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Peek at the Week: September 25, 2017
This Week in Kindergarten…
Monday:
Marching Monday (aka Walking Monday) to the new school! Jolly Phonics “Aa” is for Austin, Alphie, apple, ant
Wednesday: Apple-Crisp baking
Thursday:
It’s Party Time Girls and Boys!!!! Come to school wearing your favourite pajamas and please be mindful of the temperature outside.
Terrific Kids Assembly: HOPE
Friday:
Yoga Friday – wear your comfy clothes
Terry Fox Walk at 1:00 p.m. We will be walking to Lower Reach Park so all children should wear suitable shoes and clothing please. If you are able to join us, kindly write a note in this book. Children are asked to wear a white shirt to symbolize HOPE. Remember to send in the ballot and complete the section that says who your child will be walking for. Thank you! Library books are due. The Snuggle Up and Read program begins this week.
Rest time bags, blankets and stuffies go home for laundering. Kindly ensure
they are returned on Monday.
Jolly Phonics: For the letter "Aa", we pretend that ants are walking up our arms and we say, "a,a,a,a," (short 'a' sound like ant, apple…). Please ask your child what item was in the Mystery Box this week… (an apple). Do they have the letter 'Aa' in their name? Families are asked to brainstorm some words that begin with our weekly letter, circle their favourite word and write it on a piece of paper. We will add this word to our weekly word list.
S.K. Jolly Phonics consists of reviewing the names, sounds and actions of the letters in the alphabet. SKs will also build words with the letters covered in Jolly Phonics.
Please be sure to ask your little one about our story, "Alphie's Long Winter". This story is about a little leaf named Alphie who refuses to jump from the tree in the Fall.
Open House: It was lovely seeing so many St. James families at the school BBQ last week! I am so very blessed to have such beautiful children and families. Remember if you have ANY questions or concerns, write me a note in the Communication Book. I'm here for you!!!!
First Riders: The Kindergarten students had an opportunity to participate in the "First Riders Program" last week where we learned about bus safety. We watched a video and then got to practise our bus rules as we went for ride around the neighbourhood.
Party Time!!!! God-willing, our party will be on Thursday. We will make apple crisp for the party on Wednesday. Children will be treated to popcorn and a movie as well. Keep making positive choices girls and boys!
Terrific Kids Theme: HOPE… This week, we will discuss what this important word means. Perhaps you can have a conversation with your little one about its meaning as well. We will decorate a 'HOPE' banner too.
Kindergarten Moments in Room 113…
Terry Fox always brings up some pretty sweet and memorable conversations in Kindergarten. During one class discussion, one of the kids mentioned that Terry Fox was in heaven. Another one exclaimed, "Terry Fox is DEAD???????!!!!!".
Then, during dismissal time, a little fellow came up to me and said, "Can we talk about Terry Fox cuz I'm a little bit worried about him". I assured this little boy and all of the children that Terry Fox is with God which means that he is free of pain and doing everything that makes him happy. We then blew a kiss up to heaven of course.
Have an awesome, everyone!
Love, Mrs. Seward
Please initial: _____
For the letter "Tt", we pretend to watch a tennis match by moving our heads from left to right, saying "t-t-t-t…" This afternoon, one of the students and Mrs. Seward/Teward played tennis in our classroom for the boys and girls to watch. Mystery Box item???... ask your little one (tennis rackets). Please ask your child as well what their name would be with a "T" as the beginning sound. | web | https://cdsbeo-www-schools.azurewebsites.net/stjames/wp-content/uploads/sites/131/2016/10/Seward-Sept.25-2017.pdf | 0.493911 | {
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PRESIDENTIAL PROCLAMATION NO. 11-95
Declaring December 1st as National HIV/AIDS Prevention Day in Palau
WHEREAS, WORLD AIDS DAY is the first day of December every year, and
WHEREAS, in observance of WORLD AIDS DAY, the United Nations urges countries around the globe to conduct educational programs geared toward public awareness; and
WHEREAS, the global spread of the HIV infection and AIDS necessitates a worldwide effort to increase communication, education and preventive action to stop the spread of HIV/AIDS; and
WHEREAS, Palau AIDS Prevention Day provides a local opportunity to focus and learn about HIV infection and AIDS; and
WHEREAS, the PALAU NATIONAL AIDS COMMITTEE has organized activities, including a walk-a-thon and outreach programs to the States of Ngarchelong and Peleliu on December 1 st , emphasizing "Shared Rights, Shared Responsibilities" in our communities;
NOW, THEREFORE, by the power vested in me as President of the Republic of Palau by the Constitution and laws of this Republic, I hereby declare and proclaim December 1st as National HIV/AIDS Prevention Day. All national and state government employees, together with the general public in our island community irrespective of race, religion, sex, age, or national origin, are urged to observe National HIV/AIDS Prevention Day by actively participating in the programs and activities geared to prevent the spread of HIV and thus protect ourselves and our nation.
SO DECLARED, PROCLAIMED AND ORDERED this 27 th day of November , 1995, at Koror State, Republic of Palau.
/s/
Kuniwo Nakamura President of the Republic of Palau | web | http://palau.nfshost.com/Executive%20Presidential%20Proclamations/Proclamation%2011-95.pdf | 0.417296 | {
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Ladybirds Day Nursery: Activity Plan
Activity Name:
Target age group:
Baby Bath Time
All
Activity Description:
This activity allows for lots of engagement about home life and daily routines for children, it is what they are familiar with and can be a good activity for new starters. By allowing the children to use a soap dispenser it encourages building strength in the hands. By allowing the children to mix up the bubbles also encourages gross motor muscle use. It combines encouraging children to role play and engage in water play.
Resources Needed:
Water tray/Tuff Tray
Baby baths to add to bath time theme Towels Soap dispensers Dolls
Key Vocabulary / Open ended questions
What else could we add to make it different?
Is there another way we could do that?
What would happen if….?
What do you think about….?
What would you do…….?
Which part did you like best?
Bath
Shower
Clean
Dirty
Wash | web | https://www.ladybirdsdaynursery.co.uk/wp-content/uploads/2020/04/Activity-Plan-Baby-Bath-time.pdf | 0.430605 | {
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Worksheet 4.3 & 4.4 - Primes and Greatest Common Divisors and Solving Congruences
1. Determine whether the integers in each of these sets is pairwise relatively prime.
(a) 11, 15, 19
(b) 14, 15, 21
(c) 12, 17, 31, 37
(d) 7, 8, 9, 11
2. What are the greatest common divisors and least common multiple of these pairs of integers?
(a) 3 7 · 5 3 · 7 3 , 2 11 · 3 5 · 5 9
(b) 11 · 13 · 17, 2 9 · 3 7 · 5 5 · 7 3
(c) 23 31 , 23 17
(d) 41 · 43 · 53, 41 · 43 · 53
(e) 3 13 · 5 17 , 2 12 · 7 21
(f) 1111, 0
3. Use the Euclidean algorithm to find
(a) gcd(1, 5).
(b) gcd(123, 277).
(c) gcd(1529, 14038).
(d) gcd(100, 101).
(e) gcd(1529, 14039).
(f) gcd(11111, 111111).
4. Show that 15 is an inverse of 7 modulo 26.
5. Find an inverse of a modulo m for each of these pairs of relatively prime integers.
(a) a = 2, m = 17
(b) a = 34, m = 89
6. Solve each of these congruences using the modular inverses found in parts (b), of Exercise 5.
7. Use the construction in the proof of the Chinese remainder theorem to find all solutions to the system of congruences
```
x ≡ 1 mod 2, x ≡ 2 mod 3, x ≡ 3 mod 5, and x ≡ 4 mod 11.
```
8. Use Fermats little theorem to find 712 mod 13. | web | https://openlab.citytech.cuny.edu/?get_group_doc=22692/1542291608-MAT2440Worksheet4.34.4.pdf | 0.471755 | {
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Natun Aalo
Sabuj Sangha NGO
Project assessment report
General Body meeting 2017,
Asha Zurich
Natun Aalo
- Supported by Asha Zurich since June 2016
- 35 boys rescued from child labour, sex trafficking, extreme deprivation
- Housing and schooling on site
- Psychological counselling and health check-ups
- Attention to general development through sport and leisure activities
Progress of last 6 months
**Personal development**
- Increase of leisure activities: drawing, sport, theatre, dance etc.
- Job-related skill development: pottery, gardening etc.
**Wellbeing**
- Daily yoga and meditation
- Two sets of new outfits for the children
- Health Cards for health check-ups at the hospital
- More attention to nourishing meals
**Education**
- Quality of teaching has improved
- Structural progress of the school: interactive class rooms, computer lab
- New education material and textbooks
Site visit December 2016: my experience
- Holistic approach to child and community development
- Involvement of the community
- Happy and active children
- Motivated staff
- Progress in learning (test)
- Sensitization of parents
- Focus on gender equality
Computer Lab, Anatomy Lab, Art Room, Model Making Room
The children at the school are very happy and excited to receive the books. They are eager to read and learn more about the world around them. The books have been a great source of inspiration for them, and they are grateful for the opportunity to have access to such valuable resources.
The children are also very excited to participate in the badminton tournament. They have been practicing hard and are confident that they will do well. The tournament is a great way for them to showcase their skills and compete with other children from different schools.
Overall, the children at the school are very happy and excited to be part of the project. They are grateful for the support of the donors and are looking forward to the future.
The school has a beautiful garden with various plants and trees, providing a serene environment for students to relax and enjoy nature. | web | http://www.asha-zurich.ch/Portals/0/docs/2017/GBM/8_Project_NatunAalo.pdf | 0.474354 | {
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8th Grade Summer Reading Assignments
Greetings, Rising 8th Graders!
We are very excited to welcome you to eighth grade at Highlands and look forward to working with you in language arts and humanities. In addition to the books you choose to read over the summer, you will need to secure your own copies of the titles below (links to Amazon), read them, and complete the writing assignments before school begins.
Required:
Synopsis:
* Animal Farm, novel by George Orwell
A farm is taken over by its overworked, mistreated animals. With flaming idealism and stirring slogans, they set out to create a paradise of progress, justice, and equality. Thus the stage is set for one of the most telling satiric fables ever penned-–a razor-edged fairy tale for grown-ups that records the evolution from revolution against tyranny to a totalitarianism just as terrible.
* Stalin: A Wicked History, nonfiction by Sean McCollum
A brief overview of the life of Joseph Stalin; use as a companion to Animal Farm.
Description:
* Manga Classics Romeo and Juliet, graphic version of Shakespeare's tragedy by Shakespeare, Crystal Chan, and Julien Choy (illustrator)
Romeo and Juliet is the classic tragedy of western literature. Created by William Shakespeare, it is a tale of two young lovers from Verona, Italy, who defy the wishes of their feuding families, get married, and tragically, end their own lives in the name of love. Their deaths ultimately help the rival families of the Capulets and Montagues find reconciliation. Manga Classics brings an incredible new reading experience with this adaptation of Shakespeare's most popular and frequently performed plays: Romeo and Juliet.
Description:
* Ain't Burned All the Bright, mixed-media journal reflection on 2020 by Jason Reynolds and Jason Griffin
Reynolds' poetry and Griffin's art perform a captivating dance on pages of mixed-media collage and emotive reflection on the pronounced threats facing a contemporary Black family…. While grounded in 2020, many of the issues touched on explicitly are very much not over and not even new, making this remarkable work both timely and timeless.
Required: Writing About the Literature
For each book--except Stalin: A Wicked History--type a well developed paragraph in a Google Doc where you describe a main character's central conflict and the solution(s) they find. Use at least three direct quotes from the books in each paragraph. Be sure to include the author's last name and page number in parenthetical documentation: (Orwell 42).
Your three paragraphs will be due the first week of school and should give us an idea of your finest writing.
(Optional) For Challenge & Enrichment in Humanities
Joseph J. Ellis' Founding Brothers: The Revolutionary Generation offers an in-depth look at the relationships between the country's founders and is written on a 12th-grade reading level. It is recommended for students interested in history and who enjoy challenging literature.
Synopsis:
In this landmark work of history, the National Book Award-winning author of American Sphinx explores how a group of greatly gifted but deeply flawed individuals–Hamilton, Burr, Jefferson, Franklin, Washington, Adams, and Madison–confronted the overwhelming challenges before them to set the course for our nation. | web | https://resources.finalsite.net/images/v1653070949/highlandsschoolorg/yzms2x8yr71ajbmzd2zm/20228thGradeSummerReadingAssignments.pdf | 0.486572 | {
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Sub-standard and counterfeit electrical chargers can be deadly so always use the genuine charger that is designed for use with the product.
Once devices are fully charged disconnect them and turn the charger off.
Ensure sockets are not overloaded. You can check using the socket calculator on the Electrical Safety First website.
Never use any charger that shows signs of damage or appears to be not working properly.
Never cover a charger as it may build up heat during the charging process.
For more information on fire safety, visit www.northyorksfire.gov.uk
North Yorkshire Fire & Rescue Service Headquarters Alverton Court Crosby Road, Northallerton North Yorkshire DL6 1FE
Tel: 01609 780150
16461_Aug 2018
FIRE SAFETY ARE YOU BEING OVERCHARGED?
Always use the genuine charger that is designed for use with the product www.northyorksfire.gov.uk
Phones
A large number of chargers are bought online each year in the UK by mobile phone owners who are searching for a bargain. However, the cost of buying a fake charger could be much greater in the long run with the risk of injury, electric shocks and fires.
* Never leave a phone charger plugged in and turned on when not in use.
* Never leave mobile phones charging on soft furnishings or beds.
* Never use a phone charger that shows any signs of damage.
* If you need to purchase a replacement charger, buy it from a reputable retailer.
E-cigarettes
* Follow the instructions provided by the manufacturer carefully.
* Only use the charger supplied with the battery as they need to be charged at the correct rate of charge.
* Never leave e-cigarette batteries unattended whilst on charge.
* Ensure that e-cigarettes are not left charging for long periods of time.
* Look for the CE mark that indicates chargers comply with European Safety standards.
Laptops
If your laptop suddenly shuts down, produces odd electrical smells and/or is hot to the touch, it could be overheating. Continued use could then cause the laptop to completely fail or even catch fire.
* If the laptop shows any of the signs mentioned above stop using it immediately.
* Do not use incompatible computer batteries and chargers with your laptop.
* Follow battery usage, storage and charging guidelines found in the user's guide.
* Soft surfaces can restrict airflow so never use your laptop on a sofa, bed or carpet.
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SCS students harvested their pumpkins from the garden that Aric Pickens made for them. We collected 58 pumpkins!
**IMPORTANT DATES:**
**SEPTEMBER 25, 2018**
PTO MEETING, 6-7PM
**SEPT. 27, 2018 - ART CLASS AT LIZ PROFFETTY’S STUDIO/APPLE PICKING BISCAY ORCHARDS**
**OCTOBER 1ST @ 8:00AM- LIFE TOUCH PICTURES**
**OCTOBER 4, 2018 - 1ST LIBRARY DAY**
**OCTOBER 11, 2018 - 1ST YOGA DAY**
**stay informed: southport.aos98.net**
---
**PTO MEETING**
I hope you will be able to join me for this year’s first meeting for our Parent-Teacher Organization, scheduled for Tuesday, September 25th from 6–7pm. Children are welcome to play quietly during the meeting if you wish to bring them.
I’d like to discuss possible playground expansion opportunities and get your ideas for this. As well, we will be discussing school-related functions that occur during the year. I hope you will be able to make it.
Ms. Tibbetts K/1 Classroom
We completed our activities the book “Chicka Chicka Boom Boom” with a craftivity! We made coconut tree hats & used retell strips to help tell the story with pictures.
With permission from the family of Rachel Carson, Mr. Shawn’s class spent Thursday morning exploring the camp of Rachel Carson and the adjoining beach. This day wraps up a brief unit the class completed that focused on the impact of Rachel Carson’s work. Along with being able to tour her camp and the beach, students spent time sitting at the desk where portions of *Silent Spring* were composed. Our class would love to extend a sincere and heartfelt ‘Thank You’ to Kay McLeod who helped organize our visit.
“The more clearly we can focus our attention on the wonders and realities of the universe about us, the less taste we shall have for destruction.”
- Rachel Carson
We had a great turnout at last night’s Open House; thanks to all the families who were able to attend. It’s fun to see the children delight in showing their parents what they’ve been doing these past few weeks.
For those of you who were unable to attend, please be sure to contact your child’s teacher with any questions or concerns you may have.
Parents and students work together to complete a project.
FIELD TRIP ON THURSDAY
Please be aware that on Thursday, September 27th, the whole school will be leaving by bus at 8am for Ms. Proffetty’s ceramic studio in Damariscotta, where art class will be held. Following, we will go apple picking at Biscay Orchards, and enjoy a hike and picnic lunch at Dodge Point Preserve on the way back to school.
It will be a busy day, full of fun activities and plenty of exercise. Please ensure that children come to school dressed appropriately for these activities.
Children may order a bag lunch for Thursday’s trip, but they will need to let their teacher know of the need by Tuesday.
Don’t be late!
This year’s first swim day was a smooth one! Thank you all for ensuring that your children came to school prepared. We’d like to also thank Hannah Abbe for her consistent assistance over the years - you’re a big help, Hannah!
Hello from Mrs. Fowlie
(Guidance Counselor) :)
We had a wonderful week!
Please reach out if you have any concerns about your son or daughter and would like to meet with me. :)
Today in Guidance, we began our journey through an interactive book called “BIG LIFE JOURNAL.”
Our specific topic was -
“MAKING A DIFFERENCE” in our world!
We learned about a man named Blake Mycoskie who started a company, TOMS, making shoes for people all over the world in need. VERY INSPIRING! Ask your kids about his story! :)
We also reviewed our “PROVERB OF THE MONTH:”
SEPTEMBER: “A Gentle Answer Turns Away Wrath,
But A Harsh Word Stirs Up Anger.”
Cultural Studies:
We reviewed our numbers, alphabet, greetings, and everyday school phrases in French.
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TEXT BASED EVIDENCE READING PASSAGES
beginning readers edition
BY MISS DECARBO™
Dear Teachers,
This pack contains 20 text-based evidence passages for beginning readers. If you like my Fall and Winter text-evidence packs but need something for beginning readers or younger readers, you will love this little intervention pack! There is a mix of both nonfiction and fiction passages included. The passages contain short, simple sentences with many sight words and decodable words. Some words within the passages have been replaced with pictures. These rebus style passages promote confidence in young readers and add engagement to the stories. Each passage encourages the student to reread three times for fluency promotion. The student also has three text-based evidence tasks to complete. The first task always draws attention to two sight words within the passage that students need to find and color. The next two tasks are comprehension based, requiring students to go back into the text to find basic points within the passage. Going back into the text to find evidence promotes comprehension and understanding. Finally, the student illustrates the passage. This allows teachers to quickly assess if students understood the main points in the story. It also makes the completion of the activity fun and interactive for students! I hope you enjoy this learning pack! 😊
MISS DECARBO
INTERACTIVE READING FOR LITTLE ONES!
Rebus-Style passages to increase motivation and engagement in reading!
Short, simple passages for young, beginning readers!
Students keep track of their rereading for fluency development!
Three text evidence tasks per passage
Students illustrate the passage. Perfect to quickly assess understanding!
IDEAS FOR USING THIS RESOURCE
*Guided Reading Warm-Ups
*Small Group Reading
*RTI
*Whole Class Lessons
*Mini Lessons
*Great for intervention specialists
*One on one tutoring
*Kindergarten stretch texts
*Kindergarten reading groups for advanced readers
*First Grade independent reading materials
*Morning Work
*Homework
*Literacy Centers
*Place a passage a week in book bins for independent practice
*Parent Helpers within the classroom
*Great for sub days
*Homeschooling activities
*After-school reading activities
*Assessment
*Struggling first and second grade students
READING PASSAGE TITLES:
Page 6: The Dog
Page 7: A Sick Cat
Page 8: My Pet Pig
Page 9: The Hen
Page 10: A Yellow Fish
Page 11: Jen’s Red Bike
Page 12: Tim’s Bad Day
Page 13: Frogs
Page 14: The Fox
Page 15: The Duck
Page 16: Dan’s Birthday Party
Page 17: The Turtle
Page 18: A Day at the Beach
Page 19: The Park
Page 20: Ben’s Jobs
Page 21: Lions
Page 22: The Butterfly
Page 23: Meg’s Lunch
Page 24: How To Make a Snowman
Page 25: The Snow Day
Frogs
A lives in a pond.
Frogs lay eggs.
A can hop.
A can sit on a log.
Frogs are green.
Frogs are good pets!
Color the words: can, are
Color the sentence that tells where frogs live.
Color two things a frog can do.
Purchase of this download is for **one** personal classroom use only. If you wish to share this file with a co-worker or any other person, an additional license is required. Additional licenses are available in my TpT shop at half price. Duplication, or sharing with other classrooms, co-workers, an entire school system, or posting this on **any** website or blog violates copyright. This includes district and shared servers. You do **not** have the right to post this file on your blog, website, district website/server, or **anywhere online** at any time, under any circumstance.
Clip Art & Font Credits:
Visit Each Artist’s Shop By Clicking On The Buttons Below:
Stock photographs from www.shutterstock.com
©2013 Miss DeCarbo, Inc. | web | https://www.missdecarbo.com/wp-content/uploads/2020/10/Text-Evidence-Passages-For-Beginning-Readers-preview.pdf | 0.506486 | {
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Telling the Story of the Niagara Escarpment World Biosphere Reserve
MEDIA RELEASE
For Immediate Release: May 21st , 2015
GREEN partners with the ROM and the Hamilton Conservation Authority to Showcase a Spectacular Fossil Exhibit
The Giant's Rib Escarpment Education Network (GREEN) has partnered with the Royal Ontario Museum (ROM) to showcase some excellent fossil specimens from the Niagara Escarpment. GREEN will be hosting a visiting fossil exhibit, featuring corals and sea creatures which lived in this area more than 420 million years ago, from the ROM beginning in June. The visiting fossil exhibit will be premiered Saturday, June 6th at the Giant's Rib Discovery Centre in the Dundas Valley Conservation Area.
"The Royal Ontario Museum's Centre for Fossils and Evolution is delighted to have an opportunity to participate in celebrating the Niagara Escarpment's 25th Anniversary as a biosphere reserve. The ROM's collections contain a wealth of fossil remains from the ancient seabed deposits that form the rocky foundations of the Escarpment, and by sharing a representative selection of these we hope to help foster an interest in, and appreciation for, life's deep history on this amazing planet," says David Rudkin, Assistant Curator of Invertebrate Paleontology at the ROM.
Through a partnership with the Hamilton Conservation Authority, GREEN is also pleased to announce the addition of genuine Niagara Escarpment fossils, provided by the ROM, to our Grade 4 Rocks and Minerals Teacher's Kits. This is a curriculum-based unit available free of charge to Ontario grade 4 teachers. Kits are available by contacting us through the website or through Hamilton Conservation Authority's Outdoor Environmental Education program.
Media contact:
Leigh Kirschner
Marketing & Communications Coordinator,
Giant's Rib Escarpment Education Network [REDACTED_EMAIL]
This media release has been formatted to be an accessible document. Should you require this information in an alternate format, please contact the Giant's Rib Discovery Centre and we will be happy to assist you.
Canada's First Nations and its early settlers once called the Niagara Escarpment a "Giant's Rib." The Giant's Rib Escarpment Education Network is a not-for-profit volunteer organization promoting uses of the Niagara Escarpment World Biosphere Reserve that will ensure retention of its natural state for future generations. We operate a Discovery Centre on weekends and run public programs to raise awareness of the NEBR.
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@PugandLadyM
@KidsBloomsbury
#AdventuresofPug
COLOUR IN CAPTAIN PUG AND HIS PICNIC!
FUN PUG FACTS
A group of pugs is called a grumble
My pug facts
The word 'pug' comes from the latin word for 'FIST' because pugs' faces look a bit like one!
A baby pug is called a PUGLET
QUEEN VICTORIA loved pugs – her pug pets included Olga, Pedro, Minka, Fatima and Venus!
Pugs were bred as companion dogs in ancient China and Tibet. They are hard-wired to be amazing friends to humans!
@PugandLadyM
@KidsBloomsbury
#AdventuresofPug
facebook.com/LauraJamesAuthor Follow BloomsburyBooks on Popjam
HELP LADY MIRANDA SAVE PUG!
Guide Lady Miranda through the maze to help save pug!
#AdventuresofPug facebook.com/LauraJamesAuthor
Follow BloomsburyBooks on Popjam
WHERE WILL PUG GO NEXT ?
Pug goes on lots of exciting adventures – what should he try next? Draw Pug in action!
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"Knowledge is too important to leave in the hands of bosses"
Industry Median Wage Settlements
Median Wage Increases (Q3) July-September 2019
*** The median is the number which found in the middle of a range of numbers. For example, if the range of numbers is 2, 4, 6, 8, 10, 12, 14, 16, 18 then the median is 10.
For more information contact:
George Mthethwa
[REDACTED_PHONE]
[REDACTED_PHONE]
[REDACTED_EMAIL] www.lrs.org.za | web | https://www.lrs.org.za/wp-content/uploads/2021/01/Industry-wage-settlements-Q3-2019.pdf | 0.465323 | {
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Sythwood Primary School and Sure Start Children's Centre
Transforming schools… changing lives
GREAT LEARNING, GREAT CHALLENGE, GREAT FUN!
Value of the month: Responsibility Language of the month: POLISH
NEWSLETTER07
AUTUMN TERM16THOCT 2015
rd Dear Parents,
Sequoia class had their assembly this morning, re-telling the story 'King of the Wild Horses'. This is a wishing tale about a stallion known as "The Black" who is the leader of a band of wild horses. It was a great interpretation of the story and the children also shared some of their own wishing tales. It was wonderful to hear what the children wished for.
Our Year 3 children have been having swimming lessons all week. Past experience has shown that children make good progress with their swimming when practising every day for a week and this has proven to be the case again. I hope that they can continue to practise as much as possible in their free time.
Year 6 took a trip to Birdworld this week as part of their IPC unit 'Out of Africa'. The children were looking at animals and how they adapt to their environment, in particular the owl and its feathers. The children were very lucky as they were also able to meet a heavily pregnant goat and were able to feel the kids kicking and moving inside her.
Reception really enjoyed their 'Bedtime Stories' session earlier this week. Lots of the children and their siblings came along dressed ready for bed with cuddly toys in tow. The children listened to their teachers reading 'Owl Babies' and 'The Tiger Who Came To Tea' whilst having milk and a biscuit. They then enjoyed Rhyme Time singing to end the evening.
Year 4 had an Egyptian workshop on Tuesday which they thoroughly enjoyed. The children were able to dress up in authentic outfits and learn about Ancient Egyptians such as Cleopatra, Tutankhamun, Mummies and Pharaohs. They also learnt more about Egyptologists and will be able to continue with this subject during History Week.
Mrs S Tresilian Headteacher
FORTHCOMING DIARY DATES
19 th Oct
Year 4 Saxon workshop
19 th Oct
Year 1 Gunpowder Plot workshop
21
st
Oct
Year R Castles, Knights & Dragons workshop
21
st
Oct
Year 6 WW2 workshop
22 nd Oct
Year 3 Butser Farm trip
22
nd
Oct
Year 2 Titanic workshop
22 nd Oct
Year 5 Viking workshop
23
rd
Oct
Year 3 Roman workshop
26 th Oct – 30 th Oct
HALF TERM
02 nd November
Back to school
Sythwood Primary School Great Learning, Great Challenge, Great Fun!
Newsletter — 16th October 2015
School Uniform and Equipment
We do not sell any items of uniform at school, including swimming hats. You can purchase these items from many local clothes and sports shop. Items with our school logo can be bought at Valentinos in Knaphill.
The only items we sell are:
Book Bags
£5.50
P.E Bags
£4.50
Water Bottle (small)
£1.50
Water Bottle (large)
£2.50
Please make sure you have the correct money when buying these items as we are unable to provide change.
Changes to Payments for Out of Hours Clubs
October Half Term
Payments for the October Holiday Play Scheme must be received by Friday 23rd October in order to secure your child's place.
If a payment is not received by this date you will forfeit your child's place.
Breakfast Club, After School Club, Holiday Club and Nursery
Bookings for Breakfast Club, After School Club, Holiday Club and Nursery must be paid for in advance. Regular bookings may be paid for in monthly instalments in advance. All ad hoc sessions must be paid for at the time of booking. Your child's place cannot be secured until payment has been received.
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Costs for keeping Fire-bellied toads? & Questions Answers
STAR
QUESTION
Lighting
Corns
livers of the prey they eat, but this is not the only impact natural sunlight has on snakes. These reptiles are tetrachromatic, which means that they use the component of ultraviolet component of sunlight known as UVA to see properly. These are just some of the benefits that we know about, linked to exposure to natural sunlight and others are likely to await discovery.
QI am just starting out with my first corn snake. Do they need basking lamps? There seems to be a lot of conflicting advice. Some people have told me they do, whereas others have said that this is not necessary, and a normal household bulb can be used to light the vivarium. But the kit that I bought, supposedly for corn snakes, came with a 2% UV bulb which seems ridiculously bright! What sort of lighting do I need to use?! Also, can I keep two corn snakes together?
A The care of corn snakes is now very well-documented, although there is still conflicting information out there. Snakes from a hot area like south-eastern parts of the USA where they occur will spend some time basking in heat in the wild. Look at our own adder - I would guess the only time that they are really conspicuous is when they are sunbathing. This is for various reasons including thermoregulation, and the pathway of chemical reactions taking place in the skin that lead to vitamin D₃ production.
It is true that snakes can obtain D₃ from the
Practical Reptile Keeping
50
I recommend using a safe and controlled heat source like a heat mat affixed to the back wall to negate wet burn. A good halogen heat spot should be fitted into a caged lamp holder and used again with a thermostat. I would also operate this via a 24 hour timer and run the heat spot to recreate full sun from 11am until 2pm, mimicking the full power and height of the sun.
