. Write a formula for the acceleration of the masses in terms of m1, m2, and g.
d. How would you expect the acceleration to change if you move mass from the light side to the heavy side, keeping the total mass constant?
e. How would you expect the acceleration to change if you increase the mass of both sides by the same amount? | web | https://barransclass.com/phys1110/lab/P1110_Lab05_Prelab.pdf | 0.44352 | {
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Ten 27p (1st class) stamps featuring fruit and vegetables will go on sale at Post Office branches and Royal Mail Tallents House on 25 March. Hailed as Royal Mail Design-It-Yourself Stamps, they are aimed mainly at children as an inter-active product. Hopefully the colourful designs and fun labels will encourage more young people to take up stamp collecting as a hobby. The stamps are printed together in a block on self-adhesive paper. They feature: top row (left to right) strawberry, potato, apple, red pepper, pear; bottom row orange, tomato, lemon, cabbage, and aubergine. The Queen’s head and 1st class indicator are positioned at top right.
The stamps will be supplied in a pack together with colourful self-adhesive labels (below) showing eyes, ears, mouths, hats, etc so that children (and no doubt some adults) can have fun adding faces to the fruits and vegetables on the stamps. The stamps were designed by Johnson Banks, using photographs by Kevin Summers.
present an opportunity to ‘design-it-yourself’
First day facilities Unstamped Royal Mail FDC envelopes will be available from main Post Office branches and philatelic outlets about a week before 25 March, price 25p. Orders for serviced FDCs with pictorial first day postmark of Tallents House Edinburgh or Pear Tree, Derby must reach Tallents House (address below) by the day of issue. Price £3.59 UK or £3.06 overseas. Collectors may send stamped covers on the day of issue to: Royal Mail Tallents House, 21 South Gyle Crescent, Edinburgh EH12 9PB, or Special Handstamp Centre, Royal Mail, St Stephens Street, Birmingham B6 4AA (Pear Tree postmark), marking the outer envelope ‘FDO307’ (Tallents House), or ‘FDO308’ (Pear Tree). Covers posted at main Post Office branches will receive the Pear Tree postmark.
Details of sponsored handstamps for 25 March will be announced in the British Postmark Bulletin – available on subscription from Tallents House. Please note the new prices given at right.
British Postmark Bulletin
£12.25 UK/Europe; £24.95 elsewhere. For a free sample copy write to: The Editor, British Postmark Bulletin, Royal Mail, 148 Old Street, London EC1V 9HQ.
The stamps and labels will be sold in sealed packs (shown above), price £2.70.
PHILATELIC PRODUCTS A well-illustrated presentation pack containing the 10 stamps and labels (top, price £3.05) and stamp cards (not shown, 25p each) will be available from Tallents House and main Post Office branches. The pack was designed by Morgan Radcliffe.
Fruit and veg on stamps Somewhat surprisingly owing to their importance to our diet, the forthcoming set is the first devoted to fruits and vegetables. Indeed the number of stamps on the subject is very limited: 1989 one of the first issue Greetings stamps (bowl of fruit, top left), 1989 Food & Farming 19p (above left), 1993 Autumn 24p and 30p (blackberry and pear, top centre and top right), 1999 Millennium Settlers’ Tale 26p (fruit, above centre) and Farmers’ Tale 44p (peeling potato, above right).
Britain’s farmers produce a wide range of fruit and vegetables – especially traditional crops such as apples, pears, currants, berries, salad plants, onions, leeks, cauliflower, broccoli, tomatoes, Brussels sprouts, peas and beans. In recent years several more exotic items have been grown in increased quantities, for example sweet peppers, aubergines, kohlrabi, mooli, pumpkins and squashes. | web | http://www.collectgbstamps.co.uk/downloads/pdf/pb4006%20Fun%20Fruit%20and%20Veg.pdf | 0.495608 | {
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September 18, 2014
Water Docket # EPA-‐R10-‐OW-‐2014-‐0505 U.S. Environmental Protection Agency Mail Code: 2822T 1200 Pennsylvania Ave., NW Washington, DC 20460
Dear Administrator McCarthy:
Thank you for moving forward with the 404(c) process for Bristol Bay, AK. We support your proposed recommendations to protect salmon and believe that industrial-‐scale mining has no place in the Bristol Bay watershed.
The Alewife Harvesters of Maine is a group of alewife harvesters, conservation commissioners, biologists, and concerned citizens who have joined together to conserve alewives and to preserve the river-‐fishing heritage of Maine. We do this by restoring fish passages to spawning grounds, cooperating with state and federal agencies, and educating the public and other stakeholders about alewives and their habitat.
Like salmon, alewives are anadromous fish that rely on clean, unimpeded rivers and streams for their reproductive cycle. Habitat destruction and damming of rivers up and down the East Coast has taken a toll on this once-‐rich food supply. In Maine, we are lucky that we have been able to continue our alewife fishery. It is an age-‐old tradition that connects us to our land. But other states have not been so lucky.
Members of the U.S. commercial fishing and seafood industries have seen what happens when fisheries and watersheds are not cared for. We have watched the decline of too many fisheries due to loss of habitat and we have seen that even billions of dollars cannot fully restore most of those fisheries following inappropriate development.
The Bristol Bay salmon fishery is acknowledged across the world as a premier example of sustainable fisheries management. We support the EPA's proposed determination and believe the agency is more than justified in its decision to restrict dredge and fill material at the Pebble deposit. Furthermore, in light of the value of the Bristol Bay fishery, the sensitivity of its habitat, and the impossibility of guaranteeing against a catastrophic accident in open-‐pit mining, it is clear that large-‐scale mining activity poses unacceptable risks to the Bristol Bay watershed and should be prohibited. Please promptly issue a final 404(c) determination that will guarantee that large-‐scale mining will not have adverse impacts on the world's largest sockeye salmon fishery and the jobs and communities that it sustains.
Sincerely, Jeffrey Pierce Executive Director Alewife Harvesters of Maine | web | http://fishermenforbristolbay.org/wp-content/uploads/2014/06/Alewife-Harvesters-of-Maine.pdf | 0.422771 | {
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When Should I Keep My Child Home?
Sometimes it is hard to tell if your child needs to go to school or stay home. Here are a few tips to help you make the best decision.
Fever
A temperature, taken orally, that is 100 degrees Fahrenheit or higher, is considered a fever. Children should be fever-free, without fever reducing medication, for at least 24 hours before sending them to school.
Vomiting/Diarrhea
Anytime a child vomits or has diarrhea, he/she needs to be isolated from other children for 24 hours. If your child vomits or has diarrhea in the night, keep him/her home from school the following day.
Nasal Drainage/Cough
A runny nose by itself is not necessarily cause to keep your child home. Consider the color of the drainage. Clear drainage is usually associated with allergies or the start of a viral infection. Yellow or green drainage may be a bacterial infection. If the runny nose is associated with a sore throat, nausea or unusual fatigue keep your child home and contact your health care provider if symptoms do not improve within 24-48 hours. Severe coughs should be evaluated by a health care provider to rule out Pertussis or "whooping cough".
Many children suffer from chronic low-grade sinus infections that hang on for months if untreated. Their symptoms include fatigue, sore throat, especially first thing in the morning, headache, and stomach aches.
Rash
Any rash of unknown cause should be considered contagious. Please have your child examined by a physician to determine the cause and communicability of the rash before sending him/her to school. The child may not return to school unless there is a letter from the medical professional stating that the rash is not communicable in nature, or unless the rash is no longer present.
What if they feel worse at school?
It is not unusual for students to feel better in the morning and then worse as the day goes along. The school is not equipped for prolonged care of your sick child. We require that you or an emergency contact will pick up your sick child within the hour that you are called. It is important for the school to have a list of local emergency contacts that are available to pick up your child in the event that we are not able to reach you. Please notify the school if there are changes to your contacts.
Other
For other specific diseases or health difficulties it is always a good idea to contact the school nurse. We are happy to share information and resources anytime! | web | https://resources.finalsite.net/images/v1561148050/nsdorg/g20grg6dk7oh0rhsyimw/When_Should_I_Keep_My_Child_Home.pdf | 0.521991 | {
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N° 167126-LLP-1-2009-1-IT-KA1-KA1ECETB
Main Difficulties in Teaching Chemistry in Secondary Schools
TEACHERS' CASE STUDY
Teacher's Case Study 2:
Name, Subject Taught, Place: Yordanka Yordanova Petrova, Chemistry, Vocational secondary school for transport and mechanical engineering - Gradnitsa
Description of the Case Study
Main difficulties in chemistry learning at school: Course and reference books in chemistry abound in theorizing which encumbers the students and gives them poor motivation. This tendency is sustainable both at grade and high schools. Knowledge should be grounded on and oriented to practical experience. The bulk of laboratory classes should be enlarged. To meet this requirement better equipped specialized labs are needed
Main difficulties in chemistry teaching at school: Students are inadequately capable to cull textual information, read charts, diagrams, graphs and chemical equations.
Identification of the main reasons why students do not choose to continue learning scientific subjects and chemistry in particular: Young people are poorly motivated due to the following reasons: destroyed public system of values, long years of continuous disinterestedness of the state in the matters education and culture, family settings, financial reasons.
Identification of strategies to rise the number of students choosing to learn scientific subjects in higher education: There should be developed new conditions for self-realization of young people within Bulgaria , not outside it. New hybrid specialties are to be developed such as computer chemistry, for example. Novel innovative methods of training are to be introduces relying heavily on ITs.
Description of initiatives known in the field of promoting lifelong learning: There isn't
Involvement in initiatives in the field of promoting lifelong learning: There isn't
Suggestions: A feasible project on ecological fuels and reduction of harmful emissions in the atmosphere could be initiated | web | https://chemistry.pixel-online.org/files/case_studies/Bulgaria/Teachers%20Case%20Studies_2.pdf | 0.41784 | {
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Draining Your Spa
WARNING!
To prevent damage to spa's components, turn off power before draining it. Do not turn the power back on until your spa has been refilled. Drain valve will drain approximately 5 gallons of water per minute.
After the drain valve is attached to drain fitting, push the drain valve back in as shown in Step 4. When the spa is drainned, pull the valve outward and remove hose. Replace cap and tighten. Push the drain valve back in all the way as shown in step 1.
hose to drain valve.
SPA CARE AND MAINTENANCE | web | http://platinumhottubs.com/Drainingspa.pdf | 0.448559 | {
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POWDER COATING: POLLUTION CONTROL MEANS PROFITS, TOO
'Dry Painting' Combines Environmental Benefits, Economic Performance
Washington., D.C. — As Congress kicks off the debate on amending the Clean Air Act, one of the nation's newest high-tech industries is showing how environmental protection plus performance can be a formula for profits.
"Powder coating proves that you don't always have to choose between fighting pollution and growing your business," says Greg Bocchi, Executive Director of The Powder Coating Institute. "Our industry helps companies meet EPA's tough air pollution regulations, and helps them operate leaner and more profitably."
