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Saint Denis-Saint Columba School
849 Route 82 PO Box 368 Hopewell Junction, NY 12533
Tel: [REDACTED_PHONE] Fax: [REDACTED_PHONE] Website: www.stcolumba.net
June 2017
Dear Incoming Fourth Graders,
As we finish this year and look forward to the next, I am giving you some things to work on to keep your skills sharp. I am also attaching the School Uniform requirements and the Supplies needed for Fourth Grade. All required work will be due on the first day of school in September. If you have any questions feel free to email me over the summer.
ELA - Reading: Read one book from the list below. Choose a book different from one you have already read. After reading the book, be prepared to write a short summary about it in class in September.
i-Ready Program: (Reading and Math) Five specific lessons will be assigned to be completed by the end of July, then five more will be assigned to be completed by the end of August. They will be checked by the teacher and students will receive a grade for completion.
Book List
Tough to Tackle by Matt Christopher
or any Newbury Award winning book.
Have a wonderful summer! May God Bless You, Mrs. Waters
FOURTH GRADE SUPPLY LIST:
6 controlled-lined notebooks (purchased through school}
2 Themed tablets (control lined loose leaf) – (purchased through school)
1 math notebook - should be 100-sheet (200 pages) marble notebooks
6 pencils (# 2) sharpened
2 red pens
1 pack of standard blue or black ink pens (not retractable or erasable)
Pencil sharpener and eraser
Soft pencil case – no hard cases
Colored pencils – standard 8 – 12 pencils
Scissors and glue stick (3) 2 Pocket folders
Headset/ ear buds for use with tablets and in the computer lab.
Please put in zip lock bag with child's name
Classroom supplies needed during first week of school:
At least 3 boxes of tissues
Box of hand wipes (we will need these replenished in January)
Box of disinfectant wipes
Roll of paper towels
Supplies to be purchased through school: $15.50 will be needed the first day of school.
* 6 special control-lined notebooks for $1.50 each.
* School Planner used for assignment pad for $3.50
* 2 Themed tablets (control-lined loose leaf) for $1.50 each
ART SUPPLIES: PLEASE SEND IN BY FIRST WEEK...
* Smock labeled (large t-shirt, no buttons) in labeled ziplock
* White Eraser (Staedtler recommended)
* 2 glue sticks
* 1 pack of baby wipes
* 1 Elmers Glue
* 1 colored masking tape (any thickness)
If you would like to help, the studio is in need of:
* Three 37.75" long, 0.75" thick dowels
* Hole Punchers
* Gel Pens - FUN COLORS!
All materials are to be labeled with your name and grade!
~*~PLEASE DO NOT BUY WHITE OUT OR SHARPIE MARKERS! ~*~
SCHOOL UNIFORM 2017 – 2018 SCHOOL YEAR
Boys in K– 8
White dress shirt (oxford for Grades 1-8) and plaid school tie
Green V-neck sweater vest or pullover V-neck sweater with school name
Green dress slacks (purchased at Li'l Darling Shoppe)
Black/Brown belt and Dark socks
Black or Brown supportive shoe with Shoe laces, or Velcro
Boys Hair cut should be neat, above the collar, and off the face.
Girls in K – 4
Green plaid jumper and white blouse (Peter Pan collar)
Drop waist jumper with white blouse
Green or black knee socks/ tights
Black or Brown supportive shoes with Shoe laces, Velcro, or buckle strap(no slip on shoes)
Green cardigan sweater with school name
Summer Uniform K-8
Green shorts (no more than an inch above the knee) with belt
White polo shirt with school logo
White crew socks that reach the ankle
Black or Brown supportive shoes with a shoe laces, Velcro, or strap (no slip on shoes)
PLEASE NOTE: Uniform SNEAKERS for Gym – WHITE or BLACK only with NO color | web | http://stcolumba.net/UserFiles/Servers/Server_326868/Image/Summer%20Grade%20Level%20Letters/Fourth%20Grade%202017.pdf | 0.498499 | {
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First Name
________________________________________
Surname
________________________________________
Postal Address ________________________________________ ________________________________________ ________________________________________
Email Address ________________________________________
Phone Number ________________________________________
Choose Membership Type: (Please tick applicable)
Individual Membership
One Adult plus any children up to 18 years of age.
$25
Family Membership
Two Adult members plus any children up to 18
years of age.
$40
Corporate Membership
Businesses, organisations, groups, companies or
associations.
$100
I would like to make a Donation of:
Your donation will assist us to continue to promote heritage in Remuera.
$
TOTAL ENCLOSED
$
Forward payment to:
Remuera Heritage Inc. PO Box 28 556, Remuera, Auckland 1541
Or direct credit to our bank account:
[REDACTED_CARD] 00
Join Remuera Heritage to help us recognise, appreciate, share, preserve and record our local heritage.
Remuera Heritage Inc.
P O Box 28 556, Remuera, Auckland 1541
www.remueraheritage.org.nz
Follow us on Facebook:
www.facebook.com/remueraheritage
For further information email us at: [REDACTED_EMAIL]
Supported by
LJ KEYS GROCERY STORE, 1910.
COURTESY SIR GEORGE GREY SPECIAL COLLECTIONS, AUCKLAND LIBRARIES.
VIEW FROM MT HOBSON WITH REMUERA RD ON RIGHT.
COURTESY SIR GEORGE GREY SPECIAL COLLECTIONS, AUCKLAND LIBRARIES.
Ah! I shall never forget the feelings of gratified amazement with which I gazed on the wonderful panorama which lay revealed to my sight for the first time on that now long ago day. 'Age cannot wither nor time stale' its infinite beauty in my eyes.
John Logan Campbell (1881). Poenamo: Sketches of Early Days in New Zealand. Williams and Norgate, London.
In 1840, the young adventurer John Logan Campbell scrambled through the high fern to the summit of Mount Hobson. He gazed in awe at the splendid panorama, and set his heart on purchasing land on the sunny Remuera slopes. The Maori owners, however, had no intention of parting with this most prized and fertile possession.
The lands Campbell so enthusiastically admired in 1840 were gradually sold, subdivided and developed, and Remuera became a suburb of Auckland.
In the twenty-first century, Remuera remains one of Auckland's most sought-after suburbs, with a rich architectural and historical heritage.
Although many fine early Remuera houses survive, many are being lost to redevelopment. Equally, some natural volcanic features, such as Maunga Rahiri (Little Rangitoto), have been largely quarried away.
LOOKING ACROSS AT THE REMUERA PUBLIC LIBRARY C1926-9. COURTESY SIR GEORGE GREY SPECIAL COLLECTIONS, AUCKLAND LIBRARIES.
Remuera Heritage was established in 2007. The society's purpose is to:
* Share Remuera's past and present
* Promote and protect Remuera's heritage character
* Collect and conserve pictorial and written records
* Gather oral histories
* Foster an awareness and appreciation of Remuera's natural and cultural heritage
Members enjoy opportunities to visit heritage sites and buildings, hear guest speakers and attend a variety of heritage related events. The Society participates in Auckland Council's annual Heritage Festival to celebrate and share our city's rich heritage. | web | http://www.remueraheritage.org.nz/_literature_127553/Remuera_Heritage_Flyer | 0.495495 | {
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Summer doesn't officially start until Thursday, but the heat wave is making it feel like summer's here already. Eight-year-old friends Paityn Sturtevant and Lila Peters, both of Doylestown, beat the 90-plus degree heat Monday with rainbow snowcones at the playground of Fanny Chapman Park in Doylestown Borough. The hot weather is due to stick around for at least another day. Weather | A12
[ART GENTILE / STAFF PHOTOJOURNALIST]
First round of summer boxed lunches arrives
By Freda R. Savana
[REDACTED_EMAIL]
@fredasavana
When school closes for the summer, most kids are pretty happy. But for some children it means missing a much-needed meal.
Across the country, 22 million children are eligible for free and reduced-price lunches in the nation's schools, according to the U.S. Department of Agriculture. Only 15 percent of those kids receive a free lunch during the summer, however, when the schools are closed. Experts worry many children go without or have very limited access to healthy food while on summer break.
In an effort to bridge
More Info
Fresh Connect Bucks County is a free farmers market bringing fresh, healthy food to Bucks County. It returns to the same location on the same day at the same time each week, providing reliable and needed food to the 57,000 Bucks County residents facing hunger. Fresh Connect is a collaboration of Bucks County Opportunity Council, Philabundance, Rolling Harvest Food Rescue and St. Mary Medical Center, with generous funding by United Way of Bucks County.
- Every Tuesday at noon at Warminster Community Park, 1100 Veterans Way in Warminster
- Every Thursday at 11 a.m. at the intersection of Routes 611 and 412 (previously Thompson Auto) in Ottsville
- Every Friday at noon at the Lower Bucks Campus of Bucks County Community College, 1304 Veteran's Highway, Bristol
See LUNCHES, A2
plan with a unanimous vote.
Commission Chairman Wayne McCulloch said Friday afternoon that the meetings were crowded, but the resistance focused on traffic and engineering in depth at the first of two meetings in April, with representatives from Palmer Development saying they had traffic and engineering approval only, and that the developer would have to come back for final approval. A phone call to Palmer Development on Monday was not returned.
"Every summer, more of Bucks County helps support the Fresh Connect program," she said. "That's what the community council did, and I don't think we can give them up every week." And, she added, they have fresh fruit, vegetables, juices or milk and fresh fruit. There's "treats" available for parents to feed their children during the tough summer months when schools are closed. "We do the best we can," she said. That's why the Fresh Connect mobile farm market will be available more often. "The reason we love the farm market is because it's a sentiment shared by all those helping to feed 300 children in 155 needy families."
George Burrows, a truck driver from Philabundance, delivers a pallet of boxed lunches as well as produce to The Bucks County Housing Authority's general warehouse in Doylestown Township. (BILL FRASER / STAFF PHOTOJOURNALIST)
LUNCHES
From Page A1
the summertime gap, the hunger relief nonprofit Philabundance is contributing 600 boxed lunches weekly to the Bucks County Opportunity Council, which in turn will make the meals available at Fresh Connect free farm markets in Warminster, Bristol Township and Ottsville.
The Bucks County Housing Authority's general warehouse in Doylestown Township will receive the lunch boxes each week. This is the last year of a three-year grant Philabundance received from the Giant Family Foundation to fight child hunger in the Delaware Valley. Philabundance said it hopes to partner with the foundation again.
The first 150 lunches were delivered to Bucks County's general warehouse in Doylestown Township on Monday, and throughout July and August.
George Burrows, a truck driver from Philabundance, delivers a pallet of boxed lunches as well as produce to The Bucks County Housing Authority's general warehouse in Doylestown Township. (BILL FRASER / STAFF PHOTOJOURNALIST)
CIRCULATION: Our home delivery customers should receive their paper by 6:30 a.m. weekdays and 8 a.m. Sunday. For service inquiries, please call our service center by 9 a.m. at [REDACTED_PHONE].
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The digital edition is an exact replica of the newspaper. Call for details.
Gatehouse Media | web | http://www.bcoc.org/assets/Documents/summer-lunch-Intell-6-19-Front-Page.pdf | 0.428043 | {
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FINDING PIECES OF THE PAST
WHAT DO I DO WHEN I FIND ONE?
Pieces of the past include fossils and human-made artifacts from the ancient to recent past. Help protect fossils and archaeological sites on Open Space & Mountain Parks lands
LEAVE THE OBJECT IN PLACE
Don'tpickupanartifactorwalkonit.Leaveitasyoufound it.Useyourphoneorcameratotakeaphotooftheitem.
RECORD AN OBJECT'S LOCATION
Use your phone or GPS to record a coordinate of the item's location. Estimate the item's location relative to nearby landmarks.
TELL A RELIABLE SOURCE
Contact a staff member on-site, use Inquire Boulder, or call Open Space & Mountain Parks ([REDACTED_PHONE]. Tell them what you've seen and where it is located. An investigation of the object under the auspices of a valid permit will ensue.
THESE STEPS HELP ALL OF US:
RESPECT OTHERS
These objects are part of the cultural legacy of those who lived here. Leaving them be demonstrates respect for people who made them and descendants that maintain ties to Open Space & Mountain Parks lands.
STAY SAFE
By Colorado law and Boulder Municipal Code, it is illegal to knowingly take an artifact, or excavate, damage, or destroy any prehistorical or historical resources on public lands. A person found in violation may face a fine, time in jail, or both.
CARE FOR OUR LANDS
Once an object is removed from its surroundings, it loses its ability to educate us about the past. As the latest link in a chain that extends more than 13,000 years into the past, it is now our responsibility to care for this place and keep its stories alive.
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בית הספר לתלמידי חו"ל
Syllabus
Intensive Hebrew Course
Level: Advanced 1
This course includes 100 academic hours.
Number of credits: 5
Textbooks
1. Ivrit Be Hey Hayedia, Bliboim
2. Hapoal Lemitkadmim, Rama Hey, Baras & Dalshad
The course covers:
A. Reading
1. The first half of the textbook;
2. Articles from Israeli daily newspapers;
3. Israeli literature and poetry- selected poems and novels;
B. Grammar
1. The verb system with emphasis on irregular verbs- based on the verb book:
Irregular verbs;
Passive and active;
Verbal nouns;
Meaning of verbs in בניינים and the concept of stems;
Interaction among Binyanim;
2. Syntax and morphology-based on the textbook:
Irregular nouns (masculine & feminine);
Connecting words;
Prepositions;
Numbers (masculine & feminine);
The copula;
);
Types of compound (סמיכות
C. Others
1. Listening to radio and TV news (the material will be available on 'Moodle');
2. Students' Presentations;
3. On campus study tours;
4. Guest speakers;
סילבוס לקורס אינטנסיבי
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Blessed to be a Falcon
History Newsletter
Mrs. Gonzalez
April 15th—19th [REDACTED_EMAIL]
This week in History
Reminder: History projects are due on May 10th.
4th Grade– Chapter 12– The Northeast. In the last chapters in our book we will be learning about the different regions of the U.S. Students will start working on locating the states on a map. Texas History– Texas Culture
5th Grade– Chapter 11– The First World War. Test will be on Thursday, April 18th. Next chapter is Roaring '20s and Depressing '30s. States and capitals will be on the Southwest region. We will have a test on this region on Thursday, April 18th.
6th Grade– Chapter 13 – Ancient Japan. Test will be on Thursday, April 25th.
7th Grade– Chapter 21- Oil and a New Century– Test will be on, Monday, April 15th. Next chapter is World War I and the 1920s.
8th Grade– Chapter 20 – The First World War. The chapter test will be on Friday, April 26th
Dates Important
2019-2020 Registration is open
April 19th– Good Friday– No school
April 22nd– Teacher Work day– No School
May 3rd– 4th grade field trip
May 10– History projects are due.
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TMATYC - Survey of Mathematics Test - 2018
1. The polynomial x 2 − x − 56 factors as x + ax − b where a and b are positive real numbers. Find these two numbers and use them to find the value value of 3a − 2b + 1.
A. −1
B. 6
C. 15
D. 11
E. 38
2. If x and y have a linear relationship, then what number goes in the missing entry in the table of values below?
x 0 2 4 8
y 2
10 14
A. 4
B. 5
C. 6
D. 7
E. 8
3. Write the number 3,560,000,000 in scientific notation.
A. 3.56 × 10 − 8
B. 3.56 × 10 − 9
C. 3.56 × 10
7
D. 3.56 × 10
8
E. 3.56 × 10 9
4. A house, patio, and swimming pool are to be constructed on a rectangular grassy lot that measures 350 feet by 200 feet as shown below. The house is rectangular and measures 150 feet by 100 feet, the patio is triangular with base 100 feet and altitude 50 feet, and the pool is circular with a radius of 50 feet. What is the area of the grass remaining after construction to the nearest square foot?
350 ft
200 ft
house
patio
pool
A. 42,146
B. 44,646
C. 47,500
D. 52,186
E. 52,343
5. You pick a real number, add six to it, and multiply the result by 4. You then take away 8 from this result. Finally, you take the result so far and divide by 2. If your answer is 10, what was the original number you picked?
A. −3
B. −1
C. 1
D. 5.5
E. 18
6 . A shirt is on sale for 35% off the regular price. If you join the store’s free rewards program, you will receive an additional 10% off of the sales price. If you join the rewards program and buy the shirt, what percentage of its original price will you actually pay before any taxes?
A. 35%
B. 45%
C. 51.5%
D. 55%
E. 58.5%
7. The distance from an observer on the shore to a boat on the water is equal to the square root of the quantity that is 25 feet more than twice this distance. What is this distance to the nearest foot?
A. 3
B. 4
C. 5
D. 6
E. 7
8. The statement a + b + c = a + b + c is an illustration of the
A. commutative law of addition
B. associative law of addition
C. distributive law
D. reflexive property of equality
E. symmetric property of equality
9. Which of the following would be closest to the measure of the angle shown below?
A. 45 ∘
B. 60 ∘
C. 95 ∘
D. 135 ∘
E. 225 ∘
10. If the number 3421 in base five is written in base 7 as abcd, where a, b, c, and d are digits, then c =
A. 2
B. 3
C. 4
D. 5
E. 6
11. Each letter in TMATYC is written on a separate 3 × 5 notecard. If the cards are scrambled up and one is randomly selected, what is the probability of not drawing the letter T?
A. 4 5
B. 1 5
C. 1 3
D. 2 3
E. 1 6
12. If the mean for the set of data 2,3,3,8,12,25, x is 12, then what is the value of x ?
A. 17
B. 19
C. 29
D. 31
E. 42
13. A doorway is 3 feet wide and 7 feet high. What is the radius of the largest circular table that can be rolled through the doorway? Express your answer rounded to the nearest tenth of a foot.
A. 3.1
B. 3.5
C. 3.7
D. 3.8
E. 4.0
14. Each state has 2 senators in the U.S. Senate. There are only 11 senators older than Tennessee Senator Lamar Alexander. Knowing only this information, what is the least number of states that could have a senator older than Lamar Alexander?
A. 5
B. 6
C. 7
D. 10
E. 11
15. Subtract and simplify:
x +
4
x− 2
−
x− 5
x +
3
A. 14x + 2 x 2 + x − 6
B. 22 x 2 + x − 6
C. 9 x 2 + x − 6
D. −1 x 2 + x − 6
E. − 9 5
16. Solve for M if y = 4 − 1 M 1/3 1/5
A. M = 4 − 1 y 3/5
B. M = 1 64 − y 15
C. M = 1 15 y − 4 3
D. M = 1 4 1/5 − y 15
E. M = 1 4 − y 5 3
17. Which of the following best describes deductive reasoning?
A. Using logic to draw conclusions based on accepted statements.
B. Accepting the meaning of a term without definition.
C. Defining mathematical terms to correspond with physical objects.
D. Inferring a general truth by examining a number of specific examples.
E. Using mathematics to investigate claims of truth.
18. An airplane travels 95 miles in 10 minutes. How fast is it going in miles per hour?
A. 950 mph
B. 760 mph
C. 630 mph
D. 570 mph
E. 475 mph
19. There are three kinds of apples all mixed up in a basket. How many apples must you draw (without looking) from the basket to be sure of getting at least two of one kind?
A. 2
B. 3
C. 4
D. 5
E. 6
20. The table below summarizes the results for 10,000 mammograms (in which 150 of the women have malignant tumors and 9,850 have benign tumors):
| | Tumor is Malignant |
|---|---|
| Positive Mammogram | 125 |
| Negative Mammogram | 25 |
Based upon this data, if a woman's mammogram comes back negative, what is the probability her tumor is malignant? Round to three significant digits.
A. 0.00250
B. 0.00254
C. 0.00297
D. 0.0150
E. 0.167
21. The y-intercepts of two perpendicular lines add to zero. If the lines intersect at the point −6,8, what is the product of their x-intercepts?
A. −9
B. −1
C. 36
D. 100
E. 144
22. How many distinct four-digit numbers can be formed by arranging the digits 2, 1, 1, and 0?
A. 6
B. 9
C. 12
D. 15
E. 24
23. At age x, with 0 ≤ x ≤ 80, the average remaining life expectancy of a male is approximately 70.5 − 0.8x. What is the difference in years between the maximum and minimum ages for which average remaining life expectancy of a male is between 42.5 and 54.5 years?
A. 6.5
B. 9.6
C. 15
D. 20
E. 35
24. Let f be a function. If f 2x + 1 = x 2 − 3x + 6 then f 5 =
A. 2
B. 4
C. 11
D. 16
E. 94
25. If the points −1, −4, 2,5, and 3,0 all lie on the graph of the equation y = ax 2 + bx + c, then a + b + c
A. 1
B. 2
C. 4
D. 6
E. 9
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QUANTITY
QUANTITY
QUANTITY
ORDER FORM
Stuck for Words
What to say to someone who is grieving
Now that the Funeral is Over
With more than 30 years of speaking to grieving people, Doris uses communication skills and counselling techniques to teach the reader to speak confidently and empathetically with a grieving friend, relative, colleague or client.
$29.95*
153 pages
Now that the Funeral is Over
A brief guide to understanding grief, including grief reactions and behaviours and how to readjust. A great gift idea for a grieving friend.
$4.95* or $4.45 for 50+ 18 pages
Teenagers and Grief
Through conversations with grieving teens, Doris uses their words and stories to "illustrate" how they feel and think about their hurt, loss and grief.
A must have for parents, teachers and anyone who works with adolescents.
104 pages
$17.95*
When Pets Die
It's Alright to Grieve
This book combines quotes, poems, observations, and real stories about our love of pets and the deep sadness we feel when our beloved pet companion dies. You will laugh and cry as people share their stories about their furry friends, the joy they shared in life, and the empty void left behind in their passing.
QUANTITY
The common sense guide for grieving people.
In this book, Doris describes the ups and downs of grief. There are no stages or phases to follow, just your 'grief work' to do. And as you turn each page, there is an inspirational thought to guide you along.
58 pages
$19.95*
What's Dead Mean?
This activity book helps children to understand and cope with death. The book combines drawing and pasting with facilitated talking to help parents, teachers, child care workers, or anyone faced with the challenge of discussing this important subject.
28 pages
$15.95*
QUANTITY
QUANTITY
33 Things to Say ... When You Know Someone who is Grieving
(eBook PDF)
The common sense guide for grieving people.
In this booklet, you will learn what to say when someone tells you about their grief. It is filled with suggested responses which show what helps and what hinders.
QUANTITY
First name:
Last name:
Company name:
Mailing address:
Phone:
Email:
$3.95*
34 pages
Street or apartment no.
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$16.95*
85 pages
Please fill out the form and email back to: [REDACTED_EMAIL]
*Postage will be calculated upon receipt of order and you will receive an invoice via email. Payment options are direct deposit and Paypal. Payment must be received in full before order is shipped.
PO BOX 1510
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ABN [REDACTED_PHONE] | web | http://www.allaboutgrief.com/wp-content/uploads/2019/01/All-About-Grief-Order-Form.pdf | 0.422171 | {
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The Merits of a King
A keenness of eye, a calmness of mind, a heart unflagging, heedless of time; a sword-arm true, swift-striking, hammer-hard; befriended by fate, a fighter victorious: These are the merits that make a king.
A word to the wise: beware that crowngrasper, who gazes between glory and honor, and sees not the difference. Sorrow will follow he who reckons the hardest aspect of wearing the crown is winning the crown; he who presumes sweet words and bowing are outward signs of inward respect; who forsakes stately duties, to sate battleglory; whose reason for word, or writ, or order, too often is thus: "For I am the King!" When holding council, he hears only those who speak the king's mind; his subjects are only performing bit parts, in the play of the crown. To bear these faults is to fail as a king.
But harken to him, who holds the crown, and finds it heavy, ere head shall bear it. The wise and the gloried, he gathers about him, considers their counsel, the sweet and the bitter. His will, his might, he wields in service; spends his strength, to serve the people, noble and commoner, renowned or unfamed, who reside in his realm. Reasoned, his judgments, and evenhanded; honest, his words, but tempered by tact; trusted to learn from wiser men; his word is ne'er broken, though not lightly-given. A generous man with wealth or praise; patient with his subjects, and kind with their cares; kindred or stranger who flock to his banner, all blessed in his weal. The pride which bides in his breast is not in his own image, but in the aspect of those who dwell in his realm, for a royal name is only mighty when upheld by worthy folk united. He knows full well that honor's no gift, but earned and hard-won. A good king is named and renowned for these things.
Heed you these words, warrior aspiring to claim the throne. Think of the manner you will leave your fame, the legacy of your reign. Measure your heart, ere you make the first blow.
Written September 2008 by Dyfn ap Meurig, Pencerdd
Notes
Anglo-Saxon style poetry is alliterative style rather than a rhyming one; that is, the structure is based on repeating consonant sounds. Lines are divided into two half-lines separated by a slight pause (often shown either as an exaggerated space or two lines).
For more information, download the Anglo Saxon Poetry Guide located here:
http://www.gemyndeseld.net/stories-by-the-hearth.html
What is important about this poem is not that I had two or more individuals in mind as models, but that any royal readers search themselves to see which verses are mirrored within.
This piece won the kingdom bardic competition in Fall 2009. Perhaps more importantly for me, King Kenneth graciously allowed it to be performed before all the entrants at Crown List – the poem's intended audience – in 2011. | web | http://nebula.wsimg.com/ac64f0b3c3a5fb301de578205f584110?AccessKeyId=1C471931B3C94F6BBDFA&disposition=0&alloworigin=1 | 0.429302 | {
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August
September
October
November
December
January
STAR LAKE ELEMENTARY
Federal Way Public Schools
9: 99 26812-B 40 th Ave S Kent, WA 98032
Main Office [REDACTED_PHONE] Transportation [REDACTED_PHONE] [REDACTED_PHONE] Family Liaison SCHOOL HOURS 8:35-3:05
http://www.fwps.org/starlake
Facebook.com/StarLakeFWPS
2022 – 2023 School Calendar
First Day of School Grades 1-5
First Day of School Kindergarten
Early Release – 1:35
Open House-TBD
Early Release– 1:35
Early Release– 1:35
Student Led Conference Days
Veteran's Day
No School
Early Dismissal - 1:05
Thanksgiving Holiday No School
Winter Break
N
o School
Return to school from Winter Break School will start at 10:35
Early Release
– 1:35
MLK, Jr Holiday
No School
Early Release
– 1:35
End of First Semester
Mid Winter Break
– 1:35
– 1:35
State Teacher In Service Day No School
Student Led Conferences
Spring Break
– 1:35
– 1:35
Memorial Day No School
– 1:35
Last Day - Time TBD
Juneteenth –
Snow Make Up Day
September 6
September 9
September 14
September 22
September 28
October 12
October 26
November 9 & 10
November 11
November 16
November 23
November 24 & 25
November 30
December 14
December 19-
January 2
January 3
January 11
January 16
January 25
January 30
February 8
February 20
February 22
March 8
March 10
March 22
March 30 & 31
April 3 - 7
April 12
April 26
May 10
May 24
May 29
June 7
June 16
June 19
June 20
February
March
May
June
July | web | https://www.fwps.org/cms/lib/WA01919399/Centricity/Domain/407/1Master%20calendar%20for%20publication%202022-2023b.pdf | 0.479676 | {
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DEPARTMENT VISION
To produce globally competitive and socially responsible engineering graduates and to bring out quality research and education, generating knowledge in the frontier areas of Electronics and Communication Engineering.
DEPARTMENT MISSION
1. To achieve self-sufficiency on all fronts to ensure qualitative Teaching-Learning practices.
2. To provide quality education, student-centred Teaching-Learning processes and state of art infrastructure for professional aspirants hailing from both rural and urban areas.
3. To impart technical education that encourages independent thinking, developing strong domain knowledge, contemporary skills and attitude towards holistic growth of young minds.
4. Responsiveness to both local and global industry needs and creating opportunities through incubation and implementation of innovative programs.
5. To serve the community as disciplined responsible citizens in a rapidly changing and expanding global community.
6. Evolving this organization into a centre of academic and research excellence.
IMPACT OF ARTIFICIAL INTELLIGENCE IN TRANSFORMING WORLD:
Artificial Intelligence is the ability of a digital computer-controlled robot to perform tasks commonly associated with intelligent beings. In simple words, Artificial Intelligence is a branch of CSE used to replicate Human Intelligence machines. There is a small history for generating AI. Initially AI was invented in early 1950’s by Alan Turing. Later in 1980 Algorithms are generated, and in early 2000’s a new AI called Generative AI was introduced. The various generations of AI are, first wave: Reasoning, second wave: Acquires knowledge, Third wave: Regenerative Thinking. There is different criterion in AI. The first one is Learning Criteria which involves Supervised Learning and Unsupervised Learning. Learning under the guidance of humans is supervised learning. This kind of learning provides the labelled data as the output and unsupervised learning means that learning under the surveillance of machines itself. This kind of learning provides unlabelled data as the output. The second one in the criteria of AI is Algorithm criteria. This involves Classification, Clustering, which means the system doesn’t know what is certain data but based on diagonal edges it some classification. Regression, which means prediction of weather stock market. Reinforcement learning, it is centred around a digital agent who is put in specific environment to learn. Artificial Intelligence involves two parts Machine Learning, which gives the data to machine based on the experiences to the extreme situation, And the other one is Deep Learning, in which algorithms are influencing the neuron responses of the human. Data security, social media, Automotives, Astronomy, Finance, Military Technology are the applications of AI in Machine Learning. Image colourisation, Object Realisation, Face Detection, Automated Speech are the applications of AI in Deep Learning. Despite all the excitement, there are still many challenges that need to be addressed before AI can truly reach it’s potential. Few challenges of AI are: Ethical and legal concerns, As AI systems become more powerful, there are concerns about the impact of these systems on society and law. There is a need for clear regulations governing the use of AI. Security and Privacy concerns, As AI systems become more sophisticated, they will become more attractive targets for hackers. There is also the potential for misuse, as AI systems can be used to manipulate people and data. Some other challenges are Lack of emotions, Unemployment, High cost, Lack of explain ability……
QUOTE: “Predicting the Future isn’t magic; it is Artificial Intelligence”
-Dave Waters | web | https://mail.vvitguntur.com/images/Department_Pages/ECE/newsletters/July_2023.pdf | 0.434909 | {
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Boating Safety
1. Check the weather
Always check local weather conditions the day before and on the day of departure.
2. Use a Boating Checklist
Boating safety means being prepared for any possibility on the water.
Things to include in your checklist:
Check the tides and weather.
Is your boat registration current.
Is all required safety equipment onboard and in good condition.
Have you planned enough fuel for the trip, plus adequate reserve.
Have you checked the boat and motor for defects and service requirements.
Conduct a safety briefing for your passengers on where the safety equipment is stowed and how to use it.
3. Common Sense
One of the most important parts of boating safety is to use common sense.
This means operating your vessel at a safe speed, be alert, steer clear of large vessels that can be restricted in their ability to maneuver, know your local buoys and other navigational aids.
4. Teach Others
Make sure more than one person on board is familiar with all aspects of your boats safe operation.