Your snake can then chose when and where to soak up plain heat. I recommend a halogen heat source as unlike fragile tungsten lamps, these tough and splash resistant lamps have a longer life and a stable, high heat output. Halogen lamps can also be safely dimmed without significantly reducing the lifespan of the lamp.
I always insist on the benefits of a good quality 2% natural sunlight lamp. This will give the UVA for vision and hormonal balance, combined with UVB which contributes to the overall well-being of the snake. It also provides a good natural sunlight colour in the enclosure, which will make the snake appear more attractive and easier to see. Change UV lamps once a year in the case of European lamps and four times a year with those manufactured in Asia, to ensure a consistent UV output.
All diurnal and crepuscular snakes - and indeed, other reptiles - benefit from UV in the right dose. Even colour morphs and albinos, but please remember that any animal with pink eyes such as the candy cane shown here will be more sensitive to light than usual. This does not mean that they do not need natural sunlight - instead, they just need lots of cover to hide their head away while they are sunbathing.
All corn, milk and king snakes are wellknown as preying on other snakes. Be aware these are not safe snakes to house together therefore. They are all unpredictable animals and opportunist feeders. Although people do keep these snakes together for long periods of time with no problems, it is risky, with aggression being most likely to arise at feeding times. Personally I wouldn't recommended it therefore. John Courtney-Smith | web | http://www.arcadia-reptile.com/wp-content/uploads/2012/02/050_PRK_Oct10.pdf | 0.491188 | {
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Monuments to a Dream: Martin Luther King, Jr. Memorials
Ever since Martin Luther King, Jr.'s assassination in 1968, communities across the U.S. have sought ways to memorialize the ideals King and the civil rights movement came to stand for. Identify the locations of the following monuments to King, each presenting a unique view of his life and legacy.
1. A statue of Martin Luther King, Jr., stands on a pedestal engraved with these words: "His dream liberated [. . .] from itself and began a new day of love, mutual respect, and cooperation." Which city's name fills in the gap?
Birmingham, AL
Atlanta, GA
St. Augustine, FL
Memphis, TN
2. A 30-foot-tall black granite pinnacle encircled by spirals of steel rises from a pool of water in front of you. You’re standing in front of a memorial to Martin Luther King, Jr. in what city?
Salem, NC
Memphis, TN
Scottsboro, AL
Seattle, WA
3. A well-muscled African American man, wearing only a loincloth and cast in bronze, holds his newborn up to the sky. Which city are you visiting now?
Birmingham, AL
New Orleans, LA
Salem, NC
Atlanta, GA
4. Surrounded by trees, you walk from one upwelling of water to the next. Each small fountain, set back into a semicircular niche of stone, commemorates a martyr to the civil rights movement. You’re strolling through the King memorial in which city?
Washington, DC
Honolulu, HI
Sources:
National Park Service, Historic Places of the Civil Rights Movement: We Shall Overcome, http://www.nps.gov/history/nr/travel/civilrights/index.htm (accessed October 1, 2009).
Richard E. Miller, "Martin Luther King, Jr. Memorial Park," Historical Marker Database, http://www.hmdb.org/marker.asp?marker=22557 (accessed October 1, 2009).
National Memorial Project Foundation, Inc., BuildTheDream.org, http://www.mlkmemorial.org/ (accessed October 7, 2009).
National Park Service, Martin Luther King, Jr. National Historic Site, http://www.nps.gov/malu/ (accessed October 2, 2009).
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WFWP USA: Women Standing Hand-in-Hand at 12 Bridge of Peace Ceremonies
Kaeleigh Moffitt September 21, 2024
"If women all around the world take one another's hands as sisters, their men would cease to fight and kill one another...parents would no longer mourn the loss of their sons and daughters." - Dr. Hak Ja Han Moon, WFWP Founder
What if the solution to world peace began with us - women, standing hand-in-hand, lifting each other up across our differences? Imagine the ripple effect we could create, building bridges of peace not only in our homes but in communities worldwide. This vision isn't just a dream; it's a call to action. ✨
On September 21, the world marks the International Day of Peace, and this year, WFWP USA embraced it with a powerful message - one of reconciliation and unity. Across the nation, over 12 Bridge of Peace ceremonies were held, bringing women together to foster understanding, heal divisions, and create lasting peace. These programs highlight the essential role of reconciliation in conflict resolution, reminding us that true peace begins within and extends outward to the world.
What is the Bridge of Peace?
WFWP's signature project, the Bridge of Peace, was born out of a vision of reconciliation. It offers a profound opportunity for individuals of differing or even conflicting backgrounds to meet each other with forgiveness for the past and hope for the future. Whether healing the rift between once-warring nations or addressing racial divides and community tensions, this project has brought women together to heal, forgive, and move forward.
In 1995 and 1996, during the 50th anniversary of the end of World War II, over 20,000 Japanese women traveled to the United States to cross a symbolic bridge with American sisters, closing the painful chapter between former enemies. What happened next was transformative: tears flowed, followed by smiles and laughter as women from opposite sides made a heartfelt commitment to forgive and move forward. This symbolic crossing has since expanded to countries and communities worldwide, from uniting Catholics and Protestants in Ireland to Israelis and Arabs in Jerusalem, and here in the U.S., bridging racial divides and uniting women and girls in a vibrant bouquet of sisterhood.
A Symbol of Transformation
The power of the Bridge of Peace lies not just in the ceremony itself, but in the deep personal transformation that happens within the heart of each participant. Two individuals stand on opposite sides, bowing in both repentance for the pain caused - whether by them or their ancestors - and in forgiveness to the other. As they cross the bridge to meet in the middle, they leave behind fear, prejudice, resentment, and pain. What remains is a renewed commitment to peace and understanding. The Bridge is more than a symbolic crossing; it is a reflection of our willingness to embrace someone different and heal the divisions within our own hearts.
Women as the Heart of Peacebuilding
As mothers, daughters, sisters, and friends, we hold the unique power to foster compassion, empathy, and unity in our world. It is often women who nurture the next generation, modeling the values of peace, understanding, and reconciliation. When we lift each other up - whether in our families, workplaces, or communities - we create a ripple effect of positive change that can be felt far beyond what we see.
As women of WFWP, let us commit to making peace not just a goal but a way of life. From the way we treat one another to how we raise our children, we have the ability to plant the seeds of peace every day. Together, let's build bridges, mend divides, and create a world where peace starts from the inside and radiates out. | web | https://www.tparents.org/Library/Unification/Talks/Moffitt-24/Moffitt-240921.pdf | 0.483322 | {
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Forest and food security in West Papua, Indonesia Recommendations for future research
Mulia Nurhasan, Avita Usfar, Agus Muhamad Maulana, Ferry Hurulean, Aser Rouw, Charlie D Heatubun and Amy Ickowitz
Presenter: Ferry Hurulean, Staff at Research and Development Agency (Balitbangda) of West Papua Province, Indonesia
Forest Cover of West Papua Province in 2017
Data Source: Hansen Global Forest Change v1.7
Per Capita Energy Intake for Regencies in West Papua in 2017
The availability of rice makes the indigenous people consume rice. They are not gardening, hunting, and gathering anymore"
Quantitative analysis shows that energy and protein consumption at provincial level is adequate. However, analysis at the regency level shows gaps; areas with the most indigenous population are also the most undernourished.
The study also shows that West Papuan diets are transitioning towards more rice, chicken and caloric foods and beverages which are mostly imported, and less sago (a wild palm stem found in forests) and tubers which are their traditional staple foods, and also less wild meats and green leafy vegetables.
Qualitative analysis showed stakeholders were confident that their land can feed local Papuans, but that the increased availability of rice, has changed local food habits and resulted in less reliance on local foods.
Foreign, Commonwealth & Development Office
West Papua Province, Indonesia, is located in the largest tropical island in the world, with large areas of forests and the greatest habitat diversity in Southeast Asia. For West Papuans, forests are inseparable from food security and from their identity. The study analyzes food consumption data (Indonesia National Socio-economic survey 2008 and 2017) and results from Focus Group Discussions to further understand these links.
We have everything. The production of tubers, production of local foods is (enough) to fulfill the populations' needs"
The indigenous people still depend on their forest. Therefore, the thing that should be regulated now is the land-use, how large-scale use of forest can be stopped!"
Stakeholders expressed strong willingness to increase consumption of traditional foods for more resilience of the food systems. But they worry about the process, since diet change has been systemic and widespread.
They believe that their land can provide enough local foods, if people are willing to consume local diets, and the indigenous Papuans who are still relying on forest, should have protected access to forest food.
Recommendations
There is a lot of work to be done to support the West Papuan Provincial government with evidence based policy.
The study recommends the following research in the near future;
* Second, a behavioral change study that could support local communities to change their diets towards increased consumption of healthy local foods.
* First, a participatory study that explores West Papuan aspirations as the base for dietary guidelines, that incorporate culture, nature and local preferences.
* Third, to understand the possible impact of conserving 70% of our forest cover (as planned in the Manokwari declaration) on food security. | web | https://www.foreststreesagroforestry.org/wp-content/uploads/2020/12/T2-141-Poster-A3-FTA_Forest-food-security-in-West-Papua-05-Hurulean.pdf | 0.44296 | {
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First Topic: Field of Mars Youth Environmental Forum 2011
- Settled on members of Council attending forum
- William Vu, Kimberley Yoon, Jessica Yuan, Michael Au
- Topics/issues to possibly raise at forum:
- Planting more trees (bush regeneration, vegetable community gardens)
- Educating about waste (recycling, organic waste – methane gas release)
- Cutting down on packaging (i.e. In canteen, school storage)
- Carbon tax – support from Gen Y/Z of Australia
- Green Day – educating the school body
- Sensor and timed lighting in rooms
- Spring-loaded bubblers:
- Built with slant to save water
- Refill stations at bubblers
- Stops buying plastic bottles everyday
- Banning plastic bottles
- Providing reusable, biodegradable bottles to all students in Year 7 initially (as part of “welcome” package)
Second Topic: Green Day
- Lesson Integration
- Try have no lights during lesson
- No laptops/computers; technology overall not to be used
- If possible, no heating or at least minimal use (from air-conditioning)
- Stalls
Food
- Green pandan cakes
- Cupcakes
- Drinks – uncertain
“Green” bags
Plants
White elephant
Assembly
- AYCC
- Quick overview of Green Day in presentation
Year 10 Double
- AYCC Workshop
- Amazing Race – environmental theme
Lunch “open mike” scrapped; need alternative ASAP
Published Wednesday 15 June 2011.
Minutes compiled by William Vu, SEC President.
This is an official document release by the FSHS Student Environmental Council. The SEC permits the private/personal use and distribution of this document. All rights are reserved under the Australian Copyright Act 1968 and the SEC is protected under the Department of Education & Training, NSW. | web | http://thefortenvironment.weebly.com/uploads/3/2/3/3/3233803/meeting_12-2011.pdf | 0.443941 | {
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These activities can improve your health, lower toxic stress, and help you create a safe, stable, and nurturing home for your children.
Sleep
* Why it matters: Sleep helps your body get rid of the bad effects of stress.
* What you can do: Try to get 8 hours of sleep every day by cutting down on caffeine, creating a "bedtime routine" for yourself and your kids, and not taking your phone to bed with you.
* Need help? Talk to your nurse about any sleep problems you have.
Healthy Eating
* Why it matters: Eating healthy foods will help lower your risk for conditions like diabetes, heart disease and other serious illnesses.
* What you can do: Try to eat fresh, whole foods, fruits and vegetables; avoid foods that are very processed or contain a lot of sugar; drink at least 8 glasses of water a day.
* Need help? Look for recipe ideas here: eatfresh.org, or check out your local WIC (Women, Infants, Children) program and store (fns.usda.gov/wic).
Exercise
* Why it matters: Exercise can reduce stress, and can lead to a better mood and overall good health.
* What you can do: Try to get at least 30 minutes of gentle exercise every day, including walking, swimming, biking; try to get outside every day.
* Need help? The YMCA and Parks Department offer low cost memberships.
Relationships
* Why it matters: Healthy relationships are important for both mental and physical health. We may not be able to change others' behaviors, but we can change our response and reactions to them.
* What you can do: Practice good, honest and open communication to support your relationships. Talk to your nurse or someone you trust if you feel unsafe.
* Need help? Call the National Domestic Violence Hotline at 1-800-799-SAFE (7233).
Mental Health
* Why it matters: Mental health is as important as physical health because the body and mind work together. Good mental health can help the relationship between parents and children, and can help children reach their developmental milestones.
* What you can do: Talk to someone you trust if you are feeling down or anxious.
* Need help? Contact National Alliance for Mental Illness to find local resources- nami.org or call 800-950-NAMI; ask your nurse for a behavioral health referral.
Mindfulness
* Why it matters: Being aware of your physical responses to stress, emotions, and triggers may help you to relax, and pause before reacting.
* What you can do: When you are angry or upset count to 10 or take 3 deep breaths before you do anything else; take time for yourself during the day.
* Need help? Look online for free meditation apps and free guided meditations. | web | https://sonomacounty.ca.gov/Main%20County%20Site/General/Sonoma/Sample%20Dept/Divisions%20and%20Sections/Public%20Health/Sections/A%20Service/Services/A%20Service/_Documents/TIA-PHN-ACES-Handout%20-English.pdf | 0.430367 | {
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www.prestwickhouse.com
Across
Answer Key
2. Darlene is a(n) _____; she taught herself how to play the drums. [AUTODIDACT]
4. One who suffers or sacrifices for a cause [MARTYR]
7. Stan probably won't be elected as mayor because of his many _____. [INDISCRETIONS]
9. Synonym for empty-headed [VACUOUS]
11. This person's collection has my stamp of approval! [PHILATELIST]
15. Subsidiary; providing assistance [ANCILLARY]
17. A private investigator would likely need this for a case. [DOSSIER]
18. "You probably shouldn't have eaten that spoiled meat," said Kyle to his _____ friend. [ASININE]
19. Synonym for require [STIPULATE]
Down
1. A description fit for a noble king [AUGUST]
3. It takes a(n) _____ person to win an Olympic gold medal. [INDEFATIGABLE]
5. A claim with very little evidence would be considered this. [TENUOUS]
6. The FBI investigated the violent group at the _____ of numerous neighbors. [BEHEST]
8. "She looks a little bit like my mom." [SEMBLANCE]
10. Synonym for whims, caprices [VAGARIES]
11. Synonym for worthless, cheap [PICAYUNE]
12. Synonym for malicious [INVIDIOUS]
13. Because my dad is a chef, I learned to cook almost by _____. [OSMOSIS]
14. A means by which something is transmitted [CONDUIT]
16. Cassidy looked beautiful at her wedding, _____ the heel of one of her shoes broke. [ALBEIT]
Get Free Classroom Resources
THE ENGLISH TEACHER’S FREE LIBRARY
When we ask teachers what they want, they always say, “free stuff for my classroom.”
Look no further—the new English Teacher’s Free Library is loaded with free eBooks , lesson plans , posters , and puzzles that are ready for your classroom.
Visit:
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CIRMA E-Learning Center
Providing and Protecting Potable Water Sources
Online Training Program
Our E-Learning Programs are FREE to all CIRMA members.
Course Description:
No water means no life. It is one of the most important substances on Earth and has recently become a hot topic in the United States due to conversation about global warming. This one hour course will discuss the importance of conserving not only the supply of water but potable water in particular. In this course, the learner will navigate the world of water conservation and preservation through an individual and regulatory lens.
Time: One hour Preview the Providing and Protecting Potable Water Sources online training program here.
Learning Objectives:
At the end of this course, the learner will be able to:
* Differentiate between water sources as they relate to drinkability.
* Explain where potable water originates.
* List ways to conserve the supply of potable water.
* Describe which regulations can positively affect potable water sources.
Key Topics Include:
* Key issues in constitutional policing
* Global and National Water Supply
* Types of Water
* Types of Water Sources
* Importance and Use of Source Water
* Threats to Water Sources
* Indoor and Outdoor Conservation Methods
* Types of Pollution
* Integrated Management Approach
* Water Regulations
To access CIRMA's E-Learning Center or to see a complete schedule of CIRMA's instructor-led Training & Education programs, please visit —
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Bacon and Cheese Muffins
Ingredients
* 4 slices Red Tractor streaky bacon – cooked until crispy
* 300g self-raising flour
* 100g cheese – grated
* 2 eggs
* 200ml of milk
* 1 teaspoon of baking powder
* 3 tablespoons of vegetable oil
Equipment
* Large Mixing bowl
* Fork
* Sieve
* Wooden spoon
* Muffin cases
* Muffin tray
* Measuring jug
* Dessert spoon
* Teaspoon
* Non-stick frying pan
* Spatula
* Heat source – Hob and oven
How to make it (View video for additional support)
Warning!
* Always use the hob, oven, and equipment safely and sensibly under the instructions of an adult.
* Wash your hands after handling raw egg and wash surfaces and equipment after use.
1. Preheat the oven to gas mark 5 (200 degrees).
2. Grill or fry the bacon rashers and turn out to cool; chop roughly.
3. Sieve the flour and baking powder into a large bowl.
4. Fold cheese and bacon into the flour mix.
5. In a separate bowl, beat the eggs and then stir in the vegetable oil until combined.
6. Using your wooden spoon make a well in the dry ingredients and pour in the wet ingredients.
7. Carefully mix by stirring the wet and dry ingredients together – the mixture should be lumpy and just about falling off the spatula.
8. Line a muffin tin with paper cases.
9. Using a spoon evenly place mixture into each of the muffin cases. You can use a second spoon to scrape the mixture off the spoon.
10.An adult must complete this next step. Place the muffins into the heated oven.
11.Bake for 12-15 minutes or until golden brown.
12.Place the muffins carefully onto a cooling tray. Once cooled, enjoy tasting your cheese and bacon muffin!
Enjoy!
* Taste and evaluate the muffins you have made.
* Make sure you wash and dry your equipment ready for the next group and wipe the table.
* Discuss food waste. How will the food waste be disposed of: will it be put in a bin, used as compost or recycled in line with the school arrangements? | web | https://lincolnshireshowground.co.uk/admin/resources/bacon-and-cheese-muffins-ingredients-and-instructions.pdf | 0.430878 | {
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Kia Ora Koutou Greetings
TŌ TĀTOU KĀINGA : OUR PLACE
nurture whāngai grow whakatipu
inspire whakamanawa
w
w
w
w
Newsletter
8 March 2021 Number 5/21
Whakaute Respect
Virtue - Whakaute : Respect
Our focus virtue over the next two weeks is Whakaute : Respect. We will ask children to identify ways in which we show respect to o t h e r s a n d s h o w re s p e c t f o r o u r environment, be it at home or school. The virtue of Whakaute reflects our core value to nurture - Whāngai. Children show respect in class by listening to others and working collaboratively with their peers.
Whitianga Leadership Camp
Our team operated the camp within the Ministry of Education and Ministry of Health guidelines for school camps at Covid-19 Alert Level 2. We ensured our camp bubble was contained and safe. Thanks to Mrs Silcock for her guidance in respect of our Safety Plan.
Teenei te mihi kia koutou katoa. On behalf of the Year 7 & 8 class we would like to thank Mr & Mrs Silcock for letting us stay in their home. A huge mihi to Edith Green and Missy Hotene for cooking and taking care of our tamariki while on camp and finally to our parents for your ongoing support of our class. Ngaa mihi. Tania Anderson
Term 1 Upcoming Events
Tues 9 Mar
- Interschool Swimming Sports (Postponement date 11 Mar)
Sun 14 Mar-Fri 19 Mar
- Port Waikato Camp Tues 16 Mar
- Y4 Pukemokemoke Trip Thurs 1 Apr
-Teacher Only Day
Fri 2 Apr
- Good Friday - School closed
Mon 5 Apr
- Easter Monday - School closed
Tues 6 Apr
- Easter Tuesday - School closed
Mon 12 Apr
- Mobile Ear Clinic at Morrinsville School
- Parent Teacher Meetings
Tues 13 Apr
- Parent Teacher Meetings
Fri 16 Apr facebook.com/pages/ Morrinsville-School
- Last day Term 1
Email: [REDACTED_EMAIL]
Phone: 8897250
Dental Clinic: 0800 825 583
Web: www.morrinsville.school.nz
PORT WAIKATO CAMP
Year 5 & 6 Port Waikato Campers depart this Sunday 15th March. The final newsletter to families of children attending this camp will go out this Thursday. An extra copy of the children's gear list went home last week. Both these notices can also be found on ClassDojo.
Camp activities include: Bald Spur, camp cooking, stream study, tent pitching, BMX, mud fight, abseiling, camp out, camp performances, rock pools, climbing wall, disco, obstacle course, museum, eeling, waterfall walk, low ropes, spotlight, burma trail and a camp concert.
The teacher in charge is Leasa Craw. Leasa is assisted by Nicole Healey, Whaea Tania Anderson, Sheree Johnson and Jacob Williams (Wednesday-Friday). We are lucky to have abseiling instructors Russell Brunton and James Fowlie join us on Monday and Tuesday. Sam Owen will return to share his knowledge with tamariki during their stream study. Our parent helpers are: Edith Green, Ray Hohipa, Marcus Taupo, Greg Hards, Michael Carey, Poi Nikau, Franklin Borgia, Nathan Symon, Madaline Gage, Emma Elliot, Tracy Jamieson, Wayne Burrows, Melanie Tataurangi, Rachel Hatwell, Paula Hamer and Jan van den Bosch.
PWC PARENT HELPERS MEETING will be held this WEDNESDAY 11th MARCH in the Staffroom. It is essential that all Parent Helpers attend. Please contact Leasa Craw if you are unable to make this meeting to arrange another time.
Junior Swimming Sports 2021
The junior swimming sports will be held this Wednesday 10 March starting at 1.00pm.
Our day is a display of the swimming skills the children have been working on and to show you the improvement in their water confidence.
All children from Rooms 7, 8, 11 and 12 will be involved.
It is important that all children have their togs and 2 towels in a named bag on the day.
If the weather is unsettled a decision in regards to cancellation will be made at 12 noon.
The children will be organised by their teachers and seated together in race groupings. Seating for parents and family will be by the children.
Race Programme: Start Time: 1.00pm
Races:
1. Beginners flutter boards at the beach
2. Beginners noodle race at the beach
3. Beginners diving for the hoops
4. 6 yr old boys flutter board width
5. 6 yr old girls flutter board width
6. 5 yr old boys flutter board width
7. 5 yr old girls flutter board width
8. 6 yr old boys flutter boards on back/backstroke
9. 6 yr old girls flutter boards on back/backstroke
10. 5 yr old boys flutter boards on back
11. 5 yr old girls flutter boards on back
12. 6 yr freestyle width
13. 5 yr freestyle width
14. Length freestyle
Please note that there will be multiple races for most events.
Finish time will be 2.30pm approximately. We look forward to a fun and exciting afternoon and hope to see lots of whanau and friends there to cheer on the children.
Teachers of Junior Classes:
Emma Noonan, Shannon Sarten, Julie Taupo and Sheree Johnson.
[ ] 2
INTERSCHOOL SWIMMING SPORTS
Interschool swimming sports is tomorrow, Tuesday 9th March (postponement date Thursday 11 th March) at the Morrinsville School pool commencing at 9.45am. The day should be finished by 2pm.
* The relay team will be finalised on the day.
* Children will need lunch, drink, sunhat, sunscreen, 2 towels, warm clothes for wearing between races.
* If your child is unable to attend please contact Miss Nicole Healey or the office.
* Dress for the day: School Uniform and polar fleece.
* Our school needs 3-4 parent helpers to support the running of this event: We need a marshall and 2 timers from our school parents. Please let Miss Nicole Healey know if you can help.
Children participating are:
7 Year old girls: Mia Osai, Kingston-Rose Tongia, Nyjah Potae, Kaia Ofanoa.
7 year old boys: Caleb Rojas-Miranda, Jesse Bredenkamp, Waimarino Mark-Paora, Zane Vincent.
8 year old girls: Madison Symon, Ariana Retimana, Eva Belmar, Gemma Johnson.
8 year old boys: Charlie Hamer, Jordan Osai, Jacob Liddington, Ignatius Borgia.
9 year old girls: Brodie Wetere, Puhikura Hohipa, Meisha Coetzer, Tautoko Wilson, Jayda Edwards, Rosa Elliot.
9 year old boys: Drew Hards, Benjamin Borgia, Fergus Beachen, William Liddington, Reef Rudolph.
10 year old girls: Jayda-Rose Murray-Ofanoa, Ashleigh Retimana, Isabella Symon, Matekino Wilson.
10 year old boys: Neko Ridling, Lucas Belmar, Jesse Houldsworth, Dillan Jubber, Lucas Fu.
Programme order:
1. Open 3 Stroke Medley
2. Backstroke: heats and finals
3. Freestyle: heats and finals
4. LUNCH (will be finalised on the day according to time)
5. Relays (6 x 30)
6. Breaststroke: heats and finals
7. Relay (4 x 30m)
A 20 minute lunch break should be available about mid-day. Please note that the order of Backstroke and Freestyle has been reversed.
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Boost-A-Thon 2020 – Tips on Filming Video Content
Tips on how to video yourself and others:
- Horizontal Camera Framing: Shoot everything you submit with your phone/camera turned horizontally (long side left to right), especially if it is of a group of people. Like a normal camera frame.
- Vertical Camera Framing - Only shoot with vertical framing (long side up & down) if you are shooting a single person, and if your video is meant to be combined with other students' videos in a "split-screen" technique. In this case vertical framing is preferred.
(If you didn't shoot it the above way, don't worry. Submit it the way you have it. We can make any framing work.)
- When talking to the camera, look directly into the camera lens / phone lens.
- Make sure you have brighter light in front of you, rather than behind you, or all light balanced evenly.
- When shooting outside, make sure the sun is in front of you (as much as possible without squinting.)
- Avoid shadows on your face. (Better to not wear hats with any brims.)
- If videoing multiple angles to combine into 1 "scene", please edit your video before submitting.
If shooting video of yourself (or others) to edit to look like you are together (using a "split screen" technique):
Do NOT stand right against the wall. Stand at least a few feet or more in front of the wall to get space between
STANDING IN FRONT OF A WHITE WALL IS PREFERRED (or simple background inside or outside).
you and the wall, and not cast shadows on the wall.
Keep the camera steady or on tripod.
-When shooting outside, pick a nice background.
- AUDIO QUALITY IS IMPORTANT - For good sound quality, please speak up clearly and avoid other noises in the background, such as traffic noise, air conditioning noise, washer/dryers, TV or music playing, other people talking, pet noise, etc. | web | https://lchsboosters.org/wp-content/uploads/2020/09/Boost-a-thon-Tips-Filming.pdf | 0.453513 | {
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(20 pts) Approx. 2 days
The first part of our unit on navigation is about learning to fly a Cessna 172. Our class uses a program called "X-Plane Learn to Fly" as a flight simulator to learn about the different controls and navigational tools available to pilots. We'll start with some simple flying and playing around in the simulator to get used to it, and then we'll dial in a specific flight path and learn what it takes to go from point A to point B flying on your own! Before you're finished, you'll have completed two long distance flights in XPlane.
1. Start by watching the presentations on flying in XPlane: First Flight and Getting Started in XPlane
2. Take a few of notes on XPlane, including details about the program itself and what keys to bind for your joystick controls. Feel free to print the reference document to include for your notes!
3. Now, use those as a guideline to get your joystick controls setup properly.
4. Now, with the Cessna 172 ready to fly, learn to take-off and land. The First Flight video has some good insights into taking off and landing successfully. Make sure that you can control your plane as you take-off and land 3 times without crashing!
5. Now, watch the Cross-Country Flight and KCOS-DEN Fly Through presentations. Take some notes on how the pilot is navigating their plane. How do they know where they are going? Take a full page of notes on VOR Navigation and the ideas presented in these videos.
6. Next, complete the cross-country flight from KCOS to Pueblo Memorial airport. You need to take off successfully, navigate in as straight a route as possible, and then land at the proper airport. Use the navigation tools and your flight map to find the right airports!
a. Note: When you get up in the air and are flying, it's okay to increase the speed to X2 or x4 so that you're not flying for 45 minutes… maybe don't go to the max speed, because you'll zoom past the airport, but you can increase the speed once you're in the air so you don't have to just sit and stare at the screen for too long. | web | http://www.mrbenshoof.com/Engineering/Rubrics/AE_3_1.pdf | 0.51082 | {
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THE HISTORY
Murano, for 800 years where glass becomes art
Federico Taddia
MURANO
<< Working in the furnace I understood the morality of life: in the shaping of glass you are creative and creator, thus arrives the deepest sense of being creature. Then there is the spirit of expectation, surprise, the failure or victory for the result obtained, the certainty that what you find in your hands is always beyond what was expected: glass is wonder and fragility.
CONTINUED ON PAGE 13
This summer we told you about new jobs that have helped the recovery in the United States. Now our journey takes us into the artisan excellence of Italy, because the revival must start from the ability to do things right.
Inheritance
Gianluca (44 years) and Pierpaolo (41) will follow us in the furnace. Together with their brother Gianandrea (39), they guide the company owned by the Seguso family for 23 generations.
Artist
Giampaolo Seguso, 73, artist, poet, left the helm of the company, but still inspires forms and prototypes.
In museums from the British Museum in London to MoMA in New York: Seguso works are present throughout the world.
TONGUES OF FIRE taking thickness orchestrated by silent and shy meteors that can transform into art the delicate balance between temperature, gravity and centrifugal force, glowing heat that creates long, hot metal rods that rise and fall, weaving between furnaces. Rods into which blowing, sometimes gently and sometimes forcefully, to tame the stubborn glass until it reaches the desired shape. An ancient dance, handed down over time, which has its stage on the island of Murano. When the Doge of Venice decided to move the glass factories of Venice onto this strip of land, to avoid the risk of fires in the city and, above all, to protect the preciousness of glass products, Murano became the first industrial district in the world.