In powder coating, often called "dry painting," electrostatically-charged dry particles of pigment and resin are sprayed onto products ranging from automobile parts and vacuum cleaners to roofing tiles and decorative glass bottles. The powder particles are then heated in an oven, permanently fusing them to the surface.
"It's a virtually pollution-free process," says Bocchi, "that meets the strictest EPA Clean Air Act standards on volatile organic compounds (VOCs) or hazardous air pollutants (HAPs). That means companies don't have to sustain large capital outlays on pollution control equipment."
Particles that wind up on the floor or walls of the spray booth instead of the part are not wasted—they can be recovered and reused, saving more money and conserving resources.
"As important as it is, however, environmental protection is just part of the story," adds Bocchi. "Powder coating combines pollution prevention with efficiency, high quality and a healthy bottom line."
Powder coating creates strong, colorful, finishes that are more durable than liquid paints, and resist corrosion, scratching, wear and fading. Powder coating costs less to apply than liquid paint, operating costs are lower, and less overall labor is required.
"Companies start out looking at powder coating to comply with the clean air laws, but wind up choosing it to raise their profits," says Bocchi.
Powder is now used in a wide and growing range of industries, including major
appliances, power tools, motorcycles, automotive parts, lawn and garden furniture, sporting goods, toys, aircraft parts, architectural parts, office equipment, and baby strollers and furniture. And more widespread use of powder is on the way. The Big Three automakers have launched an historic collaboration on a facility to test spraying powder clearcoats on their automotive bodies.
"Powder coating is truly the technology of the future, here today," says Bocchi.
# # #
Return to The Latest News From PCI | web | http://ipcpowder.com/uploads/pollution.pdf | 0.48706 | {
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Summer Camp: Often more than fun for kids
April 5, 2016
By KELLY ST. JOHN REGIER / CONTRIBUTING WRITER THE ORANGE COUNTY REGISTER
It is the iconic image of summer – spending time at camp in the mountains, swimming and canoeing, making lanyards, singing songs around a campfire and then giggling with bunkmates late into the night.
At summer camp, memories are made and lifelong friendships are forged. But psychologists say it can also be an important developmental experience.
"Research shows that camp helps children increase their sense of independence and self-reliance, their willingness to try new things and take healthy risks, and increases their skill and knowledge," said Chris Thurber, a clinical psychologist and co-author of the "Summer Camp Handbook." "Day for day, we see much more accelerated growth in these areas than when children are spending time at school or at home."
According to research by the nonprofit American Camp Association, an overwhelming number of children report positive gains from camp, including helping to make new friends (95 percent), getting to know kids who are different from themselves (93 percent) and helping them feel good about themselves (92 percent), says the organization's CEO, Tom Holland.
There are also gains for parents, says Holland, including finding that their children gained selfconfidence and a continued interest in new activities they learned at camp.
Often, it's also a good time for parents to enjoy one-on-one time with a sibling who stays behind, or to benefit from a break from parenting to get that room repainted or go out on their own fun experiences.
Avoiding the homesick blues
Thurber has advice for parents on how to minimize the intensity of a first-year campers' homesickness.
It is normal for anyone spending time away from home and loved ones to feel homesick, and in Thurber's academic studies he has found that 80 percent to 95 percent of boys and girls report feeling homesick at some point during their overnight camp experience. Most experience it mildly, while about 7 percent suffer from more intense homesickness and its symptoms of nervousness, anxiety, sadness or depression.
Thurber's No. 1 piece of advice for parents: Do not make a "pickup deal" with your child.
"That's the death knell of a camp stay. If you promise to pick them up if they feel homesick, it becomes a crutch and undermines children's confidence," he said. "If you make that promise, then you have two crummy alternatives as a parent. Either you rob them of this rich developmental experience, or you renege on a promise and erode their trust in you."
Build up your child's confidence with practice stays away from home, such as a weekend at their grandparents' house or a sleepover with a friend, Thurber advises. And involve your child in decisions surrounding the camp experience, from choosing which camp to attend to shopping together for supplies they need.
"That gives a child a very real sense that this is my experience, and I get to have some say over how it goes," Thurber said.
Anne Jeffrey, director of the YMCA's Camp E.L.K. in Wrightwood, encourages families to attend a camp's open house together, and to ask as many questions as they have.
Also, it can help to communicate with your child while he or she is away. "We encourage parents to write or send a letter. Everyone loves getting mail at camp," Jeffrey said.
"It's normal for parents to feel anxious," Thurber said. "What you need to do is share your apprehension with another grown-up, not your child.
"If your child asks, 'What if I feel homesick?' parents should be ready with a response that is positive and optimistic," he said. "We'll be here when camp is over, and if you do have feelings of homesickness you will be able to talk with the staff at camp about it."
Practical advice
According to the ACA, the average cost of day camp nationwide in 2015 was $271 per week, and the average cost per week of overnight camp was $704. Parents should take note that a higher price for a camp does not ensure higher quality.
"When it comes to camp, price and quality are not correlated," Thurber said.
Instead, parents should consider three things: Is a camp accredited? What is the return rate of its staff? (The higher the percentage, the more loyal and experienced its staff members will be, he says.) Finally, look for an experienced camp director. | web | https://drchristhurber.com/wp/wp-content/uploads/2016/05/Orange-County-2016.pdf | 0.508348 | {
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March is National Nutrition Month, when the Academy of Nutrition and Dietetics reminds everyone to return to the basics of healthy eating.
Perhaps the month of March was chosen as many need a jump start to the New Year's Resolutions. Here in New Orleans, post Mardi Gras, perhaps some have refreshed their nutritional habits with Lenten sacrifices. Whatever your motivation, it's always good return to the basics of healthy eating.
The 2017 theme for National Nutrition Month is "Put Your Best Fork Forward"; which serves as a reminder that each one of us holds the tool to make healthier food choices.
I often feel like a broken record when it comes to nutrition. Looking back on the themes of National Nutrition Month, while creative, are repetitive and simple… eat right.
Returning to basics is simple: Eating right doesn't have to be complicated — simply begin to shift to healthier food and beverage choices. These recommendations from the Dietary Guidelines for Americans can help get you started.
National Nutrition Month
- Emphasize fruit, vegetables, whole grains and low-fat or fat-free milk and milk products.
Know Your Fats
- Include lean meats, poultry, fish, beans, eggs and nuts.
- Make sure your diet is low in saturated fats, trans fats, salt (sodium) and added sugars.
Make Your Calories Count
Think nutrient-rich rather than "good" or "bad" foods. The majority of your food choices should be packed with vitamins, minerals, fiber and other nutrients, and lower in calories. Making smart food choices can help you stay healthy, manage your weight and be physically active.
Focus on Variety
Eat a variety of foods from all the food groups to get the nutrients your body needs. Fruits and vegetables can be fresh, frozen or canned. Eat more dark green vegetables such as leafy greens and broccoli and orange vegetables including carrots and sweet potatoes. Vary your protein choices with more fish, beans and peas. Eat at least 3 ounces of whole-grain cereals, breads, crackers, rice or pasta every day.
Look for foods low in saturated fats and trans fats to help reduce your risk of heart disease. Most of the fats you eat should be monounsaturated and polyunsaturated oils. Check the nutrition label on food labels for total fat and saturated fat.
Monthly challenge:
Teenage Athlete- Don't over think nutrition. There is no magic product, keep it simple, go back to the snacks of preschool…. Cheese sticks, grapes, "bugs on a log" (celery stick with peanut butter and raisins), etc…
Parents – Don't make healthy eating stressful. By keeping the healthy basics in the house your family will be responsible for making their own choices. That way, your job starts and stops at the grocery. Review last month's newsletter for shopping tips. | web | https://www.teamunify.com/laccsc/UserFiles/File/CCSC%20March%202017_Nutrition%20letter.pdf | 0.479655 | {
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Bursary Support: We fund over 60 means-tested bursaries and are fundraising to increase that number.
Alleyn's Benevolent Fund: 22 educational trips and courses have been fully or partly funded for bursary recipients.
EMA Equivalent Payments: We continue to provide discretionary financial support to pupils in Years 12 and
13.
Ogden Trust – Southwark and Lambeth Physics Partnership: A new partnership between Alleyn's, Imperial College and state schools to maximise enrichment in Physics.
Southwark Community Education Council's Saturday Maths Scheme: Maths extension for gifted pupils from local primary schools.
Sydenham and Forest Hill Sixth Form Link: A new initiative exploring collaboration between departments.
Volunteering: Year 10 pupils from Alleyn's volunteer weekly at local primary schools, Dulwich helpline, Fun Fizz (special needs centre for young adults) and Elm Talk (home for the elderly).
2014-2015 Alleyn's School Public Benefit
Rhythm for Reading: Year 12 students from Alleyn's act as reading mentors to Year 4 pupils at state Primary Schools as part of an innovative music and literacy project.
2,500 hours of public access this year
450 hours use of our performing arts facility per year
Woodcraft Folk Youth Group work with children to promote confidence, understanding about the world and how to value each other.
Southwark Schools Learning Partnership: a consortium of maintained and independent schools promoting links across the sectors.
Over 40 sporting and non-sporting activities, involving over 3,000 people, supported through our Friends and Community programme
London School's Cricket Association regularly use the sports hall for winter nets and play numerous representative fixtures on the School's pitches.
Use of Facilities
Numerous community activities held, involving National Youth Choir of GB, British Red Cross, Encountering Faiths and Beliefs Forum
The Resources for Autism charity use the pavilion during the summer holidays to provide respite for parents and siblings of families with autistic children.
Southwark Volunteer Police Cadets promotes leadership and citizenship. Cadets assist in the community.
Three local junior schools use the performing arts facility to host endof-year productions.
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Year 4 Newsletter
Hello
I hope you have had a wonderful week.
In English, we have finished our book, 'The Iron Man'. The children have written their own Iron Man short stories. We have focussed on using speech, fronted adverbials, correct punctuation and the use of descriptive language this week and the children have created some fantastic stories – we definitely have some budding authors in the class! As part of our English studies, we have also watched the 'Iron Giant' and compared the film to the text to highlight similarities and differences between the two forms and their effects on the reader/ viewer.
In Maths, the children have been solving problems involving money. The children have multiplied money, used all four operations to solve word problems and used their mathematical knowledge to decide if some deals were good or bad (e.g. Burgers are usually £1.50, but today you can buy 2 for £3. Is this a good deal and why?)
In DT this week, the children created their Iron Man models. The results were fantastic; they showed great collaboration, motivation and perseverance. The children
worked tremendously hard on their models and we will proudly display them in our reading corner.
Today, we had the Young Shakespeare Theatre Company come into school to perform A Midsummer Night's Dream. The children loved the performance and were engaged and entertained throughout!
For home learning this week, I would like the children to complete spelling list 6 from their spelling books. I would also like the children to go on 'TT Rockstars', and to read lots (and record it in their reading journals!) throughout half term!