If you are incapacitated, it's important someone else can safely operate the boat to get everyone back to shore.
5. Have a Boating Plan
Always be sure to let someone know of your boating plan and include the following information:
Your phone number, number of passengers, boat type and description, type of communication equipment onboard and your trip itinerary including expected latest return time.
6. Know how to don a lifejacket.
Fit everyone onboard with a lifejacket prior to departure and make sure all children and non swimmers wear theirs.
7. Don't Drink & Ride
One third of all boating fatalities involve alcohol. The blood alcohol limit on the water is the same as on the roads
8. Learn to swim
If you're going to be in and around the water, proper boating safety means knowing how to swim.
9. Take a Boating Course
All skippers must hold a Recreational Skippers Ticket as a minimum requirement. Take a refresher course or additional training to improve you boating skills.
10. Carry all the correct Safety Equipment
Carry the correct safety equipment required for your vessel & area of operation.
11. Children's Safety
Buy a good quality lifejacket with a collar that turns a child face-up in the water. It should have strong waist and crotch straps, a handle on the collar, a whistle, and preferably be a bright colour for good visibility. It is recommended children wear their life vest at all times when in the open areas of a boat. Children must also be kept within the vessel and should never sit with their legs dangling over the sides of a powerboat that is underway.
12. Carry a Marine Radio
A distress call on a Marine Radio can be heard by many people instantly, getting help to you quickly. It is the best piece of safety equipment you can have onboard. | web | http://westpilbarasearescue.org.au/Documents/Boating_Safety.pdf | 0.484475 | {
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Help US Help THEM!
You do not need to be a primatologist, veterinarian, or sanctuary professional to help nonhuman primates lead the lives they deserve. There are several actions you can take, regardless of age, expertise or location. You CAN make a difference.
1. Volunteer
All NAPSA member sanctuaries offer wide ranging volunteer opportunities. It helps if you happen to live near one, but many sanctuaries also offer remote volunteer opportunities and short-term internship programs. Check NAPSA's Volunteer Listings to learn more.
2. Donate
Because providing proper care for nonhuman primates is expensive, NAPSA member sanctuaries rely on monetary gifts to sustain their mission. Importantly, donations need not be limited to cash; sanctuaries welcome donations such as food, enrichment items, and needed supplies. Support of this nature is considered a gift in-kind and is eligible for tax deductions under charitable giving as defined by the IRS. For details, check out individual NAPSA member sanctuary websites.
3. Report It
NAPSA often learns of damaging activities involving nonhuman primates when concerned individuals alert us. Is a monkey rodeo coming to your community? Did you see an advertisement or greeting card that depicts primates in an exploitive manner? Tell us! NAPSA often contacts celebrities, publications, and other organizations who depict primates in harmful ways.
4. Speak Up
Improving primate welfare begins with educating the public.This can be as simple as increasing awareness of exploitation and providing accurate information on a one-on-one basis. You can be an advocate simply by informing a friend, family member, classmate, or co-worker when they misstate a fact, share a misleading meme, or visit an exploitive facility. Be polite to help them understand, and consider relying on one of NAPSA's advocacy resources. You just might change an outdated attitude.
5. Visit
NAPSA member sanctuaries are not open to the public on a daily basis, but may host special events or donor visits by appointment. Plan ahead and take a trip – we promise it will be an enriching, unforgettable experience. Understand that when a sanctuary opens to the public, physical contact with a sanctuary monkey or ape is never permitted, for the health and safety of all!
6. Support The Supporters
You will undoubtedly come across companies, organizations and agencies who are already focused on improving nonhuman primate welfare.Thank them by choosing their products and services, and take an additional step by giving them a well-deserved shout out on social media for others to see. Your message will be noticed!
7. Stay Informed
NAPSA makes it easy for you to keep on top of the latest news and in nonhuman primate welfare. Follow us on Facebook and Instagram, and join our email list. | web | https://primatesanctuaries.org/wp-content/uploads/2023/06/Seven-things-you-can-do.pdf | 0.43182 | {
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Once upon a time, a bus was just — A Ride to School
By Donna deWitt Schnell, Bucket Fillers Team Member
Another school year is underway. Classrooms are filled with students, many delivered there by a familiar yellow school bus. The signature yellow exterior of the early buses was standardized nationally in the 1930s after a study concluded that yellow would be the safest color when rain, fog, or falling snow obscured visibility.
Fast forward to 2012: More than 26 million students climb aboard yellow school buses twice each school day. Seventy years ago, yellow was the color chosen to keep our students physically safe from hazards outside the bus. Today, the larger issue is what can be done to keep passengers physically and emotionally safe from harm inside the bus.
This past summer, there was an extremely ugly bullying incident on a bus in upstate New York, which was videoed by a student with a cell phone. It went viral on YouTube with millions of hits. In the video, a school bus monitor (grandmother of eight and a widow) is shown being verbally tormented for 10 minutes by four middle school students.
Americans responded with disgust and disapproval to the behaviors witnessed on this video and with benevolence to the woman who was attacked.
This disturbing video raises some important questions:
Why didn’t we hear the voices of other students calling for the bullying behavior to stop? What can we learn from this incident? How can we use it to teach compassion and respect for others?
Pages 14 and 15 of the book, Have You Filled a Bucket Today? provide a simple teaching lesson for this. After reading these pages, ask three questions to initiate a discussion:
1. How would you feel if you were the person being targeted by bucketdipping behaviors?
2. If you were present, what three positive actions could you take, by yourself or with another student or two?
3. What does the dipping done by the students tell you about those students?
Next, discuss “using your lid,” a bucketfilling term for setting boundaries and a concept that is covered in our book, Growing Up with a Bucket Full of Happiness.
One way to set boundaries is to help students have non-bucketdipping “come-backs” ready to go if they ever encounter a bullying situation. Give them examples of responses that will defuse a situation and have them practice them in the classroom and at home. With practice, they will have the confidence to positively change a potential bullying situation.
Consider having your students practice in pairs. Call on several pairs to demonstrate in front of the class. This exercise in setting boundaries will give students the essential practice required to use their lids and the combined strength to change a situation and support a classmate who is being threatened.
Bullying incidents that students see on the internet or in other media can be turned into opportunities to practice bucketfilling skills, which have lead to a reduction in bucket dipping in many of the schools we’ve visited.
Making a Difference
NEW NUMBERS
Since September 2006, we have visited 798 schools and organizations, given 2,250 sessions and spoken to 345,000 children and adults.
Designed and edited by Glenny Merillat
Congratulations, Taylor!
Professor Mark Cooper, of Conway, Arkansas, is our bucket filler of the week. You have a book coming your way. Every bucket filler is a winner. Encourage your friends to get their buckets filled by subscribing to our free e-newsletter at www.bucketfillers101.com
Words of Wisdom
“People don’t change their behavior unless it makes a difference for them to do so.” — Francis “Fran” Tarkenton, former professional football player, TV personality, and computer software executive. | web | https://www.bucketfillers101.com/pdfs/news2012/2012-09-09.pdf | 0.430372 | {
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For Immediate Release
Canal Street Art Gallery presents: LISTEN TO THE WIND Charles Norris-Brown in the gallery's first SOLO SHOW opening MAY 15th, and on view to the public through JUNE 15th. All are invited to attend the opening reception with the artist, on Bellows Falls 3rd Friday Gallery NIGHT, MAY 17th from 5-8pm. The Gallery is located at 23 Canal Street in the Historic Downtown Village of Bellows Falls, Vermont, and is open Wednesday through Saturday from 11:00am to 5:00pm.
LISTEN TO THE WIND Charles Norris-Brown exhibits the artist's and social anthropologist's original paintings and drawings from two of his illustrated books, Did Tiger Take the Rain? , and Thunder Basin . Norris-Brown's first book, Did Tiger Take the Rain? , first edition published by Green Writers Press 2016, is now offered on Creative Commons license by Pratham Books, India's largest non-profit children's book publishing house. To best protect the tiger and the people, during several journeys to India doing fieldwork, Norris-Brown created an illustrated children's book to explain how their shared plight was caused by human-wrought ecological changes in the land. All the original watercolor illustrations from this publication are on exhibit.
The artist's second book, Thunder Basin, a graphic novel geared towards an older child reader, is a work in progress. LISTEN TO THE WIND shares a collection of studies and finished work in ink, watercolor, charcoal and mixed media, along with a selection of multi-celled, draft pages from the graphic novel offering a unique view of the artist's process in creating Thunder Basin . Here an American girl loses her beloved cell phone in the forest. Trickster Coyote picks it up and runs away with it—leading her to explore the forest, and ultimately, herself. This quest unfolds in the Thunder Basin along the west flank of Mt Mansfield, Vermont.
Exhibiting original artwork together with displays and supplemented by engaging videos, LISTEN TO THE WIND is one artist's passion and mission "… to produce something that could have a lasting effect on the people who will become the caretakers of our world -- perhaps our most important audience: the children." —Charles Norris-Brown
Charles Norris-Brown's concerns for the endangered tigers and the villagers who live between the densely-populated plains of Uttar Pradesh, India and the hills of Nepal, is what first led him to turn to his Art. Norris-Brown uses his art as a means of communicating complex matters through visuals and story narratives. Through a close relationship with the Tharus and Bhoksas peoples, Norris-Brown saw that deforestation and persistent droughts were creating severe conditions- devastating to the native plants and animals of the region, as well as for the peoples of the villages. To best protect the tiger and the people, during several journeys to India doing fieldwork, Norris-Brown created an illustrated children's book to explain how their shared plight was caused by human-wrought ecological changes in the land. This area, known as the Terai, is a region that juxtaposes farms with wooded areas, including some of the best-known tiger reserves of India and Nepal. Now, Did Tiger Take the Rain? fulfills the artist's mission through Pratham Books, originally conceived to "put a book in every child's hand." For the past fourteen years, utilizing modern phone and internet technology as well as traditional printed materials Pratham has translated and distributed over 30 million books to underserved, impoverished and remote communities in India.
For more information about: "LISTEN TO THE WIND Charles Norris-Brown " or Canal Street Art Gallery; go to canalstreetartgallery.com online, call Mike or Emmett by phone at [REDACTED_PHONE], or send emails to [REDACTED_EMAIL] . | web | https://canalstreetartgallery.com/download/pr-listen-to-the-wind-charles-norris-brown.pdf | 0.484558 | {
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PRESS RELEASE
Montessori Everywhere - 30 August 2020
One of the biggest global 1-day events in honor of Dr Montessori’s 150th birthday
A group of Montessori educators wanted to make a big difference – to connect the world and make the world a better place, particularly in view of our current challenges. With Dr Montessori’s 150th birthday just around the corner, we thought “why not create a global event where parents, Montessori educators, Montessori schools, training organisations, not-for-profits or anyone interested in the Montessori approach could come together?”
From this small idea has blossomed a huge wonderful celebration which will take place around the world on Sunday 30 August, one day before what would have been Dr Montessori’s 150th birthday. It’s free for people to join the event and we will be fundraising on the day for the Black Montessori Education Fund – an organisation dedicated to getting more Black teachers in Montessori training, more Black children into Montessori schools and research.
The theme of the day is “Embracing the 21st century – Montessori for a better world for all.” There will be a day of panel discussions, networking cafes, and children celebrating too with The Montessori Musical, words of solidarity, and online workshops for making with their hands. All welcome.
We will CELEBRATE, CONNECT, and CHALLENGE ourselves to improve ourselves to make the world a better place for our children and for all.
For more information visit www.montessorieverywhere.org or email [REDACTED_EMAIL]
What is Montessori?
Montessori was always considered an alternative education system. With people disillusioned with the traditional top-down schooling approach and more and more Montessori schools in the public system, Montessori is becoming a realistic mainstream approach.
There is a rich curriculum with hands on materials laid out in the classroom for the children to work with at their own pace. The teacher is a guide and observes where each child is up to and when they are ready for the next lesson or invitation to explore further. There is a mixed age group
generally of 3 years (0-3, 3-6, 6-9, 9-12, adolescent programs) so older children can help and model for younger children consolidating their own learning, and the younger children learn so naturally from observing the older children. Children get to choose what they feel like working on, they are treated with respect, where they are encouraged to develop creative solutions, discover things with their hands, and to work with others in community and in the larger society. | web | https://montessorieverywhere.org/wp-content/uploads/2020/08/Montessori-Everywhere-press-release-FINAL.pdf | 0.475123 | {
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From Sunday's Gospel
Jesus said, "The kingdom of heaven may be compared to a man who sowed good seed in his field. While everybody was asleep, his enemy came and sowed darnel weeds among the wheat. When the shoots sprouted the weeds appeared as well. The servants wanted to pull up the weeds but, not wanting to risk damaging the wheat, they went to the owner and said, 'Do you want us to go and weed it out?' But the owner said, 'No, because when you take out the weeds you might pull up the wheat with them.' So the owner let them grow together until harvest time when the wheat could be separated from the weeds, and then the wheat could be gathered into his barn."
Taken from the Gospel of Sunday 19th July 2020. Matt. 13:24-30 (the 16th Sunday of Ordinary Time, Year A)
Pope Francis writes, "My dear young people we cannot grow up by ourselves; rather, we journey and grow in a community, in a family." " Today's word is Growing. What will the farmer do with the wheat? This Sunday's Gospel reminds us that the Kingdom of God is growing all around us. We live in a world where we see both good and bad and we can choose to be like the wheat or the weeds. We all make mistakes, but God is loving and patient and gives us time to grow into the people we were created to be. Each day is an opportunity to grow in God's goodness, and we can do this in different ways. Praying regularly, as a family if possible. Loving God and other people makes us like the wheat in the story. Throughout the summer holidays what can we do to help the world to grow as God intends? We can begin by trying to avoid wrongdoing and always trying to do what is right, to be more patient and always ready to forgive and be forgiven.
Sacred Heart & St William
31 High Street
Uppermill OL3 6HS
www.sacredheartparish.org.uk Please visit the website above.
For Daily Mass Readings, Video reflections and any updates go to Sunday Mass in the Newsletter
While the Church remains closed until Further Notice Fr Bernard will continue to celebrate Mass IN PRIVATE without any people present at 9.00am each morning The 16th Sunday in Ordinary Time July 19th 2020 (Matthew's Gospel)
The intentions are as follows:
Sunday: Michael Hubert Friedrich
Monday: People of the Parish
Tuesday: Eileen Patricia Partington
Wednesday: November Dead List
Thursday: Margaret & Jack Holmes
Friday: Sr Rita Wynn
Saturday: Special Intention
Sunday: Ann McCarthy
There will be only one Mass each day. The Church will remain closed until further notice.
Confessions by appointment.
Contact Details:
Parish Priest: Fr Bernard Bickers Tel: 01457 872603 Permanent Deacon: Revd Peter Rudd Tel: 01457 876559 Safeguarding Officers: Mrs Tessa Spalding Tel: 01457 873515 Mrs Michelle Moore
Re-opening the Church
Last week I wrote an email which Susan, the secretary to the PPC, circulated to members of the PPC. The purpose of the email was to seek guidance as to when we should open the church for the celebration of Mass and the other Sacraments. As we know very well Bishop Marcus has been insistent on safety – 'the critical issue is that churches only reopen for private prayer and the celebration of Mass when all the measures are in place that will make it safe for them to do so.' Safety as the top priority is something I am sure we all share. In last week's newsletter I listed all the things that needed to be done before the church could be inspected by Fr Richard Carter, the Dean, and signed off as 'fit for purpose'. The number of 'places' we will have in the church observing the two metre social distancing is 18. I mention places because if a group from the same household come they could take a 'place' and have more than one person in that place which means that theoretically there can be more than 18 people in the church while still maintaining two metre social distancing.
I am very grateful to members of the PPC for the time, thought and care they took in responding to my email. There is not enough space to go through the reasons they gave for the decisions they reached about when we should open the church and so I here give the figures. Of the 15 responses, 14 written and 1 oral, 13 of the 15 said that we should NOT open the church before September, 2 of the 13 asking if September was in fact too early. 2 of the 15 thought that we could open earlier than September at least for private prayer. It was suggested that we should not wait for an end to social distancing as this could well last for several more months or even years but that we should follow the guidelines of two metres for social distancing.
IN order to be ready to open in September we need to have in place:
1. Effective signage concerning entry, exit, one way system and seating arrangements
2. Volunteers to act as stewards with a list of their responsibilities
3. Volunteers to act as cleaners after every time the church is opened
4. The necessary PPE, cleaning materials and sanitising gel
5. A booking system for every Mass to enable track and trace should this be necessary – Susan Gibson has kindly offered to run the booking system The current situation with regard to social distancing is likely to continue for the foreseeable future and so it is important to emphasise that those who volunteer are taking on a commitment which could well last for some time. When we open in September if stewards are missing or the cleaning has not been done the church cannot be opened. There can be no short cuts when it comes to the safety of parishioners, many of whom are of a vulnerable age. We need to be risk averse and it will be important to review the situation on a regular basis.
If you are willing to volunteer to act as stewards or cleaners please contact me in the first instance by phone or email. I am hoping to be away in August so the sooner you can contact me the better.
Parish Finances
Sincere thanks to those who have sent cheques, left Offertory Envelopes, set up Direct Debits in lieu of the weekly offertory collection. £803.00 was paid into the parish account on Thursday. The envelopes that have been left this week will be paid in next week.
Mary Farmer will be completed the Big Sleep Out on Friday July 10th 2020. Mary thanks to those who have already sponsored her, if anyone would like to do so Mary writes: If people are interested in sponsoring me :
https://www.justgiving.com/campaign/TheBigSleepOut2020.
You can donate directly to their own justgiving website or mine:
https://www.justgiving.com/fundraising/Mary-Farmer3.
You can write a cheque—'Sister Lucy Dunne Cornerstones day' or pass cash on to me as I will be able to get it to them. It would just help me to know who has donated if it is sponsorship money so know a total to pass on. Many thanks, Mary
The time is always right to do what is right.
Martin Luther King Jr | web | https://www.sacredheartparish.org.uk/files/6515/9506/3915/16th_Sunday_of_the_Year_2020.pdf | 0.497708 | {
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Student Learning Outcomes
English as a Second Language for Older Adult Learners (ESL 005)
Upon completion of the required coursework, the student will be able to:
* demonstrate comprehension of spoken English in familiar everyday contexts within limited semantic discourse realms;
* compose sentences and simple paragraphs using appropriate subject-verb agreement; tense, aspect, and other grammatical structures;
* demonstrate increased awareness of and functionality in the community in which he/she lives;
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Inspiring Learning for Life
Term 3 2020-2021 – Week 5
Dear Parents and Carers,
We have started February with a bit more energy and whilst the challenge of home learning is still ahead of us, we are looking forward to half term when we can relax for a bit and come off timetable.
The afternoons are starting to stay lighter for longer and spring is just around the corner. We are very grateful for all your support. Please know that we are always here for you and can correspond by email, phone, teams or Zoom to help and advise, At the Hub we have
found music a good way to get the children moving and produce endorphins, which act like a 'happiness booster'. With that in mind we have attached the following song to give you a boost Walking on Sunshine which worked a treat in Bubble 3 this week!
PARENT CONSULTATIONS
These meetings will be held on Tuesday 9 th February and Thursday 11 th February. Please use your parent log in to sign-up on the learning portal. If you have any trouble with this then please contact the school office who will assist you. Thank you.
CHILDREN'S MENTAL HEALTH WEEK
The children at the Hub have enjoyed a range of activities including a morning wellie walk, making colour wheels, pocket hugs, dinosaur models, fossils and playing phonics and maths games e.t.c.
It has been lovely to see a focus on children's mental health this week and today is our first no screens day, which is very exciting. We hope that you have enjoyed doing some of the activities sent out.
ONLINE LEARNING
https://www.saferinternet.org.uk/safer-internet-day/safer-internet-day-2021/i-am-parent-orcarer
Safer Internet day is next Tuesday 9 th February and we will be covering this with the children at home and school. If you have any questions or concerns regarding their use of the internet then please let us know. Here is a parent link to a useful site.
CHINESE NEW YEAR
Next Friday (12 th February) is Chinese New Year. We will be celebrating this at the Hub by asking the children to wear red for the day and providing some opportunities to learn more about this festival. Our home learners can join in this too by finding something red to wear for the day and share any related news, artefacts e.t.c on their Zoom session that day.
VIEW FROM MY WINDOW COMPETITION
We have decided to extend the time on this competition to give some children a bit more time to finish their creations. Please send a picture of your piece to Mrs Coakley via the school office. We have attached the info again for your information.
With warm regards, Mrs Rachel West and Mrs Vicki Brown
CLASS LEARNING
Underwater Class
Junk model dinosaurs
Emils' T-Rex mask
Bugs Class
Thank you to all our mystery readers this week, Bubble 2 have really enjoyed listening to all the different stories. MP - mystery reader for story telling week.
High Peaks
Arlo's amazing volcanic painting.
Dora's wonderful 'Don't judge a book by its cover' image for RE day.
Lucien perfecting his drawing skills using an Apple pen.
Joe's world for RE day where everyone listens, is thoughtful and shares and cares!
Flo showing great concentration learning how to knit.
Madison has been thinking what animals fit into which category based on their diet.
Jungle
Sam's Galapagos tortoise
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Polytechnický den ve Vítkově
Ve středu 23. června jsme jeli na polytechnický den autobusem do Střediska volného času ve Vítkově. Když jsme přišli, dostali jsme papírky, kam nám dávali razítka z různých stanovišť.
Nejlepší stanoviště bylo s virtuální realitou, kde jsme stříkali barvu na plech. Potom tam například bylo stanoviště, kde nám ukazovali, jak se u nich dělají a vyrábějí tašky, pytle apod. Celá akce se konala za účelem seznámení se zajímavými obory. Také tam byl kamion, kde jsme si mohli naprogramovat robota, nebo vytisknout něco na 3D tiskárně.
Byl to super den a každý si ho užil.
Dne 28. 6. 2021 napsal Patrik z 8. A třídy.
Svářecí technika Fulnek
Vítězslav Fulnek
ul. Nádražní 689
(+420) [REDACTED_PHONE]
[REDACTED_EMAIL]
Petr Vítkov
ul. Řešická [REDACTED_PHONE]
[REDACTED_EMAIL]
The students were very interested in the robot and its capabilities. They asked many questions about the robot's programming, sensors, and how it works. The students also had the opportunity to try out the robot themselves and see how it can be used for different tasks.
The students were very impressed with the robot and its capabilities. They asked many questions about the robot's programming, sensors, and how it works. The students also had the opportunity to try out the robot themselves and see how it can be used for different tasks.
The students from the 8th grade participated in the competition "The best wooden airplane". The task was to make a wooden airplane that would fly the longest distance. The competition took place on the territory of the school.
The students from the 8th grade participated in the "Day of Sport" organized by the Czech Red Cross in Opava. They had the opportunity to learn about first aid and practice various sports activities.
Archery and juggling
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VOMITING Croup
Croup is an upper respiratory infection that causes a "barky" cough that sounds like a seal, and high pitched breathing. It is more common in the late fall and winter months, and usually infects children younger than three years old. If the infection is mild, it can cause a hoarse voice.
Croup is caused by a virus. It causes swelling in the airway. It can be frightening. Here are a few things that can help your child be more comfortable until the illness resolves: use a cool mist humidifier in your child's room; and steam up the bathroom and let your child breath the warm moist air for 15-20 minutes.
If your child's breathing is noisy at rest, he/she should be seen urgently at the office or ER.
WHEN TO CALL:
-If your child's symptoms are getting worse
-If your child is wheezing
-If your child stops eating or drinking
-If your child becomes fatigued
GO TO THE NEAREST EMERGENCY ROOM OR CALL 911 IF:
-Your child cannot speak, is sleepy, or difficult to awaken
-Your child's breathing becomes more labored, has difficulty breathing
-Your child has bluish lips or face
www.rockpeds.com www.rockpeds.com
Rockcastle Pediatrics & Adolescents
Rockcastle Pediatrics & Adolescents
Dr. Callie Shaffer
Dr. Callie Shaff Dr. Callie Shaffer
Dr. Callie Shaff Dr. Callie Shaffer
Dr. Sarah Oliver
140 Newcomb Avenue Ste C & D
Mt. Vernon, Kentucky 40456
140A Newcomb Avenue, First floor
Mt. Vernon, Kentucky 40456 | web | https://www.rockcastleregional.org/assets/files/Page-Editor-Files/croup.pdf | 0.48106 | {
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Pauline Chase - Marlow's Peter Pan Connection
In modern times, leading actors and actresses in starring roles, both in the theatre and cinema, are paid fabulous amounts of money. However it is not widely known that this has actually been the case in the world of London and New York theatre for over a century. Their looks and talent enabled actresses to live luxurious and privileged lives, which brought them wealth and most importantly, independence. It was a time of immense poverty amongst the working class, before women had the vote and who were very much an 'under class', at all levels of society. One such actress was Pauline Chase, an American who first appeared on stage in England in 1901 at the age of 16, and who died 60 years ago this month. She quickly rose to fame and success in the British theatre.
There is no published biography of Pauline and all our facts and the background of her life come from a variety of references in articles and biographies by others, including her daughter Jane. One such article, "Marlow's Pocket Venus" by John Fontannaz, was published by the Marlow Society in November 1990. Dozens of photographs of her exist and can be found online, with some prints held in the National Portrait Gallery, London. She must have been one of the most photographed actresses of her day, and one can see how she has been described as "staggeringly pretty". Pauline mixed with many famous people and had a friendship with Robert Falcon Scott, the Antarctic explorer. In 1910 she was in a relationship with a prominent British aviator of the day, Claude Grahame-White.
Pauline was very talented in her sphere of light entertainment, which led to her being "adopted" by two of the most influential men in British theatre at that time. The one who discovered her was the American theatre producer Charles Frohman, about whom we have written previously. He became a good friend both to Marlow and to Pauline. The second was J M Barrie, the writer of Peter Pan and other plays in which Pauline appeared. Both were hugely influential in her career and in her life.
Although she performed a number of different roles on stage, Pauline is best known now for playing for 8 years the part of Peter Pan, a total of more than 1400 performances. This was both in London, on tour, and twice in Paris. She was in the first production in 1904 in a minor part, but by 1906 she was understudying the lead. According to Frohman's biography, it seems she was given the role of Peter permanently via a humorous game rather than the traditional audition. On tour in Liverpool, the actress playing Peter had to give up the part through ill health and Pauline stepped in as her understudy. Clearly Frohman and Barrie had her in mind to be next in the starring role, as they travelled from London by train specifically to see her.
Robert Louis Stevenson's book "Treasure Island" was a big influence on Barrie, resulting in his introduction of pirates into Peter Pan. The men's game centred around the idea of the "Black Spot" which is an important part of Stevenson's story. Anyone who receives this black mark on a piece of paper knows that he has fallen out of favour with Long John Silver, the evil pirate captain, and is therefore "doomed". The two men used this idea in reverse and said they would send Pauline a piece of paper with a cross on it if they were happy for her to keep the role. They returned to London before the end of the play but left backstage for her the paper with the all-important cross.
There are a number of items of memorabilia relating to Pauline's career as Peter, held in the V & A Theatre Museum. The most significant is an embossed metal plate dating from 1912, which was produced to commemorate her 1000th performance in the part. The items were passed to the Marlow Society in 2009 by John Fontannaz, and subsequently donated to the V & A.
Most London-based theatrical people with money wanted to escape at every opportunity the grime, winter fog and discomfort of living in London. Accordingly places all along the Thames, easily accessible by train, became very popular with those who could afford to either rent or purchase property.
Pauline's association with Marlow may be seen as rather nebulous, but for one or two significant events. She came to live in the area around 1907 and, as an indication of her financial independence by this time, Pauline was able to buy a large house called "Treetops" in Farnham Common. She first owned a large four seater open top car, which she drove herself, and her second car was a 1910 Rolls Royce Silver Ghost convertible. When in England, Frohman made his trips to Marlow on summer weekends. He travelled by train from London and Pauline would "taxi" him from Slough Station to stay at the Compleat Angler and to make visits to her house.
She clearly knew the Reverend Light, who was rector at All Saints from 1902 to 1917. Fontannaz suggests that in 1906 she was baptised by Light into the Church of England, in one of London's most prestigious churches, St Martin in the Fields. Her Godparents were Barrie and another famous actress of the time, Ellen Terry.
Pauline's divorced mother came to live with her in Farnham Common. On a visit to America with Pauline in 1910, her mother was taken into hospital. Soon afterwards she died and through the generosity of Frohman, her body was rapidly transported by ship back to England. Pauline clearly had an affinity with our town as she arranged for the funeral to be held in Marlow, and her mother became the first person to be buried in the new cemetery on Friday 11th November 1910.
Pauline retired from the stage early in 1914 when the regular winter season of Peter Pan in London ended. In October of that year, she married into the exclusive Drummond banking family. A further privilege, available only to a select few, was that her wedding also took place in St Martin in the Fields.
After her marriage, she moved to East Sussex but, during the next 10 years, she did maintain some connections with the town. Following Frohman's untimely death on the Lusitania in May 1915, a Memorial Committee was formed by a group of his friends, including Pauline, Barrie, Haddon Chambers and Frederick Harrison (manager of the Theatre Royal in The Haymarket). Their task was to raise funds and to choose a suitable memorial for their beloved friend. Today, it is an insoluble mystery as to how and why they chose the statue they did with its Sappho fragment of poetry beneath to commemorate such a giant of the Edwardian theatre. There has always been much speculation about the statue and its origins. It stands, of course, on the Causeway and is a replica in Portland stone of a marble sculpture by Leonard Merrifield. He was a leading sculptor of his day, responsible for a number of prominent WWI memorials. The original is entitled "The Nymph" and stands on the staircase in Chelsea Library in London.
It seems that by July 14th 1915, Marlow UDC had agreed on the site. But again, inexplicably, it took nine years before the statue was finally erected on Easter Saturday 20th April 1924. The event was reported in the BFP of May 16th that due to the illness of both Barrie and Harrison, there was no formal unveiling and "the wrappings were removed without ceremony".
Pauline had three children, the first born in 1919, when she was aged 32. Her last child and only son, named Peter, was born when she was 42. Having children at this mature age was really unusual in the period when people tended to marry and have their families very much younger. Her daughter Jane wrote that her mother was not particularly maternal. It is a sad irony that Pauline, who spent so much of her professional career providing entertainment for children, appeared somewhat remote to her own children.
Peter Scott April 2022 | web | https://www.marlowsociety.org.uk/_webedit/uploaded-files/All%20Files/About%20us/Peter%20Scott%20Article%20-%20Newsletter%20April%202022.pdf | 0.490562 | {
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Prayer & Mary
What is Prayer?
- If a friend asked you how to pray, what would you say?
- Conversation with God
- Responding to & relating to God
- Speaking & listening
Why do we Pray? Types of Prayer
- Rosary
- Lectio Divina - scripture
- Confession
- Adoration
- Mass
- Memorized prayers (Hail Mary, Our Father, Glory Be)
- Journaling
- Thanksgiving
- Singing
Why do we Pray?