"There are many years of immense wealth of expertise incorporated into a cultural imperative," tells Gianluca Seguso. "Glass to be beautiful is not enough that it is made in Murano, but it must be done well in Murano. For us it means having a constant attention to detail and the particulars, because it is right to do so. My brothers and I take no credit for what the 22 people who work here have put together. Now it's our responsibility to leave a mark and to make bloom the passion for those who come after us." And so the Segusos have entrusted their experience, giving light to contemporary and modern art, to the hands of the artisans of Murano. We do not make glass, we do emotions that are represented by the glass, but the first and exciting ones. Specialized chandeliers and vases with soft lines and unpredictable, decorative items such as door knobs and tables finished with transparent feet, abstract and refined design and minimalist glasses; products signed "Seguso Vetro d'arte" are part of the permanent collections of more than 100 museums around the world, are found in royal houses, luxurious residences, theaters and hotels, as well as supporting prestigious fashion brands like Christian Dior and Fendi.
Thanks to the imagination of Pierpaolo, the Creative Director, and the artistic sensibility of Gianandrea and Gianluca, who identified the four pillars that support the engine of the family business: integrity, sustainability, craftsmanship and beauty. Beauty is not only aesthetic, but meaningful - explains Gianluca - The effort is to understand the sense of beauty: keeping the ability to wonder is the only antidote to mediocrity." Meanwhile inside the furnace, with the ovens at over a thousand degrees, the teams of three people, the 'maestro', an assistant and the apprentice, continue their work, helped by tongs and metal scissors, wooden pallets with which to model the glass, drops of color just as a paintbrush paints lines and curves.
"At the base of all of this is a black sheet and white chalk: it is the starting design with where you express to the maestri the image you have in your head. It is in this dialogue, sketched, corrected and revised together, in which you look for the perfect harmony between an idea and matter. Things you do not learn in any manual, but just by standing in the workshop, trying again and again, through a slow evolution, which follows the model of the Renaissance." A quick glance between the master and the apprentice. Sounds in an almost hypnotic rhythm, trajectories known by heart, with glowing balls like magic, at the very instant in which you think to have understood what is being transformed, the glass is already finished. I was a researcher and therefore studied the technique," said Giampaolo while, as he whispers to me, seeks the right balance on the rod. "I am an explorer: I understand the problem but I do not care, I want to be amazed. I'm a dreamer, the visionary suffers, the dreamer never. And this is a vital difference."
An uninterrupted breath for 800 years forges glass
On the island of Murano the Seguso furnace produces unique pieces for 23 generations. | web | https://www.seguso.com/pdf/89_Lastampa_pdf.pdf | 0.492236 | {
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Complete problems 1–5. In a question, each subproblem is worth the same amount of points. Explain your steps carefully. If you use a well known theorem, make clear which theorem you are using and justify its use.
**Problem 3.3.10:** Which of the following formulas define norms on $\mathbb{R}^3$?
1. $\|v\| = \sqrt{2v_1^2 + v_2^2 + 3v_3^2}$.
2. $\|v\| = \sqrt{v_1^2 + 2v_1v_2 + v_2^2 + v_3^2}$.
3. Does the arithmetic mean
\[
\]
define a norm on $V$?
4. Does the geometric mean
\[
\]
define a norm on $V$?
**Problem 3.4.25:** Find the Gram matrix $K$ for the functions $1, e^x, e^{2x}$ using the $L^2$ inner product on $[0, 1]$. Is $K$ positive definite?
**Problem 3.5.11:**
- Prove that id $K_1$ and $K_2$ are positive definite $n \times n$ matrices, then $K = \begin{pmatrix} K_1 & 0 \\ 0 & K_2 \end{pmatrix}$ is a positive definite $2n \times 2n$ matrix.
- Is the converse true?
Problem 3.5.2–3.5.3:
1. Find an $LDL^T$ factorization of the following symmetric matrix
$$A = \begin{pmatrix} 3 & -1 & 3 \\ -1 & 5 & 1 \\ 3 & 1 & 5 \end{pmatrix}.$$
Determine whether $A$ is positive definite or not.
2. For which values of $c$ is the matrix
$$A = \begin{pmatrix} 1 & 1 & 0 \\ 1 & c & 1 \\ 0 & 1 & 1 \end{pmatrix}$$
positive definite? | web | http://eotarola.mat.utfsm.cl/MATH401/HW_6.pdf | 0.490104 | {
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© TheLinkingNetwork2020
Today I will
Explore ways I am free to be me and explore the different things that shape me as an individual
Choose words that describe my personality
© TheLinkingNetwork2020
The words on this poster are words that Ameerah has used to describe her personality. How have they been designed to look like the meaning of the word?
How have these words been designed to look like the meaning of the word?
1. Choose 3 to 4 words that BEST describe you
3. Draw the word in pencil then colour in.
2. Think about how you will reflect its meaning when you draw it.
4. Add these words to your poster.
Are we sure of all the meanings? Which do you think best/ least describes you?
Be honest!
The final task for the poster is going to focus on hopes and dreams. Can you contact at least one person (as long as it's ok with your grownup) to talk to and discuss the following:
Hopes and dreams this person has for after the Corona virus has gone.
Hopes and dreams this person has for themselves. | web | https://thelinkingnetwork.org.uk/wp-content/uploads/2020/05/L3-Individual-Liberty-1.pdf | 0.423733 | {
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The Cost of Wisdom
Proverbs 14:23 (CSB)
There is profit in hard work But endless talk leads only to poverty.
Proverbs 10:12 (NASB)
Hatred stirs up strife But love covers transgressions.
Proverbs 14:5 (NASB)
A trustworthy witness will not lie But a false witness utters lies.
Buy Wisdom!
Proverbs 4:1-7
Proverbs 23:22-23
True wisdom is costly to acquire…
because we must acknowledge we need God!
True wisdom is difficult to apply… because it contradicts what we want to do!
Proverbs 9
Folly may be cheaper and offer immediate gratification, but its end is death (v. 18)
Wisdom may be more costly and offer painful correction, but its end is life (v. 11-12)
Why does a fool have money in his hand with no intention of buying wisdom?
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Biophysics
with Dr Wilfred D. Stein
Talking points
Knowledge
2. What is a placode?
1. What are trichocytes?
Comprehension
4. What led researchers to conclude that the disease ectodermal dysplasia is due to a mutation on the X chromosome?
3. What is the relationship between placodes and keratin-associated proteins (KRTAPs) in hair evolution?
Application
* The evolution and spread of small, nocturnal mammals, during the age of the dinosaurs.
5. From your own deduction, what factors do you think drove the following scenarios? What questions could you research to learn more?
* The diversification of mammals into many different species, big and small, following the extinction of the dinosaurs.
6. How do you think the findings of Wilfred's team could inform hair healthcare?
* The loss of most body hair in early humans (but not in other apes, e.g. chimpanzees).
Evaluation
8. Premature balding involves the loss of hair at an earlier age than average. To what extent do you think that premature balding should be considered a health issue and/or a research priority, and why?
7. How do you think the rise of 'big data', such as that used in bioinformatics, is driving advances in biophysics? What do you think this means for the future of biophysics?
Activities
Using the internet, look up diagrams of the 'Tree of Life', which shows the evolutionary relationships between different organisms. OneZoom is an accessible, interactive tree of life: www.onezoom.org
Focus on the part that shows animals. If two branches divide close to their ends, it means the animals on those branches are quite closely related and went down different evolutionary pathways relatively recently in the history of the world. If the point where two branches divide is far from their ends, these animals are more distantly related.
To give an example unrelated to Wilfred's article, imagine you are trying to find the point where the placenta first evolved. All mammals have a placenta besides the monotremes, which is a group that includes the platypus and echidnas. On the Tree of Life, we can find the 'mammals' branch, and a smaller 'monotremes' branch that leaves it. Everything 'downstream' of the point where the monotremes branch off contains all the mammals that have a placenta, so we can reason that the placenta evolved before any more mammals separated on their evolutionary journey. This point is labelled 'therian mammals' on the diagram and happened 160 million years ago.
Use the diagram to deepen your understanding of the evolution of hair. Use the information in the article to identify the points on the Tree of Life where the following potentially first evolved:
* KRTAPs
* Placodes
* Trichocytes
For each, write a small paragraph that explains the significance of the evolution of this feature, and how it is used by the animals that have it.
Next, research the innovative ways that evolution has modified hairs in certain mammals. This could include:
* For visual signalling (e.g., skunks)
* Spines and quills (e.g., hedgehogs, porcupines)
* To protect against sunburn (e.g., camels)
* For camouflage (e.g., zebras, tigers)
Find these animals on the Tree of Life. Using your understanding of evolution, answer the following questions:
* What might have driven this evolution?
* Do you think these modifications evolved once, or several times?
* To what extent do you think it's 'easier', in evolutionary terms, to evolve these modifications than to evolve hair in the first place? Why? | web | https://futurumcareers.com/Wilfred-Stein-Activity-Sheet.pdf | 0.491379 | {
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Mini Soccer Week 2 Practice Plan
U-6 and U-8 Boys & Girls Practice Plan – Sunday 12:00-1:00 and 1:15-2:15 9/25/11
1. Possession Exercise of the day: Dribbling Circles
2. Striking the Ball Exercises of the day: Crab Kicks and Yard Clean Up (instep)
-0:05 - 0:00 Warm ups
* Coervers to loosen up
* Demo and then do in order of difficulty
o Toe touches
o Jump behind the ball
o Side to side sole of foot
o Pendulum
o Sole of foot to instep
0:00-0:10 Possession Exercise of the Day – Dribbling Circles (Stop and Drop)
* In a circle of about a 10 yard diameter, everyone has their own ball and starts dribbling
* Announce body part for use before each time
* Right Foot, Right Knee, Butt, Stomach, Head, etc.
* Everyone dribbles until coach yells "stop" or body part
* Then players stop balls with the body part
* U-8 Can add dribbling goals – pairs of cones within circle
Coaching points
* Keep ball close
* Many small touches on the ball
* Protect ball with body
* Heads up to avoid collisions
Advanced Version U- 8
* No verbal commands only hold up fingers
* Add a defender
* Reduce size of circles
0:10-0:20 Striking the Ball Exercise of the Day – Crab Kick Line Up (instep)
* Demonstrate tosses and kicking with instep
* Toss and listen. Get group to recognize the SOUND of a good contact versus weak one
* Then line up the group along a line for tosses by coaches
* Coaches then move down the line tossing and coaching
Line up
* Demo kicking the ball with the inside of foot with another coach
o Ankle locked
o Toe down
o Strike center of ball
* Create two parallel lines about 7 -10 feet apart with one ball per partnership
* Have them do two touch passing
* Coach them on technique for as long as their attention holds
* Have the group line up in two parallel lines with partners opposite each other
* With one ball per partnership, have them drive ball with instep
* Two touches
Coaching points
* Ankle Locked
* Strike center of ball
* Bend at knee of kick foot (don't kick with the whole leg)
* Listen for the SOUND
* Plant with the support foot a few inches from ball ( balls have ears…let them know you are going to kick them)
* Keep toe down
Advanced Version U-8
* In the lines do a zig zag relay back and forth until they move the ball down the line
* Add additional balls to the zig zag
0:20-0:30 Striking the Ball Exercise of the Day – Yard Clean Up (instep drive)
* Two teams on either side of the pitch
* One ball per person
* Divide center of pitch with cones
* Goal is to clear your "yard" of balls
* Tell them you will time them for 3-5 minutes
* Team with fewest balls in their end when time is called wins
* Play quickly
* Plant foot
* Nice strike on the ball to drive it
*
Field awareness to help out in other areas
Advanced Version
* Add mini goals as bonus points or the balls in the mini goals can't be recycled
* Add a DMZ where both group can go, or can't go.
0:30-0:57 Small-sided game of the Day (you will hear a whistle to start)
* Divide the team up into two groups and give pinnies to one side
* Provide them with positions with a 2-2-2 formation or something similar (NO GOALIES)
* Spread them out and show them a goo helping distance
* Let them play with minimal interruption
* Teach them the "freeze" command and use it twice to show a positive or constructive spacing situation
0:57-1:00 Like and Learn (you will hear a whistle)
* Sit in circle
* Pass a ball and have each player say something they "liked" or "learned" today | web | http://files.leagueathletics.com/Images/Club/2495/Minisoccer%20Files/Week%202%20Mini%20Soccer%20Practice%20plan.pdf | 0.461473 | {
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Safeguarding children is everyone's responsibility. Everyone who comes into contact with children and families has a role to play.
At Liscard Primary School our pupils' welfare is our paramount concern. The governing body will ensure that our school will safeguard and promote the welfare of pupils and work together with other agencies to ensure that our school has adequate arrangements to identify, assess and support those children who are suffering or likely to suffer harm. The following is a summary of our safeguarding in practice:
- All staff are DBS checked as part of the recruitment procedures and are made aware of our safeguarding policies & procedures during their induction.
- All staff annually attend face to face safeguarding training as part of their INSET and have on-going regular updates in response to the needs of the children. They also complete extensive on-line safeguarding training.
- When conducting every recruitment process, all members of SLT have attended Safer Recruitment training.
- All visitors to school are signed in at reception and accompanied by a member of staff whilst in school. Regular visitors who have been DBS checked and completed full induction do not always have a member of staff with them.
- Visiting professionals/supply staff are asked to show photographic identification prior to entering school and their DBS details would be confirmed by their employer.
- All adults who collect children from school at any point in the school day must be on the contact list in the office or have an agreed arrangement with staff before they leave.
- All permanent members of staff have photographic ID for swipe-card entry
- All entry points into the building are safeguarded with self-locking security doors with electronic fobs or keypads, the codes of which are changed regularly
- The PSHCE curriculum teaches children how to look after themselves and to keep safe and identifies safe adults beyond the family to confide in at times of distress or identified danger
- Online Safety is taught within the Computing curriculum with regular reminders and is continually referred back to during a variety of lessons.
- All staff employed by Liscard Primary focus on the well-being of the children and are aware of the need to listen to and respect the views of all.
- A first day response is in place for all children that are absent from school. This would be a phone call home, followed by a home visit if required.
- Prevent Radicalisation and Extremism is part of training for staff and encouraging British Values is part of the curriculum at Liscard Primary school.
- Staff receive training and updates on Keeping Children Safe in Education so they are aware of any changes e.g child on child abuse, sexual harassment, so called honour based abuse.(KCSIE Sept 2022) | web | https://www.liscard.wirral.sch.uk/serve_file/17810250 | 0.424651 | {
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MONEY 101 PROVERBS 13:11 / 1-13-21 / WED
I FIRST, KEEP TRACK OF YOUR MONEY.
A. Solomon suggests we keep track of our money—Pr. 27:23.
B. Don't just keep track of it yourself, share your financial situation with your spouse so you can work together.
II. SECOND, PLAN YOUR FINANCES AHEAD.
A. This is called a financial plan, which is another word for a budget.
B. Solomon suggests we plan ahead too-Pr. 21:5.
C. Dave Ramsey's Financial Peace is a good resource to use.
1. Ramsey's initial plan is called, "Seven Baby Steps".
1) An emergency fund of $1,000.
2) Pay off all debt with the debt snowball.
3) Save 3 to 6 months income for large emergency.
4) Invest 15% of income into a Roth IRA and Pre-tax retirement plans.
5) Set up a college fund.
6) Pay off your home early.
7) Build wealth and start giving it away.
2. His website offers some good tools on budgeting-daveramsey.com.
III. THIRD, SAVE MONEY CONSISTENTLY.
A. On average the savings rate today is 0.02 percent, which means that Americans spent 99.8 percent of their after-tax income.
B. Solomon says save your money-13:11 & 21:20.
IV. FOURTH, ELIMINATE DEBT.
A. Former boxer Mike Tyson earned in the nine years before filing for ankruptcy in August 2003: $300,000,000.
B. Solomon says the following about debt- Pr. 6:5.
V. FIFTH, GIVE SOMETHING TO GOD.
A. This is what Solomon says—Pr. 3:9-10.
B. Many can't afford to give much, if anything, to the Lord because they are deeply in debt. | web | https://s3.amazonaws.com/mychurchwebsite/c551/1-13-21_wed_money_101.pdf | 0.439686 | {
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GREAT “PROOFS” OF EVOLUTION
For many years evolution has taught that animals and man have organs (parts) which no longer have a job and are now useless. These “useless” parts have been named vestigial organs. Supposedly, according to evolution, these organs once had a purpose or a job, but as animals evolved, these parts were no longer needed and became useless (or vestiges). At one time evolutionists claimed that there were over 180 vestigial organs in man. The appendix, the tonsils, the pituitary gland, the thymus gland, and the coccyx (tailbone) were just a few of the parts once thought to be useless. Today we know that all of these parts have very important purposes. For example the appendix and the tonsils have been found to be disease-fighting organs. The 180 vestigial organs that were used to “prove” evolution were not useless after all. Scientist just did not know their uses at the time.
Another so-called “proof” of evolution is called “embryonic recapitulation.” According to evolution, the human embryo (the baby in the first stages of life before being born) goes through a series of evolutionary stages during the first few months that it develops in the womb. The story goes that the human embryo starts out as a single cell, then supposedly looks like a fish, then a tadpole, then a reptile, then an ape, and, at last becomes human. This idea was made popular in 1866 by a German medical professor Ernst Haeckel, and was given the fancy name “ontogeny recapitulates phylogeny.” If you can say that, then you have to be smart, right? This simply means that “as a person is developing he replays his family history.” Haeckel’s evidence for this “embryonic recapitulation” were some drawings that he made of embryos. He changed drawings that other scientists had made of man, fish, salamander, turtle, chicken, pig, cow, and rabbit to look very similar, and he hid the differences. His drawings were fakes made to try to “prove” evolution. Many evolution scientists today know that the idea of “recapitulation” is false, but yet this idea is still found in school books and encyclopedias!
The three examples used the most today to teach children “embryonic recapitulation” are “gill slits,” a “yolk sac,” and a “tail” in the human embryo. These structures are taught to have come to us from our fish, reptile, and ape-like ancestors!
Fish breathe with gills, which are slitted. In the human embryo there are no slits in the neck or anywhere else. Folds appear in the neck which have nothing to do with breathing at all. These folds are called pharyngeal pouches and they develop into the middle ear canal, the parathyroid glands (regulates calcium in the blood), and thymus (important for the immune system).
The so-called “yolk sac” is very important in forming blood before bone marrow is formed. Later the sac is discarded.
Do we have a tail? No, the so-called tail is actually the coccyx. It is not a vestigial organ left over from the monkeys at all. The coccyx is where the muscles attach to allow us to stand upright. It also helps to protect the spine while we sit.
As can be seen, these “proofs” of evolution are not proofs at all. “Facts” of evolution are continually being shown to be wrong. What we find are systems that didn’t happen by chance or accident, but that are marvelously designed, which of course, calls for a designer. God is that designer!
And if any man think that he knoweth anything, he knoweth nothing yet as he ought to know. I Corinthians 2:8
WORD SEARCH
Look for the words hidden in the puzzle below from words in the word list. The hidden words might be up and down, sideways, or slanted (not backwards). All words are from “Great ‘Proofs’ of Evolution”.
PAYOLKSACUSELESSHE
IRDEUAUDRNIWWMFOIH
TRABBITSEEMOEAPEGS
UEWTLIENABPLATHNLN
IVESTIGIALOTNAVHOT
TEPRRNEEFPAAEIIINITO
AEHHAAOPDCKMELTOHN
RSMGYOPAACECAAEIYS
YURBTLTPIRNGLNTOMI
TOETRTOHEAAUEIDOUL
ITOFGYCGMNTTLHDESS
DHNITCOUEIDSHEUTURS
EETSEEHNPNLIWYERERR
GEOHHLPAILYOXSRENV
LEGRRLCIICCWABSOLE
AAEOOEDGGICOCCYXIS
NCNERMDESIGNERVETD
DYYNRTURTLEIAURCLE
WORD LIST
USELESS VESTIGIAL ORGAN
APPENDIX TONSILS PITUITARY
GLAND THYMUS COCCYX
EMBRYONIC RECAPITULATION CELL
FISH TADPOLE REPTILE
APE HUMAN ONTOGENY
PHYLOGENY SALAMANDER TURTLE
CHICKEN PIG COW
RABBIT GILLSLIT YOLKSAC
TAIL PARATHYROID DESIGNER
ASK EUGENE
Dear Eugene: It was nice meeting you at Camp Redcloud. I want to come next year too. That was fun! .......Why do developing human babies look like they have gills if we did not evolve from fish? And why do developing human babies look so much like developing monkey babies if we did not evolve from monkeys?
Love Ariane Giles, Largo Florida
Dear Ariane: Hello again! Wow, this is the third time I have used your letters in Kid’s Think and Believe. You ask some great questions! What is really great is that as we prayed about what to write about for this issue, we felt led to write about gill slits, tails and everything else.
We had already researched and started the article when your letter arrived! Wow, talk about God being in control! I hope the article answered your questions. It was really neat seeing you at camp. We did have a good time, didn’t we. And learned a lot too! Here’s a song just for you. Love ya, Eugene.
JESUS LOVES THE LITTLE CHILDREN
ALL THE CHILDREN OF THE WORLD
THOUGH IN FLORIDA YOU MAY GET DAMP
WE HOPE TO SEE ARIANE AT OUR CAMP
JESUS LOVES THE LITTLE CHILDREN OF THE WORLD
As Christmas once again draws near and we get caught up with the spirit of giving, remember the reason for the season, Jesus Christ. Unto us a child is born, and this child was God’s only Son, which God allowed to die for our sins. As you open gifts this holiday, remember that Jesus is the greatest gift ever offered, and the greatest gift that can ever be received. Thank You Jesus! May you all have a wonderful Christmas! Happy Birthday Jesus!
Love Ya, Eugene.
Eugene’s Address Is:
EUGENE
C/O ALPHA OMEGA INSTITUTE
P.O. BOX 4343
GRAND JUNCTION, CO 81502
[REDACTED_EMAIL]
Kid’s Think & Believe Too is published bimonthly by Alpha Omega Institute, P.O. Box 4343, Grand Jct. CO 81502. Editors: Lanny and Marilyn Johnson. Kid’s Think & Believe may be freely copied and distributed in its entirety for non-commercial use. AOI is a tax-exempt non-profit organization under section 501(c)(3) of the Internal Revenue Code. © 1998 Alpha Omega Institute. | web | https://www.discovercreation.org/documents/kids/NovandDec1998KTB.pdf | 0.511562 | {
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IXL Winter Adventures
KINDERGARTEN ELA
Keep up the studying this season with IXL Winter Adventures! Set out on a journey through language arts with 20 days of skills and activities, each with its own fun theme.
Tip: To quickly find each skill, type the three-character skill ID into the search bar at the top left of the page on IXL!
| Day 14 | What am I? (WL7) Puzzle time Which one is not like the others? (CME) |
|---|---|
| Day 15 | Find a word in a sentence (G45) Finders keepers Find the complete sentence (XFR) |
| Day 16 | Shiny and new Pick two “Try something new” recommendations off your wall to explore! |
| Day 17 | Use number words: one to ten (68K) One, two, three, go! Sort by the number of syllables (NDL) |
| Day 18 | What will happen next? (B9G) Picture perfect Choose the short u sentence that matches the picture (NXQ) |
| Day 19 | Sort objects into categories (BWF) Sort it out Activity: Gather a bunch of household objects (e.g., toys, clothes, coins, etc.). Then sort them into different categories. How many objects are things you wear? How many objects are a certain color? |
| Day 20 | Complete the word with the right final consonant blend (ZR7) Fill in the blank Complete the word with the right short vowel (TAL) | | web | https://www.ixl.com/ela/skill-plans/ela-winter-adventures-k.pdf | 0.426236 | {
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Harvest Report 2004 - "An over abundant year"
Typically, whilst writing my annual vintage report, I would include a quick summary of the weather patterns that we have experienced during the growing season. Perhaps owing to the effects of global warming or whatever, it would seem that the world's weather is becoming much less predictable, and that these so-called "patterns" don't really exist any more!
Here in Galicia the year started with an unseasonably warm and dry month in February – only one day of rain, the rest cloudless blue skies, and daytime temperatures reaching the mid 20's C (mid 70's F). The first half of April, pretty much the same, before the more usual damp spring weather returned. With alternating rain and sun during May, we were obliged to spray against mildew (which of course, thrives in these conditions). A healthy flowering and fruit set took place at the very beginning of June, again under perfect blue skies…..
As the buds developed into bunches of tiny grapes it very quickly became apparent that (once again) we were in for a bumper harvest. The weather was consistent during July, with only minimal rainfall, but then as the tourists arrived for the peak first "quincena" of August, so did the rain!
Ironically it transpired that August was to be one of the wettest months of the year, with very unsettled weather throughout the month. Not only was the rainfall unseasonably high, but also the average temperatures were much lower than normal for the time of year - in the low 20's C (low 70's F). The first day or two of rain was quite welcome (as the early part of the year had been so dry), but as it continued growers started to worry about disease, high acidity and poor levels of ripeness.
This cool wet weather continued until mid September, when by this time there was a fear that all might be lost. Potential alcohol measured in the vineyard varied between 11º and 11,5º - barely enough to satisfy the minimum requirements of our D.O., but our main concern was the acidity level that was worryingly high.
And then, a minor miracle…… we gratefully welcomed the arrival of an "Indian Summer" that heralded dramatic changes in the vineyards. With temperatures approaching 30ºC (86ºF) for the latter half of the month, sugar levels jumped as much as 1,5º (potential alcohol), and acidity levels dropped dramatically.
With the weather set fair we started to pick on Monday 27 th September, albeit that this year our harvest would be organised slightly differently……
With our growers indicating much bigger yields than normal we decided that controlling the flow and quality of grapes was going to be of paramount importance. We simply would not have the capacity to accommodate these higher yields, so each grower was given a weight allowance based on past history, and accepting only the very cream of their crop. (Possibly not the most popular arrangement, but certainly the most fair and equitable to all). In fact we later learned that similar systems were being adopted all around the region, whereby some of the poorer grape producers were actually having problems placing their harvest. In the long term, not a bad thing for the Denomination, as perhaps this would oblige growers to review and improve the quality of their crop.
Unlike previous years (with traumas such as broken presses etc.), this vintage appeared to pass off comparatively uneventfully. Apart from one or two disgruntled growers, unhappy that we were implementing even tighter controls, our Albariño grapes appeared to arrive at a much more manageable pace; just enough to keep our two presses ticking over.
In our own vineyards we employed a team of more than 35 pickers, headed up by the inimitable Herminda. A larger than life character and veritable sergeant major type - Herminda keeps her troops on the move, and within one week they had swooped through our 11 hectares like a swarm of locusts.
So, after seven days of sweat and toil (that always leaves me feeling at least 10 years older) the sun finally set on yet another harvest. A similar volume to last year (196,745 kilos) but with more sugar, and consequently a higher degree of alcohol.
First tasting of the grape must confirms the high sugar content – ripe, concentrated and mouth filling, with already quite a deep colour. The dominant flavour is that of apple compote (not as floral as 2003) but also showing the distinctive citrus fruits of the Albariño variety, albeit slightly more honeyed than in recent vintages.
For the technically minded the spec of the 2004 harvest is as follows:
Total kilos picked: 196,745 kilos
Alcohol Av: 12.4º
Total Acidity: 10,5 gm/litre (tartaric)
pH: 3,08
(N.B. At this stage our figures are only the estimated average)
PUXAFEITA 3, 36636 RIBADUMIA, PONTEVEDRA, ESPAÑA
TEL: (+34) [REDACTED_PHONE] FAX: (+34) [REDACTED_PHONE]
e-mail:
[REDACTED_EMAIL] www.bodegascastromartin.com | web | https://bodegascastromartin.com/wp-content/uploads/2018/04/Harvest-Report-2004.pdf | 0.432438 | {
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Reporting Hazards
What is a Hazard?
* A hazard is any object, situation, or behavior that has the potential to cause injury, ill health, or damage to property or the environment.
* Hazards if not controlled can lead to incidents and injuries.
* Report all hazards to you supervisor. Depending on the hazard they can be managed by you, the store, your supervisor or the HSE Team
Sweeper in customer area is an impact hazard
Call
Supervisor | web | https://www.cityfm.com.au/wp-content/uploads/2024/03/7-Reporting-a-Hazard.pdf | 0.440402 | {
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Knife Safety
★ **Keep knives sharp.** If your knife is sharp, it will slide easily through what you are cutting, with little force involved. If the knife is blunt, you have to use force; it will be more likely to slip and there is real danger of cuts.
★ **Point Away.** When you are using a knife, don’t cut toward you or your fingers. Pay a lot of attention to where the edge of your sharp blade is pointing, and make sure it can not get you if you slip a bit. Never cut anything that is placed in your hand.
★ **Don’t leave sharp knives loose in a drawer.** Banging around in a drawer ruins the good sharp edge on your knives, and can be dangerous if someone reaches into the drawer. Store knives properly, a knife block or knife rack is best.
★ **Do not try and catch dropped knives.** If you are working with or handling a knife and you drop it, step back and let it fall, don’t try to catch it. This sounds elementary, but the instinct is to try and catch it, and that can be dangerous.
★ **Put knives down safely.** When you are working with a knife, and you lay it down, don’t lay it down with the blade pointing up and make sure it is away from the surface edge. Never drive a knife into a surface by its point.
★ **Don’t use a knife to cut string, bones, metal, or paper.** These objects can dull the blade or create spurs on the side of the blade. They also provide undetermined resistance and can easily slip.
★ **Always use a cutting board.** Keep boards firmly in place by placing a damp towel underneath to keep it from moving around the countertop. Use the board and make sure it has ample space for the task.