I hope you have a great week and a relaxing time,
Mr Deakin, Mrs Gibbs and Mrs Ward. | web | https://www.leybourne.kent.sch.uk/wp-content/uploads/2019/02/15.2.19-Year-4.pdf | 0.426799 | {
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Créer un jardin nature admise offre la possibilité de reconstituer un milieu naturel qui soit le plus favorable possible à la biodiversité.
**Architectures florales**
Jean-Marc Michalowski · Friday, July 15th, 2011
Pour accueillir des insectes différents, des grands ou des petits, ceux avec une longue langue ou alors une petite, votre jardin doit offrir des formes florales diversifiées. En voici quelques unes.
*Aconitum henryi Spark* (Renonculacées)
Geranium
Lin (Linum usitatissimum)
Linum lewisii
Linum lewisii, also known as blue flax or Lewis's flax, is a species of flowering plant in the family Linaceae. It is native to western North America, where it can be found in various habitats including meadows, prairies, and open woodlands. The plant typically grows to a height of 1-2 feet (30-60 cm) and has narrow, linear leaves. The flowers are usually light blue or white, with five petals and a yellow center. Linum lewisii is often used in gardens for its attractive color and ability to attract pollinators such as bees and butterflies. It is also valued for its medicinal properties, particularly for its anti-inflammatory effects.
Jardins Nature admise
04.08.2011
Malva moschata Alba
Jardins Nature admise
04.08.2011
Oenothera fruticosa « Sonnewende »
Origan
Papaver orientale Salmon Glow
Papaver orientale 'Luteum'
Papaver orientale « Perrys White »
Papaver somniferum
Polemonium caeruleum « Bambino Blue »
This entry was posted on Friday, July 15th, 2011 at 12:00 am and is filed under Juillet, Plantes, Principes.
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Dear Fellow Members
I hope you are all keeping safe and well as we cope with the COVID-19 virus. The pandemic is redefining our relationship with physical space: distance, proximity, spread, hot spots, scale – in a word Geography – everyone is concerned with where. We’re thinking about it on personal and local scales, navigating supermarket aisles and converting rooms into home offices. We are dealing with it at the regional scale, moving medical equipment from places with surplus to places in need. We listen to reports from epidemiologists working at national and global scales, as they work to understand how a virus could travel so far so fast and cause such devastation. Australia does seem to be coping well compared to some other parts of the world.
If there are any positive outcomes of this pandemic, one, surely, has to be the reduction in air pollution around the world, which has dropped as countries scale back economic activity and drastically reduce travel by road and air.
An important and encouraging lesson is that when we remove the sources of pollution, unhealthy air clears up almost overnight. As far as the environment and our health are concerned, this is an excellent thing. However, the lockdown in economic activity cannot continue and scientists warn that, unfortunately, the reprieve in air quality will only be short term.
A surge in emissions as economies recover is likely to leave the environment again worse off. Achieving the inevitable transition to a low-carbon-low-polluting future is a major challenge. A weak global economy may threaten investment in renewable energy sources and associated long-term jobs, particularly given the present availability of cheap oil and lobbying to develop more new coal mines for profits in the short-term.
Could governments and economies view this clean-air episode as an opportunity to begin to realign policies towards a sustainable future? Our cities may again breathe clean air hopefully sooner rather than later.
With best wishes,
Dr. Iraphne Childs
RGSQ President
Contact RGSQ: [REDACTED_EMAIL]; www.rgsq.org.au
Letters From the Home Front
Giselle Pickering, Young Geographer
As a recent graduate I’m quickly learning that it’s an interesting time to be joining the workforce. Two months ago, I started a new job as a spatial information officer with the Queensland Government and have honestly been amazed at how quickly and flexibly business has been able to transition to ‘working from home’ arrangements.
For my family, working from home has come with its own unique set of challenges. I can’t remember a time when we’ve ever been forced to spend so much uninterrupted time together and occasionally tensions can run high. Usually that’s when the same person has won Catan three times in a row and everyone else gets a little sick of the game.
It’s been important to separate our work lives and home lives as much as possible too. Downstairs has been converted to a three-person home office and my sister works out on the back deck from her laptop. Our dog isn’t quite sure what to make of it all but has been pleased nonetheless with the extra attention.
Although I never imagined there would be a time when I hadn’t left the house for over two weeks, having access and skills to use digital technology has made it easy to adapt. “Happy Birthday” is now sung to family over video calls, Friday night trivia and drinks happen online through Zoom and my friends and I share bedroom workout routines and craft activities with each other to keep our minds and bodies active and healthy. The bonus is that without the daily commute I can finally get stuck into those geography-themed books on my bookshelf.
We’ll have to wait and see where the future takes us but until then, keep safe all!
A day in my life during the pandemic
Barbara Odgers
I am fairing very well with this isolation and have been able to spend time on ‘other things’ in life. As I am a very organised person, I have organised my day around six activities, none of which I really did successfully in my pre-pandemic life.
My day starts with reading the paper and doing the easy crosswords puzzle on my iPad. I then go for a small walk (1.6km) around the block, which includes a very steep hill. The aim of this activity is to be fitter coming out of isolation than I was before the pandemic, hopefully to then continue my bushwalking activities. On the walk I exchange greetings with and/or have a brief chat with neighbours and other walkers, at a distance, of course.
After returning home and having another cup of coffee I spend half an hour trying to play the piano. I am learning to read and play the notes again after many, many years of not playing. Fortunately there are beginner’s books in the piano stool that my children used when they were learning. Feel sad for the neighbours.
I also have a small daily art activity to complete. I do not have an artistic bone in my body but am enjoying the daily activity.
A group of friends have organised this and when I am game enough I put some photos of my work up on a specially designated site. Here we all have the chance to say nice things about each other’s art and encourage each other to continue.
My other daily activities include working in the garden and the house, one small or very small job each day. For example I planted grass seeds two weeks ago and to my amazement they have germinated. I am now watching grass grow.
In between these activities I connect with family and friends by mobile, Facebook, Messenger, emails, Skype etc. Next week a friend has organised a game of Trivia Pursuit via Skype. My knowledge of trivia is abysmal but we are sure to have a lot of laughs.
I must add I am having my groceries delivered to my door. Every delivery day is like Christmas, it is an exciting time, namely to see what I ordered a week ago and what is delivered.
My aim throughout this isolation is to learn and grow in deeds and friendships. Goodness knows how long I can continue to pursue these aims, but at present I am enjoying the extra time I have to try.
However, I feel what I am doing is frivolous when I hear COVID-19 news from around the world.
Keep well and stay safe.
Earthquake crossword
Down
2. The earth's crust is cracked into different pieces called ____________ (8,6)
3. A natural hazard becomes a disaster when there is significant damage to property and/or loss of life.
5. The zone of activity surrounding the Pacific Ocean and the Pacific plate. (4,2,4)
6. A collapse of a mass of earth or rock from a mountain.
8. The size of an earthquake as measured by the energy released.
10. A phenomenon where the shaking of the earth by an earthquake reduces the strength and stiffness of the soil and forces the liquid in the soil to rise to the surface.
12. A mild tremor preceding the violent shaking movement of an earthquake.
Across
1. The outermost, solid layer of the earth.
4. A danger or risk.
7. A long high sea wave caused by an earthquake or other event.
9. A fracture in a rock formation along which there has been movement of the rocks on either side of the fracture.
11. A sudden violent shaking of the ground, typically causing great destruction, as a result of movements within the earth's crust.
13. The point on the earth's surface vertically above the focus of an earthquake.
14. The place of origin of an earthquake.
15. A smaller earthquake following the main shock of a large earthquake.
16. An instrument designed to measure earthquakes.
17. Where two tectonic plates meet. (5,8)
STILL KEEN ON VOLCANOES
Ken Granger, RGSQ member and former President
My fascination with volcanoes and their influence on life on earth has certainly not diminished in the ten years since I wrote the “From the President” piece that was reproduced in the first issue of the MemberConnect. If anything I have become even more absorbed, even planning some of our travel to take us to places such as Iceland where volcanoes are a major feature of the landscape.
I recently put together a lecture for U3A groups here on the Sunshine Coast that I titled “Some volcanoes I have met”. In it I cover some basic volcanology, talk about five volcanoes that I had some encounters with in PNG in the 60s and 70s, then talk about some of the volcanoes visited as a tourist. In the process of compiling this lecture, an old colleague put me on to the photo taken from the International Space Station of the Sarychev Peak volcano in the Russian Kuril Islands in the early stage of an eruption on 22 June 2009.
Details of the image and an analysis can be found at the following address:
https://earthobservatory.nasa.gov/images/38985/sarychev-peak-eruption-kuril-islands
This is a textbook example of the type of eruption now known as a Plinian eruption from the description by Pliny the Younger of the eruption of Vesuvius in 79 AD. The ash cloud billows upwards by convection and can reach elevations in excess of 18 km. The white cap at the top of the column is known as a pileus cloud and is probably condensation as the ash cloud cools at altitude.
The ash cloud is yet to be dispersed by upper atmosphere winds. It was subsequently carried well into the North Pacific causing airlines to be diverted. The image also shows a pyroclastic flow running down from the crater. This is the most dangerous part of the eruption as it contains toxic gasses and material at temperatures of more than 300° C travelling at speeds of more than 200 m/s. Pyroclastic flows produced Australia’s worst natural disaster – the death of over 3000 people in the 1951 eruption of Mt Lamington in what was then the Australian Territory of Papua.
On the eight point Volcanic Explosivity Index (VEI) the Sarychev eruption is rated at VEI 3 indicating that more than 10 million cubic metres of material was ejected - about 100 times smaller than Vesuvius (VEI 5) and 10,000 times smaller than the 1815 eruption of Indonesia’s Tambora (VEI 7). Tambora remains the largest eruption in the past 2000 years and had a significant impact on the global climate for at least two years.
GEOFACT of the week
AUSTRALIA MAY BE SURROUNDED BY WATER, BUT IT DOESN’T HAVE THE WORLD’S LONGEST COASTLINE
Being its own continent and completely surrounded by water, you’d think Australia would easily have the honour of being the country with the longest coastline. However, that title goes to Canada (includes mainland coast and offshore islands). Canada has 243,042km (151,019) miles of coastline, compared to Australia’s 25,760km (16,000 miles). In fact, Australia ranks seventh on the list of the world’s longest coastlines, coming in behind Indonesia, Greenland, Russia, Philippines, and Japan. | web | https://www.rgsq.org.au/resources/Documents/Bulletin/2020/MemberConnect%20Issue%202.pdf | 0.487233 | {
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PLAYING WITH PUPPETS
Discover all day fun and try your hand with puppets while talking about the importance of hand washing!
Morning Craft Project
Afternoon Activity
Shadow Puppets
Directions
How many shadow puppets can you make using only your hands?
1. Tape a single piece of paper to the wall at a desired height to trace your shadow puppet for later.
3. Using just your hands, manipulate the shadows to create animal shapes against the paper on the wall.
2. Turn on your flashlight and face it towards the paper taped to the wall & turn off all other lights.
4. Trace the shadow against the paper
6. Tape a popcycle stick to the back of each puppet
5. Cut, tape, and decorate each shadow puppet
Puppeteering Play
What is Subject 2?