- Form and maintain a relationship with God
- Communication
- Helps you learn more about God
- Invites Him into your life to guide you and be with you
To pray is to talk to God about anything that is in your heart: the things that bring you joy, and the things that bring you sorrow; the successes you experience and the failures you encounter; your strengths and talents; your faults and weaknesses; your hopes and dreams. In prayer you can talk to God about everything!
Tips for Praying:
- There’s no wrong way to pray
- We all have different ways of communicating and relating - do what works best for you
- Try to pray everyday, even if it’s just for a minute - give a little everyday rather than giving a lot once a week
- Practice!
- Recognize that distractions and temptations will arise - push through those and pray anyway
- Remember: God is always listening and he always hears our prayers and answers them, just only always in the way or time we expect
- God works behind-the-scenes
Mary
Who is Mary?
4 Marian Dogmas
- **Mother of God**
Gave birth to human Jesus - unities his divinity and humanity
- **Perpetual Virgin**
Remained a virgin before, during, and after the birth of Jesus - perfectly pure
- **Immaculately Conceived**
Conceived without sin in her mother’s womb - from the very beginning she was sinless and set apart for God
- **Assumed into Heaven**
Whole body and soul were assumed into heaven - no remains left
Why?
- Next holiest person to Jesus
- She is female - relatable
- She was a teenager once and given lots of responsibilities
- The devil is scared of her
- She is our Mother in Heaven
How?
- Rosary
- Scriptures
- Put up statues or pictures of her
- Say her name
- Wear jewelry with her on it
- Consecrate yourself to her
Apparitions
“A heavenly figure appears on earth with a message”
Guide to Marian Apparitions
Our Lady of Guadalupe
- Mexico, 1531
- Mary appeared to Juan Diego and told him to go to his bishop and build a church. The bishop asked for a sign. Juan told this to Mary and she sent Juan to gather roses to give to the bishop. Juan saw a patch of roses popping through the December, frozen ground. He gathered them in his tilma to give to the bishop and when he opened his tilma, there were no roses but the image of Our Lady of Guadalupe.
- Image: still in the church that was built where Mary appeared:
- Brightness of pigment remains unfaded
- No brush strokes on image
- Ultrasound - hear 2 heartbeats
- Eyes reflect images of human figures
- Bomb was placed next to it and it was unharmed
Our Lady of Lourdes
- France, 1858
- St. Bernadette
- Mary appeared and said she was the “Immaculate Conception” and that the world needed more prayer and reparation for sins.
- Instructed to bathe and drink from the fountain, but there was no fountain present so St. Bernadette dug into the gravel and revealed a pond.
- The stream has become a source of healing for many who visit
Our Lady of Fatima
- Portugal, 1917
- Mary appeared dozens of times to 3 kids: Lucia, Jacinta, Francisco
- Her message was to pray the rosary daily and have everyone in Russia consecrate themselves to Mary
- She said she would be back and 70,000 witnessed her appearance and the “Dancing of the Sun”
- The sun became like a disc and spun around with colors flying around the disc, then the sun started approaching the people
Our Lady of America
- Indiana, 2005
- Mary appeared to Sr. Mildred
- Her message was a plea for purity and a consecration to St. Joseph | web | https://www.philipbenizi.com/_files/ugd/08ca7a_69a3114ee6eb411792edc43d1edfa3e5.pdf | 0.478335 | {
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Dennis McCarthy, son of Vincent B. McCarthy (deceased) and Mrs. Ernestine M. McCarthy (Versailles) was born in Marquette August 9, 1944. Early schooling in this area was interrupted when his father had a job transfer to St. Ignace while employed by the Soo Line Railroad. However, enrollment at Northern Michigan University brought him back and in 1967 he was graduated with a Bachelor’s Degree in Marketing.
In December he enlisted in the United States Air Force and was commissioned a 2nd Lieutenant in March 1968 following his completion of Officer Training School at Lackland AFB, San Antonio, TX. He began his USAF Pilot School training in April 1968 at Laughlin AFB, Del Rio, TX and was granted his “Wings” in April 1969. Because of his high ranking he was awarded the opportunity to fly the F-4 Phantom, the top fighter aircraft of its time. He began his Phantom training in July 1969 at George AFB, CA and upon completion was assigned to DaNang AB, South Vietnam for his first combat tour “in country.” During this tour he flew 236 combat missions including “close air support” sorties to support our ground troops when
they were endangered by enemy soldiers, interdiction missions on the Ho Chi Minh trail, as well as several low level visual reconnaissance sorties as a "stormy" fast moving Forward Air Controller (FAC) in some of the most heavily defended areas of Southeast Asia (SEA). During this year Dennis was awarded his first Distinguished Flying Cross (DFC) and 18 Air Medals. His DFC was awarded for "flying a close air support mission, while destroying a hostile gun emplacement in spite of intense ground fire and adverse weather conditions." Lt. McCarthy delivered his ordnance precisely on target allowing friendly forces to occupy the area without sustaining casualties. Upon return to the United States in March 1971 Dennis was assigned to the 308th Tactical Fighter Squadron (TFS) at Homestead AFB, FL.
After enjoying a relatively calm year flying "stateside combat training" missions Dennis's Squadron was deployed to Udon AB, Thailand in April 1972. The Squadron, 24 F-4E Phantoms from Homestead AFB, FL flew to Thailand in three days while refueling enroute. The deployment was necessary to bolster the increased bombing of North Vietnam as the United States began to intensify the efforts to end the several years long war. The 308th TFS stayed in Thailand for four months. During that time Dennis completed an additional 75 combat missions, nearly all of them into North Vietnam, which by then had become the most heavily defended area in the history of aerial warfare.
During his second tour Dennis received his second Distinguished Flying Cross and an additional 5 Air Medals. His DFC was awarded for his "efforts as the flight leader of four Phantoms in the rescue of a downed aircrew deep into North Vietnam." Their flight was responsible for keeping enemy aircraft from attacking the rescue efforts of the "Huey helicopters" while they were able to get to the downed pilots and rescue them. Following the | web | https://sawyerairport.com/wp-content/uploads/2024/05/Dennis-McCarthy.pdf | 0.504763 | {
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Milk River Watershed Council Canada Heritage Tree Program
What is the Heritage Tree Program?
- The Heritage Tree Program identifies and records the location of heritage trees as well as details such as age, size, appearance and most importantly their cultural and historical significance. The stories and photos of recognized trees will then be featured on the MRWCC website.
- In addition, the identification of these trees enables the MRWCC and community-minded organizations to locate potential native seed/cuttings sources. Collecting these seeds will ensure the successional planting of legacy trees for future generations to enjoy.
- Identified trees will also be provided with a wildlife/livestock proof fence and recognition plaque.
- Planting new protected legacy trees will also be encouraged under the Heritage Tree Program.
What is a Heritage Tree?
- A living relic that displays evidence of significance;
- Notable because of its size, form, shape, beauty, age, rarity, significance, or other distinctive features;
- A prominent community landmark;
- A representative of a farm or farmstead planted by ancestors within the community;
- A specimen associated with a historic person, place, event, or period;
- A tree associated with local folklore, myths, legends, or First Nations traditions;
- A tree that you choose to plant in honour of a loved one that you will care for and watch grow over the years.
Objectives of the Heritage Tree Program
The Heritage Tree Program allows residents of the Milk River watershed to celebrate the pioneering spirt of the community by identifying and nominating trees of local significance within the watershed.
- Heritage trees help ensure the sustainability of our riparian forests for future generations to enjoy.
- Trees also play a role in not only telling the stories of local history, but also play pivotal roles in providing habitat for many wildlife species, and stabilize fragile prairie soils in erosion prone areas.
- Native trees along riparian areas of the Milk River are rare and require additional protection and care for propagation.
Nominate a tree or trees for Heritage Tree recognition, whether it is located on your own property, a friend or family member's property, or in a public space (we will verify with the owner). To nominate or for more information please contact us at:
[REDACTED_EMAIL] ([REDACTED_PHONE] 240 Main Street, Box 313 Milk River, Alberta, T0K 1M0 www.milkriverwatershedcouncil.ca
Nomination deadline is February 3, 2017
Heritage Tree(s) will be honoured at the MRWCC Community Appreciation Forum on March 9, 2017 | web | http://mrwcc.ca/files/6814/8106/2284/Heritage_Tree_Project_Flyer.pdf | 0.446529 | {
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This laboratory manual could be used by many colleges. High school teachers might find it a good source of easy-to-assemble lab exercises.
John P. Shontz
Grand Valley State Colleges
Allendale, Michigan
Genetics
INTRODUCTION TO MODERN GENETICS
by Robert P. Wagner, Burke H. Judd, Bob G. Sanders, and Richard H. Richardson. 1980. John Wiley and Sons, Inc. (One Wiley Drive, Somerset, New Jersey 08873). 548 p. $20.95.
This textbook was written to present the core of basic genetic concepts in a single-semester course at the college level. Though there is no indication from the authors as to what prerequisites would be required for students prior to taking such a course, a general biology course would appear to be the minimum requirement. Because the orientation of the book is more to the theoretical nature of genetics than to the practical, it is assumed that a course using this textbook would be geared to students with more than a casual interest in biology.
The book is attractive and well written. It is organized in a traditional manner, dealing first with a brief history of the science of genetics, progressing to Mendelian genetics, the structure and function of genetic material, and, finally, to population genetics. This classic organization contributes to the clarity of the book. It does the authors' intended concise writing style. At the end of each chapter is a summary, a list of terms, questions to answer, and problems to work. Problems are of varying levels of difficulty and are analytical in nature. The student is required to apply concepts presented in each chapter to solve the problems at the end of that chapter.
The book would be excellent for use in an introductory genetics course for biology majors. It would provide a foundation for those going on to further genetics courses or a good background in genetics for those whose interests lie in other areas and use this as a terminal course. The only drawback but not a major one is the addition of a glossary of terms. Having the definitions of terms pulled out and either placed at the end of the chapters or at the end of the book would help the student to learn the many new terms associated with the field of genetics. Addition of a glossary would make an already excellent book a perfect choice for both the teacher and student of genetics.
Barbara Ferrell
Southern Illinois Collegiate
Common Market
Carbondale, Illinois
Health
SELF HEALTH: THE LIFELONG FITNESS BOOK
by Nathaniel Lande. 1980. Holt, Rinehart and Winston (38 Madison Avenue, New York 10017). 192 p. $9.95.
According to Lande, many people believe that they have little control over the state of their health. They blame many of their health problems on infectious microorganisms and toxins in the environment. He points out that for many staying healthy is simply a matter of seeing a physician when they are ill and getting a pill or a drug to cure them. Taking this into consideration, the aim of this book is to explain the reason that good health is largely a matter of correct life style, and has little to do with physicians and medicines. In other words, poor living habits are the cause of far more ill health than are pathogenic microorganisms and harmful chemicals in the environment.
A well-balanced diet, not overly indulged in, adequate physical exercise, and enough rest are essential for good health. No smoking and avoidance of excessive quantities of alcoholic beverages are also necessary. The book presents straightforward and easy-to-follow programs to achieve these goals, and having achieved them, to maintain them as lifelong habits. The two areas are nutrition and physical exercise. The nutritional programs are adaptable to meet the particular needs of an individual. A diet planned to give optimal nutrition does not have to be unappetizing and restricted to relatively few kinds of food, and the book lists many different breakfast, lunch, and dinner menus that are nourishing as well as varied. The exercise programs are designed to bring individuals up to prime physical fitness for their age, and then to keep them in that condition. In addition to information on when, where, and how to exercise, there is advice on how to overcome the boredom often associated with exercise activities. These self-health programs do not require special foods or equipment.
The book is written for the general adult population, and is inadequate for use as a textbook for a health education course. Much of the information in the book is presented in an encyclopedic manner, with the chapters having many sections, each with a subtitle, and often the sections have little narrative. For example, among the topics in Chapter 2 are "Diet and Cancer" with fifteen lines devoted to the subject, and "Diet and Heart Disease" with ten lines of discussion. Not only is the information inadequate, it is also choppy to read.
David Bardell
Kean College of New Jersey
Union, New Jersey
Physiology and Anatomy
THE GRAY'S ANATOMY COLORING BOOK
by Matthew V. DeCaro. 1980. Running Press (38 South 19th Street, Philadelphia 19103). 64 p. $4.95.
Human anatomy changes little. Perhaps in another 1,000 years it will be necessary to update several pages in Gray's Anatomy. Anatomy texts have kept pace with the lack of change. Within the last several years, however, the methods of teaching/learning anatomy have become innovative. Programmed texts and self-paced audiovisual packages on anatomy are commonplace at most institutions. The theme of this "new wave" anatomy is "Learning anatomy can be fun." Consistent with this trend is the advent of anatomy "coloring books." Several good ones are available.
The DeCaro text is, as the name implies, a compendium of reworked illustrations from Gray's Anatomy. There are 61 pages including 110 illustrations. All drawings are good quality ink line on heavy paper suitable for crayon, pencil, felt marker, or watercolor application. Drawing labels and instructions are minimal; therefore, the text is best used in conjunction with a standard anatomy text or atlas to identify the relevant structures. This format makes it unnecessary to delete excess material, but instead allows you to build exactly what you want into the text making it useful as a learning tool for various levels of competency at your discretion.
Specifically, there are 40 drawings of skeletal structures, 9 of muscle, 41 cardiovascular/visceral, 13 nervous/sensory, 3 respiratory, and 3 miscellaneous with the complete inclusion of female genitalia and only a cursory coverage of male genitalia. There are no histology drawings. All drawings are printed only on page facings leaving all adjacent back | web | https://watermark.silverchair.com/4447210.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAAo0wggKJBgkqhkiG9w0BBwagggJ6MIICdgIBADCCAm8GCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQM9qUIPcSqppeSBHlQAgEQgIICQJf-X-y486DboHc_w_DTHaRAlTNfckbqIM0N6JY3HN0xaJ2ZXBU4jus7zTYPBN42QHCisqqxz2t8E6X5uuqkRyfWEA1OrQwQk6gFEv3aKieENquIC3HjI6rqq6PuHJpMAY6Zcj8I38baMWanW8bV8DlWmmNTsPAghG6H06MpLO1C44wxllgT4Fyrjzd2uHfjdpJkOl4a6-LeKCtzOIQazbfuArXThyT8RKq2zdu3WMQYApZpsp7SmT7An3oMfE168EdiBjm6xiclae6nNVMcXWJKxLLW-51PE5T5N0fM5hA2QOxQefewTIf6SQsTscXYwvH0wj3ZEZgDjXTR3Di9B89cjcAL7XQnjjP2vzsMbXxnELFa5tuixE3bkJWEjYIeomWGODssW_G_btDtvDvdWwl4IPFI0FOvjsnRYbmR0iqnRTsrG_D3VFdrpPdeQi2CCSKQrgz02hhqZVfGzefs2oQ2lwODU6HJMdtkDiUQJa6I9LtKRdjDP5n_nrX1PGEcLtPsjr3V3VT0MRhtWkq88-P47wseDAKD8XdaSdDJDnnXYyYL9i5MxZ8zbgMtEYQzlgbkLqgM0DGdRg8ERnTrmq8M6EE8EhJ8WsydX2IcFXeePKuHzUy18H7FeWNSfGG5CEeD7bTYRqr6bDYd5EllWd6fcXlGBp0xfzh-S99dgY-pWu-KRMsGUnGbwteHtUk-sHGUq6vt_SZvOuYNztYixYbcrWwlUHU1ENrNvDFAdOpao7TdskuxXUsZEysozWLBRQ | 0.489627 | {
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times modern
X thattheycouldnolongercountonthe state'sfinancialandideologicalsupport. "Swinishcapitalism,"asIsrael's
PresidentShimonPeresoncecalledit, tookhold,andindividualismcameto thefore.
Manyofthesonsanddaughtersflew thecommunalnestanddidnotcome back.NimrodIrron,45,agregarious father-of-threeanddevotedBarkai kibbutznik,wasoneofthefewfromhis peergroupnottoleave."Allthese professional,skilled,educatedpeople —therewasnothingthekibbutzcould offerthem,"heexplains.
Inordertostayafloat,Barkaihadto adapt.Anewneighbourhoodwasbuilt, withlarge,modernbungalowsoffering analternativetotheboxy,austere housesthathadpreviouslybeenthe norm.
Bypaying1millionshekels(£157,000), newmemberswereofferedalifelong loanofoneof26newhouses.While"old members"continuetoadheretothe socialistideal,givingthevastmajorityof theirsalarytothekibbutzandinturn receivingfreeaccommodation, childcareandhealth,thesenewer memberssignedupforakindof "kibbutzlite".Afterataxpaidtothe kibbutz,theycouldkeeptheirsalaryand insteadpayfortheservicestheyused.
Thecynicssaidthatthechanges meantthatBarkaiwouldnolongerbea kibbutz.Thatseemsunfair,butithas certainlymetcapitalismhalf-way.As UriGur-Dotan,afatheroftwoyoung children,putsit:"Mysonstillwantsan iPhone.Butit'seasiertosaynoherethan inJerusalemorTelAviv."
Althoughthephilosophyhasbeen watereddown,manyvestigesof communallifestillremain.Thecrèche remainsacentralpart—both physicallyandspiritually—ofthe community.Thereisanon-sitelaundry, andacarpooloffering25vehicleson loan,andaswimmingpoolthatisthe hubofsummersociallife.
OnFridaynight,Ijoineddozensof othersinthecommunaldininghallthat stilloffersonemealaday.Wehelped ourselvesfromstainlesssteeltraysand satatlong,school-dinner-styletables, albeitoneswithwhitetablecloths.Later, thepartyspilledoutintothemuggy Augustnightforalfrescocoffeeand homemadecake.
Israeli,althoughBarkaialsohasaheavy sprinklingofmembers,bothJewishand non-Jewish,whoarrivedfromabroad.
KarinRosenbaum,34,wasinitially scepticaloftheideaofkibbutzlife.But whensheandherhusband,whogrewup onBarkai,returnedtovisitafterthe birthoftheirfirstchild,shesawthings differently:"Icametovisitfrom AustraliaandIthought,'It'sheaven'," shesays."Ialwaysmissedcommunity life.InMelbournetheyjustbuildtheir fenceshigherandhigher."Herhusband, Arnon,agrees."Iknewthatthiswasa goodplacetoraiseafamily.It'samazing bothforusandmostofallforthekids."
Theappealforthosewithchildrenis easytosee.Itisthesummerholiday whenIvisit,andpicture-perfect childrenrunaroundinwideopenspaces markedoutbyswayingpecantreesand tumblingbougainvillea.Theirfriends areneverfaraway,andtheyarefreeto roamwheretheywill.
Anotherattractivefactoristhecostof living.Whileon-sitechildcareand
Beforeyoupack itisimportant tomentionthe downsides
housingarenotcheap,thekibbutzisstill moreaffordablethancitiessuchasTel Aviv,wherepropertyisextortionateand othercostsareequallyhigh.Thetypical priceofafour-bedroomhomeinthecity recentlyreached2.4millionshekels (£376,000).TheaverageIsraelisalary, meanwhile,isabout£17,000.
somethinghappenedtoyounoone wouldnotice.Here,peoplelookout forme."
KerrySharron,31,cametoBarkaiin 2009forabreakfromlifeasateacherin NorthLondon.Shefellinlovewitha manwhohadgrownuponthekibbutz, andbecamepregnant.Theydecidedto movein,motivatedprimarilybythe financialincentive."InIsraelit'sreally hardtoliveononesalary,"shesays."In thekibbutzlifeisdifferent.Youdon'tgo outtopubsandcafés.Myfreetimeis spenthere."
Theimpactoftherecentinfluxhas beenrevolutionary.Fifteenyearsago, theaverageagehadrisento56.Todayit isnearerto40.Since2007,thenumber ofchildrenhasincreasedby50percent. Thenewmembershavealsobroughta freshleaseoflife,contributingenergy andenthusiasmtowhatwaspreviously aslightlywearypopulation.They organiseeventsandvolunteeronthe dizzyingarrayofcommitteesthathelp plananddecideonallaspectsofhowthe communityshouldberun.
Aspectssuchasthesearebig drawcardsforthenewcomers.Mostare
Shesaysthechangeoflifestylewas transformative."InLondonIfeltlikean isolatednomad,"shesays."Youjust workallthehoursthatGodsends. Nooneknowsyou,youfeelthatif
Beforeyoupackyourbags,itis importanttomentionthedownsides. Theatmosphereisakintoa1950s Englishvillage,completewiththetittle tattleandlackofprivacythatentails. Onememberspeaksofastrongsenseof conformitythatfrownsuponthosewho questionthekibbutzwayofdoing
FRONT COVER: DAVID RUBINGER/CORBIS, BELOW: TIMES PHOTOGRAPHER CHEN LEOPOLD, HULTON/GETTY
Clockwise from left: Women hand-plough fields on a traditional kibbutz, which centred on farming; Children are taken care of at the kibbutz childcare centre, to allow their parents to return to work quickly; The Gur-Dotan family left behind city life to enter the kibbutz, and enjoy their new house and yard
Drugs,sex . . .and picking avocados
For many Britons of a certain age, the word "kibbutz" is synonymous with drugs, sex and long days spent picking avocados under the sun. In the late Sixties, the communal farms started recruiting foreign teenagers to work in return for board, lodging and some pocket money.
According to Daniel Gavron, a historian who has written extensively about kibbutzim, half a million volunteers went to Israel between 1967 and 1985. As many as 90 per cent of them were non-Jewish.
Among the British kibbutz alumni is the director Mike Leigh, who went as a 17-year-old in 1960. He has said that his collaborative approach to working can be attributed to the spirit of communal living. "The way I work, which involves sharing and being open, to a great extent derives specifically from the open, healthy democratic and creative environment of the kibbutz," he has said.
The actor Bob Hoskins spent six months on Kibbutz Yagur near Haifa, northern Israel, in 1967, and volunteered at Kibbutz Zikim the same year. He summed up his experience as having "planted bananas, picked bananas, packed bananas". In later years they were followed by Simon Le Bon (1978) and Sacha Baron Cohen (1989), pictured left. The flow of volunteers dried up in the Nineties, as kibbutzim cut costs, moved away from farming and recruited workers from the Far East.
Today, only 27 kibbutzim take volunteers, hosting 1,200 young people between them each year. There is a shortage of spaces. Many kibbutzim cannot afford to offer living quarters, food and wages for hordes of volunteers.
Israel, however, is keen to recruit more volunteers. In 2008, an advertising campaign promoted the benefits of kibbutz life to a new generation of environmentally aware young things.
Aya Sagi, director of volunteering at the Kibbutz Movement, the largest kibbutz organisation in Israel, has persuaded five more communities to accept volunteers in recent years. "They offer a unique lifestyle," she says. "It's still the cheapest way to get to know another country."
things,beitchildrearingoryourchoice ofcar.Insomewaysthepopulationis incrediblycosmopolitan,withmembers drawnfromacrosstheglobe.Butitalso existsinabubblethatfeelssheltered fromtheoutsideworld.
Themostfundamentalissuefacing Barkaiistensionsbetweenthetwo categoriesofmember.Thenewcomers feeltheybearthefinancialburdenfor old-stylememberswhodonotrealise howgoodtheyhaveit.Theolder generationarewaryofsomeofthe youngeronesandtheirvalues.Theysee agrowinggapbetweentherichandthe pooronthekibbutzandfearforits futureinthenextsetofhands.
Thereareyetmorechangesinthe pipeline,whichwillseethetransferof propertyownershipfromthekibbutzto individualmembers,andfurther discrepanciesinearnings.
TzviSuitz,73,isfromDetroitandstill clingstotheidealshearrivedwithin 1963.HethinksthatBarkaiismakinga
Mysonstill wantsaniPhone. Butit'seasierto saynohere
mistake."Thekibbutzissaying,'Work forcapitalism',"hesays."Andlook what'shappeningincapitalismin thiscountryandallovertheworld." HisdaughterAlonaRakia,33,seesit differently,arguingthatthechanges wereessentialforthecommunityto survive.
MuchasIenjoyedmytimeatBarkai, Ileftwonderingifsuchasetupcould everworkintheUK.Therearecertainly plentyofBritonssympathetictothenew recruits'disillusionmentwithurbanlife. ButunlikemostBritishexperimentsin communalliving,whichexistonthe fringes,kibbutzimhavetheadvantage ofholdingaplaceinthehistoryand modern-dayconsciousnessofIsrael.
ThefutureofBarkaianditspeerswill remainuncertain,bothfinanciallyand ideologically.Perhapsthelastword shouldgotoDvora,thewifeofTzvi,who likestobalanceouthispessimismwitha morehopefuloutlookonlife."The kibbutzdownthelinewillbewhat peoplewantittobe,"shesayswitha shrugoftheshoulders."That'swhat kibbutzis.It'snotwritteninthestars."
Disability on display
Haveyouevernoticedthatnot allshopmannequinsarecreated equal?Channel4Paralympics
TIMES PHOTOGRAPHER, DAVID BEBBER
presenter
SophieMorgan
–
paralysedafteracarcrash–did. Sheexplainswhyshewent ontodesigntheMannequal
I f you walk down Oxford Street in Central London today you'll see something amazing in the adidas shop. The mannequins are wearing Stella McCartney's Team GB kit and sitting in wheelchairs. Fashion is renowned for its size-zero exclusivity, so to have these in a display to sell clothes is a huge step. It is the culmination of many years of work on my part, which began nine years ago. It was the day I received my A-level results. After a celebratory party I was in a car accident and woke up in hospital with a fractured skull, broken jaws, nose and cheekbones, and a broken spine. I was paraplegic, paralysed from the chest down.
The accident was a catalyst. Life suddenly accelerated into something completely unexpected. I was planning to study law but had a massive change of perspective and went to art school. I was later invited to be on a BBC TV show, Britain's Missing Top Model, which aimed to find the first disabled model in the UK. There was a group of eight of us with varying disabilities, and we competed against each other to get a modelling contract. I came second and I came away from it really excited to see what the legacy would be. Unfortunately it didn't live up to expectations — the fashion industry just didn't want to use any of us.
mannequins in the window displays were sitting on boxes. I couldn't realistically design a mannequin that would represent every single disability, but the wheelchair is the internationally recognised symbol. I went away and drew and thought and planned for a long time, and eventually designed the Mannequal. The really important thing for me was that I didn't want it to detract from the clothing, so it's sleek and comes in different colours that fit aesthetically into a display.
Debenhams picked it up and used it in its window, but after that I approached shop after shop and it proved to be a really hard sell. Everything changed when I was asked to be a model for McCartney and adidas, and it decided to use the Mannequal in its flagship store window. Now Asda is also going to trial it, and Oasis is really keen.
To be perfectly honest, disability feels really bloody hot right now! I'm going around and people are looking at me like I'm a movie star, wondering | web | http://www.kibbutz.org.il/eng/pic/120906_Kibbutz_p2.pdf | 0.487609 | {
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Timesofindia.indiatimes.com Odisha | Date: 4 th December, 2019
Odisha govt launches "MadhuApp" for school children
BHUBANESWAR: Chief Minister of Odisha, Naveen Patnaik on Tuesday launched a smart learning phone application "MadhuApp" for school children.
The app named after 'Utkal Gourab' Madhusudan Das, has been developed by the Ganjam district administration in accordance with the 5T initiative of the state government.
Launching the App, Chief Minister interacted with students from Ganjam District through video conferencing and advised them to focus on their studies to make the state and country proud.
This app is aimed at helping school students in learning their lessons through videos and tutorials.
The application is equipped with video lectures and exercises in Odia language by leading subject experts and educationists. In the first phase, the study material has been created for Mathematics and Science Subjects of classes V to Vlll. | web | https://repository.seshagun.nic.in/wp-content/uploads/2020/01/odisha-govt-launches-madhuapp-for-school-children.pdf | 0.435163 | {
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LAND ACKNOWLEDGEMENT
We acknowledge that we are on land and surrounded by water, originally inhabited by Indigenous Peoples who have travelled this area since time immemorial. This territory is within the lands honoured by the Wampum Treaties; agreements between the Anishinaabe, Haudenosaunee, Lenni, Lenape and allied Nations to peacefully share and care for the resources around the Great Lakes. Specifically, we would like to acknowledge the presence of the Three Fires Confederacy (Ojibwe, Odawa, Potawatomi and Huron/Wendat) Peoples. We are dedicated to honouring Indigenous history and culture while remaining committed to moving forward respectfully with all First Nations, Inuit and Métis. | web | https://sacwin.org/dist/sacwin-land-acknowledgement.pdf | 0.43589 | {
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Teaching is an art. Rajeev Ranjan
Checklist for Maintaining Discipline in the Classroom
Fortnight Checklists for *Discipline, Attendance, Sincerity, Behaviour, Values towards persons and property, Cleanliness*
From Date & Month------------------------------ To Date & Month-----------------------------------------Class------------Class teacher ------------------------
(1) Classroom: - Attend class regularly listen teachers , attentively, asks relevant questions, follow teachers' instructions, actively participate in group or individual activities, focus on study rather than talking with friends, disturbing others (2) Punctuality: - Submission of homework and class work on time (given deadline), always try to return back to classroom on time (3) Cleanliness & Neatness:- Self neatness(Cleaned and ironed uniform), proper nail and hair cut, polished shoes, actively involved in classroom/school cleanliness activities , encourage & help others to keep the classroom neat and clean, throw small papers/ rags in the classroom dustbin (4)Communication:-Politely speaking to friends and other school mates, know how to talk with elders, seniors, teachers, and family members(within the class and outside the class), (5) Value towards person and school property:- Do not fight with peers, respect individual's integrity, do not write on the student desk and classroom walls, do not pluck flowers, do not break table, chairs, tear pages of books, do not harm computer related articles, take permission before taking others items i.e. pen , pencil, books , notebooks | web | http://www.rajeevelt.com/wp-content/uploads/2018/09/Checklist-for-Discipline-classroom-management-skill.pdf | 0.452604 | {
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Kindergarten, 1st & 2nd Grade Sunday School
October 18 th
The Ten Best Ways to Live
(The Ten Commandments)
Today's story is about the Ten Commandments, which we call the Ten Best Ways to Live. The story focuses on Moses and his time with God on Mt. Sinai. The tablets are contained in a red heartshaped box, further echoing that these best ways came out of God's love for us.
GODLY PLAY AT HOME
- Read this story in the Bible. Read Exodus 19 and 20 to understand the larger story of Moses and the commandments.
- Wonder aloud as a family, using the wondering questions in our video and also in this newsletter.
- Create an art response to today's story. Maybe you'd like to make your own version of the ten best ways to live or your own heart-shaped container.
- Retell today's story in your own words. If you have access to sand, create your own desert for retelling these sacred stories from the Old Testament.
"Hear, O Israel: The Lord our God is one Lord, and you shall love the Lord your God with all your heart with all your soul and with all your might."