★ **Use the right knife for the job:** paring knives for paring, a chef’s knife for chopping or mincing, a cleaver for hacking or slicing, and so forth.
★ **Hand-wash your knives and dry thoroughly.** Never put knives into the dishwasher or drop them into a sink filled with sudsy water as the knives will not be visible and may cause cuts. Wash the knives separately.
★ **Always hold a knife by its handle, never the blade.** Carry the knife with the point down, and blade inward. Pass knives by offering the other person the handle.
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CELEBRATE WHAT YOUR CHILD CAN DO AND PLAN FOR EACH NEXT STEP
From birth, all children reach milestones in how they play, learn, speak, act, move and interact with others. These milestones are linked to their ability to succeed in kindergarten and in life.
CountyCare's resources help you enjoy your child's strengths and identify if they may need more support.
We make sure your child is reaching his or her milestones and is ready for kindergarten by:
- Providing a series of free screenings, including developmental screenings, at important moments in your child's early years.
- Connecting you with services and support like Early Intervention if you and your doctor see there is a delay in your child's development. Getting help early makes a big difference!
HOW DO I GET STARTED?
Make an appointment with your child's pediatrician. Talk with your child's doctor and ask them about developmental screenings at your next appointment.
Contact CountyCare at XXX-XXX-XXXX for additional information. We'll help you schedule an appointment with your child's doctor. | web | https://ccf.georgetown.edu/wp-content/uploads/2018/05/CELEBRATE-WHAT-YOUR-CHILD-CAN-DO-AND-PLAN-FOR-EACH-NEXT-STEP.pdf | 0.453086 | {
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What is Shigella?
Shigella Fact Sheet
Shigella is a group of bacteria that causes diarrheal illness. The most common species in the US is Shigella sonnei, but there are also other species such as S. flexneri and S. dysenteriae.
Who is at risk to get STEC infections?
Anyone can get infected with STEC. Young children and the elderly are more likely to suffer the serious complication of STEC infection called hemolytic-uremic syndrome, or HUS.
How is Shigella spread?
Shigella germs are shed in the poop of infected people when they have diarrhea, and for up to a week after the diarrhea goes away. These germs can be spread onto surfaces, foods, and into water (such as a lake while swimming) by someone not washing their hands after using the bathroom, or by direct contact with sewage. A new person can then ingest the bacteria and become sick. It only takes a few bacteria getting into a new person to make that person sick, meaning that Shigella is very contagious. Shigella can also be spread by exposure to feces through sexual contact.
What are the symptoms of Shigella infection?
Symptoms include diarrhea (sometimes bloody), fever, abdominal pain, and tenesmus. Symptoms usually last 5 to 7 days in healthy people. Once you have had Shigella, you are unlikely to get infected with the same type again for at least a few years. However, you can still get infected with other types of Shigella.
How soon after exposure do symptoms appear?
Usually, symptoms appear 1-2days after the exposure to the bacteria.
How is this disease diagnosed?
Lab tests are done on stool specimens to identify Shigella
What is the treatment for Shigella infection?
Most people will get better on their own in 5 to 7 days. It's a good idea to drink lots of fluids and rest. A medicine like Pepto-Bismol may be helpful, but you should not take medicines that make the gut slow down like Imodium. If the infection is severe, antibiotics can help symptoms go away faster. A healthcare provider will need to do a test to figure out which antibiotics to use, because Shigella is often resistant to antibiotics.
What can be done to prevent the spread of this disease?
* Be very careful to wash your hands, the child's hands, and all surfaces after changing diapers of children.
* WASH YOUR HANDS thoroughly after using the bathroom, changing diapers, or before preparing food. Wash your hands after contact with animals or their environments.
* Avoid swallowing water when swimming or playing in lakes, streams, pools, and kiddie pools.
* People who work in food service, healthcare, or child care should stay home from work until they have no episodes of diarrhea for 24 hours, antibiotics have been taken for 48 hours, and two stool cultures collected at least 24 hours apart have both tested negative. This also applies to children in child care.
* Avoid sexual activity with those who have diarrhea or who recently recovered from diarrhea. | web | http://dhss.alaska.gov/dph/Epi/id/SiteAssets/Pages/Shigella/Shigella%20Fact%20Sheet.pdf | 0.427262 | {
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FOR IMMEDIATE RELEASE, December 8, 2021
Victoria Boundy, CBEP, [REDACTED_EMAIL], ([REDACTED_PHONE]
Contact:
Curtis Bohlen, CBEP, [REDACTED_EMAIL], ([REDACTED_PHONE]
Report: Casco Bay Water Quality Improving, but Climate Change Impacts Increasing
Portland, ME – In the Casco Bay Watershed, climate change is having a dramatic impact on coastal habitat, but there have been positive strides in Bay water quality and land conservation. Those are a couple of highlights from a progress report released today from Casco Bay Estuary Partnership (CBEP).
Every five years, CBEP, a coalition of nonprofit, municipal, governmental, and academic partners, assesses the condition of Casco Bay and its watershed. This report—State of Casco Bay, 6th Edition—marks nearly thirty years of science and monitoring efforts that have greatly improved understanding of the Bay and documented three decades of change.
"Our communities have been investing in clean water for decades, and it shows. Levels of many pollutants have gone down over the past 30 years. Community engagement and investments in infrastructure are big reasons why," says Charlene Poulin, CBEP Chair and Wastewater Chief Operator, Portland Water District.
The report presents findings for nineteen indicators, including the following:
* Nitrogen, the nutrient of concern in Casco Bay, declined at three of five sites where long-term data is available.
* Polluted discharges from combined sewer overflows (CSOs), sewers that are designed to collect rainwater runoff and domestic sewage in the same pipe, dropped 80% over two decades. The water quality in Casco Bay and its rivers has improved through significant infrastructure improvements to reduce excess nutrients.
* Permanently protected lands now account for 14.2% of the Casco Bay watershed.
* Sea-run fish, like alewives, are regaining access to the Presumpscot River watershed, but relic dams block fish from swimming up the Royal River, Stroudwater River, and some coastal streams.
"On the whole, Casco Bay remains healthy as it enters the 2020s, compared to many other U.S. estuaries," says Curtis Bohlen, CBEP Director, "But our report shines a spotlight on increasing stresses, especially from the impacts of climate change. Casco Bay and its coastal communities are vulnerable to the impacts of our changing climate, particularly sea level rise, temperature increases, and coastal acidification."
"The State of the Bay reports chronicle 30 years of work by the Estuary Partnership and its member organizations to understand and address past threats to the health of the Bay," says Ivy Frignoca, Casco Baykeeper with Friends of Casco Bay and a CBEP Management Committee member. "We must continue to address evolving threats, especially those related to climate change. We will use this report to identify actions we can and must take to improve and protect the health of Casco Bay."
To read and download State of Casco Bay: 6 th Edition, visit cascobayestuary.org | web | https://www.cascobayestuary.org/wp-content/uploads/2021/12/Press-Release-12.8.21.pdf | 0.477591 | {
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GNFAC Avalanche Forecast for Thu Mar 30, 2023
Good morning. This is Doug Chabot with the Gallatin National Forest Avalanche Forecast on Thursday, March 30th at 6:45 a.m. This information is sponsored by onX and Mystery Ranch. This forecast does not apply to operating ski areas.
Mountain Weather
The mountains received 2-3" of snow in the last 24 hours with temperatures in the low 20s F and light SE-SW wind blowing 10-15 mph with gusts of 23 mph. Snow is starting to fall and will blanket the area with 4-7" by tomorrow morning. Temperatures will remain in the 20s and wind will be light to moderate from the SE-SW. Tomorrow looks to be sunny with more snow forecasted over the weekend.
Snowpack and Avalanche Discussion
All Regions
There are a few avalanche concerns today, but none are widespread. The snowfall from the weekend was blown into drifts near the ridgetops which could be triggered; cornices grew and could break; a weak layer of facets might be found a couple feet under the surface; and a weak layer 3-5 feet deep could avalanche, although these are rare.
The first three items on the list are things we can avoid and navigate around: turn around when wind-drifts crack; on ridges make sure your skis or sled are over solid ground instead of a snow overhang; and dig in the upper 3 feet of the snowpack to test the stability of the new snow. For the fourth item, deep slab avalanches, there's not much you can do other than avoid avalanche terrain or accept that these rare, big slides, are lurking like sharks with you as chum.
Over the last few days there have been natural avalanches in the Bridger Range, up Hyalite, on Buck Ridge, and a couple deep ones a week ago in Hyalite and Cooke City. Avalanches remain possible. To make your pretrip homework easier check out our Weather and Avalanche Log which has a full listing of the natural and human-triggered slides, and watch our field videos where Ian describes the conditions on Buck Ridge, I talk about digging under the new snow in the Bridger Range and Dave gives advice on terrain selection.
The avalanche danger is rated MODERATE on all slopes.
Please share avalanche, snowpack or weather observations via our website, email ([REDACTED_EMAIL]), phone ([REDACTED_PHONE]), or Instagram (#gnfacobs).
Island Park
There are a few avalanche concerns today, but none are widespread. The snowfall from the weekend was blown into drifts near the ridgetops which could be triggered; cornices grew and could break; a weak layer of facets might be found a couple feet under the surface; and a weak layer 3-5 feet deep could avalanche, although these are rare. Dig, test and turn around if you see any recent avalanches or find instability.
Upcoming Avalanche Education and Events
Events and Education Calendar.
Friday, March 31, 8 p.m. Hyalite Canyon closes for motorized use until May 16. | web | https://mtavalanche.com/print/pdf/node/28873 | 0.485942 | {
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GRAEME COLLEGE
Templeton Drive P O Box 281 Grahamstown 6140
Telephone 046 – 6227227
Fax 046 – 6227491
Graeme College's Vision Statement "To strive for excellence by developing all to their full potential."
NEWSLETTER – Friday 8 September 2017
"The most difficult thing is the decision to act, the rest is merely tenacity." ~ Amelia Earhart
At our recent First Team Sports' Dinner our guest speaker, Baxter Mabinya (Old Graemian), gave a brilliant speech that earned him a standing ovation. In his speech he raised six incredible moments in his life that shaped him and taught him some of the greatest lessons in life. Hereunder is a summary of Mr Mabinya's speech for the rest of the Graeme community to read:
You need to back yourself, even when you are not sure of what you are getting yourself into. It does not matter where you come from. Just believe! We are all created for a purpose, which means that our dreams and visions are mere confirmation that your rightful future already exists. The trick is that it is never handed to you on a silver platter. You have to go and get it. Everything that is important, and that you deserve, you will have to get up and fight for.
1. Sticking your hand up
Lesson:
Uzoyithola kanjani uhlel'ekoneni
(
H
ow will you get it,
if you are sitting in the corner)
2. Guts and determination
It's easy to be courageous when things are going well. It is when the chips are down where courage matters the most. For me, courage is our ability to be truthfully connected to our better future selves. It is futuristic because it is purpose driven. A show of commitment without purpose is just foolish
3. Failure
Lesson: True success comes from emptying all of your ability into the task at hand
Failure is inevitable. The only way to avoid failure is if you live so cautiously, in which case you would have failed already. As we strive towards our best selves we need to be reminded of who we truly are. Failure does not pass judgement, it is an incredible teacher because it makes you look at your real self and see the faults of your ways. Do not avoid failure but rather embrace it.
4. Being part of something greater than yourself
Lesson:
Failure is a necessary ingredient to building character
No wo(man) is an island. We have to rely on other people to help us go further. The most effective way of achieving this is through institutions. Institutions are important because their existence persists long after we are gone. They are important because each woman or man is too small a part of what is required for us to progress as society. They are important because they connect all of us here tonight with those that have come before us and those that will come after. Learn to depend and trust others to help you achieve objectives.
Lesson: If you want to be successful, you have to learn to depend on others
5. Discipline with the small things
Lesson: If you cannot do the little things right, you will never get the big things right.
Big things are made up of many small things, just like a year is made up of 8 760 hours. Your greatest point of impact is in the smallest actionable unit. Be disciplined with the small things and people will entrust you with much bigger things.
6. Keep going
Lesson: It does not matter how tough it gets, just keep going.
Mike Tyson once said; "Everybody has a plan until they get punched in the mouth". Sometimes things do not go according to plan. Strip away all the unnecessary things and just put one foot in front of the other.
Kevin Watson
ACADEMIC
GRADE 12 TRIAL EXAM TIMETABLE
The Grade 12s are in the middle of their Trial Examinations. We wish them well during this stressful time. Learners are to arrive at their venues thirty minutes prior to the commencement of the exam. Normal school rules apply regarding dress, shaving, etc.
PREFECTS' INDUCTION ASSEMBLY – Monday 11 September
Liam Agnew
Mark Amm
Uminathi Anthony
Jeremy Beyleveld
Japhet du Plessis
Kieran Emmanuel
Christopher Gleaves
Hlumelo Kulati
Tadiwa Mafuma
Bavuyise Manyakanyaka
David McCallum
Sihle Mginywa
Congratulations to the following learners who have been selected as the 2018 School Leadership team:
Tashin Patrick
The Senior School's Prefect Induction Assembly will take place at 13h00 in the Templeton Hall on Monday 11 September. The newly-elected Prefect Body will take over from the present representatives at that time.
CULTURAL
MUSIC CONCERT
Well done to all the junior musicians who performed at the concert on Wednesday 6 September. The audience was impressed with the breadth and depth of talent on display, which bodes well for the future of music at Graeme College.
SPORT
ATHLETICS' DAY – Tuesday 12 September
The Inter-House Athletics' Day will take place on Somerset Field on Tuesday 12 September.
This is a COMPULSORY event for all learners and will take place during the normal school day.
Dress for this event is: a plain house vest, white or GC shorts and running shoes. T-shirts with logos, or turned inside out, ARE NOT ALLOWED. Graeme College tracksuits may be worn between races, as well as for the prize giving.
PLEASE REMEMBER SUNSCREEN FOR THE BOYS!
ATHLETICS / CROSS COUNTRY EVENTS
Upcoming events
The following athletics and cross country events will be held during Term 3:
23 September Hirsch Shield Athletics' Meeting
28 September Quadrangular Athletics' Meeting
JUNIOR CRICKET TRIALS – 16 & 17 September
Graeme boys that are involved in the Eastern Province cricket trials next weekend (U11 and U13) will be given information as soon as it becomes available. This will serve as a final trial for selection.
SQUASH
Results: Winter League
GC3 vs PAH1 won 10 – 6
GC1 vs HIGH1 lost 4 – 9
Fixtures: Winter League
EVENTS
U13A CRICKET CAKE SALE – Wednesday 13 September
The U13A cricket team will have a cake sale in the junior quad at first break on Tuesday 12 September.
SUNFLOWER DAY - Friday 15 September
The Sunflower Fund is a South African organisation that creates Cancer awareness. They are actively involved in creating a platform for support structures to assist patients, their families and communities. Graeme College feels that this is a very worthy cause and fund. We are supporting Sunflower Day, and in doing so, creating awareness amongst the boys at our College. We have planned a walk, involving all learners from Grade 00-12, departing via the Grant House gate, proceeding up Templeton Drive into Park Road and then turning right into Fitzroy Street. We will then make our way up Milner Street and turn into Glastonbury Road, stopping at Junor Field (on Milner Street), to peg sunflowers onto the fence.
We will also be hosting talks for the boys throughout the month, and have further supported the Sunflower Fund by selling the Sunflower Day topes at school for R25 each. Boys will be allowed to wear these throughout the school day, and the walk, on 15 September. Graeme College has no more topes for sale and we thank the Graemian and Grahamstown community that have supported this worthy cause. Likewise, we look forward to community members and parents joining us on our walk. Mr Mackenzie challenged the boys, by stipulating that if Graeme College was able to raise R5 000, he would shave his head and beard. The learners and staff took on the challenge and exceeded the target.
DANCE IN AID OF SPCA – Saturday 7 October
There will be a dance on Saturday 7 October in Graeme College's Templeton Hall. Entertainment will be provided by Pieter Naude. Tickets are R130pp and are available from Alicia Fried at [REDACTED_PHONE]. All funds raised will be donated to the SPCA. A light supper will be served and the dress code is casual. The event will start at 18h30 for 19h00.
GENERAL
INDIVIDUAL PHOTS
Parents are reminded that the individual / sibling portrait photos are available for collection from the Reception Office.
SECOND-HAND CLOTHING SHOP
Opening Times
The Second-hand Clothing Shop is open on the following days and times (excluding Public and School Holidays):
All enquiries with regards to the Shop will be dealt with by Mrs Siebritz ([REDACTED_PHONE]).
Monday:
13h00 – 13h30
Yours sincerely
K WATSON HEADMASTER
GRADE 12 PRELIMINARY EXAMINATION TIMETABLE 2017
Wednesday:
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Threadworms (Worms or pinworms)
You have been given this leaflet because you have asked for threadworm treatment that you can get "over the counter" (OTC) from pharmacies. After a local and national public consultation on OTC medicines, we do not routinely prescribe threadworm treatment anymore. You can treat at home without a visit to your GP.
Threadworms are tiny worms in your poo. They're common in children and spread easily. You can spot worms in your poo, they look like pieces of white thread. You might also see them around your child's bottom (anus). The worms usually come out at night while your child is sleeping. Other symptoms can include: extreme itching around the anus or vagina, particularly at night plus irritability and waking up during the night. Less common signs include: weight loss, wetting the bed and irritated skin around the anus.
Managing your condition
Medicine kills the threadworms, but not the eggs. Eggs can live for up to 2 weeks outside the body.
Do
Don't
- Wash hands and scrub under fingernails – particularly before eating, after using the toilet or changing nappies
- Encourage children to wash hands regularly
- Bathe or shower every morning
- Rinse toothbrushes before using them
- Keep fingernails short
- Wash sleepwear, sheets, towels and soft toys
- Disinfect kitchen and bathroom surfaces
- Vacuum and dust with a damp cloth
- Make sure children wear underwear at night – change it in the morning
How can I avoid threadworms?
Threadworms spread when their eggs are swallowed. They lay eggs around your anus, which make it itchy. The eggs get stuck on your fingers when you scratch. They can then pass on to anything you touch, including: clothes, toys, toothbrushes, food, kitchen or bathroom surfaces and bedding.
Eggs can then pass to other people when they touch these surfaces and touch their mouth. They take around 2 weeks to hatch. This is why it's important to wash hands regularly.
How do I treat?
You can buy medicine for threadworms from pharmacies (some restrictions may apply);
- Chewable tablet or liquid containing mebendazole. Follow the instructions supplied with the medicine, a further dose may be needed after 2 weeks, if re-infection is suspected.
- Treat everyone in your household, even if they don't have symptoms.
- Tell the pharmacist if you need to treat a child under 2, or if you're pregnant or breastfeeding as treatment might not be suitable and you may need to speak to a GP.
When should I see a GP?
If you are pregnant, breast-feeding or if your child is under 2 you may need to visit the GP for treatment.
For more information
- Visit your local pharmacy for advice
Find out more about self-care at www.nhs.uk
- shake clothing or bedding, to prevent eggs landing on other surfaces
- share towels or flannels
- bite nails or suck thumbs and fingers
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RUSSELL SANDERS
SEVEN IS GOD'S SPECIAL NUMBER
Have you ever noticed the uniqueness of the number seven throughout the bible? It almost invariably relates in some manner to God or to His workings. I call it "God's number."
One of the mysteries relates to "the seven spirits of God" mentioned three times in Revelation at 1:4; 3:1; and 5:6. Theories have been suggested but they seem insufficient to me. I think I have perhaps found a more complete understanding which I may share another time.
Revelation also has Seven Letters written to Seven Churches (Chapters 1-3). There are Seven Seals and Seven Trumpets (chapters 4-6), seven Vials (chapters 15-16), Seven Candlesticks (chapter 1:12, 20), Seven Stars (chapter 1:16,20), Seven Angels (chapter 1:20), Seven Lamps (chapter 4:5), Seven Thunders (10:3-4), a slain lamb with Seven Horns and Seven eyes (5:6), a Red Dragon with Seven Heads and Seven Crowns (12:1), a leopard like beast with seven heads (13:1), a scarlet beast with seven heads, seven mountains (17:9), and seven kings (17:10. You cannot read Revelation without reckoning with the number seven.
However, you also find the number in the Old Testament and in creation itself. Genesis begins with seven days of creation. The Sabbath was the seventh day. The whole Levitical system of worship was built on a cycle of sevens.
Jericho fell after seven priests blowing seven trumpets marched around the city for seven days, marching seven times around the seventh day.
Naaman, following Elisha's word from God, dipped seven times in the Jordan River to cleanse the leprosy (a type of sin). We have seven days in a week. The rainbow God gave has seven colors. Our music scale has seven notes.
As a young man, I saw the number seven as being of special significance to God, so much so that I took the jersey number of seven for my four years of soccer on the college varsity team. I was glad to wear "God's number" in all my games.
There is much that can be written about biblical numerology. The science (math) of numbers of the only true and perfect science on earth, and God expresses much in His written word, especially the Old Testament Hebrew, through numbers, but seven has its own special significance. | web | https://storage.googleapis.com/production-constantcontact-v1-0-4/194/167194/fJVy1bIC/482664db5dc44b67a3fb0d710e501c96?fileName=SEVEN%20IS%20GOD%20S%20SPECIAL%20NUMBER%20-%201-29-2022%20-%20-%20RUSSELL%20SANDERS.pdf | 0.420734 | {
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Cities on Volcanoes 9
Puerto Varas, Chile
November 20-25, 2016
'Understanding volcanoes and society: the key for risk mitigation'
The 2014 – 2015 volcanic crisis and eruption of Bárðarbunga, Iceland: Operational response and hazard assessments
S Barsotti 1 , B Oddsson 2 , MJ Roberts 1 , EP Heiðarsson 2 , K Jonsdottir 1 , EB Jónasdóttir 1 , BG Ofeigsson 1 , K Vogfjord 1 , MA Pfeffer 1 , MT Guðmundsson 3 , F Sigmundsson 3 , Þ Jóhannsson 4
1Icelandic Meteorological Office, Reykjavík, Iceland.
2
National commissioner of the Icelandic Police, Reykjavík, Iceland.
3Nordvulk, Institute of Earth Sciences, University of Iceland, Reykjavik, Iceland.
4Environmental Agency of Iceland, Reykjavík, Iceland.
Bárðarbunga; hazard assessment; operational response
On August 16 2014, an intense seismic swarm began below the eastern part of Bárðarbunga caldera in the north-west part of Vatnajökull ice-cap, Iceland, marking the onset of the first rifting episode in Iceland since the Krafla fires (1975-1984). A swarm of earthquakes migrated out of the Bárðarbunga caldera over 45 km, until the migration stopped and a small, effusive eruption started on August 29 in Holuhraun, lasting a couple of hours. On August 31 a second, more intense effusive eruption occurred, persisting for 180 days and releasing into the atmosphere more than 11 Mt of SO2. Holuhraun has been the second eruption in Iceland since the eruption of Eyjafjallajökull in 2010, maintaining Icelandic eruptions under an international spotlight. Even though the long-range impact of the Holuhraun eruption has been minor and European countries suffered only marginally from it, to manage and live with such a prolonged effusive event has been a major effort for most of the Icelandic scientific community, civil protection authorities and for the local population. Here we retrace the main events that accompanied the volcanic crisis at Bárðarbunga, focussing on the scientific and operational responses throughout its duration. Particular attention is given to the links between the observed phenomena, interpretation of monitoring data, hazard assessment and direct actions taken by the authorities in charge of risk assessment and mitigation. The different roles of the involved institutions are clarified, helping to explain the wide and collaborative response on a national basis. A key finding of the study is that strong, internal collaboration between the scientific community and operational institutions is the basic element for proper crisis management. Iceland has been able to establish new eruptionCities on Volcanoes 9 November 20-25, 2016 Puerto Varas, Chile 'Understanding volcanoes and society: the key for risk mitigation'
response plans that ensured a well-coordinated reaction to the crisis, guaranteeing prompt and effective responses for future volcanic unrest. | web | https://www.citiesonvolcanoes9.com/fileadmin/user_upload/S1.2_Barsotti__S..pdf | 0.42289 | {
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Aging Trends and Patterns Throughout Asia: Now and in the Future
Wan He, Ph.D. and Loraine A. West, Ph.D.
U.S. Census Bureau
With rapid fertility declines in recent decades, Asia is experiencing accelerated population aging. Today Asians account for more than half of the world's older population (aged 65 and over). It is projected that by 2050 Japan will remain the oldest country in the world and South Korea, Hong Kong, and Taiwan will overtake European countries to become the second, third, and fourth oldest, each with more than 30 percent of their population aged 65 and over. In addition, a number of Asian countries will see the percentage of their population aged 80 and over quadruple by 2050.
We first place Asian aging trends and patterns in a global context and then focus on the vast differences within the region. Younger countries, such as Kuwait and Yemen, have less than 3 percent of their total population being older. China and India also provide a sharp contrast. While India is projected to surpass China and become the most populous country by 2026, its older population share will be half that of China.
We also examine public pension systems in Asian countries and the potential impact of aging on the sustainability of these systems. Several Asian countries are among those with the highest life expectancy in the world, highlighting the importance of adequate resources to support the older population. Labor force participation rates among the older population have been declining in most Asian countries as development advances and pension eligibility ages remain relatively low. Aging trends will have implications for governments, businesses, families, and individuals as they prepare for the accelerated pace of demographic aging. | web | https://iems.ust.hk/protected/request?path=%2Fassets%2Fevents%2Fspeakers%2Faging-trends-and-patterns-throughout-asia.pdf | 0.43992 | {
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Good communication is the key to any healthy relationship. In the age of social distancing, creating and normalizing healthy communication skills can make dealing with conflict easier, establish your own boundaries, and ensure the space you are in is the safest possible for yourself.
**Considerations when thinking about healthy communication**
- **Boundaries**: Are personal and vary person to person.
- **Self-care**: Open communication allows you to make yourself a priority.
- **Assertiveness**: Be clear and concise on what your boundaries are.
- **Flexibility**: Your boundaries can change and that’s okay. Only you have the power to decide that. And it’s okay to communicate this.
- **Conservation**: Communication and boundaries allow us to conserve our emotional energy.
**How to communicate if you are angry or annoyed**
- **Stop**: If you get really angry about something, stop, take a step back and breathe. Take a short break before continuing the conversation.
- **Think**: After you’re no longer upset, think about the situation and why you got so angry. Was it how your partner spoke or something they did? Figure out the real problem then think about how to explain your feelings.
- **Talk**: Finally, talk to your partner and when you do, follow the tips above.
- **Listen**: After you tell your partner how you feel, remember to stop talking and listen to what they have to say. You both deserve the opportunity to express how you feel in a safe and healthy environment. | web | https://risecenter.ucla.edu/file/cc25e07d-4993-4b57-aa7c-1649a5b8b3cd | 0.457246 | {
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Volume 18
First Human Heart Transplantation -
II
Lead: Building on two centuries of research and experimentation, South African Dr. Christaan Barnard performed the first heart transplant.
Intro: A Moment in Time with Dan Roberts.
Content: Though he was the first surgeon to successfully transplant a human heart, Dr. Barnard was using a technique developed by an American team at Stanford University Medical Center, led by surgeon Norman Shumway, who was considered by many to be the father of heart transplantation. In 1958 Shumway had transplanted the first heart in a dog. He and his associates had spent most of the early 1960s developing heartlung machines and progressively removing the obstacles to organ transplantation. By the middle of the decade only the issue of immunosuppression seemed to be blocking the way. The body of the patient had a natural tendency to reject donor tissue as an alien to be destroyed.
Barnard used Shumway's techniques to perform the first heart transplant, but his patient, Lewis Washkansky, died in 18 days. In order to prevent tissue rejection he had been given powerful immunosuppressive drugs. This left Washkansky almost defenseless to invasive infection. He contracted double pneumonia and could not be saved. Nevertheless, surgeons moved quickly to emulate Dr. Barnard, but soon discovered that they too were losing patients to infection complicated by the anti-rejection drugs. Not until the mid-1970s discovery of the immunosuppressive effectiveness of cyclosporine derived from soil fungus did hearttransplantation to give patients decades-long life expectancy. Today some 1500 annual heart transplants are successfully performed worldwide.
At the University of Richmond's School of Professional and Continuing Studies, I'm Dan Roberts.
Resources
Cheng, Allen, "Heart Transplantation," Journal of Thoracic Disease, 6 (8, August, 1, 2014): 1105-1109.
Stuart, Frank P, Michael M. Abecassis, Dixon B. Kaufman. Organ Transplantation. Austin, TX: Landes Bioscience, 2000.
http://hearttransplant.com/history.html.
Copyright 2015 by Dan Roberts Enterprises, Inc. | web | https://www.amomentintime.com/wp-content/uploads/2018/07/amt18-053-First-Human-Heart-Transplant-II.pdf | 0.452783 | {
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Do you love science and space? There are so many incredible jobs that you could do! Take this quiz to find out which job is the best for you.
What is your favourite subject at school?
A. Science
B. Maths
C. Art
D. DT
E. English
Would you rather...
A. Play your favourite sport
B. Carry out an experiment
C. Design your own outfit
D. Cook a new meal
E. Talk to and meet lots of different people
What would be your ideal day out?
A. A trip to a theme park
B. A visit to the Science Museum
C. Shopping
D. A visit to your favourite restaurant
E. Going to a party
Would your friends describe you as:
A. Clever, sporty, team-player
B. Problem-solver, nerd, scientific
C. Arty, inventive, fashionable
D. Food-lover, creative, calm
E. Convincing, talkative, confident
What would be the coolest thing about working in space?
A. Flying in a rocket
B. Discovering new things about the world
C. Wearing a cool space suit
D. Trying space food
E. Telling people about new space technology
Mostly As:
You should be an ASTRONAUT! You might have a lot of training to do first though...