Homemade Puppets
Piece of Notebook Paper
Paper
Write Your Own Play!
Using your new puppets for inspiration, write your own play, then move the sofa around to perform for family and friends.
Teacher
Be sure to take a video of your play and share it with Oak Island Parks & Recreation on Facebook! | web | https://oakisland.recdesk.com/RecDeskPortal/Portals/205/PlayWithPuppets.pdf | 0.426446 | {
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97th lesson（レッスン第 97 回） (25-50 mins)
Today's Pattern（今日のパターン）
Sequence of Tenses (Verbs)
（時制の一致）
Today's Sentence（今日の例文）
The teacher knew the students have studied very hard.
（教師は生徒たちがよく勉強したと知っていました。）
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Objectives of this material（このテキストの目的）
1. Broaden word expressions, not only to understand but also to construct them.
（基本文型を理解するだけでなく、使いこなせるようになる）
2. Gain confidence in speaking by completing simple practice conversations.
（簡単な会話練習から始めて、英会話の自信をつける）
3. Feel your progress and enjoy English!
（自分の上達を実感し、英語を楽しむ）
Previous Lessons Review（これまでのレッスンの復習） (5-10 mins)
Directions: Practice the sentence pattern of your previous lessons.（これまで勉強したパ ターンを復習しましょう）
0-1. Progressive comparison (e.g. more and more / better and better)
Tutor:
How did you feel when you celebrated your birthday recently?
Student:
I felt _____________________.
0-2. Use of 'no less than', 'not less than', 'no more than', 'not more than'
Tutor:
Would you know the penalty for causing physical injury to another person?
Student:
I'm not sure but I think they should pay not less than _______________.
0-3. Determiners (predeterminers and central determiners)
Tutor:
Happy New Year!
Student:
Happy New Year! ________ new year party is really great, isn't it?
0-4. Subject-Verb Agreement
Tutor:
Hey! What are you looking for?
Student:
I _______ been looking for my sister's cell phone all day. I know I brought it along with me today.
0-5. Subject-Verb Agreement 2
Tutor:
Is either your brother or your father good at playing any musical instrument?
Student:
Well, both of them _____________.
Grammar Review（文法の復習） (5-10 mins)
Sometimes, in a sentence, we have to express events from two different times. Understanding the correct sequence of tenses in a sentence is therefore important for one to correctly understand the sentence's events.
Below is a table of common sequence of tenses used for simple verbs:
However, if the subordinate clause states a general truth, the verb must always be in the present tense regardless of the tense of the verb in the main clause.
Example:
People in the past had thought the Earth is flat.
Note that the "general truth" does not necessarily have to be true, but it must at least be considered "commonly accepted" in the sentence.
時制の一致
主節の動詞の時制に従属節の動詞の時制を合わせることを時制の一致と言います。、このレ ッスンでは、時制の一致をパターン別に学習します。
主節動詞が現在形の場合
例文: He is healthy because he eats vegetables.
（彼は野菜を食べるので健康です。）
She thinks that her boyfriend lied to her.
（男友達が彼女に嘘をついたと彼女は思っています。）
The road officer guides travelers when they have lost their way.
（旅行者が道に迷ってしまったときは、交通指導員が彼らを案内します。）
All the contestants hope that they will get the grand prize.
（全ての出場者がグランプリを取れるだろうと願っています。）
主節動詞が過去形または現在／過去完了形の場合
例文: I was told that you got a high score in the exam.
（あなたが試験で高得点を取ったと私は言われました。）
My mom bought me the shirt that I had asked her to buy.
（私が買うよう頼んでいたスカートを母が私のところへ持ってきました。）
He has changed so much since he started working.
（働き始めたとき以来、彼はずいぶん変わってきています。）
The food had turned cold when he arrived home.
（彼が家に着いたとき、食べ物は冷たくなってしまっていました。）
主節動詞が未来形または未来完了形の場合
例文: Dad will freak out if he finds out that secret.
（もしもその秘密を知ると、父は頭がおかしくなるでしょう。）
Flowers will bloom if you watered the plant well.
（もしあなたがその植物によく水をやったら、花が咲くでしょう。）
The cake will be ready after it has chilled off.
（冷めたら、ケーキはできあがるでしょう。）
The guests will have arrived by the time I finish baking.
（私がオーブンで焼き終わるころまでに、ゲストは到着してしまっているでしょう。）
The children will have grown up by the time we have bought our own house.
（私たちが家を買ってしまうころまでには、子どもたちは大人になってしまっているでしょう。）
時制の一致の例外
主節の動詞が過去形または過去完了形でも、従属節が「真理」「現在もある習慣」「歴史上 の事実」などを表す場合は、時制の一致が適用されず動詞が現在形になる場合があります。
例文: People in the past had thought the Earth is flat.
（昔の人々は、地球は平らであると考えていました。）
Exercise 1（エクササイズ 1） (2-4 mins)
Directions: Repeat after your tutor.（講師に続けて言ってください）
Example （例文） : The teacher knew the students have studied very hard.
（教師は生徒たちがよく勉強したと知っていました。）
1-1. I heard that the prime minister
had given up and would soon resign from his post.
（断念してまもなく辞任するだろう）
keeps antiques which he bought in many places around the world.
（世界各地で買った骨董品を持っている）
thinks that classical music soothes the soul.
（クラシック音楽が精神を落ち着かせると考 えている）
will inspire my younger siblings to do better at school.
will be a good example to the newly-hired employees in this company.
will have instilled hope in your minds after facing difficult trials.
1-2. I hope my achievement
instill:
〜を注入する
Exercise 2（エクササイズ 2） (3-6 mins)
Directions: Complete the exercise below to make a sentence. （下の文を完成させてくださ
い）
Example （例文） : The teacher knew the students have studied very hard.
2-1. It is interesting how the pyramids __________ in their time.
（ピラミッドが当時どのように____かは興味深いです。）
2-2. The garden bloomed so beautifully that everybody __________.
（その庭にはとてもきれいに花が咲いていたので誰もが____。）
2-3. I will listen to your side of the story if __________.
（____ならあなたの言い分を聞きましょう。）
2-4. We have shared our lives with one another since __________.
（私たちは____以来人生を共にしてきました。）
2-5. Students study harder after __________.
（生徒たちは____後さらに熱心に勉強します。）
share one's life with…: …と人生を共有する
Exercise 3（エクササイズ 3） (3-6 mins)
Directions: Match the words below to make a correct sentence or phrase. There may be multiple combinations. Choose the best answer. （左と右の言葉を組み合わせて文を完成さ せてください。対応する組み合わせはひとつとは限りませんが、その中で最も適切な答え を選びなさい。）
3-1. The pie had been baking well
that he got arrested.
3-2. The man was so drunk
3-3. I will put the diary away
3-4. I wanted to see her but I
before my brother finds it.
didn't know if she was in town.
because they were very tired from the trip.
3-5. The couple checked in at a nearby hotel
when the gas ran out.
housewarming party: 引っ越し祝いのパーティ
hold back: （感情を）隠す、抑える
Exercise 4（エクササイズ 4） (3-6 mins)
Directions: Practice having a conversation with your tutor.（講師と会話を練習しましょ う）
Tutor:
You don't seem yourself these past few days. Are you okay?
Student:
Yeah, I'm fine.
(Female) It's just that I've been so happy since my boyfriend <propose / proposes / proposed> to me.
(Male) It's just that I've been so happy since I <propose / proposes / proposed> to my girlfriend.
Tutor:
Really? That's good news!
Student:
Haven't I told you? Oh yeah, you weren't with us last week when we <go / goes / went> out.
Tutor:
How could you have not told me right away? I thought I was your best friend!
Student:
I'm sorry, but I definitely would've told you sooner or later. You'll be my (maid of honor / best man) when I <get / gets / got> married, won't you?
Tutor:
Sure, I'd be honored to. I'm so happy for you!
sooner or later:
遅かれ早かれ
Exercise 5（エクササイズ 5） (3-6 mins)
Directions: Practice having a conversation with your tutor.（講師と会話を練習しましょ う）
Tutor:
Excuse me, could you tell me where I can find the post office?
（すみません。郵便局への道をお尋ねしたいのですが。）
Student:
I just asked someone how to get there so I ________ now. Would you like to go with me?
（私もちょうど道順を聞いたところで、今から____。ご一緒しませんか。）
Tutor:
Can I go with you?
（よろしいんですか。）
Student:
Of course, you can if you _______. Who are you sending a letter to?
（どうぞどうぞ。もし____。どなたに手紙をお出しになるんですか。）
Tutor:
My grandmother. She doesn't know how to use the Internet and she has no phone, so I'm writing to her the old-fashioned way.
（祖母にです。インターネットはおろか電話もないので、昔ながらの手紙 で連絡を取っています。）
Student:
Wow, that's very kind of you. It's been a long time since _____________ to my parents.
（まあ。おやさしいこと。わたしなど長いこと両親に____。）
Tutor:
Don't you miss them?
（お淋しくはないですか。）
Student:
Not really, but I'm really glad whenever I _____________.
（そうでもないですが、____ときは本当にうれしいです。）
Exercise 6（エクササイズ 6） (5-10 mins)
Directions: Practice and enjoy a free talk with your tutor.（講師とフリートークを楽しみ ながら練習してください）
Guide Questions from the tutor:（講師は次の質問で会話を始めます）
6-1. Where did you grow up as a child?
6-2. What do you think should parents do for their children?
6-3. What would you want your child to be when he or she grows up?
6-4. Will you let your children take care of you when you grow old? Why or why not? | web | http://d1atgierv9op2.cloudfront.net/material/intermediate/mat-gra-int-097.pdf | 0.484956 | {
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Virtual Careers Library
Welcome to the virtual careers library, here you will find a range of useful website links that will help you find some of the answers to your career questions.
National Careers Service http://nationalcareersservice.direct.gov.uk/Pages/Home.aspx
The government website provides careers advice and information on a wide range of jobs, training course resources and funding. Provides 800 different types of job profile each one explains the skills and qualifications needed to get that job as well as giving the average salary and career prospects.
Icould www.icould.com
Need some ideas for the future? Some inspiration on what kind of career might be right for you? Just want to find out what's out there? Icould can help you discover what you could do and how you could get there.
Careersbox www.careersbox.co.uk
Offers over 300 videos providing careers information on a variety of jobs.
Plotr www.plotr.co.uk
Whether you have a career in mind or you haven't got a clue Plotr can help you discover your future and guide you to careers you'll love. Government support and industry-led website that connects young people to the world of work.
Apprenticeships www.apprenticeships.org.uk
Find out about all the different types of apprenticeships available here and how to apply.
Moving On magazine www.movingonmagazine.co.uk Moving On magazine is a publication devoted to providing a wide range of information regarding choices following school.