Wondering…
I wonder how Moses felt going up the holy mountain?
I wonder what Moses and God talked about?
I wonder if it's hard to love God and love people?
Prayer
Dear God, you love us so much that you gave us the ten best ways to live. Help us to follow these ways even when it feels difficult. We love you, Lord, and other people. Amen. | web | https://www.myersparkumc.org/wp-content/uploads/2020/10/K-2nd-Grade-GP_At-home-Guide_1018.pdf | 0.431546 | {
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Otters (Year R)
These weeks seem to be flying past so fast! We will be thinking about Christmas soon!!! As usual the children have been working extremely hard and we have been thinking about bullying and how to keep safe on the roads. Next week we will go back to our Space theme. We will look at planets and design our own ready for writing. We will be looking at the last few individual sounds (x ng nk) and we will be continuing to blend and segment individual words. In maths we will be counting forwards and backwards (making space themed counting hats!) and we will be finishing off adding number sentences and problems. Other things to note: please send in some junk! The children loved making junk space models. Please do continue to look at Education City website (password is in your yellow reading folder) – concentrate on adding and counting maths games (but feel free to look in literacy section at sound games!)
Foundation Subjects
(All afternoon sessions will be differentiated and taught at an appropriate level for the children's age and ability)
Next week in…
R.E. -the story of David & Goliath.
Science -Comparing hot and cold.
Music -Listening to the Banana Rap.
Art - drawing your own Welsh dragon (media: pencils and paint) and making a mosaic shamrock.
Science: We will be investigating living things, habitats and food chains. This will be over 2 weeks.
Geography: We will be continuing to look at continents and exploring the different countries within the continents.
RE: We will continue to look at stories from the Old and New Testament. The children will write their own questions about the Bible which will provide a basis for class discussion and reflection.
Music: Christmas songs! | web | https://stmichaels275775692.files.wordpress.com/2020/11/weekly-update-for-the-week-beginning-23-november-2020.pdf | 0.47866 | {
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March 2012
Identified Impact - Shifting species range
Wildlife and Fisheries Impacts and Strategies
Identified Impact - Coldwater species will suffer
Temperature and precipitation patterns suitable for certain wildlife species will change due to a spatial shift in the climate niche. For example, amphibians that have permeable skin and require water for reproduction will suffer from drought while species that need snow cover to rest under in the winter may not have adequate protection.
Adaptation strategy:
Land Protection should be grounded in climate-sound strategies such as representing multiple habitat types or populations of a species across a reserve system, ensuring connectivity among protected areas, and considering keystone species in reserve systems.
Identified Impact - Changing phenology
A.B. Sheldon
J. Woodford
Migratory, breeding and foraging behaviors will shift with the seasons, altering how species interact , including the possibilities of breaking, intensifying, or establishing novel relationships.
Adaptation strategy:
Promoting resiliency with good stewardship of wildlife habitat management including: adaptive management, reducing habitat loss and degradation, and creating natural disturbance processes such as fire.
Reductions in all cold water habitats and fish species are anticipated due to increase air temperature and changes in thermal conditions. Under worst-case climate scenarios, brook trout are projected to be extirpated from Wisconsin streams, the distribution of mottled sculpin to decrease by 95% and brown trout by 88%. Twenty-three warm water species are expected to increase
Develop a triage approach to identify climate change impacts to cold water resources and allocate management resources to those cold water habitats most like to realize success. Examples include adaptive management, changes to angling regulations, and fish stocking strategies.
Build public-private management partnerships, particularly in agricultural and other fragmented landscapes where private lands are of increasing importance to wildlife. Expand education-outreach to increase ecological literacy to allow for more informed decision-making and increased support of management plans.
Manage riparian vegetation to promote stream bank and channel stability to reduce erosion and siltation in streams, to protect streams from damage attributable to high flow events, and to provide shading to maintain the lower groundwater temperatures over longer length of streams. Reduce existing, or limit creation of additional, impervious surfaces in critical watersheds containing cold water streams, and utilize BMPs on agricultural lands to limit surface runoff.
Matt Mitro
John Lyons | web | http://www.wicci.wisc.edu/uploads/WildlifeFisheriesPoster.pdf | 0.483255 | {
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Exercise Handout 1:
Pros and cons of exercise: Building motivation
________________________________________________________________________________
See also Fact Sheet: Exercise and Depression
Regular exercise can be an effective way to reduce symptoms of depression.
However, when you are feeling depressed it can be difficult to motivate yourself to become active. Weighing up the costs and benefits of exercising regularly can help to boost your motivation.
Write down below each of the benefits that you would like to obtain from exercise in the short term, and also in the longer term. Information about the advantages of regular exercise is provided on the following page. Choose which of these benefits is important to you. Also fill in any costs of regular exercise in the short-term and long-term (e.g. will require effort, financial cost). Reading over this can help you to weigh up the 'pros' and 'cons' of exercising.
Often people find that the long-term benefits of regular exercise outweigh any costs involved.
SHORT-TERM COSTS
SHORT-TERM BENEFITS
LONG-TERM COSTS
LONG-TERM BENEFITS
Benefits of regular exercise
Tick the benefits of exercise below that are important to you.
- Lift in mood immediately after exercise
- Reduced depression
- Reduced anxiety and stress
- Distraction from worries and negative thoughts
- Improved sleep
- Increased energy
- Improved fitness
- Opportunities to meet new people and make new friends
- Weight loss or weight maintenance
- Improvement in back and joint stiffness
- Reduced risk of numerous chronic medical conditions, and risk factors to disease, including:
- heart disease
- type 2 diabetes
- osteoporosis
- strokes
- some cancers
- high blood pressure
- high blood cholesterol | web | https://www.adolescenthealth.org/Meetings/2017-Annual-Meeting/2017-Speaker-Handouts/3-11-17_INTERGENERATIONAL-CONNECTEDNESS-IN-FAM-(3).aspx | 0.435722 | {
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On Sept. 21, 1804, the merchant ship *John Jay* sailed out of Providence, bound for Amsterdam and the Far East. Her owners, the Providence firm of Brown & Ives, hoped the voyage would be “prosperous and pleasant,” but it was neither.
In January of 1806, on its homeward voyage from the Dutch East Indies, the *John Jay* was captured by the H.M.S. *Driver*, an 18-gun British sloop of war. The Providence *Gazette* reported that “His Majesty’s piratical sloop of war *Driver*” forced the *John Jay* to Bermuda, where she found herself “within the rapacious fangs” of the Bermuda Court of Vice Admiralty.
The H.M.S. *Driver* was one of many British naval vessels patrolling the North Atlantic sea lanes. The newly-independent United States conducted its own trade with foreign nations, but in the first decade of the 19th century, Britain still dominated the Atlantic.
The story of the *John Jay*—her capture and imprisonment, her condemnation, her owners’ appeal, and her eventual release—illustrates how early 19th century Americans navigated the political, economic, and legal constructs of their world in the midst of the Napoleonic Wars. The tale covers many thousands of nautical miles under sail, and focuses on ordinary and extraordinary people whose fate is intertwined with the ship *John Jay*.
‘Bermuda Prize,’ a research project led by Dr. Catherine DeCesare, an assistant professor of history at URI, uses the maritime records of Brown & Ives, the Admiralty and Prize Papers in the United Kingdom’s National Archives, and documents from the John Carter Brown Library to uncover the hidden stories of those people. One of them was Elisha Gardiner of South Kingstown. In 1806, he was a 25-year-old able seaman. Bermuda was a dangerous place for Americans. While his ship was incarcerated in St. George’s Harbor, Gardiner was seized by a British “press gang” and forced to serve on the crew of the H.M.S. *Bermuda*. He was one of the fortunate ones. He was released after a month, but some of his shipmates never returned home.
On Thursday, Nov. 30, Professor DeCesare will be in our Museum Gallery to tell us the story of the 1804-1806 voyage of the *John Jay*.
A Rhode Island native, Professor DeCesare is co-director of URI’s Applied History Lab. She earned her Master’s degree at Fordham University and her Bachelor’s degree and Ph.D. at Providence College. Before coming to URI, she was an archivist at Brown University and at the R.I. Supreme Court Judicial Records Center.
A 1638 household in Plymouth Colony
In 2013, archaeologists investigating property in Marshfield, Mass. in preparation for an airport runway expansion discovered about two dozen artifacts indicating that a house had once occupied the site, although there was no record that a house had been built there. More testing revealed the buried remains of a 20-by-16-foot building with a corner hearth, cellar and food-storage pit. It turned out to be the buried remains of an entire house—the only 17th century Plymouth Colony house ever to have been completely excavated.
The house, which had belonged to Robert and Elizabeth (Bourne) Waterman, was built about 1638 and burned down sometime in the 1640s. Because no later house ever occupied the site, the contents of the Waterman House were preserved under ash and soil.
The earliest European settlers in New England left historical documents, but virtually no tangible objects that revealed what their lives were like—how their homes were built, how the space was used, or what foods they ate. Analysis of the thousands of household artifacts at the Waterman House site, a rich assemblage of 17th-century domestic objects and food remains, is providing exciting new information about the daily lives of the first people to live in the Plymouth Colony.
Archaeological & Historical Services, Inc., a cultural resource management firm in Storrs, Conn., recovered the artifacts from the Waterman House site. Katharine Reinhart, an archaeobotanist at AHS, is studying the botanical items recovered at the site. She will be in our Museum Gallery on Thursday, November 16 to talk about the discoveries at the Waterman House site and how the Waterman family’s plant consumption practices reflect some of the earliest evidence of how the Puritan colonists began to evolve into the people we call New England “Yankees.”
Machine Guns in Narragansett Bay: The Coast Guard's War on Rumrunners
The Rhode Island coastline is dotted with armed fortifications. The artillery pieces in those forts never fired at an enemy during World War I or World War II. But in between those two wars a different kind of conflict took place—Prohibition. Between 1929 and 1933, Coast Guard vessels patrolling Narragansett Bay fired thousands of rounds from machine guns and cannons. The enemy they fired at? The “rummies”—rumrunners in power boats delivering illegal alcohol to secret drop-off points on the coast.
Buying and selling alcoholic beverages was illegal in the United States from 1920 to 1933. The profits from a successful voyage could be enormous. Rum-runners picked up alcohol from supply ships stationed beyond the twelve-mile zone off the coast, an area known as “Rum Row,” and made their deliveries on moonless nights or in thick fog to avoid detection.
The Coast Guard became the lead federal agency battling the “rum war” at sea. Coast Guard cutters would stop suspicious vessels for inspection. If a vessel was ordered to stop but did not, Coast Guardsmen might fire at them with large caliber guns loaded with live ammunition. Sometimes people on shore witnessed these one-sided “battles.” In October of 1930, a World War I veteran told a Providence Journal reporter about an attack he had seen from his home at Watch Hill. “I could see the flash of the one-pounder and I think they must have fired it 50 times. Searchlights were flashing along the beach and the reports of the one-pounder and the rat-tat-tat continued on page 3
continued from page 2
of machine-guns sounded like a battle . . . I told my wife and daughter to get away from the window,” he said.
In his latest book, *Machine Guns in Narragansett Bay: The Coast Guard’s War on Rumrunners*, Christian McBurney examines incidents between 1929 and 1933 in which Coast Guard vessels fired large caliber weapons—Lewis machine guns and Hotchkiss one-pounder cannon—at fleeing rumrunners in Rhode Island waters. The source material is primarily the Coast Guard’s own records and contemporary newspaper articles.
The book describes incidents in which three crew members on rumrunners were killed by machine-gun fire; one drowned after his boat caught fire and exploded; another drowned in mysterious circumstances after the Coast Guard fired on his boat; two suffered life-threatening bullet wounds; and eight more received less serious bullet wounds.
Mr. McBurney will be in our Museum Gallery on Thursday, Nov. 2 to talk about his new book. A native of Kingston, he practices law in Washington, D.C., and lives in Kensington, Maryland and West Kingston. He is the author of several books and the editor of the Online Review of Rhode Island History (www.smallstatebighistory.com).
These students from Broad Rock Middle School in South Kingstown visited the Museum Gallery on June 12. Their teacher, Jen DeFeo, reports that they had a great time.
“Trash or Treasure” Fundraiser
Sunday, September 17, 2023
The Dunes Club, Narragansett • Professional appraisals by Tom Tomaszek
Cocktails and open forum appraisals at 4:00 p.m. • Buffet supper at 6:00 p.m.
Tickets are $75 each for Museum members and $85 each for non-members.
To reserve your ticket, contact the Museum Office by phone at ([REDACTED_PHONE] or by e-mail at [REDACTED_EMAIL]. | web | https://peacedalemuseum.org/wp-content/uploads/2023/09/Fall-2023-newsletter.pdf | 0.481117 | {
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The Alberta Catholic School Trustees' Association represents Catholic trustees in Alberta, Northwest Territories and Yukon.
ACSTA is committed to celebrating, preserving, promoting, and enhancing Catholic education. By providing spiritual and political leadership, we strive to advocate for publicly funded Catholic education with a unified voice.
Celebrating Catholic Education
Catholic Education Week (May 6-10) and World Catholic Education Day (May 30) are quickly approaching. It is with great anticipation that we look forward to the opportunity to celebrate publicly funded Catholic education and its distinctiveness as Christ centered learning.
Historically, Catholic education has been operating in Alberta since
the 1840's and has held both a unique and distinct role in Alberta's public education system. Father Albert Lacombe at Lac St. Anne and the Grey Nuns in St. Albert, established the first schools. Unbeknownst to them, 160 years later, publicly funded Catholic education is presently serving 181, 000 students in 483 schools employing close to 11,000 teachers.
Tell your story of Catholic education – articulate to others the importance of faith based education, why did you attend a Catholic school, why did you choose a Catholic school for your child. Dialogue brings awareness and better understanding. Join the conversation,
Wear blue to publicly demonstrate your support for publicly funded Catholic education, Bring awareness by sharing information on website, newsletters, posters, emails, and social media,
Participate in activities happening at your child's school,
Share, like, and retweet on social media the importance of publicly funded Catholic education. Follow groups such as Catholic school districts, Catholic schools, the Archdiocese, Grandin Media, ACSTA, GrACE to get started. Use the hashtag #IBelieveinCatholicEd
Pray for publicly funded Catholic education
We invite you to view, share, discuss, materials on websites such as:
* https://www.ocsta.on.ca/resources/catholic-education-week-resources/
* https://acsta.ab.ca/resources
* https://www.scsba.ca/catholic-education-week/
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"Black Lives and a River Road" (excerpt) Njaimeh Njie, 2019
I live right above the Ohio River, off of a thoroughfare called the Ohio River Boulevard...For me, living so close to the Ohio River evokes mixed feelings. The river trail that I like to walk along near my apartment is scenic, yet long stretches of it are flanked by the railroad, warehouses and industrial sites on either side. At home, I drink water from a filtered pitcher because of years of elevated lead levels in Pittsburgh's water, and I regularly learn about new water threats in the region. I feel a constant push and pull between the things that are good for me and the things that can harm me, but I know my perspective is just one of many.
...I've been thinking about water as a gateway to explore the deeper forces that shape the lives (and livelihoods) of Black people in this region. Black residents have traditionally lived close to the waterways — sometimes by choice, but often because of racist housing and land-use policies. Over the years, the proximity to water allowed access to transit, jobs, bathing, washing, fishing and leisure, but it also placed these communities at a disproportionate risk for flooding, pollution, disease and other issues caused by water. | web | https://f7ab97e4-cbf3-4486-acef-5c0f96ea8af3.filesusr.com/ugd/d01837_e57c51ab12a34cb5909ee216ae694d37.pdf | 0.435051 | {
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Upper Elementary (4 th /5 th Grades) Supply List
1 mesh backpack
```
1 reusable water bottle 1 pencil box large enough to hold a ruler 7 composition notebooks (1 yellow, 1 red, 1 blue, 1 green, 3 black) 2 plastic 2-pocket folders with prongs 2 paper 2-pocket folders 2 packages of #2 pencils, preferred brand: Ticonderoga 2 packages of pink erasers 1 package of colored pencils, preferred brand: Crayola 1 package of markers, preferred brand: Crayola 1 package of highlighters 1 package of black dry erase markers 1 package of color dry erase markers 8 glue sticks, preferred brand: Elmer's 1 bottle of white glue, preferred brand: Elmer's 1 pair of scissors 1 package of notebook paper 1 package of construction paper 4 3x3" pads of post-it notes, assorted colors 1 clipboard 1 ruler 1 protractor 1 compass 1 box of tissues 2 containers of Clorox Wipes 1 bottle of hand sanitizer 1 - 1 inch, white 3-ring binder (for Art class)
```
Extra supplies/donations needed for the classroom
Paper towels
Playground balls
❖ Please plan to bring all supplies to your child's classroom on Back-to-School Night.
❖ Teachers will provide an additional short homeroom-specific supply list at Back-toSchool Night.
❖ If you order from Amazon, go to: smile.amazon.com, shop as you normally would and Amazon will make a donation to our school. | web | http://cemco.org/Files/2019-20/Supply%20List%202019-20_Upper%20Elementary.pdf | 0.462147 | {
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WS203
SOCIAL DETERMINANTS OF HEALTH
| BACKGROUND
The social determinants of health have been increasingly acknowledged as crucial to creating healthy populations particularly since the work of the WHO's Commission on the Social Determinants of Health and health equity (CSDH, 2008). This Commission conceptualised the social determinants as the conditions of everyday life and the ways in which the distribution of power and resources in society shape the distribution and nature of these conditions. Estimates are that the contribution of sectors outside health to population health outcomes outstrips the contribution from the health sector. The COVID pandemic has confirmed this as its impact has been felt most acutely by groups who lives are blighted because they experience all or some of factors such as living in unhealthy environments, having insecure jobs, poor housing, low income, being subjected to racism and have little access to education. These adverse socio-economic conditions are often experienced most by women, people with disabilities, people of colour and Indigenous peoples and most people in lower and middle income countries. The COVID-19 pandemic acted as a magnifying glass on these existing inequities, and has highlighted the larger pandemic of social and health inequities in health across the world. Mental health issues have been exacerbated especially in economically poorer countries linked with poverty, living conditions and lack of resources for taking precautions against Covid-19. There is huge stress on how to live with the virus in these circumstances and people are frustrated and angry with governments and the politics of Covid-19 response.
This session will also examine sectors beyond the health sector that will have a big impact on health in the post-COVID world and consider how different sectors can contribute to a post-COVID world which is fairer and more sustainable. It will take as its starting point the 2008 report of the WHO Commission on the Social Determinants of Health and ask for each sector covered in the report whether more can be done post-COVID to achieve the Commission's goal of closing the gap in life expectancy.
| OBJECTIVES
Review of the evidence on health inequities globally and within selected countries
Review of the trends in the distribution of wealth and power
Contributions concerning changes that are needed in the following sectors: employment, housing, urban planning, welfare systems which will each look at examples of best practice and ask how this could be extended to other settings
Anti-racism movements including Black Lives Matter protests and measures
Proposals that would redistribute wealth (taxation reform (including progressive income tax, crack down on tax evasion)
Speaker
Philippa Howden-Chapman
Director, He Kainga Oranga/Housing and Health Research Programme; Director, New Zealand Centre for Sustainable Cities
University of Otago New Zealand
Philippa Howden-Chapman, sesquicentennial distinguished professor of public health at the University of Otago, Wellington, New Zealand, is co-director of He Kāinga Oranga/ Housing and Health Research Programme and director of the New Zealand Centre for Sustainable Cities. She has conducted a number of randomised community housing trials in partnership with local communities, which have had a major influence on housing, health and energy policy. She was chair of the WHO Housing and Health Guideline Development Group and is currently chair of the International Science Council Scientific Committee for Health & Wellbeing in the Changing Urban Environment: a systems approach. | web | https://pmac2021.com/report/reportPDF/309/WS203 | 0.474846 | {
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Lesson Notes:
The Great Apostasy and How to avoid Drifting away from God.
Early in the life of the church at Thessalonica they underwent great persecution at the hands of the Romans. This persecution was so great that they began to believe that they were in the midst of the great tribulation (the 70 th week spoken of by the prophet Daniel). As a result Paul wrote his second epistle to the Thessalonians. In 2 Thessalonians 2:1-3 Paul tells the Thessalonians that prior to Christ's return an apostasy would occur and then the son of perdition (Anti-Christ) would be revealed. In Europe there is a great apostasy occurring right now. There is a movement termed "Christ – sanity" which totally attacks the truth of Jesus and the Bible and tries to make him into a normal man. This movement is rooted in Europe and could be the beginning of this great apostasy. In addition, over 715 churches in Europe were converted into restaurants, bars and dancehalls last year (2007). Following are steps we can take to avoid drifting into this apostasy:
Scriptural Principles
1) We start to "Drift" when we lose interest in God's Word. - Psalm 119:9-11 tells us to hide his word in our hearts.
3) We start to "Drift" when we have issues with Obedience. - When children disobey they avoid their parents. We tend to do the same thing when we disobey. Psalm 119:15-16 tells us to strengthen our way in the Lord.
4) We start to "Drift" when we stop praying. - In 1 Thessalonians 5:17 Paul tells us to pray without ceasing.
5) We need to accept God's will in our lives and not blame him when things don't go our way. - Paul tells us in 1 Thessalonians 5:18 to give God thanks in all things because they are given to us according to his purpose.
6) We need to be involved in a church or ministry and encouraging others to avoid Drifting. - Hebrews 10:24-25 tells us to exalt an encourage one another.
7) We start to "Drift" when we stop contributing to God's work (Monetarily and with our Time). - In Matthew 6:1-4 Jesus encourages us to give.
8) We start to "Drift" when we become focused too much upon the things of this world. - Jesus tells us in 1 John 2:15-17 not to love the things of this world but the things that are eternal.
9) We are told in Hebrews 12:10 that God's chastisement is what we incur when we Drift away from God. | web | http://biblestudyplans.com/files/lessons/Bible%20Study%20Plans%20-%20Apostasy%20&%20Drifting.pdf | 0.497088 | {
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The B75 eco basket is committed to protecting the environment, the reduction in the use of raw materials and the reduction of energy consumption and CO2 emissions on the planet. Therefore, it is made with recycled materials.
Polycart supports the circular economy and the sustainability through environmentally friendly production processes.
The B65 shopping basket has a capacity of 65 litres. It weighs less than 2 and a half kilos, making it very light, handy and stackable. It has a handle with rounded edges. And the basket includes two handles on the sides.
It is a fully customizable product, both for the variety of colors, and for the inclusion of the customer's image through our non-removable printed label system.
All four wheels are made of rubber. It has 75 mm fixed rear wheels and 50 mm swiveling front wheels.
| Trans port data | |
|---|---|
| Nesting distance Capacity in 20ft container Capacity in 40ft container Capacity of a 13.6m truck | 82 mm 1088 UNITS 2592 UNITS 2964 UNITS |
Customized
label
REV: 01
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Look at this nice happy people.
Notice that each one has something: a tool or implement here, a bicycle or a briefcase there. All completely normal and unremarkable.
But wait. Something’s amiss. That nice fellow near the bottom – third row down, second from the right. He doesn’t seem to have anything.
Indeed. You see, he’s a refugee.
And as you can see, refugees are just like you and me except for one thing: everything they once had has been destroyed or taken away, probably at gunpoint. Home, family, possessions, all gone.
They have nothing.
And nothing is all they’ll ever have unless we help.
Of course, you can’t give them back what’s been destroyed, and we’re not asking for money (though every penny helps). But we are asking you to keep an open mind. And a smile of welcome.
It may not seem much. But to a refugee it can mean everything.
UNHCR is a strictly humanitarian organization funded only by voluntary contributions. Currently it is responsible for more than 23 million refugees around the world. | web | https://www.nswtf.org.au/files/unhcr_lego_poster_whats_wrong_here.pdf | 0.426599 | {
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Hampton - Eastwick Park – Thistledown - Charity Crescent – Fairfield
FAMILY FOCUS
Christmas Services at St Andrew's
Sunday 18th December
11am
Christingle Service
This service is in aid of the
Children's Society and will include the distribution of
Christingles
6pm
Service of Carols and Readings
Saturday 24th December Christmas Eve
3pm Crib Service This is short service for younger children.
11.30pm
Midnight Eucharist
Sunday 25th December Christmas Day
8am Holy Communion
10am Family Eucharist
This Christmas morning Communion welcomes families with children of any age.
The Congregation at St Andrew's wish everyone:
St Andrew's Church Family Focus December 2011
Revd Mark Binney – Priest in Charge Telephone Number - 01386 424235
Email –
[REDACTED_EMAIL]
Website –
www.hamptonchurch.org.uk.
Mark Binney, Priest in Charge
It's nearly Christmas 2011. There is an anticipation that something great is about to happen. For children it might be Father Christmas and all those presents. For adults it might be the joy of spending time with the family.
On that first Christmas Mary and Joseph must have had a sense of anticipation. They had done their best to make ready for the arrival of their baby. Joseph had found a
place in a stable at the back of an Inn where Mary could give birth. There is a simplicity to this scene which resonates with the birth of us all into the world. The pain of labour and then the joy as this new small baby is born, so vulnerable, yet an object of wonder.
What a privilege it must have been to be present at the birth of Jesus. God had allowed himself to be that vulnerable baby. This is the joy which gives meaning to our Christmas celebrations and which we sing about in our Carols. It is the real Christmas, the first Christmas. All the trimmings, decorations and presents make sense if Jesus is at the heart of it all. This December let us receive Jesus who was and is Christmas.
'O Holy Child of Bethlehem descend to us we pray. Cast out our sin, and enter in, be born in us today!'
St Andrew's Tots
The Tots Team are encouraged to report growth in the number of people coming especially the morning sessions. Numbers were small at the beginning, we prayed and recently we have seen numbers grow (five adults with eight children last time).
Doors are still open to welcome more mums / carers with children as well as volunteers to join us in play, chat and refreshment.
The Tots meet in term time on Fridays: 1st & 3rd Fridays 13:15 to 14:45 and 2nd & 4th Fridays 9:00 to 10:30hrs. For more information please contact Rhoda on 07932 652 646 or drop into one of the sessions.
OPEN THE BOOK
Pupils at St Andrew's continue to play an active part in the Tuesday "Open the Book" Acts of Worship.
Over the last few months the assemblies have featured stories from the Old Testament under the heading of "Men who dared to do right":
The Burning Bush
Exodus 3-4
During the Christmas Season the stories take on a Christmas Theme:
Matthew 1
Joseph's Story
The Shepherd's Story
Luke 2
The Wise Men's Story
Matthew 2
In January the next module has the theme "Children Play their Part" which has five stories.
The Helpful Servant
2 Kings 5
Snatched to Safety
2 Kings 11-12
Small King, Big Task
2 Kings 11-12
The Two Sons
Matthew 21
Be Like Me
Matthew 18
St Andrew's First School
Family Learning has continued to be popular with a fully subscribed adult learning group taking place each Thursday morning. This resumes in January after the Christmas break.
Evesham Library have supported an Arts project with local artist Maria Leydon working with our Year Four and Five classes to create a permanent mural for one of their walls. All classes in our school make a library visit once a half-term and will be able to see their work on display over the next few years.
St Andrew's Football Team has been well supported during this term by parents and pupils. We enjoyed taking part in the newly formed Evesham League and look forward to doing even better next year!
When we come back in January we will be providing three new after school clubs for children: Tag Rugby, Dance and Dodgeball. These are based on a survey of which clubs children would like to try and will run until the end of Spring term.
Don't forget, our school hall is available for private and commercial bookings during evenings and weekends. Please contact the school office on 01386 41351 or [REDACTED_EMAIL] for more details.
From all of us at St Andrew's First School, have a very Merry Christmas and a Happy New Year!
St Andrew's Open Morning
St Andrew's Church is open on the second Saturday of each month. The next open morning will be on Saturday 10th December from 10am until noon. Come along and join us for a coffee, tea or squash and a chat.
There will be Fair Trade goods for sale along with our Christmas Cards and hand-made greetings cards. | web | http://www.hamptonchurch.org.uk/public/family%20focus/2011/12%20-%20December/Family%20Focus%20-%20December%202011.pdf | 0.494407 | {
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Problem 2 Determine the smallest integer \(n\), for which there exist integers \(x_1, \ldots, x_n\) and positive integers \(a_1, \ldots, a_n\), so that \(x_1 + \cdots + x_n = 0\), \(a_1 x_1 + \cdots + a_n x_n > 0\) and \(a_1^2 x_1 + \cdots + a_n^2 x_n < 0\).
Problem 3 A set \(S\) of integers is Balearic, if there are two (not necessarily distinct) elements \(s, s' \in S\) whose sum \(s + s'\) is a power of two; otherwise it is called a non-Balearic set.
Find an integer \(n\) such that \(\{1, 2, \ldots, n\}\) contains a 99-element non-Balearic set,
whereas all the 100-element subsets are Balearic.
Problem 4 Let \(x, y, z\) and \(a, b, c\) be positive real numbers with \(a + b + c = 1\). Prove that
\[
(x^2 + y^2 + z^2) \left( \frac{a^3}{x^2 + 2y^2} + \frac{b^3}{y^2 + 2z^2} + \frac{c^3}{z^2 + 2x^2} \right) \geq \frac{1}{9}
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Lesson 562 Differential Equations proportional relationships
Types of Variation
k is called the Constant of Variation
y variesdirectlyas x means
y = k•x
y variesindirectlyas x means y = k / x
z varies jointly as x and y means z = k•x•y
Proportional Rates of Change
In a situation where the rate of change of one variable is proportional to the rate of change of another:
Then y = Ce kt where C is the initial value and k is the proportionality constant.
Note:
if k is positive, exponential growth will occur if k is negative then exponential decay will occur.
Examples | web | http://kevinfraker.com/calculus/calc-lesson562.pdf | 0.492513 | {
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4 Tips to Create More Accessible Presentations
Think about your text and font choices. 1.
DO use the application's tools for bulleting and outline numbering rather than typing them in as text.
DO increase the font size if possible. A minimum of 18pt is ideal for PowerPoint and other presentations.
DO break up large bocks of text with titles, headings, and lists.
2. Pay attention to how you use color.
DO make sure that there is good contrast in colors between the background and the foreground
DO NOT use color-only to convey information.
Examples using color
Poor Contrast Good Contrast Poor Contrast Good Contrast
"Names are in bold and highlighted in yellow: Jane Jones"
3. Be aware of captioning needs.
DO use alternative text ("alt text") to describe the content and context of images
DO make sure video and audio files have captions or transcripts.
4. Make sure your audience knows the information on your slides.
AVOID expressions like "as you can see from this graph."
DO verbally explain the information presented on slides, especially graphs and charts | web | https://www.bates.edu/equity-inclusion/files/2024/08/Tips-to-Create-More-Accessible-Presentations-1.pdf | 0.430771 | {
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SNAPCHAT: KOGS GUIDE
SO WHAT IS SNAPCHAT?