Mostly Bs:
You should be a SPACE SCIENTIST! There are lots of different jobs, from growing crystals in space, to working with the human brain.
Mostly Cs:
A SPACESUIT DESIGNER is the job for you! Each astronaut needs a suit to fit them perfectly and keep them safe.
Mostly Ds:
You should be a SPACE CHEF! Meals need to be yummy, but they have to be safe to eat in microgravity (no crumbs, remember!)
Mostly Es:
If talking is what you like to do, you could be a SPACECRAFT SALESPERSON! You must be persuasive enough to sell space technology for the best price possible!
Find out all about these space jobs and more in How to Be an Astronaut and Other Space Jobs
Out now • £11.99 HB / £7.99 PB
www.nosycrow.com | web | https://nosycrow.com/wp-content/uploads/2019/06/Find-your-perfect-space-job.pdf | 0.422242 | {
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Teacher's Notes: e-lesson for week commencing 9 June 2008
Worksheet and Teacher's Notes by Pete Sharma
The one minute entrepreneur
Level
Intermediate and above
Tasks
Filling in the missing words from a set of book titles Choosing the most likely way to complete two extracts from a review Reading a review about a new management book Deciding if words from the review are nouns, verbs or both Discussing the answers to questions arising from the review
How to use the lesson
1 Tell students that this lesson is about a new, popular management book. Hand out the worksheet. Students in pairs guess the missing words in the titles. They then discuss the books with a partner to see if anyone has read them. Find out which books have been read.
Answers
(a) giant (b) habits (c) effective (d) iceberg (e) cheese (f) manager / entrepreneur
2 Ask students to read the review extract. They should choose the best answer and then check their choice by scanning the review.
Answers
(a) 13 million (b) four out of five
3 Students read the whole review. Ask them to list the tips given by the author. Ask how the writer of the review feels about management books. (Teacher's note: the writer is not very impressed by the advice offered). You may wish to look at any useful vocabulary, such as: fable / budding entrepreneur / common sense / wisdom / initiative.
4 Ask students to decide if the words from the review are nouns, verbs, or both.
Answers
Nouns: advice / outcome / obstacle
Verbs: invent / create / succeed / develop
Both: review / claim / mentor / associate / tip / decrease / service / aim / rise / risk / increase
5 Divide the class into small groups in order to discuss the questions. Students report back on their answers to the whole class. Encourage discussion. Finish the lesson by giving language feedback. As a homework follow-up, you can ask students to write a short review for a management book they know.
Related websites
Send your students to these websites, or just take a look yourself.
http://www.1minuteentrepreneur.com/
http://stanleybronstein.com/book-review-one-minute-entrepreneur-ken-blanchard/
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Here are some tips for finding and tracking legislation, and for identifying and contacting your representatives.
Legislation:
[x] Key to Abbreviations - The legislature has a great many acronyms, codes and abbreviations that can be perplexing. This helps decode many of them.
[x] Finding Legislation Tutorial
[x] How to Track Legislation Tutorial
[x] Daily Bill Locator - Full listing of pending legislation
[x] Find Legislation by Number - quick look up of specific bills, if you know the bill number and the chamber (House or Senate)
[x] Find Legislation by Sponsor - quick look up of all bills sponsored or cosponsored by a particular legislator
[x] Find Legislation by Keyword - look up of bills which contain a specific word or phrase
[x] Fiind Legislation by Subject - look up of bills by topic (e.g. Children & Families; Education, Public Schools; Environment, etc.)
[x] Committees - To see a list of committees and select one, go to the legislature home page, click "Committees" from the navigation menu across the top, and click the committee of interest. Each committee has an upcoming agenda and calendar listing and a membership roll on their page. Bills are typically assigned to 2-3 committees based on their subject and whether or not the bill makes an appropriatiion. Bills are either considered in committee or tabled (more or less ignored, effectively killing the bill). If they are considered, they receive either a "Do Pass" or "Do Not Pass" recommendation and go on to another committee or to the chamber floor for a vote.
[x] Calendars - schedule of committees, and both House and Senate floors.
Legislators:
[x] Find My Legislator Tutorial
[x] Find My Legislator - Look up by voter home address, district, etc.
[x] House of Representatives Full Membership
[x] Senate Full Membership | web | https://nmost.org/wp-content/uploads/2023/08/NM-State-Legislature-tips.pdf | 0.493316 | {
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Infants diagnosed with dup15q syndrome are at risk to develop infantile spasms. Diagnosing and treating infantile spasms is an urgent matter.
Infantile Spasms Advisory The Brain Can't Wait
Infantile spasms are a severe form of epilepsy. The onset is usually in the first year of life, typically between 4-8 months, and rarely after 18 months. Prompt diagnosis and treatment are critical, but this is challenging because infantile spasms can be mistaken as colic, reflux, or a startle reflex.
Dup15q syndrome is one of the most common known causes of infantile spasms. As many as 40% of individuals with seizures present initially with infantile spasms; of this group, approximately 90% subsequently develop other seizure types. Children with dup15q syndrome who have epilepsy, particularly those with infantile spasms are likely to have a greater level of impairment in terms of cognitive and adaptive functioning relative to those without epilepsy. Identifying and controlling seizures early could be extremely beneficial for children with dup15q syndrome.
Primary Care Physicians must understand the "red flag" words alerting to the possibility of infantile spasms when caregivers are describing symptoms. It is important to note that in an individual child, all of the spasms usually look identical.
Timing:
Movements:
small crunches
uncontrolled movements
head drops
belly tensing
a quick wide-eyed stare/ eyes rolling up
head bobs
the raising of the shoulders and arms
several minutes
Infantile spasms often happen one after another in a series called a cluster with 5 to 15 second pauses in between.
Clusters may occur once or several times a day.
Clusters are common several minutes after waking.
After a cluster, children usually go back to normal behavior.
In most cases, there is no warning of an oncoming spasm.
Neurologists must begin treatment within the first seven days of an infantile spasms diagnosis to have the best chance to prevent long-lasting symptoms. Physicians should maintain a low threshold of suspicion when considering if a child could have infantile spasms.
If you suspect infantile spasms, refer the child to an urgent visit in front of a neurologist and order an EEG immediately. Most children, but not all, will have EEG readings of hypsarrhythmia. The main treatments include hormonal therapy and vigabatrin, an anti-seizure medicine. Do not hesitate to refer to a neurologist, even if you are unsure of a definitive diagnosis.
Learn more at infantilespasms.org | web | https://dup15q.org/wp-content/uploads/2023/04/PCP-Infantile-Spasms-Advisory-Dup15q-3.pdf | 0.455823 | {
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Michael Folkes, visited Hamilton High School to speak with CTE students about the importance of hard work and strong ethical character. “Born into poverty and abuse in Jamaica, Michael could have become just one more underprivileged statistic, condemned to a life of punishing labor, were it not for his mother’s throwing up her hands in despair one day and taking him to live with his paternal grandparents. That changed everything. He has a “no boundaries no borders business mentality” as part of his social responsibility initiatives offering second chance employment to the citizens of this great community and country. His company also inspires our youth that may suffer from challenging socio-economic backgrounds an opportunity to be mentored through his Mighty In Character Leader Mentorship Program” (www.michaelfolkes.com).
Students were able to see how someone local, within the Hamilton community, could make a difference in the lives of others while at the same time attaining success for themselves. One of the main messages of the visit was to prove that America is a land of great opportunity, if we are only willing to work hard to attain success.
every type of student at HHS!
CTE Students Become Mighty in Character
CTE Welcomes Freshmen to Hamilton High
It's spring break and I already miss @Super_Carlson and Carlsonland!! Agh
3 days ago | web | https://michaelfolkes.com/pdfs/CTE-Students-Become-Mighty-in-Character%E2%80%93Hamilton-High-School.pdf | 0.453571 | {
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The Chapel Family Bible Reading Program – November 27 – December 2 Doing Life Together – Thanksgiving
MONDAY: Romans 8:28; 2 Corinthians 1:11; 1 Timothy 1:14
KEY VERSE: 2 Corinthians 4:15
OBSERVATION: When we are thankful, we recognize that God exists, and we are acting on the reality of His life as the very source and means of ours. True thankfulness recognizes our total dependence on God and stems from realizing that everything going on in our lives and all we have is the product of God's sovereign control, infinite wisdom, purposes, grace, and activity
TUESDAY: Colossians 3:15,17; Psalm 95:2;
KEY VERSE: Psalms 100:4
OBSERVATION: First, the Psalms are filled with the call to give thanks. An example is Ps. 100:4 which says, "Enter his gates with thanksgiving and his courts with praise; give thanks to him and praise his name." Then Paul tells us in 1 Thessalonians 5:18, "In everything keep on giving thanks, for this is the will of God in Christ Jesus for you" (my translation).
WEDNESDAY:
2 Corinthians 6:1; Titus 1:15;
KEY VERSE:
Hebrews 12:15
OBSERVATION:
Since thankfulness is a response to the grace of God, its opposite, bitterness with its companions, complaining and grumbling, are the product of an unthankful heart that fails to properly respond to God in faith to His person, infinite wisdom, grace and purposes. Thanklessness promotes pettiness and occupation with self, people, and problems. That in turn creates depression and feelings of hopelessness because we become focused on our problems rather than on the Lord.
THURSDAY:
Romans 1:9; Colossians 1:9
KEY VERSE:
Ephesians 1:16
OBSERVATION: Prayer should generally be accompanied by or offered in a context of thanksgiving. The reason is perhaps found in the very nature of thanksgiving! Thanksgiving turns our eyes from our problems and ourselves to the Lord that we might focus on Him and His sovereign grace. It helps us to see life through the perspective of God's person, principles, promises, plan, provisions, and purposes. Then, as this happens, this upward focus promotes faith and courage in the face of the trying and painful situations that we all eventually face to one degree or another.
FRIDAY: 1 Thess. 5:18; Romans 8:28; James 1:2-4
KEY VERSE: Ephesians 5:20
OBSERVATION: We should always give thanks in everything and for everything. Now why? In addition to the reasons already given, it helps us to focus on the sovereignty of God and the fact that He is in control and working all things together for good regardless of how they may seem to us in our limited perspective.
SATURDAY: Romans 8:37; 1 John 5:4; Revelation 21:4
KEY VERSE: 1 Corinthians 15:57
OBSERVATION: Thankfulness is the opposite of selfishness. The selfish person says, "I deserve what comes to me. God and others ought to make me happy and fulfill my expectations." (b) Thankfulness is the opposite of murmuring and pettiness. The thankless person is one who is focused on his problems and thinks he deserves better. (c) Thankfulness is the opposite of pride. The thankless person thinks he deserves what he has or better than what he has. (d) Thankfulness is the opposite of self-trust. The thankless person tends to depend on His own merit and abilities. The thankful person, on the other hand, seeks to triumph and live by the grace of God rather than by his own ingenuity or self-sufficiency
Some of the text and concepts of this study are from Bible.org | web | http://thechapelonline.org/wp-content/uploads/2015/06/11-27-2017-BibleReading.pdf | 0.426557 | {
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back in the early 1880's or the 1870's--when there was still some fighting?)
Yeah. Some of them. Some of them had a certain place to live that they got used to and they'd farm them. I know the Government Agency used to have Field Farmers and they'd lay out the plot for them and they'd plow and then in corn time they'd see that they plant corn, and they fenced off those lots. They planted enough for winter feed. They all have pumpkins. And some of them ordered peach trees and apple trees, and they had orchards.
(Where did the Arapahoes get their seed originally when they started raising corn and pumpkins and things like that?)
They kept it for many, many years before that. I think their corn originally came from those Omahas and Winnebagoes in Nebraska. They used to trade for eagle feathers and bear claws and such as that, you know. And of course they planted tobacco. They raised tobacco further north and east.
OPENING RESERVATION TO WHITES: INTERACTION OF SETTLERS WITH INDIANS
(After 1892 they made that run--what would you remember that year for--in 1891 they were selecting the allotments--and what about 1892--what was outstanding (about that year?)
Well, the rolls of the allotments that had been completed were closed May 2, 1892, but however after the allotments were completed, they made that run April 19, 1892. But the final rolls of the selection of allotments were closed for the records. I remember the day of the run. Annie (Pedro) and I were still just kids. They took a hayrack-load of us kids up there where the German Prison Camp is, north of the Fort Reno Reformatory. They took us and unloaded us over there. We was waiting for the start of the | web | https://digital.libraries.ou.edu/utils/getfile/collection/dorisduke/id/5516/filename/5495.pdfpage/page/19 | 0.482722 | {
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LATTE Information Background
The Red Deer Construction Association are funding a program called Learning About Trades and Technology Education (LATTE) in the Red Deer area. We work with local school divisions to offer this innovative hands-on professional development experience to teachers and administrators. Our hope is that our local schools will take this unique opportunity to learn about and experience the exciting skilled-trades of the construction industry. Below is a summary of the LATTE program.
Teachers or administrators are placed for a full workday with a local construction company in order to fully experience the true nature of our positive industry.
Our goal is that through this professional development, the teacher experience will strengthen our partnership with our local education system and help students achieve the career-focused outcomes of the 2013 Ministerial Order on Student Learning Outcomes. By experiencing the world of construction first-hand, we hope this will assist:
* to build long-term partnerships with business,
* provide students a realistic picture of construction careers, and
* demonstrate the relevance of their current studies as necessary tools for their future careers.
Scott Builders Inc.
On May 18th, we hosted a teacher from the North Cottage Public High School with Scott Builders Inc. learning about many of the aspects of the construction industry. The morning was spent in the office learning how projects come together, scheduling, budgeting, safety and coordination. There was great discussion on how High School curriculum in subjects such as math, and english relate to how they are applied in our industry. The afternoon was spent at the Gary W. Harris Centre for Health and Sport at the Red Deer College and then at the new fieldhouse being constructed at Westerner Park. Thank you to the North Cottage Public High School and the staff at Scott Builders Inc. | web | http://www.rdca.ca/wp-content/uploads/2018/10/LATTE-Scott-Builders-May-2018.pdf | 0.493982 | {
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Grades 5 to 8 science
Manitoba Curriculum Framework of Outcomes
2000
Manitoba Education and Training
Manitoba Education and Training Cataloguing in Publication Data
372.35043 Grades 5 to 8 science : Manitoba curriculum
framework of outcomes
Includes bibliographical references.
ISBN 0-[REDACTED_PHONE]
1. Science—Study and teaching—Manitoba.
2. Science—Manitoba—Curricula. 3. Science—
Study and teaching—Manitoba. 4. Science
—Study and teaching (Elementary)—Manitoba.
I. Manitoba. Dept. of Education and Training.
Copyright © 2000, the Crown in Right of Manitoba as represented by the Minister of Education and Training. Manitoba Education and Training, School Programs Division, 1970 Ness Avenue, Winnipeg, Manitoba R3J 0Y9.
Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please inform Manitoba Education and Training. Errors or omissions will be corrected in a future edition.
Parts of this publication have been adapted or reproduced from The Ontario Curriculum, Grades 1–8: Science and Technology
© Queen's Printer for Ontario, 2000. Reproduced with permission. | web | https://www.edu.gov.mb.ca/k12/cur/science/outcomes/5-8/title_isbn.pdf | 0.48204 | {
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resilient kids workshop
An anti bullying workshop for years 3 & 4
Creating active bystanders has been shown to be the single biggest factor in reducing the level of bullying in schools. As such, we begin to bring a strong focus to it at this, and future, levels.
Both targets and bystanders can often be very unsure of what to do when faced with a bullying situation. This uncertainty, if left unaddressed can create a climate of silence, fear and inaction in which bullying problems can multiply. We begin to name and address this issue.
We also teach some effective strategies to help them better handle any bullying situations they may face directly as targets.
In this highly successful and interactive program we use a series of animated role-plays, stories and small group discussions to ensure maximum child involvement.
ABOUT THE PRESENTERS:
The Bully Busters ® Programs were originally created in 1997 and have been widely successful since then. The programs, which are continually updated, are now presented into schools at a national level by the team at Insideout Educational Programs headed by Michael Shaw (Bach Ed, Dip.counselling, Dip.Art therapy) The program has achieved great results by helping children better understand bullying behaviour and by providing them with the opportunity to safely explore strategies for dealing with it.
M. 0415 532 791
E. [REDACTED_EMAIL]
What the children will learn:
* How to recognise different forms of bullying behaviour
* The impacts of bullying behaviours
* Some techniques to deal with this issue effectively
* How to take safe and powerful action as a bystander
* Assertive strategies for life | web | http://www.insideouted.com.au/wp-content/uploads/2014/02/resilient-kids-1-June-20131.pdf | 0.439968 | {
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英語學前班 Kinder English Fun (Playgroup)
年齡 Age group: 2-3, Readiness for Kindergarten
| 週二至五 TUESDAY – FRIDAY | 1.5 Hours | $1000 4課/ lessons
$1800 8課/ lessons
$2800 16課/ lessons |
培訓班 Courses *最多學生人數/ Maximum students 2–4
| 年齡 Age Group | 每小時收費 Hourly Rate |
|----------------|-----------------------|
| 故事教學(牛津故事書) Storytime (Oxford) | 每週兩次每節課 Twice a week $160 per lesson |
| 樂趣拼 PHONICS FUN (歡樂拼音 JOLLY PHONICS) Beginners, Level 1, Level 2, Level 3 | 每節課 $180 per lesson |
| 閱讀理解與寫作 Reading Comprehension & Writing | 每節課 $200 per lesson |
| 語法課 Grammar Class | 每節課 $200 per lesson |
| 創意寫作 Creative Writing | 每節課 $200 per lesson |
| 剑橋/ Cambridge YLE (Starters, Movers & Flyers) | 每節課 $200 per lesson |
| 三位一體 GESE Trinity GESE (GRADE 1–3) | 每節課 $200 per lesson |
| 面試班 Interview Classes | 每節課 $200 per lesson |
*Parents and guardians are required for children under the age of 3. / 3歲以下兒童需有父母或監護人陪同
推薦給您的朋友並獲得一個月10%的折扣
Refer To Your Friends & Get 10% Discount For 1 Month!
作業教程 Homework tutorial
小學數學/ 英語/ 語文
Primary Mathematics/ English/ Chinese
| 班級 Class | 每小時收費 Hourly Rate |
|-----------|-----------------------|
| 小學一至六年級 Primary 1 – 6 | 每小時/ per hour $180 |
| 幼兒園1–幼兒園3 K1 – K3 | 每小時/ per hour $150 |
DSE BAFS 和經濟學 - 用英語授課
DSE BAFS and Economics - To be taught in English
| *最多學生人數/ Maximum students 2~4 | | web | https://img1.wsimg.com/blobby/go/84256d7f-d742-4d48-82a5-51ca8c9c1dab/A5%20Leaflet%20(B)-1.pdf | 0.419167 | {
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Hoppity-Bop, Over the Top!
Quick and lively
Alasdair Spratt
Place your right thumb on Middle C and hop back and forth with your left hand, from low C to high C. Then reverse your hands and let your right hand do the hopping!
Tyrannosaurus Rocks!
Jurassic Rock
Try playing the left hand an octave lower than written, to sound like a big monster Tyrannosaurus! | web | https://boosey.com/downloads/PianoStar2_sample.pdf | 0.444532 | {
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YEAR 6 AUTUMN NEWSLETTER
Y6 Teaching Team
WARDEN HILL PRIMARY SCHOOL
Mrs Pope & Mrs Harrison
PPA: Mrs Catchpole & Mrs Toseland
TAs: Mrs Field & Miss Fisher
DIARY DATES
Week Beginning
12th September
School Elections take place
Wednesday 21st September
Year 6 Coffee Morning
Wednesday 21st September
Year 6 Assembly 2.45 start
Wednesday 12th October
Harvest Festival
Friday 14th
October
Literature
Festival - Piers
Torday
Monday 31st
October
Inset Day
Friday 11th November
Remembrance Service led by Year 6
GEOGRAPHY
Autumn 2016
For our topic work, we will be taking the children on a tour of South America. They will be compiling their own Lonely Planet guides about various locations on the continent. This unit will include a tour to the Galapagos Islands where they will discover more facts about adaptation and the theories of evolution.
SCIENCE
In Science we will start with a unit on Living Things and their Habitats. This unit will be followed by Evolution and Inheritance.
ART/D.T.
Art work will be related to our topic. We will be colour mixing and looking at a topic called 'A Sense of Place'. The children will also be drawing a self-portrait.
MATHS
Our daily Maths sessions will be tailored to meet the needs of your child. We are keen for you to help your child, though they may be using different methods to those taught in years gone by. If you are unsure about how to help, pop in and ask us or visit the school's website for links.
Maths homework will be designed to follow up on the work from the lesson. Each night the children will be asked to complete a few questions which are marked the next day.
H
PSHCE—Emotional Well Being, Managing Risk, Managing Change
MUSIC—Music Express Scheme
FRENCH—Revision of past vocabulary: food, parts of the body and other useful terms
RE—Journey of Life and Death
READING Please continue to encourage your child to read for 20 minutes every school night. This should be recorded in their reading diary. Reading books should be in school each day. The children are expected to produce a written response to what they have read once a week (approximately half a page). Sometimes children may be set a reading comprehension activity instead.
P.E./GAMES
Children are expected to have their P.E. kits in school every day, but should bring in a dark track suit and trainers (appropriate footwear) for games on Thursday. This term we will be covering hockey and netball. For hockey, a gum shield and shin pads are desirable, please. A spare plastic bag is also useful in case things get muddy. Please can all kit be named. This term P.E. will be gym and dance and will take place on Mondays.
COMPUTING
'We are App Makers' is the title of our computing topic for the year. In year 6 we sometimes block our Computing lessons.
WRITING
This term we will be writing nonchronological reports, short narrative pieces, poetry, biographical extracts based on the video diary of Ellen MacArthur, autobiographical extracts and a few other treats!
GRAMMAR
There is a continued focus on grammar activities through daily homework.
SPELLING
This year the children will have new words handed out on Friday and tested on the following Friday. The spellings will be practised daily in school and at home. You should see a 'Home Spelling Book'!
Homework is marked the following day, therefore it is essential that homework is brought back the next day!
Sick notes: You can also email the office to inform Miss Nelson if your child has been away. [REDACTED_EMAIL] | web | http://wardenhill.gloucs.sch.uk/NewsAndLetters/ClassLetters/2016-17/Yr%206%20Autumn%20Newsletter.pdf | 0.488227 | {
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Follow these instructions to build up your ideas before you write your description.
This should take you one day and then you can write your description on the second day.
1. Firstly draw a picture of what you think the place where dragons live would be like. Make it detailed.
2. Then label the nouns (objects/things) in your picture.
3. Next add adjectives (describing words) to your nouns to describe them.
```
For example: mountains, river, volcano
```
```
For example: tall, rocky mountains long, windy river hot, orange volcano
```
You are creating noun phrases.
4. Now add some amazing verbs (action words) and some adverbs (words that describe how a verb happens) to describe what sounds and movements the things in your picture may make.
```
For example: tall, rocky mountains standing firmly long, windy river whooshing and swirling quickly hot, orange volcano loudly bubbling and hissing You are creating expanded noun phrases.
```
Now to write your description you need to put your expanded noun phrases in to sentences. You also need to think about describing the position of things; Are the mountains in front of the river? Where is the volcano, is it hidden in the mountains?
You may also like to include similes in your description:
The long, windy river was whooshing and swirling as quickly as water going down the plug hole.
The hot, orange volcano was loudly bubbling and hissing like an angry snake.
Remember you have two days to do this so take your time and build up your ideas so when you come to write your description you will have already done most of the work. | web | http://www.southwootton-inf.norfolk.sch.uk/wp-content/uploads/2020/05/Descriptive-writing.pdf | 0.490122 | {
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Animations for Physics and Astronomy Project
This presentation provides an update to the Animations for Physics and Astronomy Project at Penn State Schuylkill. The animations have been used to portray a variety of dynamical systems and processes for physics and astronomy topics typically presented in the advanced high school through introductory college level. New additions to the collection of approximately 250 animations in the collection will be presented, as well as information on dissemination efforts through the project web site and YouTube Channel. The role of a focus group comprised of High School faculty to revise and enhance the animations as well as develop some curricular materials for the animations will be discussed. Finally, some of the results of project assessments will also be presented.
Interactions of X-Rays with Matter
Why Animations?
[x] Used in classroom as illustrations
Available to students online
Links in notes, quizzes
[x] Easy to use format (.avi)
[x] Useable on Legacy Systems
Animations for Physics and Astronomy http://phys23p.sl.psu.edu/phys_anim
Searchable CWIS portal
YouTube channel www.youtube.com/mrg3
Merlot, Compadre, NEEDS, AMSER
DVD
Find the Animations:
[x] Creative Commons License
BY-NC 3.0
[x] Created with free software
POV-Ray
VirtualDub
You are free:
*to Share — to copy, distribute and transmit the work
*to Remix — to adapt the work
Under the following conditions:
*Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).
*Noncommercial — You may not use this work for commercial purposes.
*Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.
Education Thematic Initiative Fund award:
Physics Assets Project
*Focus Group
*3 HS Faculty, 2 Curricular Design Specialists and me
*Reviewed/critiqued existing materials
*Identified animations standards-focused topics for additional development
*Animations revised, curricular materials created and linked to standards
http://www.teachersdomain.org/special/kmedia07-ex/scitech.physics/
This figure/animation illustrates the concept of the Celestial Sphere. Examine the figure and then answer the questions to the best of your ability. Which of the following statements about the celestial sphere is not true?
A. From any location on Earth, we can see only half the celestial sphere at any one time.
B. The Earth is placed at the center of the celestial sphere.
C. The "celestial sphere" is just another name for our universe.
D. When we look in the sky, the stars all appear to be located on the celestial sphere.
E. The celestial sphere does not exist physically.
In a basic geocentric model, the daily motion of the stars is explained by
A. the rotation of the earth.
B. all stars moving from west to east.
C. the rotation of the celestial sphere about the earth.
D. the orbit of the earth about the sun.
Primum non nocere ?
Assessment is difficult!
For Each Question, please circle the letter corresponding to your response.
Indicate how strongly you agree or disagree with each of the following statements: Because of the way this course uses multimedia from the Animations for Physics and Astronomy Project at Penn State Schuylkill:
Think about a similar course you have taken that relied primarily on a simple lecture format. Compared with that course, because of the way this course uses Multimedia from the Animations for Physics and Astronomy Project at Penn State Schuylkill: how likely are [were] you to
Dissemination
Total views of all videos: 799,646.
Comments
super cool :U i get it now so the 3 coil things are the incoming AC electricity and then the diodes sort it out into DC in quite an amazing way :3 but simple
IT LOOKS..LOOKS LIKE...MAN...yEAH! Flux Capacitor FROM THE movie"the back to the future!!!""
i see the nodal lines!
is this a constructive or a destructive wave interference? thanks.
I am a teacher and it is sumtimes very difficult to make the students understand electric motor as it requires a lot of imagination for the students and a great effort to visualise the whole set up. This video is just what i needed. Thank you very much.
everything should be taught with animations, god they're so easy to understand
Yey, you solved my mind****! Thanks!
thats nice!!i look for information like this for already a long time i need it for school^^ greetings from germany whoa! thanks so much. exactly what I needed to better understand my physics homework. :-)
this should help with my physics final..thx
I would like to have this video in my presentation. Do you mind if I could borrow? How could I get this video?
Equatorial System
Foucault Pendulum
Making waves
Seasons
Rectifying Three Phase
Two Source Interference
Eclipses and Shadows | web | http://phys23p.sl.psu.edu/~mrg3/mrg_for_AAPTS2010v2.pdf | 0.432398 | {
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SWEET APPLE PORK CHOPS
with Cauliflower Mash and Carrots
HELLO CAULIFLOWER MASH
Potatoes and cauliflower join forces to create a creamy side that also packs in nutrients.
TOTAL:
45
630
CALORIES:
MIN
47.15 Sweet Apple Pork Chops_FAM_NJ.indd 1
Yukon Gold Potatoes
Cauliflower Florets
Carrots
Dried Thyme
Chicken Stock Concentrates
15
11/2/17 10:03 AM
START STRONG
Sneaking cauliflower into potatoes is an easy way to get kids to enjoy the calcium-rich veg. They can even help with the mashing, making sure that the mixture is perfectly creamy.
BUST OUT
* Large pot
* Large pan
* Strainer
* Peeler
* 2 Baking sheets
* Oil (4 tsp)
* Butter (4 TBSP) (Contains: Milk)
INGREDIENTS
Ingredient 4-person
HELLO WINE
HelloFresh.com/Wine
47.15 Sweet Apple Pork Chops_FAM_NJ.indd 2
* Potato masher
Wash and dry all produce. Adjust rack to middle position and preheat oven to 400 degrees. Cut potatoes into 1-inch cubes. Place potatoes and cauliflower in a large pot with a pinch of salt and enough water to cover by 1 inch. Bring to a boil and cook until very tender, 12-15 minutes. Drain and return to pot.
1PREHEAT OVEN AND START MASH
4MAKE PAN SAUCE Halve and remove cores from apples, then chop into ½-inch cubes. Heat 2 TBSP butter and a drizzle of oil in pan used for pork over medium heat. Add apples and cook, tossing occasionally, until golden, 5-7 minutes. Season with salt and pepper. Stir in stock concentrates and ½ cup water. Increase heat to medium high and cook until apples are tender, 3-4 minutes.
Meanwhile, peel carrots, then cut into 2-inch pieces. Cut each piece lengthwise into quarters. Place on a baking sheet and toss with a drizzle of oil and a pinch of salt and pepper. Roast in oven until slightly softened, 10-12 minutes.
2PREP AND ROAST CARROTS
Add 2 TBSP butter to pot with potatoes and cauliflower. (TIP: If potatoes and cauliflower have cooled, reheat briefly over low heat.) Toss to melt butter. Mash with a potato masher or fork until mostly smooth. Season with salt and pepper.