UCAS www.ucas.ac.uk
The UCAS (University and Colleges Admissions Service) website allows you to search universities and colleges and the courses they offer. You can also complete applications for courses and track progress.
Unistats www.unistats.com
Search, review and compare subjects at UK universities and colleges. Unistats is the official website to help you make an informed choice when deciding which university or college to apply to. Includes results from the latest National Student Survey.
Not Going to University www.notgoingtouni.co.uk
This website is full of information about other paths to take if university is not for you. Information on apprenticeships, distance learning, foundation degrees, voluntary work, jobs, training and gap years.
Gap Year www.gapyear.com
This sites tells you everything you need to know about choosing and planning a gap year in the UK and abroad.
Volunteering www.volunteering.org.uk
Offers a wide range of volunteering opportunities that are available today.
Careers in the NHS www.nhscareers.nhs.uk
The National Health Service offers a huge range of exciting and challenging opportunities for people who are passionate about making a difference. More than 300 different careers on offer.
Prince's Trust www.princes-trust.org.uk
'Knowledge is of two kinds. We know a subject ourselves, or we know where we can find information on it'. Samuel Johnson
There are lots of sources of online careers information but, remember check the information you find before you use it.
This is very important if you use the internet and social media to find information. Ask yourself these questions to make sure that the information you have is trustworthy, unbiased, accurate and up to date.
Source: Where does the information come from? Do I trust this source?
Purpose: Does the information give me the facts? Is it trying to sell me something? Is it trying to persuade me to agree with a particular point of view?
Date: When was it written, published or updated? Is it still up to date?
Relevance: Does it answer my questions?
Remember before you start looking for information make a list of the things you want to find out. | web | http://fluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/Ousedale/MainFolder/Learning/Careers-Information-Advice-and-Guidance/Virtual-Careers-Library---updated-7-Mar-16.pdf | 0.478812 | {
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SITE SURVEY QUESTIONNAIRE
NAME___________________ LOCATION_________________
BEFORE YOU ANSWER ANY OF THE BELOW QUESTIONS SPEND FIVE TO TEN MINUTES SILENTLY SITTING IN THE SPACE AND OBSERVING IT.
1. GENERAL DESCRIPTION OF SPACE (including time of day and light qualities present)
2. FUNCTION OF SPACE - i.e. what happens here now, what has happened here in the past, when does it happen and with whom (animal or human)?
3. INDIVIDUAL PHYSICAL PROPERTIES OF SPACE (i.e. cement, metal bars, wooden, mounds of dirt)
4. SIZE OF SPACE (i.e. small, intimate, large, expansive)
5. SOUNDS AND SMELLS IN SPACE
6. TEXTURES IN SPACE (i.e. light blades of grass, dense rocks, malleable mud, rough bumpy cement, smooth marble)
7. RHYTHMS OF SPACE (i.e. series of thin knotty vertical trees, evenly spaced columns, a random grouping of pebbles)
8. MOST SALIENT SPATIAL DIRECTIONS IN SPACE (i.e. verticality, horizontal, diagonals)
9. DESCRIBE THE COLORS YOU SEE IN THE SPACE.
10. PREDOMINANT SHAPES IN SPACE & DENSITY OF SHAPES (i.e. rectangle, square, circular, porous, very dense)
11. ARE THERE IMAGES IN THE SPACE THAT MERGE OR EMERGE FOR YOU? IF SO, DESCRIBE THEM.
12. DOES THE TERM “COMMUNITY” RESONATE FOR YOU WHEN VIEWING THIS SPACE? IF SO, DESCRIBE WHAT COMES TO MIND.
13. OVERALL PSYCHOLOGICAL FEEL AND MOST SALIENT CHARACTERISTIC OF SPACE
14. CORRESPONDING MOVEMENT IDEAS, IMAGES AND THEMES
15. ADDITIONAL OBSERVATIONS AND THOUGHTS | web | http://piedmont.emory.edu/documents/2010/Radell_Site%20Survey.pdf | 0.431316 | {
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WIT & WISDOM PARENT TIP SHEET
WHAT IS MY GRADE 3 STUDENT LEARNING IN MODULE 4?
Wit & Wisdom is our English curriculum. It builds knowledge of key topics in history, science, and literature through the study of excellent texts. By reading and responding to stories and nonfiction texts, we will build knowledge of the following topics:
Module 1: The Sea
Module 2: Outer Space
Module 3: A New Home
Module 4: Artists Make Art
In the fourth module, Artists Make Art, students will explore the creative impulse as they read biographies of artists in the fields of dance, literature, the visual arts, and music. In addition to reading about the artists, students encounter the work of each of these artists. We will ask: What is an artist?
OUR CLASS WILL READ THESE BOOKS:
Picture Books, (Literary)
* Emma's Rug, Allen Say
Picture Books, (Informational)
* Alvin Ailey, Andrea Davis Pinkney
* A River of Words: The Story of William Carlos Williams, Jen Bryant
* Action Jackson, Jan Greenberg and Sandra Jordan
* When Marian Sang, Pam Muñoz Ryan
OUR CLASS WILL READ THESE ARTICLES:
* "Working as a Team on Children's Books," Roberta Hershenson
* "Brian Pinkney," National Center for Children's Literature
* "A Signature Work," Muse Magazine
OUR CLASS WILL READ THIS POEM:
* "Willow Poem," William Carlos Williams
OUR CLASS WILL READ THIS INTERVIEW:
* "Andrea Davis Pinkney Interview Transcript," Scholastic Students
®
Copyright © 2017 Great Minds
OUR CLASS WILL EXAMINE THESE PAINTINGS:
* I Saw the Figure 5 in Gold, Charles Demuth
* My Egypt, Charles Demuth
* Number 1, 1950 (Lavender Mist), Jackson Pollock
* Number 11, 1952 (Blue Poles), Jackson Pollock
* Mural, Jackson Pollock
OUR CLASS WILL EXAMINE THIS PHOTOGRAPH:
* Marian Anderson singing in front of Lincoln Memorial
OUR CLASS WILL WATCH THESE VIDEOS:
* Sometimes I Feel Like a Motherless Child, Marian Anderson
* Excerpt from 1988 interview with Alvin Ailey
* Revelations at 50, Alvin Ailey
* Christine Dixon discussing Blue Poles
* Jackson Pollock, Hans Namuth
* Newsreel footage of Marian Anderson's first Lincoln Memorial
* Excerpts of Revelations, Alvin Ailey
OUR CLASS WILL ASK THESE QUESTIONS:
* What inspires artists?
* How do artists make art?
* What are some character traits that are useful to artists?
* Why is art important?
QUESTIONS TO ASK AT HOME:
* As your Grade 3 student reads, ask, "How does this text build your knowledge of artists and art?"
* Share what you know about artists and art.
BOOKS TO READ AT HOME:
* The Dreamer, Pam Muñoz Ryan
* Ballet for Martha: Making Appalachian Spring, Jan Greenberg
* The Fantastic Jungles of Henri Rousseau, Michelle Markel
* The Noisy Paint Box: The Colors and Sounds of Kandinsky's Abstract Art, Barbara Rosenstock
®
Copyright © 2017 Great Minds
* Mario's Angels: A Story about the Artist Giotto, Mary Arrigan
* An Eye for Color: The Story of Joseph Albers, Natasha Wing
* The Garden of Monsieur Monet, Giancarlo Ascari
* Electric Ben, Robert Byrd
* Who Was Leonardo da Vinci?, Roberta Edwards
* Who Was Pablo Picasso?, True Kelley
* Vincent Van Gogh: Portrait of an Artist, Jan Greenberg
* Jackson Pollock, Mike Venezia
* Firebird, Misty Copeland & Christopher Myers
* Ellington Was Not a Street, Ntozake Shange
* Georges Seurat, Mike Venezia
* Pippo the Fool, Tracey E. Fern
* Michelangelo, Diane Stanley
* Leonardo: Beautiful Dreamer, Robert Byrd
* Sandy's Circus: A Story about Alexander Calder, Tanya Lee Stone
* Stone Giant: Michelangelo's David and How He Came to Be, Jane Sutcliffe
* The Music in George's Head, Suzanne Slade
* Mr. Matisse and His Cutouts, Annmarie van Haeringen
* Jose! Born to Dance, Susannah Reich
* Edgar Degas: Paintings that Dance, Kristin N. Cole
* Some Writer! The Story of E.B. White, Melissa Sweet
IDEAS FOR TALKING ABOUT ARTISTS AND ART:
Find opportunities to explore art in your area. Consider:
* Visiting a local art museum or exhibit.
* Attending a musical concert.
* Attending a dance performance.
* Attending a poetry reading or other literary event.
Deepen your child's experiences with art by engaging in art activities together. Consider:
* Working together to create an art project, discussing how you are using the materials for specific purposes.
* Singing together, noticing harmonies, melodies, and rhythm.
* Read favorite poems aloud at home.
* Dance together, noticing how you are using your body to express emotions or ideas.
® | web | https://www.tps.k12.mi.us/uploaded/District/Wit_and_Wisdom/Parent_Tip_Sheets/3/Wit_and_Wisdom_3-4.pdf | 0.477487 | {
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Harsh Truths that Hinder PH's Economic Growth
It is not concealed to the world that the Philippines is suffering from blatant corrupt leadership, poor education, and lack of infrastructure. During the 1960s, the Philippines was on its peak of economic power. However, as years went by, the nation's economy is seen to be slowing down due to several factors. Here are the harsh realities that are stopping the nation from reaching its potential.
Rampant Corruption
According to a report by Transparency International, an organization against graft, the Philippines ranked 111 th out of 180 th among other corrupt countries in the world. As also stated in the World Economic Forum Global Competitiveness Report, companies worldwide decline projects in the Philippines because of corruption. Foreign investors tend to steer away from buying Philippine stocks, resulting to slow economic growth. This is one of the biggest challenges that the nation is facing while it's trying to move forward and be on the same tier as its Asian neighbors such as Japan, Singapore, South Korea, and China. The Philippines has been a notoriously corrupt country in the eyes of foreign nations, and that's the grim reality.
Poor Education System
The foundation of economic growth is human capital (Hawaldar, 2017). Investing in proper education leads to landing a better job and earning better income. Although there are efforts to improve, the Philippines fall short when it comes to developing the education system, especially now that the focus is on secondary education. Higher education is a significant element in innovation and economic growth, that's why the nation must consider working on improving and investing on that sector. The world is changing, as well as the skills demanded by the labor market. The nation's education system must keep up with technological and educational demands.
Lack of Infrastructure
As stated by the Philippine Institute for Development Studies, lack of infrastructure is the biggest hindrance to the nation's economic development. Skyways, buildings, and other systems are not properly supervised and tend to be underfunded. Urban planning still lacks direction on a national level (Navarro, 2015). Compared to its Asian neighbors that are on top of the ranking for overall infrastructure quality, the Philippines ranks at 98 out of 144. How does this affect the country's economic development? Poor infrastructure delays businesses, resulting to exporters having difficulties delivering products to global markets. This is very important since the economy requires reliable and strong infrastructure to link supply chains. Better infrastructure means better access to good quality opportunities. Unfortuna tely, the Philippine government's in frastructure plans lack cohesion, proper implementation, and political will.