Some stats:
Snapchat has 158 Million users
2.8 Billion snaps are created each day
Over 20 Thousand photos are shared every second!
Snapchat is a social media site popular with young people. You can upload pictures and videos and share with your friends.
You can share images for a specific amount of time (up to 10 seconds) and they remain available to view by your followers for up to 24 hours (unless you choose to delete). The pictures and videos (snaps/stories) can be screenshotted and saved by your followers and although you are notified of this once it has been screenshotted there's no going back.
Snapchat also has an instant messaging function which can be used to send and receive messages privately. Once read the message usually disappears unless it is saved by the sender or receiver. These messages can be text, video or photos. Photos can be edited and different filters can be added to enhance the photo or add features such as emojis, text and backgrounds.
More than 70% of users are female and over ½ of the UKs 10 million users are aged 13-17
How do so many young people end up with people they don't know on Snapchat?
Username – some young people will share this on other social media sites where they may have strangers who follow them
Contacts – if a contact on your phone book has SC you can search for them there
Snapcode – by scanning an individuals 'ghost' icon off their device
Nearby – probably the most worrying, you can add someone to your SC if they are in close proximity.
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better tomorrow.
The Glorious Cause Jeff Shaara 2018-12-29 In *Rise to Rebellion*, bestselling author Jeff Shaara captured the origins of the American Revolution as brilliantly as he depicted the Civil War in *Gods and Generals* and *The Last Full Measure*. Now he continues that amazing saga of war between colonies and Britain with *The Glorious Cause*, a novel from a single and crucial day in the long and bloody struggle of war. In a war in which the outcome was often uncertain, despite the spirit and stamina, the colonists were outmanned and outfought by the brazen British army. General George Washington found his troops trapped in the battles at Brooklyn and Manhattan and retreated to New Jersey. While the future of the colonies at its very core, Washington made his most fatal decision: to cross the Delaware River and strike the enemy. The stunning victory at Trenton began a saga of victory and defeat that concluded with the British surrender at Yorktown. Event by event, the history of the Revolution is told. The despair and triumph of America's first great army is conveyed in scenes as powerful as Shaara has written. A story of war, the point of view of many of the most memorable characters in American history. There is George Washington, the charismatic leader who held his army together to achieve an unlikely victory; Charles Cornwallis, the no-nonsense British general, more than a match for his colonial counterpart; Friedrich von Steuben, the German who came to America solely to become a battlefield commander in Washington's army; The Marquis de Lafayette, the young Frenchman who brought a soldier's passion to America; and Benjamin Franklin, a brilliant man of science and philosophy who became the finest statesman of his day. From Nathan Hale to Benedict Arnold, William Howe to "Light Horse" Harry Lee, from Trenton and Valley Forge, Brandywine and Yorktown, the American Revolution's most immortal characters and poignant moments are brought to life in remarkable Shaara style. Yet, *The Glorious Cause* is more than just a story of the legendary six-year struggle. It is a tribute to an amazing people who would identify nationhood through their declare themselves free. Above all, it is a riveting novel that both expands and surpasses its beloved author's best work.
An Outline History of the American Revolution Richard Ernest Dupuy 1975 Provides narrative summaries of the principal battles and events of the struggle for Independence, describes the various participating forces, and conveys brief biographies of important personalities.
The American Revolution Documents Demystified Ellen Gould 2018-03-31 This engaging overview of the American Revolution enables students to understand and appreciate the key events, leaders, and documents that shaped American democracy through primary documents. • Provides carefully selected key documents that help readers understand the American Revolution—and U.S. history in general • Makes primary sources accessible, approachable, and comprehensible • Includes a concise introduction that summarizes the historical points in the history of the American Revolution • Shows how historians deconstruct and interpret documents • Supplies useful annotations that guide the reader’s analysis
The Beginnings of the American Revolution Ellen Chase 1931 | web | https://equipoeducativo.com/Causes+Of+The+American+Revolution+The+Road+To+War+Causes+Of+Conflict/redir_esc?z=W9G4N3 | 0.420551 | {
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Island of Miracles Discussion Questions
1. At the outset of the novel, Katherine Middleton seemed to live a charmed life, but her relationship with her parents was strained, her career was at a dead-end, and her marriage was not what it seemed. Are there people you know, who seem to have it all, whose life may not be perfect? Why do you think we are all so quick to judge others based on outward appearances?
2. Kate spent her youth traveling the world; but, as an adult, all she longed for was a place to belong. Do you think that her nomadic youth contributed to her decision to marry Mark and her inability to leave a job in which she was unhappy?
3. Do you think that Katherine's decision to escape to Chincoteague was brave or cowardly? Was she too quick to give up her life and run away, or do you think that events in her life led to her move? Would you consider that fate? Do you believe in fate, destiny, or divine providence; or do you believe that we chart our own paths? Is there such a thing as
coincidence, or does everything happen for a reason?
4. Zach and Aaron both kept secrets from the ones they loved. Knowing what those secrets were, would you have done the same? Why or why not? How would you have handled Kate's questions?
5. Kate harbored a secret of her own and spent a great deal of time debating whether to tell Mark the truth. If you had been in Kate's shoes, what would you have done?
6. In Kate's eyes, everyone sees her a failure who can't get her life together. Have you ever felt that way about yourself? About another person? What advice would you give to someone who seems to always make poor decisions?
7. The residents of Chincoteague, for the most part, welcome Kate with open arms. Have you ever lived in or visited a place where the people make you feel like you belong there? Did it make it hard for you to leave?
8. Aaron's love for Kate was simple, pure, and true. He was willing to do anything for her and for her baby and to accept her for all that she was. It seems like that kind of love is hard to find these days. Do you think that people, too often, have lofty expectations of people and aren't able to fully accept people for whom they are? Why do you think that is?
9. Which character spoke to you the most and why?
10. What, if anything, would you change about Island of Miracles? What would you tell the author if you could talk to her about her book? | web | https://amyschislerauthor.com/wp-content/uploads/2019/01/island-of-miracles-dq.pdf | 0.486639 | {
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Today's liturgy is a clear call to continued, determined conversion of mind, soul and spirit. There is only one God and, as the saying goes, it is not us.
Yet we sometimes plop ourselves squarely upon the one and only throne, wave our magic wands, and think we can control the events of the ordered universe. "She's in; he's out; I haven't decided yet; etc., etc." Todays liturgy is a reminder that there is a place for us, but God's throne is not it. Our place for now is at the Lord's table, humbly, yet with dignity, acknowledging our sinfulness before the God we worship and the God who loves everyone as equal heirs to the throne of glory. The Prayer After Communion asks that with the help of God's kindness put into action, we live the mystery of the eucharist in our everyday lives. Alone we can do nothing. With God all things are possible.
Mary Birmingham, Word and Worship Workbook,
Cycle A Paulist Press
Holy Family Catholic Church South Pasadena, CA www.holyfamily.org
Twenty-Fifth Sunday in Ordinary Time
9/24/2023
A Call to Prayer
The Word of God Matthew 20:1-16A
Faith Sharing Questions of the week
Closing Prayer
HOLY FAMILY CH U R C H
Holy Family is a welcoming Catholic Eucharistic community of disciples of Jesus Christ connecting faith with life and reaching out to those in need!
Begin by calling upon God: In the Name of the Father, and of the Son, and of the Holy Spirit, Amen.
Let us pause for a moment and listen attentively to this week's passage.
Matthew 20:1-16a
A reading from the holy Gospel according to Matthew
A reading from the holy Gospel according to Matthew:
Jesus told his disciples this parable: "The kingdom of heaven is like a landowner who went out at dawn to hire laborers for his vineyard. After agreeing with them for the usual daily wage, he sent them into his vineyard. Going out about nine o'clock, the landowner saw others standing idle in the marketplace, and he said to them, 'You too go into my vineyard, and I will give you what is just.' So they went off. And he went out again around noon, and around three o'clock, and did likewise. Going out about five o'clock, the landowner found others standing around, and said to them, 'Why do you stand here idle all day?' They answered, 'Because no one has hired us.'
Gospel Glossary
A parable is a story that teaches a lesson.
Idle means not doing anything.
A foreman is someone in charge of other workers
He said to them, 'You too go into my vineyard.' When it was evening the owner of the vineyard said to his foreman, 'Summon the laborers and give them their pay, beginning with the last and ending with the first.' When those who had started about five o'clock came, each received the usual daily wage. So when the first came, they thought that they would receive more, but each of them also got the usual wage. And on receiving it they grumbled against the landowner, saying, 'These last ones worked only one hour, and you have made them equal to us, who bore the day's burden and the heat.' He said to one of them in reply, 'My friend, I am not cheating you. Did you not agree with me for the usual daily wage? Take what is yours and go. What if I wish to give this last one the same as you? Or am I not free to do as I wish with my own money? Are you envious because I am generous?' Thus, the last will be first, and the first will be last."
The Gospel of the Lord
To summon means to call someone to help you or report to you.
To bear means to suffer and put up with something.
Envious means jealous.
Questions of the Week:
Children: Have you ever said "That's not fair"? What happened?
Teen: How do you experience God being generous to you: through your family, friends, school or parish?
Adult: Using Jesus' parable as your starting point, describe how God will treat those who come to be part of the church, even those who come late?
Family: God is always seeking us out and welcoming us into His generous love. Through whom has God reached out to you? Who is always en-
Creator God, guide us, as you guide creation according to your law of love. May we love one another and come to perfection in the eternal life prepared for us. We ask this, as we ask all things, through Christ our Lord.
Amen | web | https://holyfamily.org/wp-content/uploads/september-24-2023-25ot.pdf | 0.436012 | {
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FIRST GRADE
TEACHERS: Johanna Colmenares-Marillath Calderón-Marisol Yasnó Martínez
NAME:_________________________ DATE: ________________
DELIVERY DATE: APRIL 2sn - 2024
1. Count and write the indicated amount. 2. Write the indicated number in a circle:
3. Fill in the number before and after. 4. Write the númbers up to 20 following the series.
2 – 4 – 6 – 8 –
10 – 20 – 30
1 – 2 – 3 – 4 -
20 – 19 -18 -17-
TEACHERS: Johanna Colmenares-Marillath Calderón-Marisol Yasnó Martínez
5. Represents the following quantities on the abacus.
MATHEMATICS PREPARATION WORKSHOP – PERIOD # 1
8. Do the sums and color with the indicated color.
9. Pepe is at the supermarket and bought a dozen apples an ten bananas. Draw the amount. ¿How many fruits does Pepebuy in total?
Dozen apples
Ten bananas
In total Pepe bought:
Fruits.
10.
12. In a city there are many geometric shapes such as triangles, rectangles, squares, circles,color, count and write the amount of each one.
Name
NACIONES UNIDAS SCHOOL
MATHEMATICS PREPARATION WORKSHOP – PERIOD # 1
FIRST GRADE | web | https://www.colegionacionesunidasied.com/pdf/2024TALLERES1P/Math%201st.%20Preparatory%20Workshop%20Term%201%20-%202024.pdf | 0.430977 | {
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Chem'ick-ing. (Bleaching.) The process of steeping goods in a dilute solution of chloride of lime in stone vats, the liquor being continuously pumped up and straining through the goods until the action is complete. This precedes the souring which sets free the chlorine. See Bucking Kier.
Dash-wheel. (Bleaching.) A wheel with compartment revolving partially in a cistern, to wash and rinse calico in the piece, by alternately dipping it in the water and then dashing it from side to side of the compartments as the wheel rotates.
Hanging-machine. (Bleaching.) A machine on which cloth is hung to dry. It usually has tenter hooks for stretching the cloth by its edges. See Hook-frame. | web | http://www2.cs.arizona.edu/patterns/weaving/articles/amx_blch.pdf | 0.428638 | {
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Children’s Experiences with a Sport-Related Injury
Lauren Loberg, MS
University of Tennessee, Knoxville
Melinda Houston, PhD
University of Utah
John Heil, DA, Psych
Psychological Health * Roanoke
RATIONALE
• Increase in children participation in sport (Weinberg & Gould, 2003).
• Age may impact injury response
(Brewer, Linder, & Phelps, 1995; Smith, Scott, O’Fallon, & Young, 1990; Wiese-Bjornstal, Smith, Shaffer & Morrey, 1998).
• Lack of research on children’s experiences with injury
PARTICIPANTS
• N = 10 (4 male, 6 female)
– 9 – 14 years of age
– Length out of sport
• 2 days – indefinitely
– Sports
Diving
Gymnastics
Mountain Biking
Skiing
Soccer
Taekwondo
Trampoline & Tumbling
METHOD
• Semi-structured interview format
• Face-to-face (n = 8), telephone (n = 2)
• Interview length = 15 - 30 minutes
• Inductive analysis (Scanlan, Ravizza, & Stein, 1989)
1. Identify common themes in raw data
2. “Higher order themes”
3. “Dimensions”
DIMENSIONS
• Emotional responses
• Social factors
• Physical factors
• Strategies
• Outcomes
EMOTIONAL RESPONSES
• Anxiety
– Fear of re-injury
– Fear of unknown
– General fear
• Lack of activity
– Frustration
– Excitement to return
• Denial
• Confusion
• Confidence
• Guilt
Emotional Responses (Fear of re-injury)
“I would wear the ankle brace in games, but I wouldn't wear it in practice… I wasn't that confident not to wear it in games cause I didn't want anything else to happen.”
“I'm not confident when I start to do stuff. I like double think, and I think, 'Whoa, what will happen if I do this' instead of just, go ahead and doing it.”
Emotional Responses (Denial)
“I didn't think it was broken at first…I just didn't want it to be broken and I thought it wasn't.”
SOCIAL FACTORS
• Isolation
• Treatment from others
– Medical care
– Positive responses
– Pressure
– Being treated differently
Social Factors (Pressure)
“They still asked me to do it. And I said, I don’t want to do it. And then, he kept pushing me to do it. But I didn’t want to do it, so I’d mostly leave early because they would keep pushing me the whole night.”
Social Factors (Being treated differently)
“I don’t really like it when they treat me differently, because, like, I don’t know, just like when people know that you’re injured, they treat you differently and I don’t like that.”
PHYSICAL FACTORS
• Pain
• Side effects
• Continual symptoms
Physical Factors (Pain)
“The worst day in my life. The hurting part, hurting part, that's why. That's the sucky part.”
Physical Factors (Continuing symptoms)
“I ski fine, it just bugs me. Like if I ski powder, like the whole day, or anything, it kills me.”
STRATEGIES
• Behavioral
• Cognitive
• Social
Strategies (Behavioral)
“It was good to watch from the sidelines and be in another perspective, but it was really annoying…It was good to observe. I just wanted to play.”
Strategies (Social)
“I finally got to tell someone how I felt about it, cause I never really had a talk about it like this.”
OUTCOMES
• Negative outcomes
• Lessons learned
Lessons Learned
“It helped me see, it's not a matter of if you're gonna have the injury, it's a matter of when. And my injury wasn't even that bad of an injury. So when the time does come, you can work through injury. It's not gonna be...It might be a bit of a challenge, but it's nothing that you can't work through.”
Connection to Integrated Model
• “Most Notable”
– Emotional responses
• Denial
• Fear of unknown
• Fear of reinjury
• Frustration
• Boredom over lack of activity
• Positive outlook
– Importance of social interactions
• Lack of involvement from coaches
Parental Involvement
Suggestions
• Ask them…listen
• Medical professionals
• Coaches
– Support
– Potential fear | web | http://psychhealthroanoke.com/Resources/ppChildInjuryLoberg.pdf | 0.448899 | {
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In your head:
Mental blank-out
Racing thoughts
Difficulty concentrating
Negative thoughts about:
- Past performance
- Consequences of failure
- How everyone else is doing
Knowing answers before and after test,
THE SIGNS OF TEST ANXIETY
In your body:
Nausea
Cramps
Faintness
Sweating
Headache
Dry Mouth
Increased breathing rate
Fast heartbeat but not during the test
Tense muscles
CAUSES AND CURES OF TEST ANXIETY
CAUSE: You are not adequately prepared for the test.
CURE: Organize yourself and study.
Being well prepared for the test is the best way to reduce test taking anxiety.
Space out your studying over a few days or weeks, and continually review class material, don't wait until the night before or even a few days before and try to learn everything.
Organize material to be studied and learned. Take a step by step approach to build a strategy and not get overwhelmed.
Review your past performance on tests to improve and learn from experience.
Avoid thinking you need to cram just before the test.
CAUSE: You are having physical signs of anxiety
CURE: Take care of your body.
Eat well and exercise. Make sure not to disrupt your regular routine while preparing for a test.
Get plenty of sleep, especially the night before your test. Lack of sleep can seriously affect your ability to retain and recall information.
Take breaks to be social. Emotional health is as important as physical health for minimizing anxiety. Surround yourself with positive people who support your studying.
CAUSE: Tension builds up in your body.
CURE: Use tension-release exercises.
Take a couple of deep breaths and exhale slowly.
Close your eyes and picture a peaceful setting.
Focus on particular groups of muscles (like your shoulders). Tense the muscles for 10 seconds; then let them relax. Take note of the difference. Repeat this exercise, relaxing the muscles more each time.
CAUSE: You have negative thoughts.
CURE: Counteract them with positive thoughts.
Negative thoughts can distract you or make you freeze up during a test. Deal with these BEFORE the test.
For each negative thought, write a positive thought that argues against it.
CAUSE: The test environment is a distraction.
CURE: Attempt to tune out the distractions.
Dress comfortably and in layers, so you are prepared for warm or cool environments
Try to avoid arriving late. Select a seat that will best minimize things that distract you. (EX: Sitting away from a window or away from other students)
Have a strategy ready to deal with distractions. For example, repeating a phrase like "Remain calm" or using visualization. Whatever you choose, use this same strategy when you are studying for your test, so it is familiar to you.
CAUSE: Your mind goes blank or it wanders.
CURE: Attempt to stay focused.
When you start the test, take a few moments to design a strategy. Look through the test first and plan what you need to do. (EX. Leave enough time to complete essay questions.)
If you go blank, remember, "ACTION FIGHTS ANXIETY". Jot down any relevant information that will help you. As you begin to write things down, you may remember other information. This will allow your ideas to flow again.
Don't spend time puzzling over questions you do not know. Mark them to return to later if time permits. | web | https://www.dickinson.edu/download/downloads/id/2282/combatting_test_anxiety.pdf | 0.500113 | {
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Kamay Botany Bay Environmental Education Centre Stage 1: The Past in the Present
The Past in the Present allows students to explore aspects of the past and consider how people lived at different time periods – Aboriginal living, First European contact, Alpha Farm from 1815 and present day activities in the National Park.
Students will examine objects and evidence of Aboriginal use of the land in the past, the arrival of Captain Cook and the use of the land for farming, including the Alpha Farmhouse. There will be an opportunity for all students to dress up in period clothing from 1850s to 1900s and consider the life as child during this period.
They will collect authentic evidence to include in a class scrapbook to create a historical narrative during their visit.
Cross-curriculum priorities
Supports History
HT1-2; identifies and describes significant people, events, places and sites in the local community over time
HT1-4; demonstrates skills of historical inquiry and communication
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HCCS Parents/Guardians:
These rules apply to ALL students whenever they ride the public school buses, including regular routes, field trips, or riding with a friend who is on the regular route before or after school.
If your child/children are on a regular bus route, please remember to inform the bus driver whenever your child will NOT be riding.
Riding the public school bus is a privilege, not a right. If we abuse it, we lose it.
Bus Rules
1. Remain seated at all times: The seat you first sit in, will be the seat you STAY in. If you are assigned a seat, you will stay in that assigned seat. Do not walk around, hang on the luggage racks, or change seats.
2. No profanity: Absolutely no profanity or inappropriate language will be tolerated. Use of inappropriate language can cause you to lose the privilege of riding the bus.
3. Be courteous and respectful: Please be courteous to other students and to the bus drivers. You are expected to show respect to everyone on the bus. No bullying and name-calling.
4. No smoking, no alcohol
5. Food: Absolutely no sunflower seeds!!! You are allowed to eat and drink on the bus until it becomes a problem. Please throw all containers and wrappers in the trash baskets.
6. Keep hands and head inside the bus!
7. Keep hands and feet to yourself.
8. Do not destroy property: Do not pick at tears in the bus seats. Do not write on any part of the bus. Those found destroying school property or property of others will be disciplined.
9. Discipline: The above rules will be enforced. For those students who misbehave or do not follow the rules, disciplinary action will be taken. It will be up to the bus driver as to when seats are assigned on the bus. If the student continues to misbehave, the child will be removed from the bus for a minimum of one week, up to a semester. Permanent Removal can occur. | web | http://www.howellscommunitycatholic.org/Bus_Rules_2019-20.pdf | 0.503563 | {
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Coaches' Education Program Level 1 Online Course Reference Section Drill and Game Supplement
Ground Balls 3 Across The Field
Objective:
A great drill that can be done by an individual to improve their ground ball skills in a short period of time. Very good for beginners as you introduce the skill. It gives advanced players the chance to get a lot of reps in and focus on the fundamentals.
Suggested space needed/equipment: Lacrosse field
Players needed: Two.
Description of Drill-Execution
Scooping Fundamentals (For Right Handed Scooping):
1. Hands shoulder width apart.
2. When they see the ball on the ground they yell "Ball". When the ball is scooped they yell "Break". If they don't yell these then consider having the whole team does 3-5 push-ups as a gentle reminder.
4. Left hand should be at the knee or below. "Scrape the knuckles"
3. As they approach the ball they should get their Right foot as close as possible to the ball. This gets their body over the ball and protects the head of the stick from checks by defensive players.
5. After scooping they should accelerate (to avoid the defender catching them), bring the stick up to their face, and turn in a counterclockwise arc.
6. Turning in an arc is important for younger players who hold the stick out in front after scooping because they haven't mastered the skill of bringing the stick up to the face immediately after scooping.
7. You can tell the kids to "Scoop it"; "Kiss it" (bring it to face); "Hear it" (bring the stick to the ear and protect it.
8. For Left handed scooping the Right hand will be by the knee and they will turn in a clockwise arc.
US Lacrosse Coaches Education Committee 2005
Drill Execution:
2. The coaches must stress to the kids that they go slowly enough so that their technique is perfect. This drill is to reinforce the fundamentals, not just "kill time". Bring stick to face and cradle after the scoop, just like in a game.
1. Players pair off and stand on the sideline. Player 1 gently rolls the ball out towards the opposite sideline, then runs and scoops it. Repeats until he has scooped it 3 times then turns around and repeats 3 scoops going back towards Player 2.
3. When Player 1 returns to the sideline Player 2 will then do the same thing.
4. To avoid confusion, I suggest that they do them all Right handed for 2 turns, then all Left-handed for 2 turns.
5. This is a good drill to do for 5-10 minutes. It involves some conditioning.
Drill Diagram
Ground Balls 3 Across The Field
Skills practiced
1. scooping
2. protecting the ball
3. turning in the correct arc.
Variations/Progression/Increased difficulty (As your players improve their skills incorporate the following…)
US Lacrosse Coaches Education Committee 2005
© Copyright US Lacrosse 2005
1. Pick up the pace so there is more conditioning and they learn to concentrate on the fundamentals when going full speed.
2. Introduce a spin dodge after each scoop. They must protect the stick during the dodge.
3. As they become better and getting the stick up and protected they will be able to feel the defensive pressure and turn the "wrong" way after scooping.
Goalie involvement:
Same as the other players.
Related drills:
1. Ground ball box out drill
2. Ground ball out and back
3. Ground ball with a chaser | web | http://www.uslacrosse.org/Portals/1/documents/pdf/resources/drills/mens/ground-ball-three-across-the-field.pdf | 0.433278 | {
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RED January 2021 Challenge!
What’s the task?
This January, we are challenging YOU to get active, and be creative! All you need to do to be in with the chance of receiving a £50 sports voucher, is show us how you’ve been staying active this month. You can choose any activity to keep active, for as many days as you can in January.
Send us a photo or a video of your physical activity, be as creative as you like! Here are some examples:
- Use the 1SE App to record a 1 second video of your activity everyday
- Record your activity on the Strava App and send us a screenshot
- Take a photo of nature whilst you’re exercising outside
- Send us a sweaty selfie after your activity!
- Send us your completed RED Jan calendar showing how many days you were active for
How do I enter?
Please send your entry to your youth worker, letting them know you’d like to enter the London Youth RED January Challenge. Under 16’s must also have parental consent to enter.
Why not get your friends involved and set up a Whatsapp group to encourage and motivate each other?
Entries will close on Sunday 7th February 2021.
Why?
We all know that being active is good for our physical health, but it’s also a great way to support our mental wellbeing. Physical activity releases chemicals in your brain that make you feel good - boosting your self-esteem, helping you concentrate as well as sleep, look and feel better. Why not use this challenge to focus on your wellbeing this January?
We look forward to seeing your entries!
If you have any questions, please email [REDACTED_EMAIL]
Beating the blues one day at a time.
1. 2. 3. 4. 5. 6. 7.
8. 9. 10. 11. 12. 13. 14.
15. 16. 17. 18. 19. 20. 21.
22. 23. 24. 25. 26. 27. 28.
29. 30. 31.
2021
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How to create Jazz chants to introduce and practise everyday spoken English
CEFR level: Any level
Skills Focus: speaking
Resources:
* Ready-made chants or create your own
What are Jazz Chants:
* A jazz chant has a four-beat rhythm: 1, 2, 3, 4
* The first beat is the first stressed word (which may not be the first word)
* Each beat will be either a stressed word or a clap
* Chants use natural spoken English
* Chants don't require any special materials
* Chants can be used in classes of any size
* Chants can be used with all age groups
* Chants do not require musical ability
Why use Jazz Chants:
* They provide an innovative, exciting, and effective way of developing fluidity and natural speed in speaking 'chunks' of language.
* Jazz Chants introduce and reinforce the language structures and functions of everyday spoken English.
* They are simple and repetitive, providing students with language they can really use.
* They appeal to students of all ages, and work well with large classes.
* They build up learners' confidence and help create a sense of achievement and success
* TPR, pair work and role-playing activities naturally link in with Jazz Chants.
* They can be personalised to fit your learner's needs
The magic formula for a vocabulary chant:
2-3-1
To create a vocabulary jazz chant you will need words that have three syllables, two syllables and one syllable.
The magic formula of creating a vocabulary jazz chant is to have
Creating your own Jazz Chant:
1. Choose a topic. This is one of the biggest advantages of writing your own jazz chant as you know exactly what your students' language needs are, what they are studying at the moment and also what their interests are.
2. Brainstorm vocabulary related to that topic. Let's imagine that you have chosen to do a chant on sports for students preparing for GESE Grade 4 or ISE Foundation. And you are going to create a 3-word chant on sports.
3. Now say the words out loud to yourself to see how many sounds there are in each word. E.g. Baseball (2), basketball (3), golf (1)
4. Make a list of all your 3 syllable words, a list of all your 2-syllable words and then all of your one syllable words.
5. Now you are ready to write your jazz chant | web | https://bcelt.trinitycollege.it/pluginfile.php/77307/mod_resource/content/1/How%20to%20..%20Jazz%20Chants%20HO1.pdf | 0.434888 | {
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Company
Product description
Student company development
Student company "Swixeli"
Marilise Seppel
Gunda Oja
Anna Ovtšinnikova
Arina Laanemets
Anna Sepman
KatrīnaMeijere
Ilva Krastiņa
Kristīne Krastiņa
Sóley Lóa Eymundsdóttir
Italy
Estonia
Bjarmi Þeyr Jónsson
SwixELI is a website providing job offers for youngsters. Our mission is to bring together employers and employees by gathering suitable job offers on this website.
It was the first time we met each other, so people from the same country showed a presentation about their country. Later we got in international teams and tought about our product, logo and our future plans.
We met each other, discussed everything with our colleagues and worked on the thing that we had to.
Greece
Iceland
Latvia
We got to know each other better. We discussed problems with our company. We made a presentation about our company"SwixELI" and presented it.
By engaging in intense discussions we managed to create our perspective of a good marketing model that didn't just prove to be succesful but also sustainable.
We made our stand and decided on our companie's image.
| Marketing | Logo |
|---|---|
| Observation | + • We had the chance to visit everything that comes with other countries and culture, starting from their food and traditions and ending with the unusal nature. • We met the best people and made friends. • We now have the basic skills to develop a company. | | web | https://entrepreneur.fas.is/wp-content/uploads/2018/11/Swixeli_tabula.pdf | 0.438066 | {
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Name of Project: Ascent: Advice and Counselling
Lead partner: Solace Delivery partner: Ashiana Network
I am 28-year-old Bangladeshi woman. I was forced into marriage in 2018 and came to the UK to join my husband at the end of the year. We lived with his family. I was treated like a slave in the house, forced to cook and clean for everyone. Once I overcooked the rice and they swore at me and beat me.
They abused me daily. I felt very lonely and hopeless. They would not let me have friends, go out, or communicate with anyone. I wanted to speak to my family back home and tell them what was happening, but I was scared.
One day I finally asked them to come and pick me up or I was going to kill myself. On this occasion, I was badly beaten after refusing to ask my parents to send my in-laws money. They wanted the money to buy furniture. My parents are very poor. I left the house that day without anything. I left my documents, all my belongings, and my gold.
After I left, I was still scared. I had no idea what to do next. I did not speak any English. This fear went on until I was put in touch with Ashiana Network. My caseworker was very kind and understanding. She spoke to me in Bengali. First, she referred me to an immigration solicitor for Destitute Domestic Violence Application. She then helped me open a bank account. Because I had no recourse to public funds, she applied for NRPF subsistence which I received until I got benefits. I had money paid into my own bank account for the first time.
I was advised to report to the police. My caseworker helped me do this and get police assistance to collect my belongings from my in-law's house. I managed to bring everything back.
My caseworker then referred me to Ashiana's refuge. I was initially very nervous about moving into a refuge that was not in the same borough as my supportive relatives. My caseworker helped me to trust the process and I felt confident to accept the refuge space.
I would not have been able to do any of these on my own if my caseworker was not there to listen and support me. I am currently on the waiting list for counselling in Bengali with Ashiana. I believe this will enable me to move forward with my life. | web | https://londoncouncils.gov.uk/download/file/fid/27996 | 0.511588 | {
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Barry Lawrence Ruderman Antique Maps Inc.
7407 La Jolla Boulevard La Jolla, CA 92037
([REDACTED_PHONE]
[REDACTED_EMAIL]
Theoria Veneris Et Mercurii
Stock#: 36960
Map Maker: Cellarius
Date:
1660 (1708)
Place:
Amsterdam
Color:
Hand Colored
Condition: VG+
Size:
20 x 17 inches
Price:
SOLD
Description:
Finely executed celestial model showing the movements of Venus and Mercury from the 1708 Valk & Schenk edition of Andreas Cellarius' Harmonia Macrocosmica.