5MAKE CAULIFLOWER MASH
3SEAR AND ROAST PORK Meanwhile, heat a large drizzle of oil in a large pan over medium-high heat. Season pork all over with salt, pepper, and thyme. Add to pan and sear until browned on surface, 3-4 minutes per side. Transfer to another baking sheet and roast in oven until pork reaches desired doneness, 5-7 minutes more.
6PLATE AND SERVE Divide cauliflower mash and carrots between plates. Top mash with pork. Spoon pan sauce over, making sure to include apple pieces.
FRESH TALK
What foods do you think of when you think of fall? Do you have a favorite?
WK 47 NJ-15
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And the Oscar Goes to…Arts Education
POSTED BY KRISTEN ENGEBRETSEN ON FEBRUARY - 26 - 2013
First Lady Michelle Obama presented the nominees for Best Picture and announced "Argo" as the winning film via satellite.
The big winner at Sunday night's Academy Awards was arts education. In two key moments, a spotlight was shone on the important role the arts play in children's lives.
At the end of the broadcast, there was the wonderful statement of support by First Lady Michelle Obama. She said, "They are especially important for young people. Every day they engage in the arts, they learn to open their imaginations and dream just a little bigger and to strive every day to reach those dreams."
But before the First Lady's surprise appearance, there was another big moment for arts education during the Best Documentary Short category. The winning film,Inocente, is the story of a 15-year-old girl who refuses to let her dream of becoming an artist be stifled by her life as an undocumented immigrant forced to live homeless for the last nine years.
Inocente was introduced to the arts through a program in San Diego called ARTS | A Reason To Survive, which uses therapeutic arts programming, arts education, and college & career preparation to create pathways to success for youth facing adversity. Founder Matt D'Arrigo is a member of Americans for the Arts and we featured his programs in our December 2012 edition of the Monthly Wire, our member newsletter.
The following video from San Diego's ABC affiliate shows the arc of events for Inocente—starting homeless, then participating in ARTS' programs, all the way up to production of the documentary and standing onstage at the Oscars after Americans for the Arts Artists Committee member Kerry Washington revealed her story as the winning documentary:
Kudos to filmmakers Sean Fine and Andrea Nix Fine for the incredible job they did conveying the power of the arts to build resiliency and transform lives.
Thanks to Matt and his team for providing these essential arts programs to youth in San Diego and for sharing this success story with the rest of us! | web | http://areasontosurvive.org/wp-content/uploads/2013/02/130206_Americans-for-the-Arts.pdf | 0.437081 | {
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Climate Change
- more light, less heat
Issues and challenges vary tremendously in their degree of complexity, however we could probably all agree that Climate Change represents a particularly complex challenge. Given the need for urgent, large scale and coherent action involving a wide range of stakeholders, what can be done?
The dimensions of complexity
Climate Change is 'complex' in many dimensions, for example:
- Economic - the costs of adaptation and mitigation are potentially enormous, with no clear 'right answer'
- Political - the challenge demands global co-operation on a scale never before attempted
- Social - adaptation and mitigation require behaviour change, again on a scale never before seen
- Technical – the science is complicated, even for those who understand it, and the picture will inevitably change as new data comes in and as new analyses are developed
These dimensions of course interact – for example any uncertainty in the science can undermine confidence and hence the political power to progress urgent mitigating actions.
Tackling complexity
Complexity is not necessarily a 'bad thing'. Our complex environment has evolved to allow us to do complex things, such as global trade. However, a key lesson from complexity and systems thinking is that you have to fight complexity with complexity (a principle that goes back to Ross Ashby's 'Law of Requisite Variety').
A consequence of this is that it is not just a nice idea to involve a wide range of individuals and organisations to solve a complex issue, but it is absolutely necessary. However, any individual has a unique world-view - how could it be otherwise, given all the potential variations in individual experience and learning? Organisations also develop their own world-view (often expressed as 'culture'). These variations pose a substantial communication barrier which needs to be overcome to make progress. If we don't understand where the other person(/organisation) is 'coming from', we don't exchange information in an effective way, and we can't make meaningful decisions.
Common characteristics of Climate Change challenges
I am aware of a number of initiatives around the UK tackling different aspects of mitigation and adaptation in the context of Climate Change. A common feature is the involvement of many (generally between 5 and 20) organisations, each having their own world-view, and related set of priorities. It seems to me that the biggest risk here is of 'stasis', with little or no visible progress. It may well be that everyone is busily pulling in different directions, and like Brownian motion (a scientific reference, not a political one) creating a lot of action but going nowhere fast (you can add your own political point here if you wish…)
The good news
The good news is that Homo Sapiens has developed a range of techniques to address complex, messy, 'wicked' problems. The bad news is that our species has not yet systematised and institutionalised these methods, relying still largely on 19 th and 20 th century approaches such as 'reports' and 'meetings'.
Perhaps we need to start employing our full range of 21 st century capabilities to take on the enormous 21 st century challenge of Climate Change.
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Clough Primary School
Photograph Policy
September 2018
SIGNED:
USE OF PHOTOGRAPHS
At various times throughout the academic year photographs of your child may be taken. Here is some information you need to know about how we use photographs in Clough Primary School.
What types of photographs are taken in school and how are they used?
Photographs or images are sometimes taken in digital and video formats.
Photographs are sometimes used: -
- To record special events such as our, Christmas Service, Spring Concert or participation in sporting competitions etc.
- To record special visitors or guests
- To capture important or fun learning experiences such as outside visits, trips, practical experiments, art work etc.
- To display work in the classroom or corridors
- To publicise pupil and school achievements including those photographs published in the media such as the Ballymena Guardian
- To enhance and support a pupil's work in literacy or numeracy
- To stimulate talking and listening activities
- To give information about school on the EA or other appropriate web-site
- On our school website
These are some examples of how we use photographs. We will develop future opportunities to promote and encourage a stimulating learning environment for all our children.
Who takes the photographs?
No adult will take photographs of your child in school without the prior consent or knowledge of the Principal. Usually, photographs will be taken by teachers, classroom assistants, approved specialist school photographers and on occasions the local press. Photographs or video is usually taken to record a particular method of work, promote discussion or as a record of achievement for example. The Education and Training Inspectorate highly recommend, indeed expect, the use of photographs to promote learning in all aspects of school life.
How long are they kept and what happens to them?
Photographs taken will be used as appropriate in some of the ways previously advised. At the end of the school year they will either be returned to you or destroyed internally.
Can Parents and Guardians take photographs at events in school?
We want you to have a record of your child's life in school. This is immensely important to you and to us. However, we ask you to be very careful and exercise wisdom.
- If you photograph your own child only and use the picture in an album or web site for home purposes, that's fine.
- If you photograph other children directly or intentionally, technically, you should have the consent of everyone in the picture (as this involves children, that would mean parental consent) to do so. Problems could arise if such consent was not obtained and the photographs were published publicly or put on certain social media web sites (Facebook etc.) for example. In such instances, if challenged, the photographer could be held personally accountable.
As with comments and conversations posted on social media, the 'publisher' can be held legally accountable in a court of law.
If any parents/carers indicate that they do not wish their child to be photographed by another parent we will have no choice but to insist that photography or video at whole school events such as; Christmas Nativity, Spring Concert and Sports' Day is not permitted.
Disclaimer
This information is in no way intended to be, nor should it be interpreted as, definitive legal advice. It is intended, however, to make you aware of some instances where the issue of consent and publication could be challenged. | web | https://s3.eu-west-1.amazonaws.com/jotter2.files/9713198?response-content-type=application%2Fpdf&response-content-disposition=attachment%3Bfilename%3Dclough-ps-photographs-policy-november-18.pdf&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIH4MJHC24RK4EHAA%2F20190917%2Feu-west-1%2Fs3%2Faws4_request&X-Amz-Date=20190917T025528Z&X-Amz-SignedHeaders=host&X-Amz-Expires=3000&X-Amz-Signature=c54bf9a384a67893e170d24aa5584aaa75d364eaf7ca19776056575feeb6338e | 0.444227 | {
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Lakebeds in Holden Crater
Holden Crater was once filled by at least *two* different lakes. The sediments deposited in those lakes are relatively light-toned where exposed, as we see in this observation. Each layer represents a different point in time and perhaps a changing environment for Martian life, if it existed. The elongated ridges with sharp crests are sand dunes.
uahirise.org/ESP_011542_1530 | web | https://static.uahirise.org/epo/hislides/ESP_011542_1530.pdf | 0.447095 | {
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APYouthNet Online Discussion:
(20 November – 29 November, 2013)
"Sports for Youth Development" Background Note
Almost half of the world's unemployed youth live in Asia and the Pacific region. Both young job seekers and employers opine that a lack of employable skills set is the main obstacle for young people in securing decent employment opportunities and excelling in their careers. Many governments in the region are looking to adopt and strengthen technical and vocational education for young people to hone their hard skills and thus, tackling the youth employment crisis.
While governments mainly focus on honing young people's hard skill sets, employers pointed out that bearing soft skills is as important and challenging as having technical expertise. Soft skills such as interpersonal skills, leadership and communication skills help young people succeed in their education, job training, employment seeking and life. However, there are limited opportunities for young people to learn soft skills at school as many educators assume that children learn soft skills at home.
From a development perspective, team sports can aid in individual development through self‐ discovery, improve social integration skills such as accepting racial differences and understanding cultures and encourage clear and concise communication. With these improvements, young people can gain self‐confidence and awareness, which then allows employers to 'buy in'.
There have been attempts by many UN agencies and NGOs, including the International Labour Organization (ILO), to adopt sports activities in youth development as sport could teach basic values and important life skills for young people. For example, ILO created decent jobs and income‐ generating opportunities for youth in Albania, El Salvador, Senegal and Mozambique through Youth Sport Programme. Also, Partners of the Americas (A Ganar Alliance) offered youth workforce development training to 8,500 young people by providing skills training along with participating in sport activities.
This online discussion would like to encourage exchange of thoughts among experts in various fields on the effectiveness of sports activities in increasing the youth employability. In this sense, we would like to facilitate this discussion with the following two questions:
1) Can soft skills be taught in school settings?
2) Which sports activities are better in meeting the objectives of improving the soft skills of young people? How can we adopt such sports activities in a youth development project? | web | http://apyouthnet.ilo.org/discussions/vulnerable-youth/disabled-youth/771942096/APYouthNetOnlineDiscussion_Sportsforyouthdevelopment.pdf | 0.43204 | {
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RAIN WATER HARVESTING:
A rain barrel collects and stores rainwater from rooftops to use later for lawn and garden watering. Water collected in a rain barrel would normally pour off your roof directly or flow through roof gutter downspouts and become stormwater runoff. By collecting rainwater and storing it in a rain barrel you’ll have water for future use, whether it’s for watering the garden or just keeping it handy for emergency situation.
PROS:
- Rain water is capture to irrigate vegetation
- Reduced storm water runoff into the watershed or stormwater system
CONS:
- Increases maintenance
- Rain barrels and modified existing rain gutters cost approximately $2 a gallon.
- If not maintained can breed mosquitos
Roof rain water capture:
One inch of rain on 1,000 sq. ft. of roof can provide 623 gallons of water. | web | https://www.mesawater.org/sites/default/files/Save%20Water/Landscape/Rainwater-Harvesting---complete.pdf | 0.433936 | {
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Educational Scavenger Hunts for the 21st Century
Blend together the tried-and-true fun of scavenger hunts with mobile technology and create a learning experience like no other.
https://www.goosechase.com/edu
Momentum
Offered by: momentumdash.com
Replace new tab page with a personal dashboard featuring to-do, weather, and inspiration.
Get the Extension
Daily inspirational photo and quote
Set your focus for the day
Todo, weather and more!
Customized to you
Good morning, Jen.
TODAY
Training for math teachers
Too many of us are not living our dreams because we are living out fears.
Spread some video joy.
Clips is an iOS app for making and sharing fun videos with text, effects, graphics, and more.
https://www.apple.com/clips
Gone Fishin’ *
Gone Fishin’ is a teaching strategy that allows students to practice presenting their opinions in a respectful and productive manner. Students are given deep and debatable questions and small groups have informed discussions in front of the rest of the class.
Skill: Questioning
* You must be logged in to your Discovery Education account.
Missed any of my weekly Tech Tips?
Check out http://techtips411.com/weekly-tips
Educational Technology Specialist (ETS) Support Available:
- Training on New Tools for the 21st Century Classroom
- Collaboration & Planning with Individuals
- Collaboration & Planning with a Group/Team
- Co-Teaching with Students
- Observing a Technology Lesson
- Technology Tools Training
Get the App! | web | https://www.techtips411.com/uploads/3/7/1/3/37135929/tech_tips_411_-_vol._6_issue_8.pdf | 0.447153 | {
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Strategies for Addressing CHEEERS postnatal
For each letter of CHEEERS, document one example that illustrates the flavor of the home visit plus any notable or atypical behaviors (if observed) including frequency.
Accentuate the Positive is great to strengthen and support any parent skill or strength observed during the home visit.
The Family Values and What I’d Like for My Child activities as well as selected curriculum are additional tools to cultivate the growth of nurturing parent-child relationships.
*The strategies listed for each area are provided as starting points however please note that all of the HFA Reflective Strategies may be used in addressing and promoting CHEEERS.
CUES
What type of cues does baby give?
How does parent respond?
How does baby respond?
What is the frequency?
*Strategic Accentuate the Positive
*Explore and Wonder
HOLDING
Describe one example of holding.
What is the quality of touch, spatial closeness?
How does baby respond?
What is the frequency?
*Strategic Accentuate the Positive
*Problem Talk
EXPRESSION
Was there a conversation between parent & baby?
How does parent vocalize in ways to support language development?
How does child respond?
*Problem Talk
EMPATHY
What feelings or needs does baby express?
How does the parent respond?
Whose needs come first?
*Explore and Wonder
*Feel, Felt, Found, Would this Work for You?
ENVIRONMENT
How does the parent interact, play and use the environment with the child to support the child’s development?
*Normalizing
RHYTHMICITY
Is there a smooth give and take in the parent-child relationship?
Has the parent learned to match interactions with the child’s temperament?
*Normalizing
SMILES
How much joy is there between parent & child?
Are parent & child connecting through mutual play? | web | http://pcav.org/wp-content/uploads/2016/06/CHEEERS-Tip-Sheet-022616.pdf | 0.431159 | {
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ROSTISLAW W. KRASNOW
COINS WITH THE STAMP OF EMERYK KAROL HUTTEN-CZAPSKI (1828-1896) IN THE COLLECTION OF THE STATE RUSSIAN MUSEUM IN SANKT PETERSBURG
The numismatic collection of the State Russian Museum in St. Petersburg contains more than 40 specimens of Russian copper coins dating from the years 1706-1854, formerly owned by Emeryk Hutten-Czapski. The coins from his collection are easy to recognize thanks to the use of the owner's personal stamp that represents the Latin character C with the Leliwa coat-ofarms inscribed therein (a crescent and a six-pointed star). Emeryk Hutten-Czapski began collecting Russian coins and medals in the 1850s. In 1885, he sold his collection to Grand Duke Grigory Mikhailovich and Ivan Ivanovich Tolstoy. Later on, both collections would become partially dispersed. Some of Count Tolstoy's collection was acquired by the Hermitage and the State Russian Museum, while the rest was sold at various auctions. The collection of Grand Duke Grigory Mikhailovich, donated to the State Russian Museum in 1909, was taken out of Russia following the year 1917. In 1950, part of the collection was sold at auction, while the remaining items were purchased by collectors in the USA and then donated to the Smithsonian Institute in Washington, D.C. in 1961. The above-mentioned copper coins with Emeryk Hutten-Czapski's stamp came into possession of the State Russian Museum in St. Petersburg in 1961 along with the collection of the renowned Russian collector B.E. Bychovski. | web | https://media.mnk.pl/images/upload/o-muzeum/wydawnictwa/Notae/Tom%20VIII/ROSTISLAW%20W.%20KRASNOW_abstrakt_ang.pdf | 0.425929 | {
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Component Composite Analysis from Tool Skills to Phonemic Awareness
Carl Binder, Ph.D.
Elizabeth Haughton
Predicting Reading Success: Parents Can Help
Reading research has identified a number of indicator skills that predict reading success. At the Haughton Learning Center we build fluency in a number of these skills to establish a strong foundation for reading development. As a parent, you’re in a position to notice whether or not your child can perform these skills, and bring them to our attention if you believe your child may have a deficit. This is not a comprehensive list, but if your child can do all of these, we can certainly teach him to read. If your child cannot perform these skills, then we should discuss a program to teach these and other pre-reading skills.
Motor Movement
Visual
Auditory
Language
Research
Research has shown repeatedly that phonemic awareness is a powerful predictor of success in learning to read. Research findings include the following:
- Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension (Stanovich, 1986, 1993).
- The lack of phonemic awareness is the most powerful determinant of the likelihood of failure to learn to read because of its importance in learning the English alphabetic system or in learning how print represents spoken words. If children cannot hear and manipulate the sounds in spoken words, they have an extremely difficult time learning how to map those sounds to letters and letter patterns – the essence of decoding (Adams, 1990).
- Phonemic awareness is the most important core and causal factor separating normal and disabled readers (Share and Stanovich, 1995).
- Phonemic awareness is equally important in learning to spell (Ehri, 1992; Treiman, 1993).
Taken from *Teaching Reading*, published by California Department of Education, Sacramento, CA 1996.
Materials for Phonological Coding
Haughton Learning Center
- **Phonological Coding** - 2 Units
- *Word & Syllable Awareness Unit*
- *Phonemic Awareness Unit*
Computer
- **Earobics I and II**
- Cognitive Concepts
- ([REDACTED_PHONE]
- **Fast Forward I and II**
- *Away We Go* (home program)
- Scientific Learning Corp.
- ([REDACTED_PHONE]
Books
- **Phonemic Awareness in Young Child**, by Adams, Foorman, Lundberg, Beeler
- **Sounds & Letters for Readers & Spellers**, by Jane Green
Test
- **Comprehensive Test of Phonological Processing**, Wagner, Torgesen, Rashotte, Pro-Ed
Component/Composite Analysis from Tools Skills to Phonemic Awareness
Elizabeth Haughton
Hamilton Learning Center
3168 Jefferson St.
Napa, CA 94558
[REDACTED_EMAIL]
([REDACTED_PHONE]
Carl Binder
Binder Riha Associates
2300 Bethards Dr. Suite G
Santa Rosa, CA [REDACTED_PHONE]-FLUENCY
www.Binder-Riha.com
Problems? Opportunities?
- Students failing when they "have" the prerequisites?
- Working so hard on the mechanics of reading, math, or writing that it's "hard to think" when applying them?
- Self-care, vocational, and academic skills really hard to teach? Chained skills falling apart?
- Mysterious "learning disabilities" in reading? Phonics and DI not working as well as we'd hoped?
- Curriculum getting harder rather than easier over time?
Are there Non-fluent Behavior Components?
Agenda
- Behavioral Fluency - A Quick Overview
- Fluency Aims and REAPS
- Fluency and Component/Composite Analysis
- Tool skills and Basic Skills
- Elements and Compounds
- Application and Generative Instruction
- Changing Materials and Procedures (Opportunity Multipliers)
- "Phonemic Awareness" and Reading
- Identifying the components and fluency aims
- Procedures, Examples, Results
- Questions and Discussion
Fluency: The Definition of Mastery
Fluency = Accuracy + Speed
= Quality + Pace
= Doing the Right Thing without Hesitation
= Automatic or "Second Nature" Response
= True Mastery
Levels of Performance
- Fluency (True Mastery: accuracy + speed)
- Practice and Ergonomics Make the Difference!
- 100% accuracy (traditional "mastery")
- Beginner's level (inaccurate and slow)
- Incompetence (no measurable performance)
Performance
Fluency (True Mastery: accuracy + speed)
Practice and Ergonomics Make the Difference!
100% accuracy (traditional "mastery")
Beginner's level (inaccurate and slow)
Incompetence (no measurable performance)
Michael Jordan on Practice
"If you want to get better at anything, you have to practice. There's no other way to do it. For me practicing is fun. I enjoy improving myself, and I enjoy developing new skills."
Michael Jordan, 1991 Television Spot
Sample Results:
Add 20-30 minutes per day of fluency development
Results Associated with Fluency
- Retention and maintenance of skills and knowledge
- Endurance, attention span, resistance to distraction (greater stability, less easily drawn off task)
- Application or transfer of training on the job and in subsequent learning (generativity, creativity)
Using What We Know about Endurance
In the beginning, many brief practices are better than a few long ones for producing learning.
10 or 15-second "sprints" are best in the beginning with many learners.
Examples and Some History
- **Tool Skills:** components of reading, writing, math
- Write marks, digits, letters
- Say sounds, numbers
- **Elements:** the most basic components we can isolate
- Big 6, etc. - release, push, touch, grasp, place, release, squeeze, hold, punch, pull, etc.
- Body Control - head, trunk, hip, leg movements
- Oral motor: tongue and mouth movements
- Components of vocational and self-care skills
- Components of math "story problems"
- Components of telephone customer service jobs
- Foundations of language and reading..... Elizabeth..... | web | http://binde1.verio.com/wb_fluency.org/Presentations/BinderHaughton2000.pdf | 0.447128 | {
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Tagline
Short synopsis
Long synopsis
It's the end of the school year. The long-awaited moment of summer vacation has arrived. Little Nicolas, his parents, and Grandma head to Hotel Beau-Rivage by the seaside. On the beach, Nicolas quickly makes a new set of friends: there's Blaise, who isn't on vacation because he lives in the area, Fructueux, who likes everything, even fish, Djodjo, who doesn't speak like them because he's English, Crépin, who cries all the time, and Côme, who always wants to be right and who is very annoying. But Nicolas also gets to know Isabelle, a little girl who always looks at him with big, round and worried eyes, and who Nicolas believes his parents want to force him to marry. Misunderstandings accumulate, blunders begin. One thing's for sure: for everyone, this will be an unforgettable vacation.
Technical information and credits
Original title: Les vacances du petit Nicolas
English title: Nicholas on Holiday
Year: 2014
Country: France
Language: fr
Subtitles: cz
Running time: 93 min
Dostupnost: 0
Awards
Genre: Comedy, Family
Directed by: Laurent Tirard
Written by:
Edited by:
Cinematography:
Actors
Valérie Lemercier, Kad Merad, Lavanant Dominique
Films partners
Film Europe s.r.o. V Jámě 1, 110 00 Praha 1 info@filmeurope.cz www.filmeurope.cz
Film title
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Date submitted (Mountain Standard Time): 6/6/2019 9:04:25 PM
First name: Alice
Last name: Robison
Organization:
Title:
Official Representative/Member Indicator:
Address1:
Address2:
City:
State: MT
Province/Region:
Zip/Postal Code:
Country: United States
Email: [REDACTED_EMAIL]
Phone:
Comments:
Our nation is at a critical time n history. The very last parts of the planet that are not occupied, not deforested, not mined, or extracted from are at stake. With seven billion people on the planet these places are at high risk of disappearing in our children's and grandchildren's lifetimes.
It is important to be thoughtful about what we are sacrificing if this local area is not protected, and it is important for white folks to remember that this land and water truly is care taken by the Indigenous People . We absolutely must turn towards their wisdom and advice on how to treat and hold the land for generations to come.
We are at an apex. It can go either way. Further attitudes that the Earths resources are inexhaustible, which they are not, or holding spaces like the Custer Gallatin in Preservation. We depend on the Earth for our lives. Take it away and we do not live. That simple. | web | https://cara.ecosystem-management.org/Public/DownloadCommentFile?dmdId=FSPLT3_4654492&project=50185 | 0.443606 | {
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Ways to Build Resiliency
In Al Siebert’s best-selling book, *The Resiliency Advantage*, he writes that “highly resilient people are flexible, adapt to new circumstances quickly, and thrive in constant change.”
1. **Pump Up Your Positivity.** We need a 3-to-1 ratio of positive to negative experiences not just to build resilience, but also to thrive, be optimally productive and enjoy our lives.
2. **Live to Learn.** Approach challenges and situations with “Learner Questions” - neutral, non-judgemental questions such as “What is useful here?” “What are my available choices?” - as opposed to “Judger Questions” like “What’s wrong?” or “Who’s to blame?”
3. **Open Your Heart.** Acts of kindness can be formally organized, like regularly volunteering in a soup kitchen. Or, they can be as simple as getting out there and finding people to smile at or speak an encouraging word to.
4. **Hang on to Humor.** Laughing in the face of adversity can be profoundly pain relieving, for both the body and mind.
5. **Take care of Yourself.** Good health and a regular routine of healthy habits are foundational to both mental and emotional resilience.
Watch this TED TALK on Grit: the power of passion and perseverance.
LET’S TALK
**Communication Skills**
When communicating, we must never be me-centered—we have to be you-centered
Before you communicate anything, answer these three questions:
- What do I want people to know?
- What do I want them to feel? (Emotions move people to action.)
- What do you want them to do? (If they can’t define it, they can’t do it.)
Resiliency Resource
Spouse Resiliency Toolkit – Web Application Storyboards
spousert.wpsengine.com
We’re here for you!
Phone: [REDACTED_PHONE]
Email: [REDACTED_EMAIL]
Duty Hours: 0730-1630 (M-F)
After duty hours, call Command Post for the on-call chaplain at [REDACTED_PHONE]
Follow us
Nellis Chapel Facebook Page | web | https://www.acc.af.mil/Portals/92/Docs/ACC%20Bridge/ACC%20Strong/Nellis%20Resiliency%20Rollup.pdf?ver=2020-06-16-110623-540 | 0.422328 | {
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Compassion and Tolerance
A TALK GIVEN BY BHIKSHU JIN CHAN ON OCTOBER 28, 2007 IN THE DINING HALL AT THE CITY OF TEN THOUSAND BUDDHAS ENGLISH TRANSLATEDBY BHIKSHU JIN YAN
Life isn't perfect. I'm sure everybody can understand this or experience it. No matter who you are, as long as you have a body, you will experience this. We often say that human beings are emotional animals; they are constantly caught up in and enslaved by their emotions. They may ardently pursue something in their life or they may pessimistically evade the harsh realities. They often get attached to certain kind of existences. They alternate between gain and loss, affirmation and denial. Their whole life, they drift ceaselessly between favorable states and unfavorable states.
In our cultivation, we also need to face the mundane world with its various situations. In our daily life, we have to face the ups and downs of life, as well as everchanging human relations. Therefore, when our judgments conflict with our reactions, how should we deal with them? How do we reflect upon ourselves? How do we handle them with a compassionate and magnanimous heart; how do we face them with a rational and objective mind? If we can do so, we will be clear about our position on certain issues. We will understand clearly what we want to do, what we should do, and what we can do.
I recall the example of Nelson Mandela of South Africa. Before he was elected as President, he used to be a lawyer, and he led the movement against apartheid, the policy of racial segregation followed in South Africa back then, for over twenty years. In 1964, he was imprisoned by the white authorities on the desolate Robben Island, which is off the coast of the Atlantic Ocean. Although he was 47 at the time of his arrest, the prison authorities still treated him as cruelly and harshly as they would a young prisoner.
Mandela was kept in jail for 27 years and was released in 1990. A year after that, in 1991, he was elected as the President of South Africa. During the presidential inauguration, one of his moves shocked the entire world. As the inauguration started, Mandela delivered a speech. He first welcomed all the important governmental officials and dignitaries from all over the world. He said that he was deeply honored to be able to see these dignified guests, but that what pleased him most was the presence of three of the wardens who used to watch him in the Robben Isalnd prison. He invited these three wardens to stand up, so he could introduce them to the audience.
Nelson Mandela, at the advanced age of 74, slowly stood up, walked toward the three wardens, and bowed to them respectfully. Mandela's great nobility of mind and magnanimous spirit of tolerance made the authorities who had mistreated him cruelly for over 27 years feel a deep sense of shame and remorse. At this moment, the entire audience was silent, deeply touched and full of reverence.
Later Mandela explained to his friends that when he was young, he had been very irritable and had a quick temper. It was in prison that he learned how to control his emotions and survive. It was the years in prison that gave him time and inspiration and made him learn how to handle his suffering and his difficulty. He said that gratitude and tolerance usually come from suffering and difficulties; a person must use his great resolve to train himself, for only then can he change himself and accomplish great deeds.
Later, he talked about his feelings the day he was released from jail. He said that as he walked out of jail, walking out of the prison gate towards freedom, he had a clear awareness that if he could not leave behind the sorrow, grief and hatred, then, he was still in jail.
From this story, you can understand that kindness and compassion, as well as tolerance, are by no means signs of weakness; instead, they are the source of a firm strength. Whether we live in a monastery or in the mundane world, we have to deal with changing human relations everyday. If we can treat others with kindness, then we are actually treating ourselves with kindness. If we can treat others with compassion, then we are treating ourselves with compassion. We should learn to face the various kinds of pressure, big or small, from all directions, with an open and tolerant mind. If we can treat the conflicts of interests between ourselves and others lightly, then we do not need to spend too much time and energy to argue with others for those benefits. We can learn to benefit others a bit more, and benefit ourselves a little less. Then we will have taken a step forward in our cultivation of the Bodhisattva Path. In studying the Buddhadharma, we need not only to reflect deeply and engage in profound contemplations of wisdom and rationality, but also extensively practice the Bodhisattva's limitless kindness and compassion. Our dream is noble, but we have to start from practice in our everyday life. In moment after moment of reflections, we need to recognize our over-confidence, our impatience, and our shortcomings. We can offer up our body and mind to the Triple Jewel and try to cultivate in every situation to the best of our ability.