These are just three of the many factors behind the Philippines' slow economic growth. As harsh as it may seem, it is evident that the government is mum when tackling corruption, education system woes, and infrastructure concerns. However, if these will be strictly addressed, perhaps the Philippines can still have the opportunity to be the Asia's rising tiger. | web | https://d3bv2hg4q0qyg2.cloudfront.net/2019/04/19/Harsh-Truths-that-Hinder-PHs-Economic-Growth.pdf | 0.430962 | {
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When a Reporter Calls, do You Answer?
Use these 5 tips to prep for your next media interview
Ragan
Consulting
Group
HAVE A PLAN. A media interview is a business interaction, in which you're telling a story to communicate a message. Go into every interview with a plan, knowing the reporter's focus and style, and remember that you control what comes out of your own mouth. 1
GET REAL. Paint a picture for reporters and your audience, to make your messages and proof points come alive. Concrete examples of real people encountering challenges and overcoming them will evoke emotion. And presenting your own experience and point of view will drive it home. 3
DEVELOP YOUR MESSAGES. Prepare 2-3 messages tailored to the interview. Don't memorize them. Internalize them. Turn them into sound bites that a reporter might actually write down or record. Don't just recite them; weave them into a story that is authentic and memorable. And back up each message with easily digestible proof points. 2
BRIDGE THE GAP. Stay in control of the interview by transitioning, or bridging back to your point with such phrases as, "what I can tell you is … " or "the real issue is … ." 4
FLAG WHAT'S IMPORTANT. Always come back to emphasize the points that are most important to YOU. Use flagging phrases like "this is important" or "the bottom line is…" to highlight a key message or sound bite. 5
BONUS TIP: Remember, NOTHING is ever, ever, OFF THE RECORD. a | web | https://cdn.ragan.com/wp-content/uploads/2018/08/Ragan-Consulting-Media-Training.pdf | 0.449178 | {
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What's what at Angkor Wat: It's one of the most prized (and crowded) sites so you need to plan with precision - follow our guide and you won't go wrong...
- Cambodia's three top tourist attractions draw 2.5 million people a year
- Angkor Wat is Cambodia's national symbol, built in the 12th century
- Bayon and Ta Prohm are also must-see temples, as well as Banteay Srei
By GERRI GALLAGHER FOR THE DAILY MAIL
PUBLISHED: 13:19 BST, 8 June 2019 | UPDATED: 15:01 BST, 8 June 2019
Just before dawn, when the inky sky is beginning to lighten, the hordes arrive. Coaches cram the streets, torch-wielding guides shepherd tourists through dusty car parks; queues form, selfie sticks vie for space, and the crowd elbows into position for that perfect Wat shot.
Welcome to the pandemonium that is sunrise at Angkor. As one of the most important archaeological sites in South-East Asia, the 159 sq mile UNESCO site is not only the largest religious complex in the world, but also arguably, the busiest.
Its three top attractions: Angkor Wat, Bayon and Ta Prohm - dating from the ninth to the 15th century - draw more than 2.5 million people a year. Successfully tackling the 'Big Three' in one day - and missing the masses - isn't easy, but it is possible. It takes careful planning, a wily guide and a lot of stamina.
Angkor Wat
Classic Cambodia: The country's national symbol Angkor Wat
This is Cambodia's national symbol, built in the 12th century by Khmer King Suryavarman II as his state temple and capital city. Dedicated to Vishnu, the Hindu god, it is surrounded by a 190m-wide moat and took 300,000 labourers and 6,000 elephants almost 30 years to create.
You will need at least two hours to take in the grandeur and detail of this massive complex. If you want to experience sunrise here, don't make the mistake of entering through the West Gate.
A good guide will secure a spot on the outer Western wall where the symmetry and beauty of the five lotus-bud towers are reflected in the dark waters of the moat.
Once the sun's up and the crowds return to Siem Reap for breakfast, it's safe to cross the floating pontoon into the complex. Pass the detailed bas-relief of epic Hindu stories and be one of the first to do the vertigo-inducing climb to Bakan, the uppermost platform of the central tower when it opens at 7.30am. From this vantage
point — 55m up — take in the marvels of the ancient city of the Khmers and bask in relative quiet before leaving by the East Gate.
**Ta Prohm**
The ruins of Ta Prohm, above, covered by Tetrameles trees in Angkor
Five minutes from Angkor Wat, down a dusty road where parrots screech overhead, is the eerie Ta Prohm. This 12th-century Mahayana Buddhist temple, dedicated to the mother of King Jayavarman VII, has been all but devoured by nature. Deciphering where the remains of the monastery begin, and the strangulated root formations end, is impossible but compelling.
Moving through the 39 towers is restricted, as mountains of stone blocks, fallen finials and toppled pillars clog the crumbling courtyards and narrow corridors.
The central sanctuary and its Banyan tree gained Hollywood status in 2001, thanks to Tomb Raider, with Angelina Jolie as Lara Croft. As such, Ta Prohm is always busy, but less so in the morning (when the masses flock to Angkor Wat), or late afternoon.
**Bayon**
Complete the hat-trick at Bayon, where 216 lichen-covered smiling faces of Avalokiteshvara are carved into its 54 massive Gothic towers. At the centre of the walled city of Angkor Thom, Jayavarman VII's state temple was the last to be built (late 12th/early 13th century) in the Angkor complex. Though the gargantuan faces are the main draw, the three levels of galleries covered in intricate bas-reliefs of warfare, daily life and the construction of the temple should be explored. A midday visit means you can escape the bright sun by roaming through the maze of narrow passages.
**and there’s more...**
**Banteay Srei Temple**
With Angkor done, drive 20 miles out of Siem Reap to Banteay Srei, the citadel of women. Built in the 10th century, and dedicated to the Hindu god Shiva, this temple is tiny compared to Angkor, but it's a masterpiece of intricate three-dimensional
stories and motifs carved into pink-hued limestone — and the throngs of camera-laden public have yet to discover it.
**Tonle Sap Lake**
A mother with her child pictured on Tonle Sap Lake, the largest body of fresh water in South-East Asia
Nine miles south of the city, this is the largest body of fresh water in South-East Asia. Home to as many as 90,000 people, who inhabit stilted or floating houses, this biodiversity hotspot is an essential resource for Cambodia and a popular tourist attraction.
Colourful longtail boats shuttle visitors through the narrow canals, past clusters of stilted structures, where adults harvest shrimp and whitebait from torn nets, while half-naked children chase chickens.
Though charming, this excursion is a reminder of the extreme poverty that still exists in Cambodia, 40 years after Pol Pot's reign of terror.
**Phare, the Cambodian Circus**
This nightly show, held under a classic red Big Top, is Cambodia's only circus. A mesmerising spectacle of aerial acrobatics, contortions and gags set to Khmer music, it was established by Cambodians who grew up in a Thai refugee camp, and the French teacher who taught them art. ([pharecircus.org](http://pharecircus.org))
**Sacred dancers of Angkor**
In an intimate outdoor setting, accompanied by a Pinpeat orchestra, the Sacred Dancers of Angkor perform Apsara, the traditional Khmer Ballet. ([nkfc.org/sacred-dancers-of-angkor](http://nkfc.org/sacred-dancers-of-angkor))
Where to eat
Two of the city's leading culinary high points: Haven and Marum are 'training' restaurants, where vulnerable young adults, including those from orphanages and impoverished rural areas are taught skills to secure careers in the field of hospitality.
Haven is remarkable, not only for its selection of Khmer specialities, and vegetarian/vegan options, but also its Western offerings of schnitzel and mushroom stroganoff. (havencambodia.com)
Marum is a charming, two-storey wooden house with outdoor seating. If you feel adventurous, try the red ant tree fritters with prahok (tree-alliance.org/our-restaurants/marum.php) At Pou Kitchen & Cafe, chef Mengly Mork is attached to the primary flavours of Cambodia, but redefines common street food by adding fermented radish, galangal sauce and a chunk of honeycomb to chive dumplings in his Num Krok. (poukitchen.com)
Where to shop
Psar Chaa, the 'Old' market is big on atmosphere if not quality. Cambodians shop here for fresh vegetables, meat and fish, but try bargaining down the souvenirs. Angkor Night Market was the original and should be seen, though sorting the tat from the not is a challenge. A lively scene with great street food, you can get a massage when you've had enough.
Made in Cambodia Market is also worth a visit while other markets are filled with Vietnamese and Chinese goods. You won't find anything but the best Cambodian artisans and designers here.
Gerri Gallagher stayed at Anantara Angkor in Siem Reap (angkor.anantara.com).
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Nature All Around Us – Exhibit Overview
Where is Nature?
We often think of nature as a place untouched by humans–high on a rugged mountain or deep in a remote canyon. But nature is thriving right under our noses in cities and towns. We share the places we live with an abundance of wild plants and animals. We depend on interconnected natural systems to make our communities livable. Cities aren't separate from nature. Nature is all around us.
Learn where nature is all around you in seven sections found throughout the exhibit, including:
1. Yards and Gardens – Meet your wild neighbors
You don't have to leave home to find nature. Wild plants and animals thrive in backyards, planter boxes, and parking strips. If you know how to look, you can discover an astonishing number and variety living nearby. Try getting to know a few of your wild neighbors. With each new connection you make, your neighborhood becomes a little richer.
* Rebecca Ray's Yard Photo Mural
* Amazing Invertebrates
* Bird Biodiversity
* Meet Your Neighbors: Birds
* Wildlife-friendly Garden Mural
* Wild Bees
2. Urban Forest – We all need trees
An urban forest includes all the trees in a community—along its streets and in yards and parks. Each tree is an investment in making a community a better place to live. They cool our neighborhoods, increase property values, dampen noise, and reduce energy usage. Urban forests also support tremendous biodiversity above and below the ground.
* Settlers Planted Forests
* Every Tree is a Bustling City
* Fox Squirrel Citizen Science
* Tree Meet Your Neighbors
* Discovery Cubes: Trees
* Trees are Cool
* Trees Reduce Energy Costs Focus
3. Parks and Open Spaces – Nature nurtures our communities
There is nature in city parks, abandoned lots, and golf courses; wildness in cemeteries, alleys, and gullies. Anyplace we leave unpaved, nature will claim. These open spaces are home to plants and animals from around the globe. They are critical habitat for healthy people and communities, too.
* Open Spaces Montage
* Parks Make Us Healthy
* Children's Outdoor Bill of Rights
* Wendy Wischer Art Area
* Novel Ecosystems
* Protecting Rare Plants
* SLC Neighborhood Naturalists Citizen Science
4. Wildland-Urban Interface – Welcome to the WUI
You're in the wildland-urban interface right now—the zone where human development and wilder lands meet and mix. (Pro tip: Use the acronym "WUI" and pronounce it "WOO-ee.") More than 45 percent of Utahns live in a WUI. It's no wonder that quick access to recreation in astounding natural landscapes is a defining feature of Utah's quality of life.