Andreas Cellarius was born in 1596 in Neuhausen and educated in Heidelberg. He emigrated to Holland in the early 17th Century and 1637 moved to Hoorn, where he became the rector of the Latin School. Cellarius' best known work is his Harmonia Macrocosmica, first issued in 1660 by Jan Jansson, as a supplement to Jansson's Atlas Novus. The work consists of a series of Celestial Charts begun by Cellarius in 1647 and intended as part of a two volume treatise on cosmography, which was never issued.
Cellarius' charts are the most soughtafter of celestial charts, blending the striking imagery of the golden age of Dutch Cartography with contemporary scientific knowledge.
Detailed Condition:
Old Color, recently refreshed.
Drawer Ref: Celestial
www.raremaps.com | web | https://www.raremaps.com/gallery/print/36960 | 0.503227 | {
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Brought to you by Idealsafe [REDACTED_PHONE] Website: www.idealease.com
April 5, 2013
Are your drivers using the WRONG GPS?
It is important to understand that not all navigation systems are the same. That is why it is critical for truck and bus drivers to use the right navigation system when operating a commercial truck or bus. By using a navigation system that does not provide important route restrictions, such as low bridge overpasses, the shortcut you thought would save you time and fuel may end up costing you more than you bargained for. A typical system that a consumer might buy at an electronics or auto parts store may not have software programming to show low bridges, hazmat routes and other information relevant to commercial motor vehicle operators.
The FMCSA created a visor card specifically for truck and bus drivers on how to choose the right navigation system intended for them. The visor card gives tips for safe use of navigation systems, and can be downloaded free-of-charge. To download the card click on the following link:
http://www.fmcsa.dot.gov/about/outreach/education/gps-visor-card.aspx
The visor card provides tips on selecting the proper navigation system designed for trucks and buses, and the correct use of the navigation systems. For example, in order for the navigation system to provide you with the appropriate route, truck and bus drivers should enter all relevant information such as:
vehicle's length, width and height;
axle weight; and
any hazardous materials being hauled.
However, it is important to know that these accidents occur in a number of ways:
* A driver follows the route suggested by a GPS unit without checking for height restrictions.
* A driver ignores signs warning of low-clearance bridges.
* A driver travels on a road that is closed to commercial trucks over a certain size.
* A driver is distracted or inattentive when approaching a low-clearance bridge or when merging onto a road closed to large trucks.
* A driver is carrying an illegal load that is too tall to clear bridges.
* A driver's company routes a truck through an area that has low-clearance bridges.
Here are some tips for your drivers to prevent this type of damage:
- If you call your customer for directions into their facility, realize that the person giving you directions drives there every day in a car. They may never think that the bridges and over passes that you will come across will not be high enough for your truck. Specifically ask them if the directions they have given you are on a truck route. Also ask if there are any low clearances. No matter what information you receive and proceed with caution, as only you are responsible for the damage that will be caused.
- Use a GPS that is specifically made for the professional commercial vehicle driver.
- Overhead clearances are posted in advance of most underpasses and tunnels, but keep in mind that they may have just put 2" of new asphalt on the road. Be alert for new road construction in front of underpasses, bridges and tunnels.
- Just because other trucks are going through doesn't mean that you will fit through the bridge, tunnel, etc.
- If a marked or unmarked overpass looks low, slow down immediately, put on your four way flashers, ease up to the overpass, stop and check your actual clearance.
- Many bridges and overpasses are not perfectly straight; the sides are often lower than the center. Cross under in the inside lane.
- If possible take a look at the road elevation on the other side of the bridge to see if there is a sharp incline or decline. Either of these situations could cause trouble as you may fit under and as you exit the body or trailer will be driven up into the bridge due to the road elevation.
- In the winter snow and ice on the roadway can change the amount of clearance enough to cause damage.
- Be aware that conditions do change. In extreme heat wires will stretch and hang lower over the roadway. Severe icing can also lower wires and tree limbs causing damage.
- If you at all question that your truck will make it under an obstruction the best advice if it is safe to do so is get out and look before striking the object
- If you see that you cannot proceed through the low overhead and the traffic around you is congested, you are better off to call the police and get assistance in backing out of the situation vs. backing against traffic and causing an accident.
By following the recommended route, obeying traffic signs and not driving while using a cell phone or texting, tragedies can be prevented and lives saved on our roads and highways.
Registration is now open on line for the 2013 Idealease/NPTC Safety Seminars
Idealease, its affiliates and the National Private Truck Council NPTC will again be hosting safety seminars in 2013. The one day seminars this year will focus on basic safety and compliance, regulation changes and CSA. The seminars and will be provided to all Idealease customers, potential customers and NPTC members at no charge. The seminar provides important information applicable for both the novice and experienced transportation professionals. To view the schedule and register for an upcoming seminar in 2013 click on the following link:
www.Idealease.com/safety
2013 Idealease/Safety Seminar Schedule
9-Apr: Milwaukee, WI
10-Apr: Fort Wayne, IN
11-Apr: Green Bay, WI
11-Apr: Grand Rapids, MI
17-Apr: Sacramento, CA
18-Apr: San Leandro, CA
18-Apr: Orlando, FL
23-Apr: Altoona, IA
24-Apr : Oklahoma City, OK
25-Apr: Chattanooga, TN
25-Apr: Dallas, TX
8-May: Denver, CO
9-May: Mississauga, Ontar | web | https://tricotruck.com/wp-content/uploads/2017/03/04_05_13.pdf | 0.437011 | {
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Does my dog need a coat?
**Quick potty break?** A coat and other winter attire are generally not needed.
**Temp or windchill dipping to 32 degrees F?** These dogs probably need at least a sweater.
**Puppies**
**Low Body Fat**
**Short Legs**
**Seniors & Dogs w/ Medical Conditions**
**Thin Coat**
**Temp/windchill dropping below 20 degrees F?** With dogs of any breed or coat type, watch for signs that they are cold - shivering, whining, etc.
**Very active outdoors?** Coats retain extra body heat - you don’t want your dog to overheat in the winter.
**NEVER force your dog to wear a coat, sweater, booties or other clothing!** If your dog refuses to wear a coat, then monitor him and limit outdoor time during cold weather.
**Grooming needs.** Consider letting your dog’s coat grow out over the winter months for added warmth. Be sure to keep your dog’s coat brushed out. A long coat adds extra insulation for your dog, but a matted coat inhibits its insulating power.
---
What about those dogs that were bred for cold climates?
Do you have a dog with a thick double coat? Chances are, he loves the cold weather! Huskies, Malamutes, Chows, St. Bernards, Great Pyrenees and other breeds were selected to tolerate the winter elements.
If you do have such a breed and you do keep him outdoor, be sure that you provide:
- unlimited access to fresh water
- extra food to create the energy necessary to keep warm
- a warm dry shelter - floor elevated a few inches off the ground, plenty of bedding (cedar shavings or straw), door is protected from the wind
Even if you have such a breed, they may need to come inside during very cold weather, as they age, or if they are sick.
---
Paw Protection
Your dog’s paws need extra care in winter.
- Nails do not wear down as quickly in winter, so may need extra attention.
- Salt and chemical ice melt can irritate paws
- Clip the long hair between toes to prevent formation of ice balls
- Rinse paws after walks
- Use paw protection products such as Musher’s Secret
- Use booties (only if properly conditioned)
Remember, daily walks are NOT mandatory. Stay home on those super cold days and give added enrichment activities. Check out my Toss the Food Bowl blog for ideas.
The Dangers of Hypothermia & Frostbite
Symptoms of Hypothermia
- Pale or blue mucous membranes
- Weak pulse
- Dilated pupils
- Decreased heart rate
- Stiff muscles
- Extreme shivering
- Body temp below 95 degrees F
- Unconsciousness
Symptoms of Frostbite
- Pale, bluish or grayish discoloration of the skin
- Pain
- Swelling and blister formation
- Body temperature can drop - putting the animal at risk for hypothermia
Frostbite can quickly affect ears, tail and paws.
First Aid for Dogs in Distress
If you suspect that your dog may have frostbite or hypothermia, act quickly. Hypothermia can result in neurological problems including coma, heart problems and kidney failure and even death.
1. Bring your dog inside to warm him up
2. Remove any ice and snow from the dog’s coat and paws
3. Cover your dog with warm blankets
4. Call your veterinarian immediately
Be Prepared!
If you live in areas that may have blizzards or power outages, keep an emergency kit on hand.
- Leash and Collar
- Coat
- Vet Records & Microchip Information
- At least a 5-day supply of:
- Dog food
- Water
- Medications
Antifreeze is highly toxic!!
Clean up spills and keep any de-icing products safely out of your pets' reach.
Check out this article for more information on hypothermia and frostbite. | web | https://www.crimsonhound.com/wp-content/uploads/2023/02/Feb_2023.pdf | 0.444985 | {
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CS10 In-Lab Midterm - Summer 2019
A Sudoku is a number puzzle: to solve it, each row, column, and each smaller square (bolded below) has to consist of the numbers 1-9. Below is an example of a solved Sudoku:
We want to build a block that takes in a Sudoku and determines if it was filled in correctly. Follow the instructions below to create this block. Use the starter file here (bjc.link/sd82j9); you do not need to create a new Snap! file.
1. Create a helper block that takes in a list of 9 numbers and determines if they would form a valid Sudoku row/column/square (as a reminder, a valid Sudoku row/column/square has each of the numbers from 1-9 appear once). There are options for you to write this block using loops, higher order functions, and recursion. You are only required to write it two ways; if you write it all three ways you will get 3 bonus points. Below are some sample calls to the block:
2. Fill in the skeleton code for "valid Sudoku" so that it correctly reports whether or not a Sudoku is valid. We have written the following helper blocks to help you with this part of the exam:
* takes in a row, column, and a Sudoku and outputs the item at that row, column of the Sudoku
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Nirvana Retreat
Kauri Valley Resort
Bhutan, Bhutan
Retreat - Meditation - Yoga
+[REDACTED_PHONE]
The Kauri Valley Hotel
+[REDACTED_PHONE]
Nursong
THE KAJIJI VALLEY HOTEL
[REDACTED_PHONE]
I ♥ KURSEONG
RANGAMALI JHAR KHURKHUTA DARJEELING
Two individuals are working together to clear debris from a path in a lush, green environment. The path is surrounded by dense vegetation and appears to be in need of maintenance.
Two women are cleaning a stream in a forested area. One woman is sweeping leaves and debris from the stream bed, while the other is using a broom to clean the surrounding area. The stream is flowing through a narrow channel between rocks covered in moss. The women are wearing casual clothing and face masks.
A woman stands on a moss-covered stone staircase, holding a broom and wearing a mask. A small white dog sits on the step next to her. The scene is surrounded by lush greenery and a small stream flows down the steps.
A woman is sweeping a path in a lush, green environment. She is wearing a striped shirt and pink pants with blue patterns. She has red flip-flops on her feet and is holding a white dustpan in one hand while sweeping with the other. The path is surrounded by dense vegetation, including various plants and trees.
Date: 16/09/2020
To whom it may concern
On 15th - 16th September, 2020, on the occasion of SWACHTA HI SEVA an online talk on COVID-19 Sanitisation and Hygiene related protocols was given by me to staff and students of Southfield College, Darjeeling.
Roshan Rai [REDACTED_EMAIL]
Darjeeling Ladenla Road Prerna
Darjeeling | web | https://southfieldcollege.org/wp-content/uploads/2022/09/Swachhta-Hi-Sewa.pdf | 0.42856 | {
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Sustentabilidade: Práticas Nacionais e Internacionais
TECNOLOGIA HIBRIDA FLEX
Edson Orikassa
1. Histórico:
Testes com etanol iniciou em 1931
1. Historico:
| Ano | Cronograma do etanol no Brasil |
|-------|------------------------------------------------|
| 1975 | Pro alcool |
| 1979 | Primeiro veiculo a etanol – FIAT 147 |
| 1989 | Consumo de etanol |
| 1990 | Carro popular |
| 2003 | Primeiro Flex – VW Gol |
| 2019 | Primeiro Hibrido Flex – TOYOTA Corolla |
GLOBAL ENVIRONMENTAL CHALLENGE
1. Climate Change
2. Air Quality
3. Energy Efficiency
TOYOTA ENVIRONMENTAL CHALLENGE 2050
1. New Vehicle Zero CO₂ Emissions Challenge
2. Life Cycle Zero CO₂ Emissions Challenge
3. Plant Zero CO₂ Emissions Challenge
4. Challenge of Minimizing and Optimizing Water Usage
5. Challenge of Establishing a Recycling-based Society and Systems
6. Challenge of Establishing a Future Society in Harmony with Nature
Contributing to a Better Society through Net Positive Impact
Net Positive Impact Challenge
New Vehicle Zero CO₂ Emissions Challenge
NEW CAR’S GENERATION DEVELOPMENT
We will keep launching hybrid vehicles while we accelerate the development of technology for new generation vehicles.
CO₂ 90% DOWN!
Hybrid is base for the Electric, Plug-in Hybrids and the Fuel Cell
HYBRID VEHICLE
Per-unit contribution to improvement in fuel efficiency
- Hybrid Battery: 28%
- Engine: 26%
- Hybrid system management: 16%
- Power Control Unit: 13%
- Motor: 13%
- Transaxle: 4%
Engine and HEV system are key factor
TOYOTA HEV SALES RESULTS & CO₂ REDUCTION EFFECT
HEV TOTAL SALES reached 13 MIL. units (by Dec. 2018)
CO₂ REDUCTION EFFECT totals 100 MIL. tons (Compared to similar gasoline-vehicles)
PRIMARY ENERGY, FUEL AND POWERTRAINS
PRIMARY ENERGY SOURCES
- Oil
- Natural gas
- Coal
- Plants
- Uranium
- Hydro, solar geothermal electricity generation
AUTOMOTIVE FUEL
- Gasoline Diesel
- Gaseous fuels
- Synthetic fuels
- Biofuels
- Electricity
- Hydrogen
POWERTRAINS
- Conventional engine
- Hybrid vehicles
- Plug-in HV EV
- FCV
Energy Saving
Energy Diversity
BIO-FUEL ETHANOL
In the complete cycle, CO₂ emission by ethanol is 89% inferior than emission by gas.
A hybrid car by ethanol emits 28 grams.
Car moved only by gas emits 147 grams of CO₂ per kilometer.
Source: UNICA
SUSTAINABLE MOBILITY
- GASOLINE: CO2 from vehicle will be less than 1/2 of gas
- GASOLINE (HV): CO2 from vehicle will be less than 1/2 of gas
- PHV (BRAZIL ELECTRICITY)
- EV (BRAZIL ELECTRICITY)
- E-100: BR FFV emit less than HV considering Well to wheel
- E-100 HV: FFV + HV combination provide better solution
- E-100 PLUG-IN HV: Combining with BR electricity will be equal to EV
Hybrid technology + Brazilian ethanol = Sustainability
Tank to wheel vs Well to tank
4. New HEV FFV:
WORLDWIDE FIRST HEV FFV
New Corolla HEV FFV
Ethanol + Hybrid System
One of the cleanest vehicle
4. New HEV FFV:
- **Engine:**
- 1.8L VVTi, 16V DOHC Flex
- 98cv / 5,200 rpm – E22
- 101cv / 5,200 rpm – E100
- 14.5 Kgfm / 3,600 rpm – E22, E100
- **Motor:**
- 72cv
- 16.6 Kgfm
- **Combined output:**
- 122 cv – E22
- CO2: (W2W)
29 g/km – E100
NBR 6601 (FTP75)
Driving Performance
1.8-liter Toyota Hybrid System (THS II)
Prototype shown. Production model to be introduced in your region and country may vary.
Obrigado!
[REDACTED_EMAIL] | web | http://www.frotas.institutobesc.org/2019/wp-content/apresentacoes/Edson_Orikassa.pdf | 0.426434 | {
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Happy Fathers' Day
Father's Day is rapidly approaching and each year Dad's family picks a theme and then tries to outdo each other in picking out a gift that Dad will especially appreciate. This year, unbeknownst to him, the family, Eoghan, Niall, Michael, Maura and Noreen, has chosen to honour Dad's heritage choosing gifts with an Irish theme. In total, Dad got five wonderful gifts, all of them somehow connected to Ireland or an Irish theme. Determine the full name of each person who gave Dad a gift, what gift they gave, and the relationship of each person to Dad.
1. Noreen's last name wasn't Donovan. Eoghan, whose last name wasn't Byrne, brought a tie with pubs of Ireland on it.
2. The person who brought the Irish Coffee glasses was Dad's sister.
3. Mr. Donovan was Dad's grandchild. Michael didn't bring the silver family crest ring.
4. Maura, whose last name wasn't Donovan, brought him a framed Cadogan crest certificate to proudly display Dad's family name.
5. The person who brought the silver family crest ring wasn't Mr. Murphy.
6. Dad's elderly uncle Michael surprised him with the most extravagant gift – a trip for two to Ireland!
7. Dad's children who brought gifts were Niall and the person whose last name was Walsh. | web | http://newirelandnb.ca/wp-content/uploads/2015/06/HappyFathersDay.pdf | 0.420211 | {
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ACTIVITY 16
Complete the crossword puzzle using the words and clues on the following page.
Across
Down
9.
2. Having a good understanding of culture and fashion
1. A form of public support or approval away from what they are trying to do
To take a person's attention
10. A peaceful, calm state, without noise
14. A person who is responsible for keeping a building in good condition
12. The feeling of being a little angry
17. In a very enthusiastic and eager manner
19. Not too much and not too little
3. Expressing a threat or something unpleasant or violent
5. Something that you give
4. Connected with literature
6. Having a face that looks attractive in photographs
8. A home for children whose parents are dead or unable to care for them
7. To encourage somebody do something by making them angry or excited
11. Combining two or more things into one
18. Impossible to believe
20. A formal written or spoken statement
15. A hint
13. A small room or area used as a kitchen
16. A flat shoe made from soft leather with large stitches around the front
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PANIC ATTACKS
Description
A Mental Health Educational Series brought to you by: Innovative Psychological Consultants
A panic attack is a sudden episode of intense fear that has with it many physical symptoms discussed below. For most people panic attacks seem to come out of nowhere and are very intensely disturbing and strike at any time without warning. There are variations of intensity, but most last between 10-30 minutes. Many people who have panic attacks feel they are losing control, dying, or having a heart attack. It is common for people to go to the emergency room thinking they are having a heart attack and receive a normal EKG reading. They are then told that they most likely had a panic attack. Some people have only a few panic attacks sporadically across their life. Other people have regular and consistent panic attacks and develop a persistent fear of having more panic attacks, which is known as panic disorder.
Symptoms & Features
Many symptoms of panic attacks resemble life threatening conditions, so it is important to seek medical attention and rule out physical conditions and causes of the symptoms. A panic attack can have many different symptoms. These are some of the common symptoms associated with a panic attack: 1) chest pain, 2) heart racing (tachycardia), 3) sweats, 4) shakes or trembling, 5) shortness of breath, 6) chills or hot flashes, 7) nausea, 8) dizziness, 9) fear of dying, 10) numbness or tingling, 11) fear of losing control or going crazy, 12) feeling of choking, 13) derealization (feeling of unreality) or depersonalization (being detached from one's body). A thorough mental health diagnostic evaluation should be sought if you have had panic attacks. Panic attacks that are left untreated can turn into panic disorder. If you have had 3-5 panic attacks and spent more than a month worrying about more attacks, you may have developed panic disorder. Often times people begin to avoid places where they have had attacks previously or where they feel danger (driving) or embarrassment could result (malls). This fear of result in fear of leaving one's home (agoraphobia) as no place feels safe. It is not known what causes panic disorder, but genetics, stress, changes in brain chemistry, or obsessive worry are all thought to play a role.
Treatment
Panic attacks are typically treated with medication, psychotherapy, or a combination of both. Both have been shown to be effective. The best course of treatment for each person is something that should be discussed with your physician or mental health therapist. Medicinal treatments include: Anti-depressants, Anti-anxiety medications, or Benzodiazepines, which are often given in limited circumstances for short term relief of symptoms. Benzodiazepines are used cautiously because they are habit forming and cause side effects such as drowsiness and reduced balance or coordination.
Behavioral Therapy and Cognitive Therapy have demonstrated through research to be especially effective in treating panic attacks. Behavioral therapies are designed to help people learn how to manage some of the physiological reactions inherent to panic attacks. Relaxation and breathing techniques are often used in conjunction with other methods to reduce the frequency and intensity of panic attacks. Cognitive therapy teaches people how to identify thoughts and distortions in thinking that may be driving panic attacks.
What Can I Do To Help Myself
If you have panic attacks, you should get assessed by a physician and a one of the psychologists at I.P.C. to assist in making a diagnosis and figure out the best course of treatment. In addition, you can make a list of symptoms, track and log triggers or thoughts occurring at the time of the panic attack, as this will help your therapist develop treatment strategies to help you. You could learn stress management, relaxation, get exercise, and sleep. Caffeine, certain illicit, and over the counter drugs can cause or worsen panic attacks and should be avoided. | web | https://www.ipc-mn.com/wp-content/uploads/2015/01/panicattacks.pdf | 0.494384 | {
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Gomphrena 'Truffla Pink'
- Use: Use in containers, beds, borders, or mass plantings. Loved by landscapers for their heat and humidity tolerance. It has performed very well in hot, humid climates where it blooms all season long.
- Exposure/Soil: Prefers full sun or at least 5-6 hours of afternoon sun. Water regularly, when top 3 in. of soil is dry to start. Take care to keep soil moist. Water under the leaves.
- Growth: Moderate-growing to 12-16" high, 6-8" wide.
- Foliage: Small leaves.
- Hardiness: Zone 9-11, Annual, Houseplant, Protect from temperatures below 40 degrees.
- Flower: Has a perfectly-balanced habit that shows off a plethora of hot-pink flowers. It is an ideal cut-flower with long vase life.
Attracts butterflies! | web | https://growersoutlet.com/Plant_Info/Annual/Gomphrena/Gomphrena_Truffla_Pink.pdf | 0.476656 | {
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Layered approach to reading
Layer one - Whole School
Library, SLS audit and support to ensure there are high quality texts available, Author Visits, Celebrating World Book Day, Recommend a Read Assembly, Open Library for parents and children after school
Layer two - Whole Class
Reading Plus, Lexia (Year 3), VIPERS- Whole class reading, Quality First Teaching (QFT), Text drivers linked to writing, Poems by heart,
Reading Journals
Layer three - Individually
Reading Plus, Lexia, Reading library books, Reading River records (Home learning)
Layer four - Intervention
Junior Language Link (JLL), Reading Plus, Catch Up Literacy, Lexia, Beat Dyslexia, 1:1 reading, Nessy, Doodle Spell
Reading Plus is an adaptive literacy program that develops the fluency, comprehension, and motivation students need to be successful readers.
Lexia provides all children with a systematic and structured approach to the five areas of reading, covering early phonological skills to advanced comprehension skills.
Nessy is a systematic synthetic phonic program for early readers. As literacy skills develop, students advance to instruction in spelling.
Reading River Records help to ensure effective communication between school and adults reading with children at home. Notes inside explain the importance of reading at home and different ways children can record their reading.
JLL is used to identify and support children with mild to moderate Speech Language Communication Needs and those new to English in Key Stage 2.
CatchUp Literacy is a structured one-to-one intervention for learners who find reading difficult. It uses a book-based approach to support learners in their reading of a book so they activate both dimensions of reading – word recognition processes (including phonics) and language comprehension processes.
DoodleSpell helps children learn spellings and understand the meaning behind the words. It creates every child a unique work programme that fills gaps in their knowledge, revises tricky spellings and consolidates what they already know.
BeatDyslexia intervention is a step-by-step multi-sensory literacy programme for all pupils struggling to acquire literacy skills, especially those with dyslexia. | web | https://www.ashleyjuniorschool.co.uk/attachments/download.asp?file=210&type=pdf | 0.440216 | {
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TEACHING GUIDE
Handout 1: Introduction
President Lincoln's role as commander in chief during the Civil War defined his presidency. From the beginning of his presidency, Lincoln was consumed with the war effort. He took office on March 4, 1861, and just 39 days later Confederate forces opened fire on Fort Sumter in South Carolina. The war did not end until five days before Lincoln's death in April of 1865. Lincoln was a wartime president for 1,458 of the 1,503 days he was in office, so obviously the war occupied a lot of his time and energy. You probably already knew that Lincoln was president during the Civil War, but might not have known that the war took up 97% of the time he was president.
Another thing you might not know about President Lincoln is that he was very interested in new technologies. In fact, Lincoln is the only U.S. president to hold a patent. Lincoln lived at a time when many influential technologies were invented. These new technologies brought big changes for people in the middle of the 19 th century, just like new technologies do today. For us, technologies such as the computer and cell phone have improved our quality of life. New technologies in the 19 th century such as the steam engine and telegraph likewise improved the quality of life for people living back then. | web | https://teachinghistory.org/sites/default/files/2018-08/handout_1.pdf | 0.428604 | {
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Luther's Large Catechism
1
st and 2
nd
Commandments pp. 13-25
1. (13) What is Luther's definition of "having a god?"
2. (14) How do people often imagine they have a god, if they have money?
3. (14) What else might also be a god, according to Luther?
4. (15) How complete, then is the requirement to trust in God? How does the world keep this commandment?
5. (15) Where does idolatry take place, primarily? Why?
6. (16-17) What is the relationship between God and our parents and others who provide?
7. (17) How are we to test ourselves, according to the First Commandment?
8. (18) What do "knuckleheads" often imagine about God? What do they find out?
9. (19) What has happened to those who spent all their energy accumulating wealth? Why?
10. (20) Where does the 2 nd Commandment take place? What does it command?
11. (21) What does Luther call the "greatest misuse" of the 2 nd Commandment?
12. (22) What does Luther describe as a "great deluge flooding every land?" Why is it so common?
13. (24) What did Luther "personally try out" and recommend about God's Word?
14. (24-25) How did Luther suggest that this commandment be taught to the youth? Why?
15. Which part of the explanation of the 1 st and 2 nd Commandments surprised you the most? Why? | web | http://www.rehbergers.com/home/2526/2526/Images/Large%20Catechism%20Questions%2012C.pdf | 0.440542 | {
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ADAPTABLE | ACCESSIBLE | AFFORDABLE
with Open Texts
LINEAR ALGEBRA with Applications
Open Edition
Adapted for
Emory University
Math 221
Linear Algebra
Sections 1 & 2
Lectured and adapted by
Le Chen
April 15, 2021
[REDACTED_EMAIL] Course page http://math.emory.edu/~lchen41/teaching/2021_Spring_Math221
by W. Keith Nicholson
Creative Commons License (CC BY-NC-SA)
Contents
3
4 CONTENTS
Supplementary Exercises for Chapter 4
Exercise 4.1 Suppose that u and v are nonzero vectors. If u and v are not parallel, and au + bv = a1u + b1v, show that a = a1 and b = b1.
Exercise 4.2 Consider a triangle with vertices A, B, and C. Let E and F be the midpoints of sides AB and AC, respectively, and let the medians EC and FB meet at O. Write −→ EO = s −→ EC and −→ FO = t −→ FB, where s and t are scalars. Show that s = t = 1 3 by expressing −→ AO two ways in the form a −→ EO + b −→ AC, and applying Exercise 4.1. Conclude that the medians of a triangle meet at the point on each that is one-third of the way from the midpoint to the vertex (and so are concurrent).
Exercise 4.7 A boat goes 12 knots heading north. The current is 5 knots from the west. In what direction does the boat actually move and at what speed?
Exercise 4.3 A river flows at 1 km/h and a swimmer moves at 2 km/h (relative to the water). At what angle must he swim to go straight across? What is his resulting speed?
Exercise 4.4 A wind is blowing from the south at 75 knots, and an airplane flies heading east at 100 knots. Find the resulting velocity of the airplane.
125 knots in a direction θ degrees east of north, where cosθ = 0.6 (θ = 53 ◦ or 0.93 radians).
Exercise 4.5 An airplane pilot flies at 300 km/h in a direction 30 ◦ south of east. The wind is blowing from the south at 150 km/h.
a. Find the resulting direction and speed of the airplane.
b. Find the speed of the airplane if the wind is from the west (at 150 km/h).
Exercise 4.6 A rescue boat has a top speed of 13 knots. The captain wants to go due east as fast as possible in water with a current of 5 knots due south. Find the velocity vector v = (x, y) that she must achieve, assuming the x and y axes point east and north, respectively, and find her resulting speed.
Exercise 4.8 Show that the distance from a point A (with vector a) to the plane with vector equation n · p = d is 1 ∥n∥ | n · a − d | .
Exercise 4.9 If two distinct points lie in a plane, show that the line through these points is contained in the plane.
Exercise 4.10 The line through a vertex of a triangle, perpendicular to the opposite side, is called an altitude of the triangle. Show that the three altitudes of any triangle are concurrent. (The intersection of the altitudes is called the orthocentre of the triangle.) [Hint: If P is the intersection of two of the altitudes, show that the line through P and the remaining vertex is perpendicular to the remaining side.] | web | http://math.emory.edu/~lchen41/teaching/2021_Spring_Math221/4_s.pdf | 0.50192 | {
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White Bridge
The White Bridge is the longest of the queen post structures located within Greene County.
The Commissioners
93 East High Street Waynesburg, Pa 15370 The Cornerstone of the Keystone State www.co.greene.pa.us [REDACTED_PHONE]
Blair Zimmerman, Dave Coder, Archie Trader
Covered Bridges
Covered bridges symbolize small-town America. Something from the nineteenth century, a little archaic and strange to nineteen-nineties eyes, picturesque and sentimental, "kissing bridges" recall a time when life was simpler and closer to the land - if only in our dreams.
Pictures&Informationcourtousy of theCounty websitewww.co.greene.pa.us
The Cox / Lippincott Farm Bridge boasts a slightly unusual design. It is covered with white horizontal clapboard siding on both the exterior sides and the portals.
With a few boards missing here and there on the sides, this rustic bridge is covered with unpainted random-width vertical board siding.
Covered with unpainted vertical board on both the sides and portals of the bridge, the Scott Bridge had a roof of sheet metal and a deck of crosswise planking.
The Shriver is another of the queen post structures located in the open countryside of Greene County.
Serving as the oldest covered bridge that remains standing in Greene County, this bridge was names for Edward (Ned or Neddie ) W. Wood, a Civil War veteran who owned the land on which the bridge was built in 1882. | web | http://www.co.greene.pa.us/secured/gc2/brochures/pdf/Covered%20Bridges%20Brochure%202017.pdf | 0.426997 | {
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Intentional Wellness Worksheet
Intentional Wellness: making sure that wellness is a priority in your life; being self-aware when wellness has been compromised, and how to get back to feeling balanced
Tool 1: Intentional Reflection
Reflection: examining what is going on in your life, and how it is affecting you
Questions to ask:
1. What is something that is happening that is challenging?
2. What has been a recent highlight?
3. What is something I'm proud of myself recently?
4. (What is something I'm proud of ___ in the group recently?): to share with the group if this is something you're implementing in your wellness program at your institution
Tool 2: Intentional Scheduling
Scheduling: planning wellness into your calendar regularly
1. What activities promote my wellness?
2. How frequently do I want to do these activities? (Daily, weekly, monthly, yearly?)
3. How do I stay accountable? Who can partner with me on these activities to ensure accountability?
Tool 3: Setting Boundaries
Boundaries: a limit of a subject or sphere of activity
1. What are my non-negotiables?
2. What are my professional boundaries? How do I communicate these with my coworkers? What is my plan if I test positive for COVID-19 or get sick?