This talk is a small offering of Dharma to everyone, and I hope everyone who has come here whether for one day or a few days of this Dharma session can all attain the bliss of Dharma. Amitabha. | web | http://www.drbachinese.org/vbs/publish/452/vbs452p030.pdf | 0.451454 | {
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History 181: U.S. History I
John Summers, Visiting Assistant Professor Department of History Campanella Way, #431
phone: 552-1576
email: [REDACTED_EMAIL]
Course information:
Tuesday & Thursday, 12noon-1:15pm
McGuinn, 334
Course description:
This course will convey significant information about early American history; help you acquire skills such as reading old texts, writing about them, and participating in discussions; and introduce you to history as a form of knowledge and way of thinking. Accordingly, I will lecture for 50 minutes of every class, with the remaining 25 minutes left for reflection and discussion. Shorter texts I will bring to class. Longer texts, listed below and available for purchase at the book store, I will expect you to have read before class.
Required Texts
Cotton Mather,On Witchcraft(Dover)
Benjamin Franklin, The Autobiography and Other Writings (Penguin)
Susanna Rowson, Charlotte Temple and Lucy Temple (Penguin)
Thomas Paine, Rights of Man, Common Sense, and other Political Writings (Oxford Classics)
Ralph Waldo Emerson, Nature and Selected Writings (Penguin)
Frederick Douglass, Narrative of the Life of Frederick Douglass (Bedford)
Nathaniel Hawthorne, The Scarlet Letter (Bedford)
Assignments & Grading
1. Essay (40 percent). Your major assignment is to write one essay, 8-10 pages in length, on one of two subjects. You may compare the autobiographies of Benjamin Franklin and Frederick Douglass. Or you may compare the portrait of New England society in Cotton Mather's On Witchcraft with that of Nathaniel Hawthorne's novel, The Scarlet Letter. Your essay is due at the conclusion of the course.
2. Class attendance and oral discussion (35 percent). There are no excused absences other than those relating to hospitalizations and family emergencies verified by your class dean. No more than three excused absences are permissable in any event. Once in class, your active, informed participation in discussions is crucial.
3. Journal (25 percent): As one of the goals of this course is to enlarge and refine your historical imagination, so you will keep a journal consisting of your responses to the readings and lectures. What has surprised you? Intrigued you? Angered you? This is a free-form assignment, designed to help you organize your thoughts, practice your writing, and focus on topics of particular
interest. You may write as little or as much as you wish on any given topic, so long as your journal totals no fewer than 15 pages by the end of the semester, does not reproduce your essay, and includes your reflections on the writings of Susanna Rowson, Thomas Paine, and Ralph Waldo Emerson. During the course I will ask you to submit your journal for my perusal, and, at the end, I will ask you to submit it.
How to fail this course: Neglect to turn in all your written assignments. Or, miss more than four classes. Or, submit work that is not your own. You cannot copy any material from any source, including the internet, and claim it as your own.
How to annoy the instructor (and cheat yourself): Read the assigned material and write your journal entries in a great hurry, in order to feign interest and satisfy the requirement. Neglect to turn off your electronic devices. Laptops, cellphones, tape recorders, and the like, cannot be used during class.
How to succeed in this course: Attend class, showing up on time, ready to discuss the subject. Make a good faith effort in your journal and paper. Ask questions.
Schedule
Sept. 7. Introduction
Sept. 9: Reformation. The Puritans of Massachusetts Bay Colony
Sept. 14: Witches and Devils in Massachusetts. reading: Cotton Mather, On Witchcraft
Sept. 16 : The metamorphosis of Virginia
Sept. 21: The Quakers of Pennsylvania.
Sept. 23: Colonists and Indians: Narratives of Conquest and Captivity on the Frontier
Sept. 28: Jonathan Edwards, George Whitfield, and the Great Awakening
Sept. 30: What is an American?
Oct. 5: Enlightenment in the colonies
Oct. 7: The American Dream. reading: Benjamin Franklin, Autobiography
Oct. 12: no class. Columbus Day.
Oct. 14: Revolution! reading: Thomas Paine, Common Sense
Oct. 19: Home rule, and who rules at home--a conservative Constitution?
Oct. 21: Seductions of new society. reading: Susanna Rowson, Charlotte Temple
Oct. 26: Bankers, confidence men, and counterfeiters
Oct. 28: The new west: tall-tales and tricksters
Nov. 2: Another Great Awakening
Nov. 4: Self-Reliance. Ralph Waldo Emerson, Nature and Selected Writings
Nov. 9: Looking forward. The New Immigrants
Nov. 11: Looking backward. Reading: Nathaniel Hawthorne, The Scarlet Letter
Nov. 16. Slavery and secession in the south
Nov. 18: The rise of the abolitionists. Reading: Frederick Douglass, Narrative of the Life of Frederick Douglass
Nov. 23/25: no class. Thanksgiving
Nov. 30: War!
Dec. 2: Lincoln at Gettysburg
Dec. 7. Reconstruction
Dec. 9. Reprise. Essay and Journal are due today | web | http://johnsummers.net/wp-content/uploads/2016/03/seventeenth-century-New-England-settlements.pdf | 0.469725 | {
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NORTHEAST TEXAS CHAPTER 416 AIR FORCE ASSOCIATION
EARLE NORTH PARKER ESSAY CONTEST
School Year 2018 – 2019 Entry Form
Name of Participant: (Please print – First – Middle – Last)
Address: (Please print: Street, City, State, Zip Code)
Home/Cell Telephone: ___________________________ School: ___________________________
Parent / Guardian Name(s): _________________________________________________________
E-Mail Contact for Student: ________________________________________________________
ESSAY TOPIC – Define and support your position on the following topic:
How might the emerging technologies of Robotics and Artificial intelligence affect, both positively and negatively, the operations of the United States Air Force?
(See attached sheet with additional information and data on the topic.)
CONTEST RULES:
• Participants must be a senior in a State of Texas High School (or at senior level if home schooled).
• Essays must pertain to the Essay Topic shown above; ensure you read and use attached info.
• Font size will be 12 point and margins will be 1 inch on all sides.
• Reference material will not be included in the essay, but sources may be mentioned.
• Essays must be no more than two pages and be typed, double-spaced, on 8½ x 11-inch white paper.
• Participant name will be typed in the upper right corner of each page of the essay, submitted as part of the contest entry. Pages must be numbered sequentially, at the bottom of each page.
• Essay topic must be typed, centered at the top of page one of the essay, two spaces above the first line of the first paragraph.
• All information required on this form (above) and signature below must be provided.
• Grammar and proper punctuation will be scored.
• Contest entry form and the essay must be postmarked by emailed by January 18, 2019.
• All participants must sign the release below, and include it with the entry form.
I hereby grant permission to the Air Force Association, chapter, state of Texas and AFA National, to publish in any publication of its choice, any essay and related materials or information I submit.
Participant Signature: ___________________________ Date: _______________
Return entry form by email:
Attn: Vance Clarke
[REDACTED_EMAIL] // [REDACTED_PHONE]
AFA 416 Northeast Texas
PO Box 8633
Greenville, TX [REDACTED_PHONE]
Prizes:
1st Place – $1000
2nd Place – $750
3rd Place – $500
Robotics and Artificial Intelligence (AI) are not new topics. Both were used in early forms during the Second World War by both the Axis and Allied powers. However, the vast improvements in robotics have led to wide use by the United States and its allies in the ongoing conflicts in the Middle East both in the air and on the ground. These techniques protect the operators from hostile fire while increasing capabilities by not having to account for the needs of an on-board pilot or technician while reducing system inputs and costs. Similarly, AI is intimately linked to robotics which is promising to increase mission success with almost instantaneous responses to changes in the environment.
Is this the only advantage? Are there risks involved? For example, automated technology is completely dependent on radio frequency communications, which may be tampered with by a technologically capable opponent. If the communications link is broken or tampered with, it could mislead an automated system and could be disastrous. At least for now, the abilities of a trained pilot or technician can allow for quick response to sudden, unexpected changes in the mission profile that may not be programmed into a completely automated weapon system.
The challenge of this topic is for you to research available information, decide on a position to take, and write a two-page essay on what you think and why.
**Things to consider:**
In answering the theme question, remember that there are no right or wrong answers. Your challenge is to research your facts, pick and define the position you will discuss, and frame your response within the two-page limit, while supporting why you feel this position is important to national security.
There are numerous sources of information: news broadcasts, talk shows, newspapers and magazines, and of course, the internet. Find appropriate support, and turn it into a well-documented opinion. The Air Force Association website at www.AFA.org has a wide range of well-done articles on both aspects of the question, as does the Air Force website, www.af.mil, and there are many more than we can possibly mention. We know you are bright, talented, and able! We look forward to your response.
Good luck and thanks for your interest! | web | http://ptisd.org/upload/page/2444/docs/Air%20Force%20Association.pdf | 0.496475 | {
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SYLLABUS : FULL SYLLABUS
GENERAL INSTRUCTIONS : Draw Diagrams with Pencils.
- All questions are compulsory. Maximum Marks are 80.
- The question paper consists of 28 Questions.
- Section – A : Question1 × 9 = 9.
- Section – B : Question 3 × 12 = 36.
- Section – C : Question 5 × 7 = 35.
SECTION A : (1 ×9 = 9)
1. When the embryo can be identified with body parts, it is known as
(a) zygote
(b) foetus
(c) infant
2. Adam's apple is observed in
(a) boys
(b) girls
3. Distilled water is a
(a) conductor
(b) insulator
(c) semi-conductor
(d) egg
(c) both boys and girls
(d) none of these
(d) semi-insulator
4. Like charges when brought near each other then they
(a) repel
(b) attract
(c) sometimes attract and sometimes repel (d) have no effect
5. A sudden shaking of the earth lasting for a very short time is known as
(a) lightning
(b) thunder
(c) earthquake
(d) Tsunami
6. The eye lens is
(a) concave
(b) convex
7. The largest planet in the solar system is
(a) Neptune
(b) Earth
(c) Jupiter
(d) Uranus
8. Which one of the following is better known as morning and evening star?
(a) Neptune
(b) Mercury
(c) Proxima centauri (d) Venus
9. Ozone layer in the atmosphere depleted by
(a) LPG
(b) CFC
(c) CNG
(d) Acid rain
SECTION B : (3× 12 = 36)
10. Draw a labelled diagram to show the male reproductive system in human beings.
11. Is it possible to find out whether the foetus is healthy or not?
12. (a) Why is menstruation also known as 'period'?
(b) What is menarche?
(c) planoconcave
(d) planoconvex
(c) What is menopause?
13. During electrolysis of water, why does hydrogen collect on cathode and oxygen collect on anode?
14. Suggest three measures to protect ourselves from lightning.
15. How is electric discharge fatal for human beings?
16. (a) What is spectrum?
(b) What is the meaning of VIBGYOR?
17. What is constellation? Write two differences between a star and a constellation.
18. What is a shooting star? Why does it burn completely before reaching the earth's surface?
19. Why is greenhouse effect called so? How does it cause global warming?
20. What is "Marble Cancer"?
21. What is the Ganga Action Plan?
SECTION C : (5× 7 = 35)
22. (a) What is meant by in vitro fertilisation?
(b) How is it done?
(c) What name is given to babies born through this technique?
(d) What may be the possible reasons for adopting this technique?
23. Write notes on:
(a) Adam's apple
(c) Sex determination in the unborn baby.
24. Explain electrolysis of water by an activity.
25. What steps should be taken to protect yourself in case of an earthquake, if you are at home?
26. Draw a labelled sketch of human eye.
27. Draw a labelled diagram of solar system.
28. What is Van Mahotsav? When is it observed? What is the advantage of this project?
(b) Secondary sexual characters | web | https://www.unisoninstitute.com/wp-content/uploads/2020/06/SCIENCE-GRAND-TEST-3-8.pdf | 0.423468 | {
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West Portland Town Center Plan
Community Advisory Group
Meeting #3 - August 5, 2019
Healthy, Connected, and Inclusive Communities in the SW Corridor
Vision: A safe, accessible, affordable, complete, healthy and socially-inclusive neighborhood near transit.
Draft Project Goals
- Prevent residential and cultural displacement, providing the most vulnerable households the choice to remain in place and build wealth.
- Increase new and stable housing choices, tools and programs for all household types and incomes throughout the Town Center with additional emphasis on efficient use of the land closest to future station areas.
- Create a road map/strategy to fund and build a prioritized multi-modal and multi-ability circulation system across the town center area that is safe, comfortable, accessible and useful for meeting daily needs.
- Create opportunities for community and cultural spaces.
Draft Project Goals - cont’d
- Design public spaces that consider both the physical and social infrastructure needed to support people and businesses while also integrating the topographic, natural and scenic attributes of this area.
- Create defined main streets and commercial areas and conditions for more robust and varied commercial and business services.
- Promote business opportunities, including minority and women-owned small businesses that reflect the diverse cultures of the area.
- Foster and support community engagement and outreach to underrepresented groups to increase their capacity for involvement in issues that affect them and access to educational, social, cultural and employment opportunities.
- Improve mental and physical health outcomes for people living and working here through integrated and holistic application of these goals and by elevating the connection to nature in the redevelopment of the area.
Barbur Transit Center Equitable TOD Concept Plan
Healthy, Connected, and Inclusive Communities in the SW Corridor
Approx. 1,000-foot street frontage
SW Trail #5
Current Zoning
West Portland Town Center (5-10 yrs)
(LRT on Barbur)
2017 BPS staff rendering
Current Light Rail Platform Location
LRT Platform
Existing Bus Platform
I-5
Barbur
N
West Portland Town Center currently a weak market, largely single family and aging auto-oriented commercial uses
- Low rents today – displacement risk
- Limited new development – lack of comparables will challenge private development financing
- Need greater number of housing units and types to support a mix of new commercial development and equitable outcomes - 75% single family today
- In walkshed - Need pedestrian-scaled places / streets to locate specialty food, shoe, luggage, book, music, clothing, general merchandise, gift stores, and florists
- Drive shed needs - Need food, beverage uses — likely require some form of public participation in near term due to low rents
The 2023 Summer Youth Corps Program is a partnership between the City of Vancouver, Washington State Department of Transportation (WSDOT), and the City of Portland. The program provides summer employment opportunities for youth ages 14-18 from the Vancouver area. Participants work on various projects related to transportation infrastructure, including trail maintenance, bridge inspections, and community engagement activities. The program aims to provide hands-on learning experiences, develop job skills, and foster a sense of community involvement in transportation projects.
BTC Discussion questions:
- Are there any other details or ideas missing from what we’ve shared that you want to make sure are reflected at the BTC concept workshop?
- Are there other broader themes or issues that should be considered for the BTC concept? (i.e. designing with nature, accessibility, cultural spaces/elements, etc.) | web | https://www.portland.gov/bps/wpdx-town-center/wptc-cag/documents/cag-meeting-3-presentation-part-1/download | 0.474645 | {
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Project Lead Thomas Newsome Lecturer, School of Life & Environmental Sciences
Student Lead Ms Emma Spencer PhD Candidate, School of Life & Environmental Sciences
Global Ecology Lab - #ProjectOzScav
Introduction
Carrion is a nutrient- and energy-rich resource that is used by a variety of organisms, particularly carnivorous vertebrates, arthropods and microbes. It can influence the movements and spatial distribution of scavenging species and, as many scavengers are also predators, the presence of carrion may have cascading effects on live prey.
The degradation of a carcass further influences soil properties, as well as the growth of certain plant species in the vicinity of the resource. Thus, carrion has the potential to affect many aspects of community ecology, and to play key roles in nutrient cycling and in shaping foodweb dynamics through both direct and indirect pathways.
But despite the potential community-wide impacts of this resource, carrion ecology remains understudied, and research on the topic is primarily northern hemisphere based.
A new project to fill the knowledge gaps
ProjectOzScav's main directive is to investigate the role of carrion in ecological communities in Australia.
Specifically, this project:
(1) explores how carrion is used by Australian vertebrates, arthropods and microbes,
(2) determines whether the presence of carrion has cascading impacts on surrounding live prey, and
(3) examines the effects of carrion on soil nutrients and subsequent plant growth surrounding the resource.
The project currently spans three study systems across Australia, representing temperate, subalpine and desert biomes.
Want to work on ProjectOzScav?
We are expanding the project to include an assessment of the impacts of European wasps around carcasses, pathogen spill-over risk around carcasses, as well as looking at the ecosystem effects of mass mortality events, including culling.
If you are interested please email a copy of your CV, and academic transcript to [REDACTED_EMAIL]
Project Partners | web | https://thomasnewsome.files.wordpress.com/2020/03/projectozscav2019.pdf | 0.429738 | {
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Ministry of Education
Secondary Engagement Programme
September 2020
WEEK TEN: Lesson One
Subject: English A
Topic: Composition
Sub-Topic: Report Writing
Grade: Eight
Objectives: After reading an example of a simple report, Grade 8 students will correctly:
(1) Define the term simple report
(2) Examine the structure of a simple report
(3) Write a simple report to a given recipient
Content
WHAT IS A SIMPLE REPORT?
A report is a short or concise document which is written for a particular purpose and audience. It is a factual account of an encounter or incident, and needs to be clear and well-structured.
FORMAT OF A SIMPLE REPORT
The following information must be included in a simple report
(1) Address of sender
(2) Date
(3) Name and address of recipient
(4) Salutation
(5) Subject of the report
(6) Body of the report (this must include information such as name of persons involved, time of incident, date when incident occurred, what actions were taken and by whom, recommendations or suggestions)
(7) Closure and signature of sender
EXAMPLE OF A SIMPLE REPORT
Lot 12 Bennay Street,
East Bank Essequibo.
14 th September, 2020
The Headteacher
West Demerara Secondary School
21 Pike Street,
North Georgetown.
Dear Sir:
DICTIONARY THEFT IN GRADE 8B
I wish to report that Samantha Brown of Grade 8B has lost her Webster's Pocket Dictionary on September 15 th 2020 during the luncheon interval. It was subsequently found in Delicia Holden's possession.
Samantha Brown reported that her dictionary was missing to me when she returned from lunch to find her schoolbag opened and her book gone. During the afternoon registration period each student's bag was searched in Grade 8B. Mrs. Janelle Evans and Ms. Evelyn Lozada conducted the search.
The dictionary was found in Delicia Holden's bag. The dictionary was returned immediately to Samantha Brown and Delicia Holden was issued with a letter to bring her parents to school on Monday 21 st September, 2020.
I therefore suggest that the form teacher of each class be instructed to supervise his/her classroom during the lunch period.
Yours truly,
Reena Belle
Class Prefect
137
ACTIVITY
On your way to school you witnessed an accident involving a motor car and two students from your school. As class prefect, write a report to your headteacher informing him/ her about what happened. | web | https://www.education.gov.gy/web2/index.php/students-resources/secondary-school-resources/grade-8-1/grade8-worksheets/grade-8-worksheets-english-language/1733-grade-8-english-language-week-11-lesson-1/file | 0.485292 | {
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Now you're on your way to a fun little playscape for your children. It's compact, durable, and only needs a few simple tools to assemble. Don't be alarmed by the instructions; they're mostly pictures and templates. They don't bite. Just familiarize yourself with them, gather up your supplies, set aside a weekend or two, and soon you'll have a Play Hive of your own.
2 x 4 x 8' Lumber* 2 x 12 x 8' Lumber* 2" Screws Paint/Stain, in your favorite color
50
6
Many
Optional
*The choice of lumber is up to you. Cedar and Pine are the most common choices. Cedar is more durable and lasts longer untreated, while pine is cheaper and can be treated.
There's also some special pieces. These will be cut from 2x12s. Inside the hive there is a bench, a viewing platform, and steps. The shapes for the inside pieces are lots of different sizes, so we drew them out instead.
On the inside there's a bench, a spiral staircase, and a viewing platform. We've written out the sizes on the next page.
To make the Play Hive even more interesting, we've also added some steps/handholds on the outside. We haven't given these specific sizes or locations, since they can replace any of the regular 2x4 blocks. Just cut a few 2x12's into blocks of whatever size you think best and sprinkle them in during construction. We think 9" steps work best for small hands.
Cutting the Wood
Now its time to cut wood. Using the list from the previous page, cut all of the 2x4s to the appropriate lengths. Be sure to keep the parts organized. There might be some leftovers. Good!
Next come the steps and benches. Its important to cut these in the right entation. Wood is much stronger supporting loads perpendicular to the grain than parallel. Cutting along the grain is called Ripping. Cutting across is called Cross Cutting. For simplicity, this project won't require ripping. ori
Smoothing the Edges
Finally, using a router or sander, round over the edges of the blocks. This will help prevent cuts and splinters. We don't recommend hand sanding because there are so many blocks.
Find somewhere you can draw a sixfoot circle, be it two sheets of plywood, a lot of butcher paper, or a big sandbox. This will be the base of the Play Hive.
Place the 12" blocks at equal intervals around the circle. When you get to the entrance, pretend those small blocks are at the edges of a pair of invisible regularsized ones.
This is how the bottom ring of the Play Hive will look
Finally, yes yes, its time to put all the pieces together. Since each layer is slightly different from the one below it, we've supplied all the templates to properly lay the layers out. Cut out the templates from the following pages, and then use them to align the blocks before screwing them in. Simply place the edge with the arrow against the outside edge of the block, center it, and put two screws into the end of each block. (That's four total.)
As you're building up, don't forget to put in the 2x12s. Here's a diagram of how the interior steps go The outside steps are a little more freeform. If you're building up the Play Hive in slices (more about that on the next page), be sure to not put the steps at the top of the slice; leave a layer or two of 2x4 blocks above to firmly support the step.
When we built ours, we painted the 2x12 blocks a different color. We invite you to try different color combinations to truly spice up your creation. You'll need buckets of paint and time to get dark colors, but fortunately for you pastels are "in" this year anyways.
If you plan on moving the Play Hive, whether tomorrow or in a year, you'll find it helpful to assemble it in removable layers. Every 610 layers, skip screwing the blocks into the layer below. It'll look a bit like the diagram under the "How it Works" section.
When you have all the layers assembled separately, put them on top of each other, and put 810 screws into each joint. Voila! A finished Play Hive!
Let us know how you got on by sending us an email to: [REDACTED_EMAIL] | web | http://wikihomia.ru/wp-content/uploads/2013/02/Playhive-playhouse-thoughtbarn.pdf | 0.491039 | {
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_
____________________________ NETID _____________
MIDTERM EXAM
ECE 451
March 10, 2021
Instructions: Write your name and NetID where indicated. This examination consists of 4 problems. This is an open-book and open-notes exam. Use 50 as the reference impedance for all measurement systems.
Mason's non-touching loop rule:
1. The matrices below are measured scattering parameters. In each case, indicate the characteristics that apply by checking in the appropriate boxes.
2. For the transmission line shown below, write the scattering parameter matrix as measured on a 50- network analyzer.
Solutions
3. A transmission line of characteristic impedance Zo, length d, propagation velocity v, and propagation constant is terminated with an open.
(a) Find the input impedance Zin. Express your answers in terms of Zo, , and d
(b) Draw a rough sketch of Zin/Zo for d ranging from 0 to and label the frequency bands where the transmission line looks capacitive and where it looks inductive.
(c) At what frequencies does this open transmission line look like a short circuit?
Solutions
(a) For a transmission line of length d, we have:
If L Z , then cotan in o Z jZ d
(b)
where v is the propagation velocity in the TL. This leads to: (2 1) , 0,1,2,... 4 n v f n d
If n = 0, f = v/4d
4. A lossless transmission line has the following per unit length parameters: L = 80 nH-m -1 , C = 200 pFꞏm -1 Consider a traveling wave on the transmission line with a frequency of 1 GHz.
(a) What is the attenuation constant?
(b) What is the phase constant?
(c) What is the phase velocity?
(d) What is the characteristic impedance of the line?
(e) When the dielectric in the transmission line is replaced with air ( r = l), the capacitance per unit length of the line is found to be C(air) =50 pF.m -1 . What was the effective relative permittivity of the dielectric?
(a) 0
(b) 25.13 / LC radians m | web | http://emlab.uiuc.edu/ece451/hw/midterm_sol.pdf | 0.497944 | {
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Take It From Jason
Count: 52
Wall: 0
Level:
Choreographer: Donna Laurin (CAN)
Music: Take It From Me - Jason McCoy
REPEAT
** Ball Pivot: 1-touch right heel forward, 2- Pivot on the ball of Left foot, ¼ turn to the left, at the same time touch right toe next to left
* Sailor Shuffle: shuffle step starting with a cross behind | web | https://www.copperknob.co.uk/downloadsheetpdf?StepsheetID=41933 | 0.420025 | {
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Goal: The B.C. shrimp fishery would like to further reduce eulachon bycatch by using LED lights along the opening of trawl nets.
“I’ve been fishing shrimp for 40 years. After my experience with using lights in the trial I think it should be illegal to fish without lights.”
Vance Whyte, shrimp fisherman and captain of trial vessel.
Conservation status of eulachon:
The Committee on the Status of Endangered Wildlife in Canada (COSEWIC) recognizes eulachon as Endangered (Fraser River and Central Pacific Coast populations) and Special Concern (Nass/Skeena population).
Culturally important for First Nations:
Eulachon, also referred to as salvation fish and candlefish because of their high oil content, are historically and currently an important species for many coastal First Nations. A National Geographic story explains the significance of Salvation Fish.
U.S. research shows benefits of light use:
A recent study from Oregon found that LED lights attached to shrimp trawl nets reduced eulachon bycatch by 91 per cent. The entire Oregon fleet is now fishing using these lights, and they will likely be implemented in Washington State’s shrimp fisheries as well.
Fishing with lights isn’t permitted in Canada:
Use of lights on fishing gear is illegal in Pacific waters under the Pacific Fishery Regulations: s.8. (1) No person shall use torches or artificial lights in any manner to attract or repel fish other than squid.
SEE THE VIDEO
bit.ly/eulachonLEDnet
One boat, two simultaneous nets
Above, divided hopper. Below, full sorted fish catch.
NO LIGHTS
WITH LIGHTS
Courtesy of Oregon Department of Fish and Wildlife and Pacific States Marine Fisheries Commission, 2014
Does your First Nation or organization support the request to change the Pacific Fishery Regulations to allow fishing with lights to reduce bycatch of eulachon in the shrimp fishery?
Please contact Scott Wallace at the David Suzuki Foundation to add your organization or nation’s name to the attached letter addressed to the Regional Director General.
Scott Wallace, [REDACTED_EMAIL], [REDACTED_PHONE]
Contact Lorne Clayton, PCSCA, ([REDACTED_PHONE] email: [REDACTED_EMAIL] for questions about the shrimp trawl industry.
**British Columbia Shrimp Industry Snapshot**
**Species targeted:**
smooth pink shrimp, *Pandalus jordani*
sidestripe shrimp, *Pandalopsis dispar*
spiny pink, *Pandalus borealis*
**Number of licences:** 237
**Commercial licences available:** 213
**Commercial licences fished 2014:** ~50
**First Nations licences:** 23
**Number of First Nations licences fished:** 0
**Average landings (2009-2014):** 1.3 million pounds
**Primary management tool:** Stock assessment in 36 Shrimp Management Areas is based on abundance estimates derived from annual or biannual shrimp surveys.
**We need your support to change regulations:**
Pacific Coast Cooperative Shrimpers’ Association and the David Suzuki Foundation are asking for your support for a change to the Pacific Fishery Regulations to allow fishing with lights to reduce eulachon bycatch.
How did we get here? Over the past 15 years the B.C. shrimp trawl industry has taken steps to reduce eulachon bycatch. Fisheries and Oceans Canada also aims to “minimize eulachon bycatch to the extent possible”.
Among those steps are closing areas, requiring grates to limit bycatch on trawl nets and a fleet-wide mandatory cap, or Eulachon Action Limit (EAL), on eulachon catch. These measures have reduced eulachon caught in the shrimp trawl fishery to less than 1,000 kilograms per year, and in 2013-14 eulachon bycatch was down to 200 kilograms.
So why bother with lights if the eulachon catch is so low? It’s the next step to protect eulachon and support the shrimp fleet at the same time. The fleet only caught 2.3 per cent (1.1 million of 47.8 million pounds) of the allowable shrimp catch in 2014. Due to healthy stocks and improving market, the catch in 2015 is already at 8 million pounds. Increased effort means increased potential to interact with eulachon. The use of lights greatly reduces the likelihood of interacting with eulachon on every single tow.
**Early success during Canadian trial:**
In late 2015 the shrimp industry received a scientific permit from Fisheries and Oceans Canada to test the use of artificial lights on three vessels in the B.C. shrimp fleet. While this was not a scientific study, it did test the practicality and effectiveness of the LED lights. Fishermen who trialed these lights said they do not want to go back fishing without lights as they were blatantly effective.
**Shrimp from the Pacific coast are a sustainable seafood choice:**
Canada’s Pacific shrimp are sustainable choices for consumers, unlike red-listed shrimp products popular in grocery stores.
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ABBEY CBS GRAMMAR SCHOOL YEAR 8 REVISION GUIDE Christmas 2016
NAME: _________________________________________
CLASS: _________________________________________
FORM TEACHER
: _________________________________________
Parental signature:
______________________________________
Parent/Guardians
It's hard to believe the first term has gone by so quickly and we are talking about revision for our Christmas exams!
Please take some time to go through this booklet with your son, it contains some very important information that relate to your son's Christmas Exams in the Abbey.
The Year 8 exam timetable will be included when it is available. It would benefit your son if you read over this with him to ensure he knows when his exams are on and what subjects he needs to be prepared for on each of the days.
I have also included a revision list for each subject within this booklet, so that you are also aware of what your son will be tested on. I have already had an assembly to discuss revision techniques and good exam practice. This will be further reinforced by the form teacher over the coming weeks.
Please be aware that this may be subject to minor changes. Also a copy of this Revision Booklet can be found on the school website abbeycbs.co.uk and on the Abbey APP.
Thank you for all your help and support so far this year. It is very much appreciated.
A Elmore
Head of Year 8
Class
B8 O8 SL8 IV8 D8
CENTRE
1.
2.
3
__________________________
__________________________
1.
2.
3.
1.
2.
3.