* Diorama Mural
* Animals in the Wildland-Urban Interface
* Meet Your Neighbors: Scat
* Discovery Cubes: Scat
* Wasatch Wildlife Watch Citizen Science
*
Urban Deer
* Novel Plant Communities
* Myrtle Spurge Focus
5. Rivers and Streams – Connections between cities and rivers run deep
Though it may not be obvious, rivers are the historic heart of many Utah cities. In our dry state, rivers provided the water that made building towns possible. They became a vital part of many
communities' infrastructure, but were often neglected, too. Today, Utah cities are reconnecting with the rivers that gave rise to them.
* Jordan River Mural
* A New Vision of Urban Streams
* Fishing in the City
* Biodiversity Hotspots
* Rivers and Streams are Corridors
* Firefly Citizen Science Project
* Aquatic Invertebrates Meet Your Neighbors
* Discover Cubes: Aquatic Invert
* Streams Manage Runoff
* Impervious Surfaces
* Gutter to Stream
6. Main Street – City dwellers take many forms
Picture the place in your city or town with the most buildings, pavement, and people. Wild plants and animals find a home here, too. We often dislike these resilient creatures because they seem ordinary or challenge the boundaries of our "human" spaces. We actually have a lot in common. We're all adaptable generalists sharing the same community.
* Ally Mural
* Graffiti Wall
* Dandelion Café
* Syanthropes
* Weeds
* Same stresses
* Bird Collision Citizen Science Project
* Urban Bird Song Adaptation
7. Show Us Your Nature – Photo contest winners share their nearby nature
The Museum challenged photographers of all levels around the state to capture the nature in their communities. They took images of creatures in parking lots, cemeteries, golf courses, and sidewalk cracks. But, by far, most photographers snapped a picture right in their own yard. One young photographer explained: "There really are great scenes of nature all around us; we just need to see them." | web | https://nhmu.utah.edu/sites/default/files/fact-sheets/Nature%20All%20Around%20Us%20-%20One%20Page.pdf | 0.48232 | {
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TNPSC BITS
- The Chandrayaan-3 Mission Soft-landing LIVE Telecast, broadcasted on August 23, 2023, captured the attention of over 80 lakh peak concurrent viewers, making it the most-watched live stream globally.
- Sachin Tendulkar is recognised as 'national icon' of the Election Commission (EC) to encourage greater voter participation in the electoral process.
- NTPC Ltd, India's largest power producer and a central PSU under Ministry of Power, has started a trial run of a hydrogen bus in Leh.
- Prakash Shrivastava, the Former Chief Justice of Calcutta High Court, took charge as chairperson of the National Green Tribunal.
- Khelo India Women’s League was renamed as Asmita Women’s League.
TAMIL NADU
Reservation in Local Body polls
- The Madras High Court directed the Tamil Nadu government to initiate steps to grant reservation for transgender persons in local body polls.
- The direction aims to helping them slowly become part of mainstream society.
The Justice also directed the Cuddalore district collector to remove the president and members of Nainarkuppam village panchayat by invoking the Tamil Nadu Panchayats Act, 1994.
The Government of India enacted the Transgender Persons (Protection of Rights) Act, 2019, which bestowed rights and protection to the Transgender community in India.
**India Centre for Advanced Manufacturing**
- The Tamil Nadu government in collaboration with the World Economic Forum, hosted a public-private discussion for establishing the ‘India Centre for Advanced Manufacturing’ in Chennai.
- The discussion highlighted three key focus areas for the Centre — technology adoption and innovation, industry-academia engagement, and sustainable production.
- In the past, Tamil Nadu had already established three Centers of Excellence in collaboration with Siemens, G.E., and Dassault Systems.
**NATIONAL**
**9th Commonwealth Parliamentary Association**
- The Ninth Commonwealth Parliamentary Association (CPA) India Region Conference took place in Udaipur, Rajasthan.
- The conference brought together the Presiding Officers from 23 states and union territories.
- The Commonwealth Parliamentary Association (CPA) serves Parliamentarians from Commonwealth countries.
It is facilitating regular consultation and the exchange of ideas and information among members of the Commonwealth Parliament.
INTERNATIONAL
Suspension of Niger from African Union
The African Union suspended Niger from all of its institutions and activities.
Soldiers overthrew Niger’s democratically elected president almost four weeks ago and quickly entrenched themselves in power.
President Mohamed Bazoum, his wife and son have been kept under house arrest in the capital, Niamey, Niger.
**SCIENCE AND TECHNOLOGY**
**Maisies Galaxy**
Scientists confirm that the Maisie's Galaxy is one of the earliest known galaxies in the universe.
The James Webb Space Telescope has enabled astronomers to confirm that a galaxy initially spotted last summer ranks among the earliest ever observed.
The first detection of Maisie's galaxy has shown that it dates back to 390 million years after the Big Bang.
For reference, the universe as a whole is about 13.77 billion years old.
The team is currently evaluating about 10 other galaxies that might be from an era even earlier than Maisie's.
**World's first humanoid robot pilot**
The South Korean scientists have unveiled a humanoid robot capable of piloting an aircraft.
The robot – called PIBOT – uses AI technology to memorize flight charts and emergency protocols.
It is fitted with multiple cameras capable of monitoring the aircraft’s systems and operational conditions.
PiBot can also communicate with air traffic control (ATC) and other humans on the flight deck, meaning it can operate via a Captain or First Officer.
The humanoid robot can be used anywhere a human is sat working.
**Human Skin Cells Conversion Method**
- The Indian Researchers successfully developed a technique to transform regular human skin cells into pluripotent stem cells.
- It is known as Induced Pluripotent Stem Cells (iPSCs).
- The research paves the way for personalized stem-cell therapies targeting various diseases.
These iPSCs are patient-specific, reducing the risk of immune rejection when used for transplants.
**ENVIRONMENT**
**National Carbon registry**
- The UNDP has developed an open-source software which allows countries to effectively manage national data and processes for trading carbon credits.
- The software, called the National Carbon Registry, has recently been accredited as a digital public good (DPG).
- As a DPG, the registry uses open-source code, which allows countries to replicate and adapt the information to fit their own needs and contexts.
- The registry’s modules, software and technical documentation can be reused and tailored by countries.
- It could potentially reduce production costs and implementation timelines.
**State Liability on Climate Breach**
- A group of residents from Montana’s Missoula of USA successfully sued their own state for violating their constitutional right to a clean and healthful environment.
- A district court has ruled that the state’s negligence in addressing climate change while approving fossil fuel projects was unconstitutional.
- It is the first time that a US court has held a government responsible for breaching the constitution based on climate change.
The judgement could further invigorate the environmental movement and also influence thousands of pending climate change lawsuits in the country.
Maharashtra’s 1st elephant reserve
The Maharashtra government declared almost 3,000 hectares of Tillari forest land as a conservation reserve for elephants.
Tillari is a forest located in the hilly ranges of Konkan-Western Ghats corridor.
Maharashtra is home to 62 conservation reserves, of which 13 are in the Western Ghats.
**Graphene-Aurora Program**
The Ministry of Electronics & Information Technology (MeitY) launched the ‘Graphene-Aurora program’ at a function in Maker Village Kochi.
The program shall be implemented by Digital University Kerala.
It will act as a bridge between research and commercialization.
It is providing a comprehensive facility for startups and industries to develop and scale graphene technologies.
Graphene is a material that is extracted from graphite and is made up of pure carbon.
It is one of the most important elements in nature which we find in daily objects like the lead of a pencil.
It is the world’s thinnest, strongest, and most conductive material of both electricity and heat.
It conducts electricity better than copper.
It is 200 times stronger than steel but six times lighter.
**India’s First Hydrogen Bus**
NTPC Ltd has started a trial run of a hydrogen bus in Leh.
NTPC is India's largest power producer and a central PSU under Ministry of Power.
MISCELLANEOUS
Piripkura Tribe
Tamandua and Baita are two of the last three remaining members of the Piripkura Indigenous people in northwest Brazil.
The protected status of the Piripkura Indigenous Territory spans 243,000 hectares (600,000 acres).
It is maintained by a periodically renewed use restriction ordinance issued by Funai, the federal agency for Indigenous affairs.
Today, 18 percent of the Amazon has disappeared.
There are traces or reports of 39 uncontacted tribes. | web | https://www.tnpscthervupettagam.com/assets/home/media/general/doc/August_26_-_English3.pdf | 0.488433 | {
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Seven Boys Who Turned Into Geese
A Chumash Story
Illustrated by Beakakchush
© 2000 by Ho Anumpoli!
A long, long time ago, they say, animals and people still talked to each other. In those days, the men did the hunting and the cooking. During that time, there was a boy who lived with his mother and step-father.
The step-father had killed a duck and cooked it for dinner. The mother and step-father ate the delicious duck, but they didn't give any to the boy. The poor boy felt so hungry that he cried.
"Stop crying," his mother said. "If you want some food, find your own father."
The boy couldn't believe his ears. His own father had left him. He walked away into the darkness to go to his special place. There he could play alone away from the noises of the camp.
In the morning, he found some edible bulbs called cocomites. They filled him up. Another boy came along. His family had chased him away from home too. The first boy showed the second boy how to dig for the bulbs, clean them, cut them up, and eat them. That way, they had a great day together.
They spent the night in the special place. In the morning, they eagerly began looking for food. Just then Raccoon came along. "What are you doing?" he asked.
"We are digging roots and bulbs for our breakfast, Uncle," they answered respectfully. "Our mothers and fathers do not want us."
Raccoon said, "Come with me. I will take care of you." Raccoon showed them where to find wild potatoes. Then a third boy came along and joined them. Then three more boys came along. Raccoon certainly had his hands full trying to feed all these boys.
After a day of gathering food, Raccoon asked the boys to spend the night. The next day they built a fire for their breakfast. One more boy showed up. His family had chased him away too.
After they ate, the oldest boy said, "I'm headed north. Anyone want to come with me?"
They all said yes. "Why don't you come with us, Uncle Raccoon?"
One boy had found some goose down and put a little on the head and shoulders of each boy.
"There isn't enough food for all of us, Uncle Raccoon," the youngest said. "Won't you come with us?"
Raccoon agreed, and the boys put some goose down on him too. The oldest began singing. The other boys joined in. As they sang, they began to float above the ground.
Uncle Raccoon had to follow on the ground.
Everyone felt sad because Raccoon couldn't fly. The boys covered Raccoon completely in goose down, but he still could not fly. Everyday, the boys flew higher and higher. It became harder and harder to get back to Raccoon on the ground.
They flew so high an old neighbor woman saw them. "Shame on you," she said to their mothers. "Look what has happened to your sons."
The boys had turned into geese. Below, the mothers cried for their lost sons. Raccoon cried too.