3. What are my personal boundaries? How do I communicate these with my loved ones? How do I maintain my emotional capacity?
Tool 4: Intentional Community
Community: a feeling of fellowship with others, as a result of sharing common attitudes, interests, and goals
1. Where do I find community?
a. Professional community (locally and nationally)
b. Personal community (family, friends)
2. How do I maintain my community? How frequently do I engage my community that is healthy for me? | web | https://www.sohmlibrary.org/uploads/6/5/5/8/65588793/intentional_wellness_worksheet.pdf | 0.423264 | {
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Pension Application for John Myer
S.11127
Declaration in order to obtain the benefit of the act of Congress passed June 7 th 1832. State of New York
Otsego County SS.
On this 16 th day of October 1832 personally appeared in open court, before the courts of Common Pleas of Otsego County now sitting, John Myers, a resident of Otsego in the County of Otsego and State of New York aged 70 years, who first being duly sworn according to Law, doth on his oath make the following declaration, in order to obtain the benefit of the act of Congress, passed June 7 th 1832.
That he entered the service of the United States under the following named officers and served as herein stated.
That he enlisted as a soldier in the United States service, in Captain Henry's Company, of New York Troops in Col. Willet's Regiment in the Spring of 1781 or 2 for Nine Months, and served till late in the fall and then enlisted in the three years service under Captain Peter Tears of Col. Willet's Regiment also and served until after peace was declared and went with Col. Willet to take Fort Oswego in March 1783 and was discharged in the fall or winter after as near as he can now recollect. That he served eight months or more in the Nine Months enlistment, and Sixteen Months or more in the Three Years Service.
That he officers he can recollect were Col. Willet, Maj'r Benschoten, Quarter Master M. Trotter. Agt. Fonda, Lt. Hilton that they were stationed at Johnstown, Stonearabia, Fort Plain, & German Flats, &c. But most of the time the Head Quarters were at Fort Plain. Had several skirmishes with the Indians & Tories but from the long lapse of time which has intervened he is not able to give a correct detail.
That he received a written discharge which has been lost a number of years. That he has no documentary evidence and that he knows of no person, whose testimony he can conveniently procure, who can testify as to his service, except the affidavits of Jacob Ore, Peter Sitts, & Richard Kenter, which are herewith sent—also Elisha Babcok.
He hereby relinquishes every claim whatever to a pension or annuity except the present, and declares that his name is not on the pension roll of the agency of any state. (Signed with his mark) John Myer
Sworn & subscribed this 16 th day of October 1832. Horace Lathorp, Clerk
Interrogatories propounded by the Court to the applicant.
Question 1 st Where and in what year were you born.
Answer Born in the town of Troy, State of New York.
Q 2 nd Have you any record of your age and it so, where is it. Answer a record of my age is said to be in the Church Book in Albany.
Q 3 rd Where were you living when called into service, where have you lived since the revolutionary war, and where do you live now.
A. Living in Troy, Albany and now in Otsego, Otsego County N.Y.
Q 4 th How were you called into service; were you drafted, did you volunteer, or were you a substitute? And if a substitute, for whom?
A. Enlisted first for Nine months, and 2d for three years.
Q 5. State the names of some of the Regular officers who were with the troops, where you served; such Continental and Militia regiments as you can recollect, and the general circumstances of your service.
A. Saw Gen. Washington, Gen Clinton.
Q. 6 th Did you ever receive a discharge from the service, and if so, by whom, was it given and what has become of it.
A. Received a written discharge from Captain Peter Tears from his 3 years service subject to be called for if wanted. This Discharge is lost.
Q 7 th State the names of persons to whom you are known in your present neighbourhood, and who can testify as to your character for veracity and their belief of your service as a soldier of the Revolution.
A. Ashbel Willcox and others. | web | http://revwarpensions.com/myerjohn-2.pdf | 0.493492 | {
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Fehr Meadow Farm
Jay and Amber Fehr Ellington, CT ([REDACTED_PHONE]
House Training Your Puppy
Goldens love to be outside. They are usually easy to house train. We strongly recommend crate training since it takes advantage of a dog's instinct. Dogs in the wild live in a den. The den provides a wild dog protection from predators and the elements. It provides them a great deal of security and psychological satisfaction. All dogs, therefore, have a strong natural tendency to seek out this type of shelter.
In your home, your dog has no such place to call his own. Therefore he makes feeble attempts to curl up under the coffee table, chair, or in corners. By giving them back their den, we take advantage of natural instincts and quickly house train, control chewing, and actually raise a more well-adjusted, more self-confident dog, while keeping him safe from just about anything.
Simply start from early puppyhood and have the little guy sleep and rest in his home. Almost without trying, he will train himself to seek security and comfort inside his little dog 'room'.
Buy a metal crate large enough for your dog when he grows up. This gives him adequate room to go in, turn around and lie down. If the home is too big when your pup is small, box off one end for a while. Otherwise, your pup may designate one side as "bedroom' and the other as 'bathroom'.
Some families choose to purchase a smaller crate with the understanding that they will purchase a larger one later or make a different provision for their new family member. If you decide to do this, we recommend an 24 inch crate measured from front to back. Often you can borrow this size crate from family or friends.
I recommend that during all unsupervised times, you simply close the door and he stays in his home. During the times when someone can supervise him, have him out to play and train as much as you like.
The idea behind the crate-training theory is that while a pup is inside his home, he will not want to urinate or defecate. This is nature's way of keeping the home clean. Keep in mind that a young puppy, up to the age of about 16 weeks, will mess his crate because he doesn't have the mental or physical ability to control himself. Just keep cleaning the crate when accidents happen and he will eventually catch on. Sometimes it helps to take the 'accidents' outside to the area where you want him to eliminate. The scent of a few of them in the area aids him in comprehending how that area is to be used. Understand that little puppies have to 'go' at least every 2-4 hours when they are young.
Set up a schedule or use the one provided to establish a consistent routine. For the first few days, when you are taking your pup out of the crate to use the potty (ie. first thing in the morning, after a nap), make sure to carry him outside and to the designated place in the yard. Otherwise you may find that the pup will pee as soon as he or she exits the crate.
After a few days, teach him the route to the door, praise him at the door and take him out. Very quickly you are teaching him an elimination schedule that will stay with him the rest of his life.
As the pup gets older (4-6 months) you can gradually leave him in his home for longer periods and he will 'hold it' longer. As an adult, you will probably just leave the door open all the time. Now your dog is trained and he will like to have access to his home when he wants. Trained in this manner, dogs have less behavioral problems, are more secure and confident, easier to obedience train and can stay calm when boarded.
Sometimes families ask what to do about training during the night. We feel that taking the pup out to have a break during the night probably does help the pup to learn more quickly but not all families are set up to do mid-night runs to the yard. At our kennel, we have trained pups both by taking them out or by cleaning up accidents in the morning. Either way, the pups have eventually learned. At this point, we only take pups out when a normally quiet pup starts whining in the wee hours. | web | http://meadowviewgoldens.com/files/Housebreaking_goldens.pdf | 0.495752 | {
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Emergency 2007 Cyclone Recovery and
Restoration Project (ECRRP) in Bangladesh: An example of successful climate change
adaptation effort
Md. Mafidul Islam
Joint Chief
General Economics Division Planning Commission Government of Bangladesh&
Project Director
Bangladesh Delta Plan 2100 Formulation Project
Brief Overview of the Country
Area is about 147 thousand sq. km
– 80 percent Floodplain
– 12 percent Hilly area
– 8 percent Pleistocene Terrace;
– Land-man ratio 0.06 hectare
Population of nearly 160 million with GDP about 1150 US$ per capita
Climate is characterized by
– high temperature, heavy rainfall, often excessive humidity, seasonal variations
-Rainfall 1194 mm to 3445 mm (average during monsoon June-August)
-Humidity Highest 99% (July) Lowest 36% (December & January)
Diverse Agro-ecological System
Mainly four seasons:
Summer (Mar-May), Monsoon (Jun-Sep), Autumn (Oct-Nov) and Winter (Dec-Feb)
Objectives of ECRRP
* Recovery of livelihoods (i.e. crops, fisheries and livestock);
* Recovery of infrastructure (i.e. embankments, disaster shelters);
* Strengthening of Disaster Risk Reduction and Management (i.e. disaster risk mitigation, institutional capacity building);
* Building Long-term Preparedness to face Future Disaster (i.e. preparation of future projects for improvement of river bank, coastal embankment; construction of disaster shelters and up-gradation of the rural road network).
Cost of the Project
(In lakh Tk)
DONORWISE FINANCING
Project Components & PIAs
Project Period
Distribution of Funds by Component
Project Area
Thirteen Southern Districts of Bangladesh:
* Sathkhira
* Barisal
* Khulna
* Bagerhat
* Barguna
* Patuakhali
* Pirojpur
* Jhalokathi
* Bhola
* Lakshmipur
* Noakhali
* Feni
* Chittagong
Major Activities of ECRRP
* Distribution of 20,976 nos. agriculture machinery among 2,21,000 marginal farmers and 6,398 MT of fertilizer, 720 MT seeds among 94,129 farmers;
* Introducing saline tolerant paddy seed, improved corn and oilseed variety;
* Distribution of 2,62,950 nos. of ducks/chicken, 17,800 nos. of goats/sheep, 2075 nos. of cows, 2,061 MT of animal feed and 3,936 set of agro processing machinery among 37,925 nos. of poor families;
* Distribution of 15,550 carp package (feed, vaccine and training), 3,000 package galda and 6,300 package telapia/bagda among 37,014 nos. of fisherman families;
* Distribution of 93 nos. of Fibre Reinforced Plastic (FRP) Boats, 1,296 nos. of fishing nets, 1,110 nos. of poma jal (seine net), 1,623 nos. of fish processing machinery and 17,340 sets of sea safety equipments;
Major Activities of ECRRP
* 22 nos. of water vessel/transport (6-water ambulances, 12-rescue boats, 4-sea going rescue boats) and 2,608 nos. of different equipment procured for early warning and rescue work at the time of natural disaster;
* Construction of 360 nos. of new cyclone shelters, 30 nos. of killas, reconstruction/improvement of 457 nos. of existing cyclone shelters, 360 km of shelter connecting roads and construction/ reconstruction of 1200 metre of culvert/bridges;
* Construction/reconstruction of 514.24 km of embankment, 317 nos. of new water control structures, repairing of 162 nos. of existing structures and 19 km of river bank protection;
* Conducting 3 studies in order to design of future projects/ programmes.
Benefits of the Project
* Agriculture Sector has recovered with improved resilience to future disasters
* Agriculture Production (including Fisheries and Livestock) Increased due to supply of quality seeds, fertilizer, irrigation facilities, modern machineries, technology and training, which enhanced food security and livelihood.
* Employment generate and income level raised resulting in the reduction of poverty.
Benefits of the Project continue…….
* Access to safe shelters for men and animals during disaster has increased
* Early warning system on natural disaster has improved
* Road communication network has improved.
* People's awareness about disaster preparedness has increased and accordingly their participation to climate change adaptation has improved.
* Food storage capacity at house hold level has increased that ensures better food security and resilience to natural disasters
Key lessons and messages
*Adaptation to climate change is a social learning process: learning how to adapt (better) takes time.
* Adaptation to climate change is very location specific – not all options fit to everywhere / every seasons.
*Responsibilities of concerned institutions should be clearly determined in promoting climate change adaptation.
* Promoting Public–Private Partnerships (PPP) is vital for large scale promotion and adoption of technologies.
* Farmers' acceptance of the CCA options is also a function of their awareness of Climate Change Impact.
* Local Governance is the key entry and Local Government Institutes are key partner for building local resilience.
* Strong focus on women and gender equity in designing adaptation programs is needed | web | http://mare-asia.net/wp-content/uploads/2014/07/05_BangladeshCycloneRecovery_Islam.pdf | 0.479616 | {
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Sensitive Teeth
Sensitive teeth is due to the exposure of free nerve endings found in the second layer of the tooth, dentin. Dentin becomes exposed when the top layers of the tooth (enamel along the crown of the tooth, and cementum along the root of the tooth) are worn down. Caution must be taken with some sensitivities as they may be due to caries or fractures; please have us check if the symptom is prolonged or very intense.
There are 4 ways expose dentin:
Erosion: Chemical breakdown of tooth structure usually through acidic foods.
Abrasion: The mechanical wearing away of tooth structure usually by brushing too hard.
Abfraction: The defect caused by mechanical flexure of the teeth during clenching and grinding.
Attrition: The mechanical wearing away of the biting surfaces of the teeth during clenching and grinding or even through normal use.
In the mild cases, sensitive teeth may be treated with over-the counter products such as ACT fluoride rinse and/or sensitive toothpastes (e.g. Sensodyne), along with adjustments in brushing, eating, or grinding habits.
In certain moderate cases, if a patient has very sensitive teeth and has only a minor amount of missing tooth structure, then an application of fluoride varnish may be placed. The fluoride varnish would remineralize the area and reduce sensitivity.
In the more severe cases, where the tooth structure has actually been worn away, it may be best treated by repairing the defect with a composite restoration so that further damage to the tooth may be prevented. | web | https://www.modernfamilydental.net/wp-content/uploads/2021/06/1761.pdf | 0.450941 | {
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Dear Family: in class today, we compared insects and spiders.
Did you know?
* How did you make your spider?
Ask your child:
* Tell me about a spider's body.
* Explain how a spider is different from an insect.
* Spiders are different than insects. Insects have three-part bodies. Spiders have two-part bodies.
* Insects have two antennae. Spiders have no antennae.
* Insects have six legs. Spiders have eight legs.
* Insects have a hard shell. Spiders do not.
Vocabulary:
* insect – a small animal. Insects have a hard covering over their bodies. Insects have six legs.
* spider – a small animal with eight legs. Spiders have a body made up of two parts.
* animal – one of a large group of living things. An animal is not a plant.
* arachnid – an arthropod with four pairs of legs. Arachnids include scorpions, ticks, and spiders.
* arthropod – a large group of animals with hard shells on the outsides of their bodies. Arthropods have legs with joints. They have no bones on the insides of their bodies.
Activity:
With your child, make a spider-web painting. Use a white sheet of paper, black paint, and a marble. Put the paper in the bottom of a shirt box, roll the marble in black paint and put it on the paper. Tip the box back and forth, making a spider web design on the paper. Send the spider-web painting to school.
Designed by the National Center for Families Learning. | web | https://www.pnc.com/content/dam/pnc-com/pdf/GUG/LessonCenter/CuriousCrawlers/English/Fascinating-Spiders_H-S_Eng.pdf | 0.469 | {
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Subject Area(s): Culture, History, Social Studies
Grade Level:
All
Goal(s): Understand the cultural relationship between the Spokane People and the Salmon
Objective(s): Students will: Have an understanding of the importance of the salmon to the Spokane people.
Understand the importance of sharing
Know the responsibilities of the Salmon Chief
Cultural Concept: The relationship between the Spokane People and nature. Importance of sharing everything Cultural Protocol of salmon fishing and the Salmon Chief
Spokane Tribal Values: Relationship, respect, generosity
Lesson Teaching Plan: Group 1
The teacher will:
Activity: Talk about the Salmon Chief, the importance of the salmon and distributing all the salmon harvest among all the people.
Assessment: Pre-Test/Post-Test Instrument
Enrichment:
K-W-L
Mind Mapping
Read or hand out: River of Kings In Years Past, The Spokane River was home to Millions of Salmon, which brought bounty to the Region's Tribes. Jim Kershner, Spokesman Review
LESSON ALIGNED TO:
Spokane Tribal Language Program 2002-2011
Cultural Information: Spokane Tribal words
Salmon
smOid
Salmon Chief
DmtWile/
Spearing
Ou/min
Spear
smuLmn
FishingQQMeYe/
OFFICE OF INDIAN EDUCATION PROGRAMS (OIEP)
Goal(s): Knowledge of Language, History and Culture
SPOKANE TRIBAL STANDARDS FOR CULTURALLY-RESPONSIVE SCHOOLS:
A.1 – Assume responsibility for their role in relation to the wellbeing of the cultural community and their life-long obligations as a community member;
A.6 – Live a life in accordance with the cultural values and traditions of the local community and integrate them into their everyday behavior;
A.7 – Determine the place of their cultural community in the regional, state, national and international political and economic systems;
B.2 – Make effective use of the knowledge, skills and ways of knowing from their own cultural traditions to learn about the larger world in which they live;
B.3 – Make appropriate choices regarding the long-term consequences of their actions;
E.2 – Understand the ecology and geography of the bioregion they inhabit;
E.1 – Recognize and build upon the inter-relationships that exists among the spiritual, natural and human realms in the world around them, as reflected in their own cultural traditions and beliefs as well as those of others;
E.8 – Identify and appreciate who they are and their place in the world.
COMMON CORE STANDARDS:
ESSENTIAL ACADEMIC LEARNING REQUIREMENTS
Spokane Tribal Language Program 2002-2011 | web | https://spokanetlc.com/wp-content/uploads/2017/07/p325437.tf_C9498908-F115-B5AB-1A01D8F0AE819BF2.Salmon_Lesson_-_All_2.pdf | 0.418715 | {
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Solving A Food Problem
Different Niches
According to Associated Press food editor, J.M. Hirsch, he started a blog called Lunch Box Blues to help tackle the challenge of preparing daily lunches for his young son, and then other parents began asking for advice. On the other hand, The Lunch Tray has a primary goal of reforming the food served in the Houston school system.
Lesson: Every industry has numerous problems that are experienced by different kinds of consumers, so there are many ways to create problem-solving solutions.
References
Martha Stewart. (2011, November 29). The stay-at-home dad's show.
http://www.jmhirsch.com/
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Mind reading is no longer science fiction
From Houdini to Skywalker to X-men telepathy has merely been "wishful thinking" for science fiction fans for decades, but their wish may soon come true.
Scientist in the field of bioinformatics have designed headsets with advanced sensors with the ability to recognize the facial expressions or intentions of a person without them physically taking any actions.
The headset which is available from EmotivLifeSciences, looks like a tentacle wielding octopus sitting on your head, but it can actually read brain impulses. So for example, if you see a square on your computer screen and you think about moving it to the left, it will. Moving computer objects on a screen is even possible today and consumers can purchase the headset for only $299.00.
Scientists believe that within 5 years we will begin to see early applications of the technology in the gaming and entertainment industry and healthcare. PC games are an obvious choice, but doctors could also use the technology to test brain patterns, possibly even assist in rehabilitation and to help in understanding brain disorders, such as autism.
Working with its partner, EmotivLifeSciences, IBM scientists are developing software to link these headsets to devices, such as computers and smartphones, so you just need to think about emailing or calling a colleague and it happens.
And one day, if you want to type something, no need to say a word or hit single key -echoing the famous IBM motto, just think. | web | http://www-03.ibm.com/press/us/en/attachment/36290.wss?fileId=ATTACH_FILE3&fileName=5in5%20Mind%20Reading%20Fact%20SheetFinal.pdf | 0.439254 | {
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Party Survival Tips
We all love parties – the friends, the fun, the FOOD. But how can you survive the holiday party season without packing on the extra pounds? By following these tips, you can handle the party without neglecting to care for yourself.
Plan ahead
Plan for your party calories and carbohydrates by eating sensible, well balanced meals and snacks before you go to the party (think about balancing your plate. See choosemyplate.gov or page 40 about meal planning using the plate method). Eating a small snack like a piece of fruit and low-fat yogurt or peanut butter and whole grain crackers is a smart idea! That way you arrive able to focus on the hosts and other guests rather than the food.
Include exercise before you go
Not only will the extra calories you burned before the party help offset any party indulgences, but you will also arrive at the party relaxed and ready to have a great time!
Mingle away from the food
If you find yourself standing by the buffet for most of the evening, you may find yourself consuming more food. Use a small plate or napkin and take a small bites of a few favorite foods. Enjoy the food you choose and have a conversation or two before going back to the buffet. Make a conscious decision by asking yourself: Do I really want more or am I continuing to eat because it is there and everyone else is eating?
If you have to have it, HALVE it!
When faced with an assortment of yummy dips, gooey sweets, or irresistible fried treats, think, "Halve it and you can have it." Just take half a piece. This strategy works anytime, anywhere, and will keep you from feeling deprived while halving the calories and carbohydrates you would normally eat.
Avoid drinking calories
Think before you drink. Decide if you want to include liquid calories in your party plan. Have what you planned for and then opt for club soda or sparkling water mixed with fruit juice. Better yet, add a slice of lemon or lime to a refreshing glass of pure water!
* Egg Nog (1 cup): 343 calories, 34.4 grams carbohydrate
* Wine (6 oz glass): 150 calories, 4.6 grams carbohydrate
* Beer, regular (12 oz.): 150 calories, 12 grams carbohydrate
* Cider (12 oz.): 190 calories, 21 grams carbohydrate
* Fruit punch (12 oz.): 204 calories, 48 grams carbohydrate
* Piña colada (8 oz.): 618 calories, 72 grams carbohydrate
* Margarita (6 oz.): 425 calories, 37 grams carbohydrate
No matter what, stay positive!
Even if you did overdo it at the party, keep things in perspective. You do not need to be "perfect" all the time, and one event does not make you an unhealthy person or "undo" your healthy lifestyle plan. Just remember the 80/20 rule – 80% of the time healthy choices and other choices 20% of the time - chalk the party up to a big "20", and then get back to your healthy lifestyle! | web | https://afmnoco.com/wp-content/uploads/2017/09/Diabetes-Wellness_Holiday-Party-Survival-Tips.pdf | 0.444974 | {
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Can I Trade Teams?
This simple answer is no, you may not.
Teams are created one of two ways:
1. If the Salem Recreation Program Coordinator creates the teams it is done so in a strategic manner following strict guidelines. First, the Volunteer Coaches are allowed to make requests, then the recreation staff checks for siblings. From there the staff balances genders, grades and tries to keep kids playing with other kids from their neighborhood or school. These measures are taken by the staff so that the best effort possible is made in keeping the teams fair. Because of the work that goes into building teams, no trades are allowed once the rosters have been sent to the coaches. Sorry, we cannot be bribed, even with cookies and specialty sodas.
2. In leagues where a draft is held the recreation staff is there to ensure that the draft rules are followed, allowing every coach an equally fair chance to build a team. In a draft, the coaches have all the say in their teams, as long as the draft rules are followed. Once the coaches leave the draft meeting, the teams are set.
Coaches are the only people who have a say in the building of teams. If you want your child with a certain friend, we welcome you to volunteer as a coach.
We strive in the Recreation Department to make your child's experience a positive one for both the body and the mind.
We recognize Recreation Sports are a great avenue for children to make new friends, therefore being on a team where your child does not have a "buddy" allows him or her to do just that!
We also understand sometimes there are extenuating circumstances, and in those cases, we will do our best to accommodate, but we cannot make any guarantees.
Salem Recreation will guarantee siblings will be placed together in our programs where it applies. To insure this the parent needs to be aware of two things: 1. It is the parent's responsibility to notify the recreation office in writing when your family is in need of such an accommodation. 2. No guarantees will be made after the early registration period ends.
Thank you for your understanding on this matter. | web | https://media.rainpos.com/1443/canitrade_officialpolicy.pdf | 0.513329 | {
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Welcome to MORTON FOREST
UW Professor Walter A. Morton and his wife, Rosalie A. Morton, purchased 81 acres which included the house and added the adjacent 39 acres in 1962. The property was used as a weekend retreat with limited services and amenities. The Morton family (Walter, Rosalie, Jane, and Stephen) enjoyed the quiet and peaceful nature of the surrounding countryside.
Original plat map, circa 1962.
The original farmhouse burned down and the present cabin and well were constructed.
A view of the new cabin
Under the direction of Stephen Morton, Glenville Timberwrights constructed the two unique shelters to highlight the scenic overlooks.
One of the overlook shelters
Professor Morton passed away, leaving the property to his son Stephen.
Stephen Morton generously donated the property to Dane County Parks with a life estate, to preserve the land as a quiet, peaceful hiking and bird-watching park for the public.
In collaboration with the Madison Community Foundation, Stephen Morton created a permanent endowment fund to support Morton Forest.
Stephen Morton turned the property over to the county to create Morton Forest, which officially opened to the public in October of 2016.
Entrance sign for Morton Forest
"I donated my land to Dane County Parks because I felt, given our expanding population, it was important to protect open space and create quiet places of solitude for people to visit as an escape from their more crowded urban environments." -Stephen Morton
A view of the original house, circa 1953.
A view of the limestone bluff, circa 1953.
The original windmill, used to draw water from the well. | web | https://parks-lwrd.danecounty.gov/documents/PDFs/Signs/Morton-History.pdf | 0.487433 | {
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1 Be kind. If this is your first draft, don't be too hard on yourself. You've done brilliantly to complete a book at all.
2 Read it aloud. Reading your text aloud will help you scan your writing for rhythm, sense, and authenticity. And for repetition. If something sounds odd, or if you find yourself stumbling over it when you read it, it probably needs cutting.
3 Beware exposition. Another common pitfall for writers is including long sections of exposition; where the writer or the narrator tells us things. This is part of the age-old show don't tell writing rule. As Chekov said, 'Don't tell me the moon is shining; show me the glint of light on broken glass.'
4 Don't start late, don't end early. So many of the books we see start too late, and end too early. Analyse the beginning of your book. Do you need really that prologue? Or all that backstory?
5 Look out for pet words. Every writer has them. Unusual words they want to show off. Firstly, check you're using them correctly. Always keep a good dictionary handy. Secondly, if it's a very unusual word, use the search function (CTRL + F in Word) to make sure you don't use it more than twice in a book. Readers will notice.
6 Screen for clichés. We all know what they look like, from phrases to character types. Get rid of them. Find new ways of saying, and of describing.
7 Check your facts. Cross-reference your dates, locations and events. Pick out anachronisms. Readers will notice if you're writing a contemporary political thriller, and you've got your politicians mixed up, or if your historical fiction character uses a phrase that wasn't invented till a hundred years after the time in which your novel is set.
8 Learn the distance technique.
*A long distance approach looks at the genre, the market, the story arc and character development.
*A middle distance approach looks at chapter structure, balance, overall voice, beginnings, middles and endings.
*A close-up looks at sentence construction, language consistency, spelling, formatting, grammar.
9 Check your story for sense and logic. It might help to make a timeline for your book. Separate out plots and sub-plots for a clearer idea of how they fit together. Make sure the characters' goals are consistent, and that their reactions are logical, believable and in character.
10 Summarise. This handy exercise helps put longer projects into focus. Write the content of each chapter into one paragraph. Narrow this down again, into one sentence. Line up your sentences in order. Does it still read like a story? | web | https://literaryconsultancy.co.uk/wp-content/uploads/2019/03/TLC-Top-Tips-for-Self-Editing-Fiction.pdf | 0.513367 | {
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World Wetlands Day 1999: a message from the Secretary General
People and wetlands - The vital link
Twenty eight years after the signing of the Convention on Wetlands in the Iranian city of Ramsar on 2 February 1971, we are celebrating wetlands as habitats that have a special link with people. Not only with communities living in or around wetlands and benefiting directly from their resources, but also with human societies at large.
Because wetlands are present everywhere: at the shores of rivers and lakes, in the oases and wadis of the deserts, in the inundated plains of tropical lands, in the form of peatlands, as karst and other forms of underground water systems, in the marine coastal zones, in the form of mangrove forests, mudflats and saline lagoons. And these are only a few of the wetland types that the founding fathers of the Ramsar treaty had in mind when in the 1960s they had the wisdom to promote international action for the conservation and "wise use", as they called it, of these precious and rich habitats.
The link is there, because we all live by or near a wetland of some sort, since, inescapably, we all live near a source of water. Yes, the vital link is there, even though we may never have thought of it, or, even worse, if we may have actively neglected that strong link with wetlands and acquiesced in their drainage, transformation, contamination as dumping sites, permanent flooding by dam construction, siltation, pollution with too many agrochemicals, and so on.
Wetlands have been terribly mistreated over the centuries, leading to the disappearance of a large proportion of these habitats, precisely because most human societies were not aware of that vital link.
Fortunately things have changed, to the point where there is now an international treaty joined by 113 countries from all regions actively working to conserve and promote the wise use of wetlands. Yet there is still much to do, everywhere, to make people perceive wetlands as important assets of the natural capital of their nations. A capital that, if well managed, will generate important returns in the form of services and goods at the disposition of development and human well being. This is the challenge: to "mainstream" wetlands in the minds of people and in government practice, so that wetlands become the preoccupation not only of the specialists and nature lovers but of the majority of society.
The Convention on Wetlands will held its triennial meeting of member countries, international agencies, community organizations, indigenous people and experts on wetlands issues in Costa Rica next May. At least 1500 people are expected to debate the vital link between people and wetlands and to adopt action tools that have been in the making since the last meeting in 1996, for application into the next century.
In the meantime, on this World Wetlands Day, I invite you to look at the wetlands nearby the place you occupy on this planet. You will see that you do not need to go too far to find them. And then, if you have not yet been aware of it, please try to discover the link that unites your daily life to that wetland; perhaps in the form of water that you drink, or in the recharge of the aquifer that you use to irrigate your land, or your small garden, in the reduced flooding of the river nearby at the time of the rains, in the fish you enjoy to have at your table, in the firewood that you use, or maybe in the medicines that are obtained from wetland plants. There are so many possible linkages between you and the wetland nearby! It may be just the beauty that you enjoyed when you walked around the other day, and all of a sudden, in the deep silence of the hour, there was that flight of thousands of birds taking to the sky for an unknown destination somewhere else in the planet, maybe thousands of miles away, where other human beings would be as surprised with their impressive arrival as you have been with their unexpected departure.
Delmar Blasco
Convention on Wetlands (Ramsar, Iran, 1971)
Secretary General | web | https://www.ramsar.org/sites/default/files/documents/library/wwd1999_sg_message_e.pdf | 0.485762 | {
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Engaging Effectively
The Huu-ay-aht Experience in Regional Government
By John Alan Jack
For the Local Government Leadership Academy
on January 21, 2015 in Richmond, BC
www.huuayaht.org
A New Relationship
Demographic Snapshot
Population 730*
Dispersion
- On Treaty Lands: 15%
- Off Treat Lands: 85%
Population Centers
- Anacita & Port Alberni
- Vancouver Island Area
- Lower Mainland Area
Huu-ay-aht Structure
Goals and Objectives
“The Huu-ay-aht envision a strong, self-governing and self-reliant Nation. lisaak will guide us as we work together to foster a safe, healthy and sustainable community; where our culture, language, spirituality and economy flourish for all.”