Above, the geese cried long and hard. To this day, you can hear them crying. At last, they flew to the Sky Country where they became the Big Dipper. | web | http://drgrammarguru.com/yahoo_site_admin/assets/docs/Chumash1.303190149.pdf | 0.507718 | {
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What are all these group names and where are they located?
The SCA is based on a feudal society. As such, it does not organize itself according to the conventions of the modern world. In emulation of the Middle Ages, the world has been divided up into territories known as kingdoms (which don't necessarily follow modern state, province, or even country borders). Within each kingdom are chapters or local groups. Depending on the group's size and location, it may be designated as a barony, shire, canton, etc.
Definitions:
Kingdom – a large territory with the ceremonial leaders of King & Queen, collectively known as the Crown.
Principality – a region within a kingdom; many times the area is preparing to become its own kingdom
Barony – a large chapter with local representatives of the Crown (Baron & Baroness)
Shire
– a typical chapter; a chartered independent local group of the SCA.
Stronghold – a chapter like that of a shire, but located on a military installation (usually an army base or air force base)
Port
– a chapter like that of a shire, but located on a harbor military base (usually a navy base)
March – a chapter like that of a shire, but one that sits on a border (usually between kingdoms)
College – a chapter like that of a shire, but located on a university campus
Canton – a sub-chapter located within the boundaries of a barony, sometimes preparing to become a shire
Riding – a sub-chapter located within the boundaries of a shire, many times preparing to become a shire
Kingdom of Calontir
The kingdom that our group is located in is known as Calontir, which means the Heartland. The territory that Calontir covers consists of most of Kansas, Nebraska, Iowa, Missouri, and a touch of Arkansas. The location of the groups within the kingdom follows:
Baronies
Strongholds
Shires
Colleges
Amlesmore
(Hallsville, MO)
Bois D'Arc
(Southeast, KS)
Bull Pytt
(Grand Island-Kearney, NE)
Calanais Nuadh (Rolla, MO)
Carlsby
(Lawrence, KS)
Crescent Moon (Topeka, KS)
Crystal Mynes (Joplin, MO)
Cúm an Iolair (Johnson & Miami County, KS)
Deodar
(Cedar Rapids, IA)
Dun Ard (Leavenworth, KS)
Flinthyll
(Burlington, IA)
Golden Sea
(Salina, KS)
Herald's Hill
(Mason City-Forest City, IA)
Ivory Keep
(Hannibal, MO)
La Grande Tente (Waterloo-Cedar Falls, IA)
Loch Meadhonach (West Bend/Emmetsburg, IA)
Lost Moor
(Saint Joseph, MO)
Oakheart
(Springfield, MO)
Shadowdale (Iowa City, IA)
Spinning Winds (Manhattan, KS)
Standing Stones (Columbia, MO)
Westumbria (Hays-Great Bend, KS)
Wyvern Cliffe (Jefferson City, MO)
Bellewode
(Kirksville, MO)
NoMountain (Grinnell, IA)
Cantons
Aston Tor
(Eastern Jackson County, MO)
Axed Root
(Ames, IA)
Riverhold
(Jefferson County, MO)
SCA Geography
Following is a list of the SCA kingdoms and the area they cover.
st
```
West [1 Kingdom – May 1, 1966]: Northern California and Nevada, Alaska, Japan, Korea and Pacific Rim East [2 nd Kingdom – June 1968]: US: eastern Pennsylvania, New Jersey, Delaware, eastern New York, The New England states. Canada: Quebec, Prince Edward Island, Nova Scotia, New Brunswick and Newfoundland Middle [3 rd Kingdom – September 1969]: US: Ohio, Kentucky, Indiana, parts of Michigan, Illinois, a nip of Iowa, Canada: Essex County in Ontario Atenveldt [4 th Kingdom – January 1971]: Arizona, small bits of Utah and California Meridies [5 th Kingdom – January 1978]: Alabama, Tennessee (most of), small portions of both Kentucky and Virginia, Georgia (nearly all of) and a bit of the panhandle of Florida Caid [6 th Kingdom – June 1978]: Southern California, Greater Las Vegas Area, Hawaii Ansteorra [7 th Kingdom – June 1979]: Oklahoma and most of Texas Atlantia [8 th Kingdom – May 1981]: Maryland, most of Virginia, North Carolina, South Carolina and a piece of Georgia. An Tir [9 th Kingdom – January 1982]: US: Oregon, Washington, northern tip of Idaho, USS Nimitz, Canada: British Columbia, Alberta, Saskatchewan, the Yukon, and the Northwest Territories Calontir [10 th Kingdom – February 18, 1984]: Kansas, Missouri, Iowa, most of Nebraska and northern Arkansas Trimaris [11 th Kingdom – September 1985]: Majority of Florida, Panama, and Antarctica Outlands [12 th Kingdom – June 1986]: New Mexico, most of Colorado, parts of Wyoming, parts of Nebraska and El Paso & Hudspeth counties of Texas Drachenwald [13 th Kingdom – June 1993]: Europe Artemisia [14 th Kingdom – July 1997]: Montana, parts of Wyoming, southern Idaho, most of Utah and western Colorado Æthelmearc [15 th Kingdom – September 1997]: West Virginia, western Pennsylvania and western New York Ealdormere [16 th Kingdom – October 1998]: Canada: Ontario Lochac [17 th Kingdom – July 2002]: Australia and New Zealand Northshield [18 th Kingdom – October 2004]: US: North Dakota, South Dakota, Minnesota, Wisconsin, the Upper Peninsula of Michigan; Canada: Manitoba and Northwestern Ontario Gleann Abhann [19 th Kingdom – October 2005]: Arkansas, Louisiana, Mississippi and extreme western Tennessee
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This half term our topics are; Reception ~ Under the Sea
Just three's ~ The Farm
Nursery ~ Animals and Their Habitats
We will also be covering Spring, Shrove Tuesday, Mother's Day and Easter
Outdoor Play
We play out whatever the weather!
Please would you bring a pair of wellies for your child to keep at school? We are creating a wonderful outdoor construction area and would like to keep most of the soil out of the classrooms; a change of footwear would be a great start!
For our younger children it is wonderful to see them becoming more independent, please
encourage them to be able to put their own coat on and
fasten it.
Thank you.
Just Threes
Communications & Language (literacy/maths) – we are developing our listening and attention skills so we can enjoy wonderful stories and songs helping us to understand the world around us and learn all about numbers too.
Physical Development— developing our fine and gross motor skills through painting and drawing helps us to express ourselves and have fun playing with sensory activities.
Personal Social & Emotional Development—our focus will be developing our confidence and self-esteem as we continue to make new friends in our new class.
Reception
Literacy - We are learning to read and spell simple 3 letter words and using our letter knowledge to write words and captions. We are also learning to recognise and write 'tricky words'. Some of our children will be trying to hold and write a sentence.
Maths - We are recognising numerals to 20 and counting objects and pictures reliably. Children will also be adding and subtracting as well as using the vocabulary associated with these.
We are learning the days of the week in order.
You can help by:
Encouraging the use of these skills in everyday situations which will help your children enormously; e.g careful counting knives and forks, looking at environmental print and continue with handwriting and fine motor skills.
Please do homework with your child each week.
We will be having our end of term assemblies
On Thursday
12
th
April
11:15 am and 2:45 pm
Please try to attend as this is a fantastic opportunity for the
children to showcase their learning.
They really do enjoy it when you attend.
Trips
Reception will be going to The Deep on the 21 st March.
Nursery will visit Ogden Water and
Shibden Park and will have some special guests visiting!
Just Three's will be going to the farm (Dates to be confirmed)
Nursery
Literacy — We are concentrating on our listening skills. We are using songs, rhymes and musical instruments to help with this. You can help us by making sure when you are talking to your child or they are talking to you, that you maintain eye contact at all times. It is also helpful to occasionally ask your child to repeat what you have just said. This will then tell you if they have been listening.
Tapestry
We are thrilled with your response to Tapestry our online learning journey. Please feel free to add your child's milestone goals and the adventures they have at home, if you need any support with the system, please speak to one of the team and we will be happy to help.
PARENT/ CARER PICK UPS
If your child is to be picked up by a different parent or carer it is essential that school is informed when your child is dropped off or by a phone call during the day if circumstances change.
Maths—We are learning to count amounts carefully to 5 and beyond. We do this through number songs and rhymes. You can help by singing number rhymes and songs with your child. If you have any favourites you remember as a child we would like to hear them. | web | https://s3.eu-west-1.amazonaws.com/jotter2.files/9991765?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dey-march-2019.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190418%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190418T185405Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=bb94d2177856005eb8159b37c607627e05f94623923a3474ecb0e3dccd704e34 | 0.434028 | {
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1. Why were Little Man and Cassie switched on the first day of school?
2. The children got revenge on the school bus when they ---.
3. The children felt responsible for the night men until ---.
4. How did Mama make sure the children would stay away from the Wallace Store?
5. Mama said Cassie had to grow up a little on the day ---.
6. What action of Hammer's caused Mama to predict retaliation?
7. How did Papa feel about the prospect of Stacey and Jeremy becoming friends?
8. How was the family punished for shopping in Vicksburg?
9. How did Mr. Morrison show he wasn't afraid of Kaleb Wallace?
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The Cardinal Chronicle
Alouette Article Week 5 July 17 - July 21
Dear Parents,
What a week the CARDINALS had! It was Tie-Dye and Nature Week at Tamarak, so the girls made their colorful shirts during Arts and Crafts. They also searched each day for Golden Nuggets, which several of our campers were lucky enough to find. It was amazing to see the excitement and support the CARDINALS showed other campers while looking for Golden Nuggets!
During Challenge, the campers went on the climbing wall for the very first time! Although several of the girls were afraid, they faced their fears and had a blast giving it a shot. I was very proud of their willingness to try something new as well as their positive attitude. The girls cheered on their friends and counselors nonstop!
Overall, the girls have been doing an incredible job at each of their activities. They learned about volcanoes in Science, sang beautiful songs in Music, and practiced new skills in Tennis. They worked on several shocking tricks in magic, including how to give hints for an optical illusion, which they enjoyed. From Dance to Jumpstart, Nature, and Archery, the girls go to each activity ready to learn and have tons of fun!
The summer is going by fast but the CARDINAL girls seem to be loving every minute of it! I look forward to the rest of camp with these amazing girls!
HIGHLIGHTS OF OUR WEEK
REMINDERS
The highlight of week 5 was creating the very vibrant and one of a kind CARDINAL Tie Dye Shirts! The girls had a ton of fun making the shirts and cannot wait to wear them ☺.
* July 25 – CARDINAL Overnight
* July 26 – Wear your Tamarak Tie Dye shirt
* July 28 – Carnival Day. Camp is closed to visitors until 11:30 am.
If you have any questions, please call the Camp Office at [REDACTED_PHONE]
The Cardinals' Week in Pictures | web | http://tamarakdaycamp.com/pdf/newsletters/PDF%20Cardinal%20Week%205.pdf | 0.433908 | {
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