Values
Lisaak
(greater respect)
Hish-uk Tsa-wak
(everything is one)
Uu-a-thluk
(taking care of...)
The Huu-ay-aht Experience
Communication Best Practices
Early Engagement
Well before the Huu-ay-aht First Nations joined the Alberni-Clayoquot Regional District, we were invited to participate at the table as observers.
Meaningful Engagement
The ACRD involved HFN in comprehensive and meaningful discourse – for example, HFN was involved in the selection of the company that developed the provincial toolkit.
Lead Up
• HFN gave notice to the BC gov’t shortly after the Effective Date of the Treaty (April 1, 2011)
• HFN Observer to ACRD Board shortly after...
• Looked to join ACRD in January 2012, after advice from the late Chairman Wong and BC, HFN agreed to hold off until April 2012.
Reasons for Joining ACRD
• Equal and Official voice on Regional District
• Explore opportunities for cost savings, expanded service or access to expertise that HFN does not (yet) possess
• Relationship-building: re-engagement on more structured terms using treaty as an impetus for that “new relationship”.
General Engagement
Surveying the Foundations
Historic Context
- Dependency
- Neglect
- Underdevelopment
Legal Context
- Constitution Act, 1982
- Indian Act
- Court Cases [Tsilhqot’in]
- Treaties
- Other Agreements
Build a General Understanding
No two FN are the same. Understanding a community’s characteristics is the key to fostering a constructive relationship.
1. What are the demographics?
2. Is there recent history?
3. Are there any upcoming factors?
4. How do you fit into their context?
5. How could you?
Understand Their Leadership
First Nations can have several different groups that contribute to decision-making. Leaders can come from four basic groups:
1. Elected
2. Administrative
3. Hereditary
4. Informal
Elected Leadership
FNs very often have elected leaders, but the structure and relationships between those elected leaders can lead to missteps by those who do not understand the details.
Administrative Leadership
Some FN election cycles are two years long. This can lead to very little consistency in FN elected governments. Administrative officers already possess much sway, and they become even more influential in such an environment.
Hereditary Leadership
Historically, FNs on the West Coast were ruled by hereditary leaders. In HFN, one chief is called *ha’wilth* while two or more are called *ha’wihih*. Hereditary involvement in FN decision-making is varied in its frequency, depth and formality.
Informal Leadership
Whether it be an influential elder, family matriarch or a politician currently on the sidelines, informal leaders can deeply influence the decision-making processes of any FN.
Identify Political Culture
**Confrontation**
Due to the historic context, FNs can often have a political culture that cleaves to confrontational practices for various reasons: defending rights, pursuing interests, preserving honor, etc...
**Engagement**
Perceived cultural changes in FN and Canadian society have enabled a more coordinated and cooperative approach to pursuing goals and objectives in a less formal or confrontational environment.
How to move forward?
Mutual Interest
“By virtue of exchange, one man’s prosperity is beneficial to all others.”
- Frédéric Bastiat, Economic Harmonies
“It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard to their own interest.”
- Adam Smith, Wealth of Nations
Klecko, klecko!
Thank you, thank you! | web | https://lgla.ca/wp-content/uploads/2015/01/2015EOS-John-Jack-LG-FN-Clinic.pdf | 0.485576 | {
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Elders
Gregg Woodall
Tony Williams
Tony Turner
Dave Benner
Terry Clark
Gary Woodall
June Servant Elder
Gary Woodall
Ministers
Steve Higginbotham Justin Morton
Deacons
Michael Albert Brad Alsup David Baldwin Lance Champion Rick Compton Chris Cox Dan Dresser Ben Griffith Walt Hillis John Hoffarth Gentry Jackson Bill Leeth Chris Pegg Dustin Roberts Don Scott John Seibel Steve Smith Jeff Snyder Dale Tanner Daniel Tanner
Lee Toothman
The Day that Changed the World
By Gary Woodall, for the elders
A young, recently married woman was keeping the two boys of an unwed mother in the 1930's when the mother did not return for her children. She and her husband elected to raise them as their own. Soon after, her husband died and she raised these two boys by herself.
Bo, as her grandchildren affectionately called her, was a Christian and a member of the East Main Street Church of Christ in Murfreesboro, TN. She never remarried and focused on these two boys, her Christianity, and trying to make a living in the depression era as a single mother. The day she decided to become a Christian changed the world for her and many others. The day she decided to raise these two boys changed their world forever. That day changed my world, my children's world, and the world of many others.
You see, Bo was my grandmother, supporter, cheerleader, defender, mentor, teacher, moral example, and model of Christianity.
During VBS last week, we looked at three days which changed the world. Those three days have changed every single day since that time. If Jesus had not been willing to come to earth, live the life he lived and teach what he taught, be despised and rejected, crucified and raised, then Bo would not have been a Christian. She would not have taken in those boys and raised them as she did. One of those boys raised my siblings and me in the same way and eventually, we raised our children similarly. The day she put Christ on in baptism was a day that changed the world.
How about you? Have you made that one foundational decision in your life that will change your world and the world of countless others? Decide today to become a Christian. Make today the day that changes your world! If you are a Christian and not living as a Christian should, then make today the day that changes the world for you too!
"Behold, now is 'the day of salvation'" (2 Corinthians 6:2, NASB).
Today
- Autumn Care Assisted Living devo at 1 p.m. Everyone is welcome to join in.
- Horizons begins at FHU.
- Sign up if you plan to eat here on Wednesday.
Tuesday, July 4
- Bible study for college-age and young professionals at the Turners' home from 7:30 p.m. - 8:30 pm. A time of fellowship will follow.
Wednesday, July 5
- Wednesday Meal in the large fellowship room from 5:30—6:15 p.m. sharp.
- Summer Series continues with guest speaker, Tom Bowling.
Friday, July 7
- Youth return from Horizons.
Coming up in July:
Tonight: Alcohol
Invite Someone!
Our Summer Series will continue on Wednesday, July 5th. The theme is Tweets From Heaven: Challenging Truths from Jesus in 140 Characters or Less.
The next guest speaker is Tom Bowling, from the Lawnville Road church of Christ. His topic is Not everyone who says to Me, 'Lord, Lord,' shall enter the kingdom of heaven, but he who does the will of My Father in heaven ( Matthew 7:21). Invite your friends and family to join us.
Meal Teams Needed!
We have a few empty spaces on the Wednesday meal sign-up sheet. Would you be willing to provide your church family with a meal on one of those dates? Get some friends together, plan a simple menu and sign up on the church board. The church will cover the cost of food. Dave and Sue Benner will help you purchase food and answer any questions you may have. The next open date is July 12th, which is very soon!
Karns Community Fair
- The fair is Saturday, July 22nd at Karns High School.
- We will have a table of teaching materials and info on the church.
- We will also have a children's Bible craft table.
- Folks are needed to help set up and tear down our booth as well as take shifts staffing our table.
- A sign-up sheet is posted on the family board in the foyer.
- We will also have a meeting for volunteers to stuff bags with teaching materials.
Sound Room Workers Needed
If you are interested in working in the sound room during worship services, please contact Ben Griffith.
Secret Devo
The teens will meet here on July 11th and travel to an undisclosed location for a devo. More details will be coming soon.
Prayer List
Those attending Horizons are traveling so keep them in prayer.
G. C. Robinson's recent tests showed increased activity with his cancer. Keep both G.C. and Mattie Lou in prayer.
Don Wagner remains in rehab and cards may be sent to him at the address in the Encouragement List. Keep them both in prayer.
Wilma Sheehan (Sara Terlecki's mother) came through her procedure last Friday without complications.
Remember Marilyn Snyder as she continues chemo.
The father of Kenneth Washington as well as inmates, Rashan Jordan, James Penn and Christopher Kalma need prayer.
Continue to Pray For:
Helen Caldwell, Margaret Cagle, Ron Dugger, Carolyn Ford, Jim Gill, Bettye Hawkins, Gary & Bonnie Henderson, Polly Huber, Chris Kelsey, Gabe Martin, Steve Martin, James & Beverly Meadows, Gene Molchan, G.C. & Mattie Lou Robinson, Marilyn Snyder, Rosemary Spivey, Jean Thomas, Don & Ann Wagner.
Welcome to the Karns Family
Nick & Tina Sugalski and children, Joshua and Karo, have placed their membership with us. Katelynn Sugalski placed membership last week. The address for all of them is 683 Bethany Court, Maryville, TN 37803.
Grandparents Again!
Congratulations to Dave and Sue Benner on the birth of grandson, Axel Gray, who weighed 8 lb, 3oz. The proud parents are Jon and Whitney Benner.
Children's Home Pantry Donations
There are lists of needed items on the table in the foyer. Please bring your donations to the office side of the church building and leave them on the "pew" in front of the church.
Opportunity To Evangelize
Our Bible correspondence course ministry continues to grow. We get requests as a result of advertising on our digital sign outside, the church website, and referrals from other students. Therefore, we always need more graders. If you would like to help, see Jonathan Huddleston.
In The Foyer For July
- Worship Schedules
- Anniversary/Birthday Lists
- Encouragement Lists
Check Out The Library
This congregation has been blessed with a great resource, the Bill Nicks Library. If you're relatively new here, the library is located off the back hall of our building close to the elders' conference room. Check it out on weekdays and see Kim Higginbotham, our librarian.
Please Review:
You Are Appreciated!
Justin Morton is very grateful for everyone who helped make this another great VBS: teachers, keepers, writers, actors, decorators, food servers, cookie bakers, game planners, guides, custodial staff, set builders, those who ran sound and everyone else who helped in any way.
to Please review a copy of the Encouragement List available out in the foyer. If you have someone on the list who can be removed, email or call the church office.
Will Hanstein is thankful for everyone who cleaned out and cleaned up the church building basement and all those who showed up to help Southeast offices move to the basement yesterday as well.
The Encouragement List is a useful tool for sending notes or cards and the folks on the list can always use your prayers. It contains those who are in facilities, or family/friends of our members who need continued prayer. It also includes a list of those serving in the military
Sunday News
Morning
Evening
(Attendance cards collected during next song)
Song Leader: Chris Cox
Song: Firm Foundation, 249
Prayer for the Sick: Gary Woodall
Reading: Brent Hurst (Psalm 119:17-24)
Song: Just As I Am-O Holy Lamb, 342
Song: Lead Me to Calvary, 314
Presider: Donnie Iverson
Communion and Collection
Song: Our God, He Is Alive, 22
Prayer: David Roff
Sermon: Steve Higginbotham
Song: Do You Know My Jesus? 889
Song: Bind Us Together, 594
Prayer: Friday Akpan
Announcements: Daniel Tanner
July Attendance Cards:
Welcome & Reading: Daniel Tanner
(Psalm 138:1-2)
Song Leader: Daniel Tanner
Song: Come, Thou Almighty King, 63
Prayer: Eric Nash
Song: Wonderful Story of Love, 140
(Attendance cards collected during next song)
Song: I'm Not Ashamed to Own My Lord, 381
Sermon: Steve Higginbotham
Song: There's a Fountain Free, 856
Song: Oft We Come Together, 124
Song: Blessed Assurance, 541
Prayer: Steve Aragon
Nursery:
Rebecca (D) Fields Shannon Watkins
Welcome Center:
Conrad Slate Brenda Slate
William Martin
Warren Martin
John Griffith
Sam Hanstein
Sound/Video:
Ben Woodall Gentry Jackson
Daniel Cheatham
Wednesday, July 5
Announcements: Donnie Iverson
Song Leader: Jonathan Huddleston
Speaker: Conrad Slate
Prayer: Jeff Smith
Door 6 Usher: Gentry Jackson
Online Resources Available
- Our services are broadcast live at www.youtube.com/user/karnscoc.
- Archives of our video sermons: vimeo.com/channels/karnschurch.
- Our website (karnschurch.org) contains many Bible articles and sermon outlines.
- Archives of our audio sermons are posted at karnschurch.org/audio-sermons.
Karns Church of Christ
6612 Beaver Ridge Rd
Knoxville, TN 37931
Phone: [REDACTED_PHONE]
[REDACTED_EMAIL] www.karnschurch.org
Office Hours: 8 am—4 pm
(Monday—Friday)
Times of Services:
Sun. Bible Study: 9 am
Sun. Worship: 10 am, 6 pm
Wed. Bible Study: 7 pm
2017 Statistics
Sunday, June 18, 2017
Attendance: 401
Contribution: $14,524
Average: $16,349
Budget: $17,000
Placed membership: 35
Baptisms: 9
Responses: 36
Our Goal
To be transformed by God by
Reflecting the life of Jesus,
Giving hope to the lost,
Growing as a family,
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RESOLUTION OF RESPECT
George Burton Rigg was born near Woodbine. Iowa, on February 9, 1872 and died on July 10, 1961. His boyhood on an Iowa farm instigated his interests in plants and nature at an early age, and he was active in this field up to a year or so before his death at an age of over 89 years. His botanical interests and background were broad and varied, but his first love was ecology and in this field, he was especially interested in Sphagnum bogs, which were very common in the Puget Sound area when he first went to Washington in 1907 as a high school teacher. In 1S09 he became an instructor in botany at the University of Washington, Seattle, was one of the trimverate of botany at that institution until 1937 when new staff members were added. The other two were Dr. T. C. Frye who went to Washington in 1903 and Dr. J. W. Hotson in 1911. Dr. Rigg was chairman of the department from 1940-42.
Dr. Rigg took his B.S. at the University of Iowa in 1896, his M.S. at the University of Washington in 1909, and his Ph.D. at the University of Chicago in 1914. Under the influence of Henry C. Cowles, Chicago, he became interested in plant succession and physiographic ecology, out of which developed his interest in Sphagnum bogs. While most of Rigg's research was concerned with Sphagnum bogs he also did some work on marine algae and made field investigations of Pacific Coast kelps in the San Juan Islands and Alaska during the summers of 1911, 1912, and 1913. His studies of Sphagnum bogs were concerned chiefly with peat stratigraphy,
This content downloaded from [REDACTED_PHONE] on Wed, 18 Apr 2018 00:35:11 UTC
All use subject to http://about.jstor.org/terms
Source: Bulletin of the Ecological Society of America, Vol. 43, No. 4 (Dec., 1962), pp. 149-150. Courtesy of JSTOR.
typology, vegetative composition of peat, and bog flora. Although most of his bog work was done in the Pacific Northwest, Rigg also made investiga tions in Alaska, British Columbia, Minnesota, Ohio, West Virginia and the New England States. He published some 50 papers in this field.
During his later active years, Dr. Rigg collaborated with Howard R. Gould in tracing the distribution of volcanic ash from Glacier Peak in North America by its occurrence in peat bogs. Rigg's most extensive piece of research is embodied in "Peat Resources of Washington," published by the Washington State Division of Mines and Geology in the Department of Conservation in 1958. This 272-page report presents a comprehensive and detailed analysis of the peat areas in the State of Washington, showing the distribution, location, and extent of peat deposits with their profiles and sratigraphic development and peat typology. Dr. Rigg was active in the field work for this project which was begun in 1949 and completed in 1953, when he was over 80 years old.
During his career as a teacher, Rigg taught thousands of students in botany, and served as major professor for many graduate students. His understanding, helpfulness, and sympathy for the young botanist were an inspiration, and his excellent teaching helped to reveal the world of plant life to both professional and amateur. In tribute to his long life as an ecologist and teacher, he received the title of "Eminent Ecologist" from the Ecological Society of America in 1956, a recognition well deserved by a scholar, a teacher, a scientist, and a gentleman. Henry P. Hansen, Oregon State University, Corvallis. | web | https://www.esa.org/history/obits/Rigg_GB.pdf | 0.424071 | {
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My Own Prayer
Think about someone you would like to pray for. Put that person's name in the space.
I am praying for __________________________. Make up your own prayer. Put the words or draw a picture of your prayer.
Family Note: Your child is learning to pray for others. If this activity is completed at home, your family can choose people to pray for and list their names. You may want to have your child say his or her prayer before a meal or at another time when the family is gathered together.
Teacher Note: Use this activity with Chapter 3, "Listening." If you wish, list on the board volunteers' suggestions of people to pray for. The class could also make a bulletin board display of people to pray for. The children's completed prayers can be shared during a classroom prayer service. | web | http://www.rclbsacraments.com/sites/default/files/uploads/euch_ch03_pri_myownprayer.pdf | 0.449879 | {
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Benefits of Breastfeeding
Breastfeeding is the best, most nurturing way of feeding your new baby – something special you can do for your child and you.
Breastfeeding is best for your baby
Breastmilk is easy to digest. Your baby's stools will • be soft and easy to pass.
Breastmilk has everything your baby needs to grow • and be healthy.
Breastmilk protects babies from ear infections, colds, • allergies, diarrhea and constipation. Your baby will be sick less and have fewer doctor visits.
Breastfed children are less likely to have diabetes or • become overweight in later years.
Breastfeeding helps baby's eyes and brain develop. •
Breastfeeding is great for mother-baby bonding. •
Breastfeeding is good for moms
Breastfeeding saves time. No messy bottles to fix at • night, so everyone sleeps better.
Baby smells sweet and diapers smell less. •
Breastfeeding helps you lose weight. •
Women enjoy breastfeeding. Hormones your body • makes during breastfeeding help you relax and feel close to your baby.
Breastfeeding lowers your risk of breast and ovarian • cancer, osteoporosis, diabetes and heart disease.
Breastfed babies are easy to take on trips. Just grab • the diapers and go!
WIC moms may get extra food for the first year of • breastfeeding.
Breastfeeding saves money (no formula or bottle • costs, fewer doctor bills and medication costs).
Pregnant Woman - Card 1
Breastfeeding is good for your family
Breastfeeding families are happy knowing their • babies are getting the best food possible.
Fathers and others are very important. They can: •
√ Talk and sing to baby
√ Cuddle baby
√ Read or tell stories
√ Take baby for a walk
√ Bathe baby
How long should I keep breastfeeding? The choice is yours.
You can breastfeed as long as you and your • baby want to. You and your baby benefit from breastfeeding beyond one year of age.
Any amount of breastfeeding is good for you and • your baby.
The American Academy of Pediatrics recommends • breastfeeding for a year or more.
The longer you breastfeed the easier it is to • breastfeed.
Plan ahead for breastfeeding
Tell the nurses NOT to give your baby pacifiers, • water or formula bottles at any time.
Tell your doctor or midwife you want to breastfeed • immediately after you deliver.
Have the baby room-in with you in the hospital. • Nurse the baby often and whenever she shows interest.
Try to manage your labor and delivery without • medications (medications do affect babies and make them drowsy at the breast).
Breastfeeding is a special gift only you can give your baby.
If you require this document in another format, such as large print, Braille or cassette tape, call [REDACTED_PHONE].
This institution is an equal opportunity provider.
WIC Program
TDD: [REDACTED_PHONE] FAX: [REDACTED_PHONE]
WEBSITE: HEALTH.STATE.MN.US | web | https://www.chisagocounty.us/DocumentCenter/View/4178/Benefits-of-Breastfeeding?bidId= | 0.422899 | {
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MW°23 IS A SMALL KNIT COLLECTION
NO SEASONS · NO RULES · SLOW FASHION
ROOTED IN LOVE FOR QUALITY AND SUSTAINABILITY
ANOKIS · PULLOVER
ERIKA · PANTS
TINI - CARDIGAN
CARA - PULLOVER
OTHER - PANTS
SCARF
ARCA · PULLOVER
ERIKA · PANTS
GUTTE · PULLOVER
ANNI · PANTS
The 2023 Summer Collection is here!
NISO - SCARF
CHESA - PULLOVER
ANNI - PANTS
The 100% cashmere scarf is a classic piece that can be worn in many ways. It’s a versatile accessory that can be wrapped around your neck, worn as a shawl or even used as a blanket. The softness and warmth of cashmere make it an ideal choice for colder weather, while its timeless design ensures that it will never go out of style. Whether you’re looking to add a touch of luxury to your wardrobe or simply want a comfortable and stylish accessory, the 100% cashmere scarf is definitely worth considering.
MISAN · DRESS
MAYO · PULLOVER
OTHER · PANTS
TINI - CARDIGAN
ERIKA - PANTS
LOTTOS - PULLOVER
ERIKA - PANTS
SCARF · SCARF
OTHER · PANTS
COTTAN - CARDIGAN
The first step in the process is to identify the problem and determine the appropriate solution. This may involve conducting research, consulting with experts, or brainstorming ideas. Once a solution has been identified, it must be implemented and monitored for effectiveness.
In conclusion, problem-solving is an essential skill that can be applied to various aspects of life. By following a systematic approach, individuals can effectively address problems and find solutions that lead to positive outcomes.
DESA - CARDIGAN
OTHER - PANTS
SANOS - CARDIGAN
DENMARK/AGENT
Wammen Brands
Anne Mette Wammen
Vitus Bering Allé 5B
2930 Klampenborg
Phone: +[REDACTED_PHONE]
Mail: [REDACTED_EMAIL]
SWEDEN/AGENT
EMSA Showroom
Erika Mellberg
Hagagatan 20
413 48 Stockholm
Phone: +[REDACTED_PHONE]
Mail: [REDACTED_EMAIL]
NORWAY/AGENT
Agenturer Jannicke Riple
Unnelandsveien 12
5268 Haukeland
Phone: +[REDACTED_PHONE]
Mail: [REDACTED_EMAIL]
www.r-agenturer.no
THE NETHERLANDS/AGENT
Oona Brands
Katja Verheijen
Fokkerlaan 21 a
1185 JA Amstelveen
Phone: +[REDACTED_PHONE]
Mail: [REDACTED_EMAIL] | web | https://www.stockholmfashiondistrict.se/wp-content/uploads/brands/MW23_LOOKBOOK_S2.pdf | 0.430055 | {
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SAINT GABRIEL SCHOOL
A Catholic Community Devoted to Academic Excellence and Christ's Call to Discipleship
Social / Development History
Student Name: _____________________________________________ Date of Birth: _________________
Address: ________________________________________ History given by: ____________Date: _______
The following questionnaire is to help identify your child's strengths and weaknesses so that we can better meet individual needs in preschool.
FAMILY – Please list the people living in the child's home.
| Child | Completed |
|---|---|
LANGUAGE DEVELOPMENT
Approximately when did your child first say: … Words: Sentences:
Please check present language patterns:
Clear speech:
Stutters:
Can express ideas effectively:
Uses single words:
Phrases:
Are other languages spoken in the home: Yes:
Which ones:
MOTOR DEVELOPMENT
Approximately what age did your child:
Become toilet trained:
Any toilet accidents? Yes: No:
Lisp:
Specific sound substitutions:
Understands spoken words:
Sentences:
No:
How often:
Crawl:
Sit:
Day:
Night:
–Continued–
Stand:
How often:
Walk:
TEL: [REDACTED_PHONE]
FAX: [REDACTED_PHONE]
SAINT GABRIEL SCHOOL
A Catholic Community Devoted to Academic Excellence and Christ's Call to Discipleship
Please check present motor skills.
Runs:
Uses Crayons:
Climbs stairs correctly:
Uses Pencils:
Hops:
Uses Scissors:
Rides tricycle or bicycle:
Skips:
Hand Preference: Right: Left: Both:
Throws and catches ball:
Balances on one foot:
Seems well coordinated:
READINESS
Please check activities your child can do.
Writes name:
Remembers short messages (word for word):
Follows 2-3 step directions:
Recognizes: Numbers: Color: Letters: Words: Dresses self:
Shows imagination in:
Storytelling:
Drawing:
Building and making things:
Play activities:
Other:
–Continued–
TEL: [REDACTED_PHONE]
F :
AX [REDACTED_PHONE]
HEALTH (check all appropriate items)
Has satisfactory sleeping habits:
Is generally in good health:
Requires little sleep:
Experiences nightmares:
Is extremely active:
Is quiet, lethargic:
Is subject to bedwetting:
Frequent Colds:
Ear Infections:
High fevers:
Eating problems:
Vision problems:
Allergies (explain):
Surgery (explain):
Hearing problems:
Accidents (explain):
Hospitalization (explain):
Other:
SOCIAL DEVELOPMENT (please check)
FAX
BEHAVIORAL HISTORY (please check)
DEVELOPMENT HISTORY (please check)
Pregnancy: Normal: Problems (explain):
Medication:
Full Term: Premature:
Baby's condition at birth: Birth weight:
Healthy:
Complications:
Specify any medical problems:
Has your child experienced any unusual emotional stress? If yes, please explain:
FAX: [REDACTED_PHONE] | web | https://www.stgabrielschool.org/uploads/1/0/7/1/107149021/04_social_development_history_2021-22.pdf | 0.425268 | {
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1. GPS Anoga, Sundla, Chamba Mr. Yudh Vir Tandan, JBT
The school has published seven monthly issues of its child magazine 'Nanhe Ustad'. Mr. Yudh Vir has also organised various excursion tours to bank, hospital and tourist spots for the students' holistic learning. A Child Cabinet and Child Saving Bank have been started and are functioning well in the school. Students participate actively in the morning assembly in Hindi, English and Sanskrit. Mr. Yudh Vir focuses on activitybased learning and keeps the students involved in the class even in their leisure time.
2. GPS Behli, Sundernagar II, Mandi
Sumita Kumari, JBT
Ms. Sumita Kumari is teaching students using creative TLMs and through the learning by doing method. Children learnt counting and different animals in EVS through these TLMs and they were extremely enthusiastic during the class.
3. GPS Mathiari, Sihunta, Chamba
Narender Kumar, JBT
The Govt. Primary School Mathiari has bought its own computer system to start smart classes and computer classes. The school has done this on its own initiative without the government aid. The staff of the school, SMC members as well as BRCC (Primary) donated this computer with their own money. It is being used to make learning of concepts engaging. The school is working on the method of learning by doing. Mr. Narender Kumar has made assignments like scrapbooks for yoga etc., tricolor flags, model on surrounding crops etc. and the children increase their knowledge through these methods.
4. GSSS Sharti, Seraj-II, Mandi
Naresh Kumar TGT (NM)
Mr. Naresh Kumar organized a special seven-day maths camp for the students of GSSS Sharti. The aim was to enhance understanding of mathematics concepts. Further, a Maths magazine has been started and Maths Lab setup to encourage activity-based learning.
An ICT Lab has also been setup and being utilized in the school to teach such concepts effectively. A wastewater filter has also been created and is functioning well in the school to address water shortage.
5. GSSS Dhangiyara, Chachoit-II, Mandi
Mr. Hem Raj
Mr. Hem Raj uses TLMs in Hindi class and uses computer modules effectively to explain Hindi lessons. Students are provided knowledge and taught in an interactive way.
6. GPS Basher, Drang, Mandi
Ms. Kamal Jeet, JBT
Ms. Kamaljeet undertook door-to-door campaign and promised to provide quality education by teachers, which resulted in increase in enrollment and the school could compete with the private school located nearby. Ms. Kamal Jeet has contributed to an attractive school campus, colorful classrooms, TLMs, and activity-based learning that enhance the learning and achievement of students. In addition, new uniforms have been introduced for all students and staff of the school.
7. GSSS Joginder Nagar, Mandi
Ravinder Sharma, Principal
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outside:
www.expressreaders.org
inside:
www.expressreaders.org
Finder Sheets Ideas and Directions
Print the above sheets. One sheet is for outdoor use and one is for indoor use.
Use the sheets to find the above items through the following ways (after reading the words):
a. look through books
b. find items in the house
c. watch a movie or show
d. cut pictures from a magazine and make a collage
e. do a scavenger hunt throughout your neighborhood (either taking pictures with an old camera or marking each item as it is found)
No matter how many items you find, if you take a picture of the paper (or your collage or your best photo of the scavenger hunt) and tag @ExpressReaders on Instagram or Facebook, Bug will PERSONALLY send you a shout out with your name and a picture J (You can also email us at [REDACTED_EMAIL]) | web | https://www.expressreaders.org/dldocs/lets-stay-healthy/Finder-Sheet-Step-2.pdf | 0.428958 | {
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The Quality Conference
for Early Childhood Leaders
May 15, 2015
Live-streamed with recordings later
Attend wherever you are
Watch whenever you can www.qualconecl.org
Solve challenges you face every day with great information presented right on your computer or device. Terrific instructors share exactly what you need to know. Enroll now!
You'll Learn A Lot!
The Emotions Before the Explosions with Dr. Ann Corwin
Wouldn't your day and the children's day go more smoothly if feelings were understood and if we addressed first the emotions that lead to explosions? Find out how!
Upside Down and Inside Out: Lesson Planning for Child-Led Classrooms with Barbara E. Harvey
Inside-Out/Upside-Down lesson planning helps you change your focus in lesson planning from the curriculum-focus to children-focused. Start planning with children's interests in mind, no matter what curriculum you're required to use!
Insider Tips for Finding--and Keeping--Great Staff with Jen Carsen
Everyone needs to know what hiring managers look for and how to be the sort of person owners and directors will be eager to hire and try hard to keep. Learn the secrets to finding the best talent and retaining it at your program.
The Physical Environment as a Quality Indicator with Miriam Dressler
Look at how you can use your room arrangement as an 'additional helper' in your classroom, and how to make learning centers come alive with fun and activities that enrich and expand on your group times.
R.I.C.E. – First Aid for Misbehaviors with a H.A.L.F. Dose of Humor with Dr. Debbie Farr
Humor and laughter are great ways of releasing tension and stress – two common causes of misbehavior. So, join us as we learn how to use developmentally-appropriate humor to increase learning (isn't that what discipline is all about?).
Working with Children of Military Families with Liz Williams
Military children face many unique stressors and difficult transitions related to deployment, relocation, separation from loved ones, and changes in family structure. Find here how you can help them!
Creating Calmness When Working With Children with Judy Arnall
Are there times that you find yourself losing patience when working with children? You can develop some new tools! Attend this workshop and come away with new tools for work and your personal life.
Purposeful Outdoor Play with Dr. Patricia Nan Anderson
Outdoor play time is part of the learning day. It's not just a break, for the children or for us. So it makes sense that we plan for learning during outdoor time. How do you do that? And how can you do it without ruining the play? Find out here!
Earn up to 8 professional development hours you can apply to your state's requirements, by participating in this conference via YouTube from home, live-streaming on May 15 th or from video links later. | web | https://www.hrcontentwriter.com/wp-content/uploads/2015/03/QualCon-flier-2015.pdf | 0.436299 | {
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"stage_versions": "{\"cqf\":\"multi_property_v2\",\"dedup_exact\":\"bloom+memory\",\"dedup_semantic\":\"hybrid+hnsw\",\"heuristics\":\"refinedweb_gopher+line_cleaner_v1\",\"lid\":\"glotlid_like_v2\",\"proxy_eval\":\"tiny_transformer\",\"synthetic\":\"cot_self_instruct+verifier_v2\"}"
} | 72353ea01fea76f0afc0620bd373521c4c78f9af54af3a26dafe8be4839d7c28 |
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