A Student's Prayer
Lord, help me to do my best. I hope I will get the results I want. Help me to be confident until the results come out. Help all the class to do well. Thanks Lord, for the friends we have in our class. Thank you Lord for my family Who give me their support And look after me, not only at exam time. Above all, Lord give us The confidence to know our own value no matter what the results. Help us to use our talents, our intelligence and our education In your service, now and always Amen
PUPIL PROGRESS
End of Term reports will be released to parents usually during the first week of January.
Once any student has been identified as being in need of support we contact parents. Often a review meeting is held in school with parents to establish why the pupil feels that they have not performed to their best in the examinations and steps can be put in place to ensure that he catches up. These may include better exam preparation, use of study facilities in school, being assigned a senior mentor (Buddy), putting the pupil on report and target setting. The focus of these meetings is always to bring about improvement and have a positive outcome.
In school we a have a Pupil Progress monitoring system. In Junior school this means that we examine carefully all reports after a set of examinations. We identify any students that have failed three or more examinations (below 50%) or have a lot of scores in the 50's. We can also be alerted to a problem by teacher comments on a report.
Set a timetable
With a timetable you can plan to cover all your subjects in an organised way, allotting the appropriate time for each without becoming overwhelmed
Other Useful Study Tips!!
1. Create a study environment
This should be away from interruptions and household noise, such as the television. Ensure there is adequate lighting and ventilation, a comfortable chair and appropriate desk.
2. Look after yourself
Drink plenty of fluids, especially water, and eat healthy foods. Keep sugary foods to a minimum. Make sure you get enough sleep each night. Regular physical exercise makes you feel great, boosts your energy and helps you relax.
3. Reward yourself for studying – As the World Cup is on during your exam timetable use these matches as your reward!!!!!!!!
Watch your favourite television program, spend time with your friends, walk to the park and play sport throughout the week.
4. Have variety in your study program
Study different subjects each day and do different types of work and revision in each study session.
5. Avoid interrupting your concentration
Have all the appropriate materials with you before you start a session of study to minimise distractions.
6. Test yourself on what you have studied
Ask your parents or family members to quiz you on what you have learnt, use draft questions from books, etc.
7. Don't panic at exam time
If you have followed a study routine and have been revising your class work, there should be no need to worry. Try to keep yourself calm, positive and confident.
8. Ask your teachers for guidance
Especially if you're having trouble - whether it's grasping a new concept or understanding something you learnt earlier in the year. They will be happy to help
Revision Lists
Revisions list are included for the subjects which students will sit an internal exam in. The following subjects do not have an internal house exam/it may be completed in class before the exam timetable, but the students mark/grade as shown in their end of year report is made up of continuous assessment.
ICT
PE
LLW
DRAMA
ART AND DESIGN
Art and Design marks are based on continual assessment of homework's, evaluations and class projects.
60% class projects
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Shelby County Office of Preparedness
Dale Lane, Director Mark H. Luttrell, Jr., Mayor
Emergency Operations Command Center 1075 Mullins Station Road, Memphis, Tennessee 38134
Public Affairs Officer, Steve Shular (90) 222-2047 or Mobile ([REDACTED_PHONE] [REDACTED_EMAIL]
For Immediate Release
April 19, 2016
Weather Hazard Events Next Week-Proclamation Ceremony This Thursday
Mayors throughout the county will join Shelby County Mayor Mark H. Luttrell, Jr. this Thursday as they jointly proclaim next week as Shelby County's PrepareAthon Week. The ceremony begins at 10 a.m. at the Shelby County Office of Preparedness Emergency Operations Center, 1075 Mullins Station Road.
"Shelby County is the first in Tennessee to join the Federal Emergency Management Agency (FEMA) in this five-day weather hazards education event. I'm pleased all the mayors throughout our county recognize the importance of this important initiative to keep our citizens safe," said Mayor Luttrell.
"The PrepareAthon, April 25-29 involves education sessions and drills at schools, businesses, community groups, faith-based organizations and neighborhood associations," added Dale Lane, Director of the Shelby County Office of Preparedness. Next week's topics include:
- Monday April 25: Sign Up for Weather Alerts and Warnings
- Tuesday April 26: Learn Your Local Flooding Risk
- Thursday April 28: Drop, Cover and Hold On During Shelby County's Earthquake Drill
- Wednesday April 27: Participate in Shelby County's Tornado Drill
- Friday April 29: Personal and Business Preparedness Day
Representatives from the Federal Emergency Management Agency (FEMA) and the Tennessee Emergency Management Agency (TEMA) will attend the proclamation ceremony. "We appreciate Mayor Luttrell, his staff and the mayors throughout the county for their support of this program. The PrepareAthon certainly sets the standard that we strive for. We encourage other communities to join us as well," said Willie Womack, Chief Preparedness Branch, National Preparedness Division, FEMA Region-IV.
The PrepareAthon will emphasize the four principles of disaster preparation and response:
1. Stay informed
2. Have a response plan
3. Build an emergency kit
4. Get involved by taking a weather spotter course or volunteering to assist during a disaster
For more information about Shelby County's PrepareAthon, go to www.staysafeshelby.us or call ([REDACTED_PHONE].
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About the images
I sat down to make a simple group of images with a country name and a city name to show that the person was from one place but lived in another. He’s from India. He lives in New York or something like that. Then I thought that I might want to use these images again with a different level and more information. So, here it is in this form, with no information at all except some spaces for us to write our own ideas in. You could use this a lot of different ways like a whodunnit, a role play, a or whatever you like really. It’s actually not that different from the regular images on the site except that it has these lines which are super convenient for writing on. (I’m rambling aren’t I?)
Using the worksheet
There are countless ways to use cards in classes. Games of memory, matching games, and games where kids run to the card or throw the card into a hat for a point. As long as you are active and fun and the kids are enjoying themselves you’re going to have a great time and they are too. Make sure you and your students say the words again and again and speak, make sentences so everyone can hear and say the sentences in context.
Note: Kids have a way of destroying cards they get hold of, so after printing the cards you might want to laminate them and remember to round off the edges so no one gets a sharp card in the eye. If you do it well enough this opens up the usage of the cards for a few good games where you can flick or flip the cards to be more active.
Credit
All images created by hand, by Mike Kloran. Check out more of my illustration and educational design at:
www.myenglishimages.com
and my portfolio at: www.kloran.com
A boy kicking a soccer ball, a woman holding a cup, a woman in a lab coat holding a pill bottle, and a man with a bandage on his head.
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LBT's From Light to Liberation: Hallel/Praise
Week of March 21, 2021 / 8 Nissan 5781
____________________________________________
Framing: The word for Egypt in Hebrew, Mitzrayim, is loaded with meaning. At the root of Mitzrayim is the word Metzer, which means "narrows" or "straights." Egypt is very properly named "the narrow country," as the ancient population lived strictly along the banks of the Nile, their source of water, food, and reprieve from the harsh Saharan desert that surrounded the civilization on all sides. For generations, this metaphor has been resonant. Our core origin story as Jews begins in the narrow place; out of the narrows, we emerge into the wide open expanse of the desert, and then into the Promised Land. And on the other side of that narrow place, passing through the Sea of Reeds, our people famously burst into song and praise -- Hallelujah! After a harrowing journey through the narrows, it is natural for people to spontaneously bust out singing praise and expressing pure joy. The Psalm selected below comes from the section of Jewish prayer called Hallel, which is sung on Passover, Shavuot, Sukkot and Hanukkah and infused with exuberance and an activated spirit. The second text is a common part of Jewish prayer, Mi Chamocha, and is drawn from the Song of the Sea -- the celebratory poem chanted by the Israelites on the other side of the Sea of Reeds.
ה׳:קי״ח תהילים
בַּמֶ רְ חָ֣ ב עָנָ֖נִי ּיָּ֑ה קָ רָ֣ אתִ י מִ ֽן־הַ ֭ ּמֵ צַ֥ר )ה( יָ ּֽה׃
Psalms 118:5
(5) From the narrows, I called out to Yah (God); Yah answered me from the wide expanse of relief.
י״ג-י״א:ט״ו שמות
נֶאְּדָ֣ ר ּכָמ ֹ ֖ כָה מִ֥ י יי ּ֙בָ ֽאֵלִם מִ ֽי־כָמ ֹ ֤ כָה )יא( )יב( פֶ ֽלֶא׃ ע ֹ ֥ ׂשֵ ה תְ הִֹּל֖ ת נֹורָ֥ א ּבַּקֹ ֑ דֶ ׁש )יג( אָ ֽרֶ ץ׃ ּתִ בְלָעֵ֖ מֹו ֔ךְָיְמִ֣ ינ ָ֙נָטִ֙ית עַם־ז֣ ּו ֖ךָ ְבְחַסְּד ָנָחִ֥ ית קָ דְ ׁשֶ ָֽך׃ אֶל־נְוֵ֥ה ֖ךְָבְעָּז ָנֵהַ֥לְּת ָּגָאָ֑ לְּת
Exodus 15:11-13
(11) Who is like You, O Eternal One, among the gods? Who is like You, majestic in holiness Awesome in splendor, working wonders! (12) You put out Your strong hand and the earth swallowed them. (13) With your Hesed, You lead the people that You redeemed; In Your strength You guide them to Your holiness.
Questions for Reflection:
1. You are invited to reflect on moments in your life when you emerged from something difficult or challenging. How would you articulate that feeling of expansiveness? How did you celebrate on the other side? Did you also experience the sensation of freedom in your body? If so where?
2. Mi Chamocha combines praise with wonder, awe, and joy. When you are full of gratitude, to whom or to what do you offer praise? What other emotions do you find wrapped up in your praise?
3. Do you experience or offer praise in your meditation practice? How is it similar or different to praise your experience in day-to-day living.
4. One day this week, make praise a priority. When you come across something praiseworthy, we invite you to pause and offer praise, really marking and even howling praise (internally or externally) out into the world. Feel the praise flow through you! | web | https://www.leobaecktemple.org/wp-content/uploads/2021/03/Week-15-Hallel_Praise-TS.pdf | 0.424318 | {
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Pebble Mine: Water-Related Impacts
Metal mines throughout the world have degraded water quality and require enormous volumes of water. This fact sheet explains how mining affects water quantity and quality and ways in which the Bristol Bay watershed may be vulnerable should the Pebble Mine be developed.
oils, greases, antifreeze, water treatment chemicals, herbicides, pesticides, and road de-icing compounds – that may be released into local surface and groundwater and can be toxic to fish and wildlife.
WATER QUANTITY
Modern metal mining requires massive volumes of water, which are typically diverted from fisheries, do-
Tailings: Ore is pulverized and mixed with water and chemicals that separate copper, gold and other metals from the rock. More than 99 percent of processed ore becomes a solid-water-chemical waste called tailings that will be permanently stored within large impoundments.
mestic, recreational, and agricultural uses, thus increasing competition for water. For example, diversion of lake water in the Andes by Southern Peru Copper Corp. has dried up lakes and surrounding meadows used for fishing and grazing.
Developing and operating the Pebble Mine would require billions of gallons of water each year of mine operation. Northern Dynasty Mines, Inc. (NDM) applied to the State of Alaska in July of 2006 for water rights in the following amounts (in gallons per year):
This is nearly 35 billion gallons of water a year, the equivalent of the annual consumption of water in Anchorage. This is nearly 35 billion gallons of water a year: more than annual water consumption rates in Anchorage 1 .
WATER QUALITY
Site operation chemicals: Mine operations use tremendous amounts of chemicals– explosives, fuels,
Tailings contain process chemicals and elements from natural rock that can harm humans and wildlife. For example, 2 parts per billion concentrations of copper above background may negatively affect the ability of salmon to locate their spawning grounds. 2 Other natural rock elements may include aluminum, antimony, arsenic, barium, cadmium, chromium, cobalt, iron, lead, manganese, mercury, molybdenum, nickel, selenium, silver, thallium, zinc, sulfides, and natural radioactive constituents (uranium, thorium, potassium-40).
Process chemicals in tailings may include lime, sodium isopropyl xanthate (e.g. SF-113), dithiophosphate and thionocarbamate (e.g. Aeropromotor AC 6682), methyl isobutylcarbinol (MIBC), and polypropylene glycol methyl ether (Dowfroth 250). Some of these chemicals are recycled but most are discharged with the tailings.
RISK OF LEAKAGE
Copper mines frequently operate for 50 years or more. Tailings impoundments must hold the waste forever and are vulnerable to natural forces such as erosion, landslides and earthquakes. Seepage is collected and returned to the impoundment during operations, but mated 2.7 billion gallons of polluted water annually for at least the next 40 years.
The proposed Pebble Mine has similar potential to contaminate ground water. It is located in the headwaters of Bristol Bay, a pristine region laced with streams, rivers and lakes. The extensive glacial gravel deposits are highly permeable, a characteristic that contributes to salmon productivity but also provides pathways for water and potentially for mine wastes to move between surface and groundwater and between river basins. Salmon have adapted to the local surface water, naturally pure with extremely low concentrations of dissolved minerals; even minute amounts of contaminants can potentially impact salmon.
this process usually stops when mining ceases. Inevitably, some of the "chemical soup" seeps out into the surrounding ground and surface waters.
The Bingham Canyon Mine, like Pebble, is a copper/ gold/molybdenum mine, currently the largest in North America with an ore body roughly half the size of Pebble. Pollution from the mine has contaminated 60 square miles of groundwater near Salt Lake City, making water unusable for at least 4,300 households. Kennecott Utah Copper Corp., a subsidiary of Rio Tinto, built a multi-million dollar water treatment facility, the largest of its kind in the United States, to treat an esti-
Modern metal mining operations throughout the world have degraded water quality and increased competition for water. These impacts often do not become apparent until after mine operations cease.
Moran, R. 2007. Pebble hydrogeology and geochemistry issues. Available at: www.pebblescience.org
2 Hecht, S.A. and 5 coauthors. 2007. An overview of sensory effects on juvenile salmonids exposed to dissolved copper. Technical White Paper. NMFS, Seattle, WA.
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SAN MATEO.
LOCATION, ATTRACTIONS, ADVANTAGES.
Information for the Visitor or Home-seeker.
Location.
San Mateo, Putnam County, is situated on the east bank of the St. Johns River, and 90 feet above it. The highest point in Florida, east of the St. Johns river, which is one-half mile wide at this point.
Five miles from Palatka, our county seat, (city of 4,000), 23 miles from St. Augustine and about 75 miles from Jacksonville.
The terminus of a branch of the Florida East Coast Railway. The depot being three-quarters of a mile from the river wharf.
Advantages and Attractions.
San Mateo has good shaded roads and miles of hard sidewalk. Beautiful waterworks line both sides of streets, and meet overhead in many places.
Two churches, public and private schools, telegraph, telephone, express, money order postoffice, three mails daily, meat market, two general stores, and a tailor, every mail deliver goods at your door, weekly paper.
The place is incorporated, but no town taxes have been collected for over ten years; the many public improvements are made by the push and generosity of the citizens and pulling together. The state and county taxes are about 20 mills on about one-third valuation.
Good hunting and fishing, deer, turkey, ducks and quail, black bass and other kinds fresh water fish.
Good boarding house, Brylyn Place, open winters; rates eight to ten dollars per week; $2.00 day.
Six thousand people went through the San Mateo Fruit Company's grove here last season.
One of the best advantages San Mateo enjoys is transportation; being on both river and rail is an advantage that few Florida points enjoy. The past season, for instance, railroads and terminals at Jacksonville were more than congested and fruit shipped from points down the central part of the state was, in some cases, three weeks getting to Jacksonville, en route to northern markets, and did not bring enough to pay freight, while San Mateo shippers, at same time, would ship from here one day and have fruit go out of Jacksonville on the Clyde ship the next. This little matter this season alone was worth thousands of dollars to the San Mateo growers and the home-seeker will do well to bear in mind transportation and cheap rates that come with competition, in selecting a Florida location.
The population is about 250, who came mostly from the northern states. As a class they are men of means, progressive and sociable. Have a better class of homes than can be found in any place in the south of its size. The buildings are painted and grounds in good order.
Healthfulness.
On account of its high altitude, there is no healthier spot in Florida for all the year round or for the winter visitors. For those who come to Florida on account of health, many find this higher altitude, dry and balmy air is better than the lower, more harsh air found in salt water sections.
Business.
The principle business is orange growing. Some 400 acres in groves are here, and as this proves profitable, there is not much attention paid other crops, although there are some vegetables grown for shipment and cattle and hogs seem to be profitable.
As an instance for profit in a good orange grove, Mr. B. F. Dorney, from less than seven acres last season, shipped $8,200 worth of fruit.
Soil.
The soil varies a great deal from high pine to low and high hammock, all within a mile, so that lands for any purpose or crops can be secured.
San Mateo can be reached from Jacksonville by Florida East Coast railway or Beach and Miller line steamers (see time tables elsewhere in this paper). The Clyde's St. Johns river steamers arrive here about 10 p.m., and do not advise this route. From B. & M. line, $1.25, railroad $2 from Jacksonville.
Launch Rainbow leaves Palatka every afternoon at 1:30. Lucas line steamers 2:30 p.m., every day but Sunday.
B. & M. line from Palatka 3 p.m. Tuesdays, Thursdays and Saturdays, and three trains daily on F. E. C. railway. Fare from Palatka 25 cents any route.
W. A. MERRYDAY COMPANY,
PALATKA, FLA.
---Dealers in---
FIRST-CLASS ORANGE BOXES
FRUIT & VEGETABLE CRATES
Of all Kinds, Orange Wraps, Cement-Coated Nails, Cypress Field Boxes, Spruce Pole Ladders, Etc.
WRITE FOR PRICES.
SHIP
Your fruits and vegetables to the live house,
SCHLEY BROS.,
in the live market, on a live street:
214 LIGHT STREET,
BALTIMORE, MD.
Account Sales and Check Daily. Stencils and Stamps furnished on application.
References: Merchants' National Bank, Baltimore; Murchison National Bank, Wilmington, N. C.; New York Produce Exchange.
Wire or write today for quotations. Agents wanted.
Loved Same Man.
"Those two girls are devoted to each other."
"She adores me."
"And yet they love the same man."
"Oh, impossible!"
"Not at all; the man is their father."—Birmingham Age-Herald.
Considerate.
"See here, I wrote and asked you when you were going to pay that old account, and enclosed stamp, but you never answered."
"My dear, wouldn't it have been a mean trick to use your own stamp to disappoint you?" — Philadelphia Ledger.
Disposed of Saul.
Little Johnny had been to Sunday school with his papa. The lesson was about the death of Saul. When he came home he said, "Mamma, we want bags to make about Saul."
"Why, Johnnie?" asked mamma. "Cause he's dead."—Delineator. | web | https://ufdcimages.uflib.ufl.edu/UF/00/07/59/13/00025/00250.pdf | 0.474262 | {
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Camp Road Middle School & James Island Charter High School
present a
2019 Pre-Assessment Concert
featuring the
Tuesday, March 12, 2019 - 7pm James Island Charter High School Auditorium
PROGRAM
www.jichsband.org
Program Notes
Newcastle March
With over 400 published works, Johnnie Vinson is an internationally recognized composer of music for band. Newcastle March is a perennial favorite. The fine ensemble writing creates a rich setting for the melody, which features an especially nice low register clarinet part in the middle section.
Soaring
The audience will feel as though they're flying when they hear this engaging work. A beautiful theme and short eighth note patterns create the special effect that will have everyone "soaring."
Arabian Dances
After a long day's journey, the nomads set up camp for the evening. As the sun casts its final searing rays on the desert landscape, a campfire roars to life and the celebration begins. As the sky darkens, the festivities grow wilder and wilder until eventually, three groups of revelers take turns dancing at the edge of the fire, each trying to outdo the other. Finally, the entire tribe joins, dancing wildly for hours until the campfire dims and morning grows near.
Children of the Regiment
Julius Ernest William Fucik was born into a musical family in Prague in what was then known as Bohemia. He was a bassoonist and drummer who played in a number of military bands and in several prominent orchestras.
In 1897, he began his career as a military bandmaster, and soon after wrote his famous Entry of the Gladiators march. He became a prolific composer with more than 400 works to his credit. He composed operettas, chamber music, masses, songs, waltzes, overtures, instrumental solos, and more than 100 marches.
Children of the Regiment (Die Regimentskinder) is a true Viennese regimental march, written for the Vienna parade grounds. The work was accepted as an official march by the Imperial Austrian Army shortly after it was published. Also known as Regimental Youngsters, this work, Opus 169 for Fucik, is now in the repertoire of most European bands.
Forever Holding Close the Memories
Forever Holding Close the Memories was commissioned by the 2007-2008 Mesquite High School Band in Gilbert, Arizona; Ron Andre, Director. The piece is dedicated to Mesquite High School's Assistant Director, Chris Rainer, who was tragically killed in an automobile accident on the way to school one morning.
I read through numerous letters from Chris's students who felt he was an amazing teacher and mentor. It reminded me once again, how important a great teacher can be in a student's development and also reminded me how precious life can be.
I hope performers and audience members alike will enjoy this tribute to a wonderful teacher and mentor, who so positively affected students during his lifetime. Special thanks to Ron Andre and the Mesquite High school Band, for allowing me to be a part of this celebration of life.
- Richard Saucedo
To Dance in the Secret Garden
To Dance in the Secret Garden was commissioned by the North Jersey Area Band Association for performance by the 1996 North Jersey Area Wind Ensemble. This select group of musicians premiered the work in January of 1996 under the baton of the composer. The title is derived from the state of New Jersey's nickname…The Garden State. It is intended as a lighter work for both festival and concert performance.
Arsenal
Arsenal was composed for the 50th anniversary of the 'Harmonie van het Spoorwegarsenal' (railroad arsenal), based in Mechelen (Belgium). Rather a stately concert march, it has beautiful themes and a broad melody in the trio. It was premiered in the Mechelen Cultural Center on the 11th of May 1996 during the solemn ceremony, opening the anniversary year.
Flower Clock
When you hear the words "Flower Clock", perhaps you envision a beautiful large clock decorated with flowers in a park. However, this title refers to actual blooming time. The 18th century Swedish botanist and physician Carl von Linné listed over 500 plants to identify flowering times, but many of them are not available in Japan. On a different topic, when I was considering this work, I heard that a flower clock at the famous Grand Resort Hanamaki was created by the agriculturalist Kenji Miyazawa. Intrigued by the idea, I asked my philosopher friend Magoichi Kushida to introduce me to Mr. Miyazawa's brother Seiroku. I spoke with him, and unfortunately, there was no record of Mr. Miyazawa's flower clock. Perhaps the blueprint of a nearby garden was mistakenly mentioned.
Japan has four fascinating seasons with heavy climatic changes. This makes it difficult to associate flowering with specific times. I pursued other sources as well, yet all of them said it is impossible to have a flower clock in Japan. I was shocked by this conclusion and ready to quit my research when a miracle occured. I found a comment in a pictorial book of flowers by botanist Ken Ogura saying "The flower clock is possible in Japan in the summer." He added, "The flowers are: Lotus - Morning Glory - Dayflower Moss Rose - Four O'clocks - Evening Primrose - Bottle Gourd." Suddenly newly inspired, I decided to create my own "flower clock".
I selected five flowers from the above list and wrote a song for each. I not only portrayed the inpsiration I felt from each flower, but also the compelling scenery and imagined landscape of its blossoming time. Each song segues into the next. This depicts the continuous flower of time in a day.
- Kazuhiro Morita
Albanian Dance
Eastern Europe has had a long tradition of brass bands, some of which also include clarinets and, since the twentieth century, saxophones. Although the instruments now commonly used by concert bands look and sound somewhat different than some of the instruments used by Eastern European bands, this setting of the popular Albanian tune "Shota" seeks to re-create the festive mood of a raucous village dance, where just such a folk band would have provided the music. Present throughout the piece is the rhythmic pattern of a long-long-short, which is a very common folk dance rhythm in many cultures.
This piece is based on part of the finale of the accordion concerto AccorDances , which was written for accordion virtuoso Mark Stillman. The present version was commissioned by Jane church and the East Lansing High school Concert Band, and was premiered in November, 2003 with the composer conducting.
2019 CRMS Honor Band Personnel
FLUTE
ALTO SAXOPHONE
FRENCH HORN
Josie Adcock Chandler Fleetwood Carlos Richardson Amya Taylor Margaret Anne Clum Ellie Wohlscheid Caidyn Webb Elazar Borukhov
CLARINET
Davita Campbell Kaylee Nelson Sarah Roop Steven Scriven Ja'Naysa Sumter Aaliyah Thompson Hollyn Wise Kate Harper JaShauna Walker Nevaeh Middleton Eliza Navarette Ethan Winfield
BASS CLARINET
Marshall Beatty
Paris Champaigne Xander Lee-Bedford Ethan Luckie John Ryan Ottaviano
TENOR SAXOPHONE
Samuel Day
BARI SAXOPHONE
Cannon Smoak
TRUMPET
Patrick Beebe Marley Cline Andrew Carreira Nat Hunter Della Lee-Bedford John Price Parker Johnson Abby Dycus Avery Gordon Mikey Gennegrasso Miley Green
Elisa Keller John Rutter Eva Dagget
TROMBONE
Aidan Godsey Allie Kolzer Ellis Murrell David Jenkins George Porter
EUPHONIUM
Edgar Nanney Malik Simmons
TUBA
William Welch-Mount Jacob Nettles
PERCUSSION
Abel Fetuao Kristian Field Madeline Gillette Satch Krantz Ja'Dyn Sumter Logan Stullenbarger Charlie Morton
2019 JICHS Band Personnel
FLUTE
ALTO SAXOPHONE
TROMBONE
Riley Beckett *$#^ Lee Graack Mary Liz Inabinet Sarah Jennings Denise Luong Noah Maier Peyton Rose $ Jessica Tisdale $#!
Bassoon
Joshua Nisoff *$#
Clarinet
Megan Berry $ Oliver Blackmon Iyona Butler $# Maddie Chanthabane $ Kaelah Esparza Morgan Gillette Bryn Landis Jacob Price Mark Steffan *$#^! Courtney Sykes
BASS CLARINET
Jaden Earwood Schileen Medlock * Jaspar McNeill
TENOR SAXOPHONE
Brett Calalang CJ McLellan *$#^! Tyler Middleton $
BARI SAXOPHONE
Aaliyah Nowell $! Abby Slifka *!
Timothy Bulson *$#^ Myracle Cromwell Reece Fissel-Brown Destiney Heydrick Chris Inabinet Isabella Mikell JD Poteet Austin Spencer Hannah Walsh
TRUMPET
Fares Al-Kameshki *$# Bailey Crane Nicolas Crews Ethan Dudley Liam Engelman $ Jack Kronsberg Cameron Major $# Preston Smoak # Tyler Toxey Mabry Wise Gabe Wohlfarth Shane Zybrowski $
FRENCH HORN
Daniel Barney Ethan Hunt Desjohn Kitchen $! Sarah Ritter *$# Duane Scott ! Katelyn Wyandt $ Mikayla Wyandt $#!
EUPHONIUM
Logan Hall *$ Robert Smith Sarah Steffan $
Dominik Budz $# Alondria Chavis Nathaniel Kennedy Tim Lever $# John McKee DQ Vinson *$#!
TUBA
Bashwyn Fitch Quinton Frazier *$#! Logan Hartley Jordan Robinson ! Daniel Voell
PERCUSSION
Courtney Carpenter $
Mac Coco
India Crawford $#
Terrance Dantzler
Van Davis
Emma Dockery !
Eric Eidenberger
Aidan Garcia
Aliah Gibson $#!
Michael Gillette
Spenser Matthews
Emory Naylor
Miguel Orozco $!
Joshua Richardson !
Brady Snipes $^
* Principal Player $ Symphonic Winds # Region Band ^ USC Band Clinic ! Senior
Special Thanks
CRMS & JICHS Administration
CRMS & JICHS Fine Arts Departments
CRMS Band Boosters
JICHS Band Backers
Alice Aldredge
Gretchen Bowles
Chris Nisoff
Alexis Anderson
Jessica Hull-Dambaugh
Charlie Messersmith
Mark Sterbank
Susan Messersmith
Brandon Nichols
Tom Joyce
Beth Albert | web | https://www.jichsband.org/_files/ugd/e126ee_a29229d8128448acabec808f5077d0e0.pdf | 0.48395 | {
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第一天 吉隆坡 / 仁川
（机上用餐） 第五天 龙仁 / 全州 / 大邱 （早午晚)
集合于吉隆坡国际机场，办理登机手续，然后乘搭国际航班飞往美丽 的韩国。
第二天 仁川 / 首尔 / 南怡岛 / 滑雪度假村 （午晚）
抵达仁川机场后，驱车前往春川。乘坐游船前往冬季恋歌的拍摄场地 南怡岛，你可以欣赏韩国少有的人工湖泊美景。过后，前往昭阳江天 空步道，是設立在衣巖湖上的湖水觀景臺，由透明玻璃所搭建，步道 長156公尺，走在上方就像在湖水上漫步一樣，既浪漫又神奇。游毕后 ，前往登记入住滑雪度假村（四人一户、两人一室），滑雪是深受韩 国及东南亚旅客欢迎的冬季运动，让您尝试一下前所未有的滑雪之乐 ，你亦可在此堆堆雪人或是三五好友打打雪仗也是另一种不同的乐趣 。（滑雪用具+大衣自费-USD50）
酒店：熊城滑雪度假村或同级（当地5星级酒店）
第三天
滑雪度假村 / 首尔 （早午晚)
早餐后，前往外观青瓦台舍廊房。青瓦台舍廊房的前身是总统秘书室 长公馆，自1996年2月青瓦台前面的道路开放之后，开始成为向国民提 供便利和看点的综合文化空间。接着前往参观景福宫（含门票），此 宫建于1394年朝鲜李朝时代，有五百余年历史。然后游览国立民俗博 物馆（周二闭馆），展示韩国的传统生活方式的地方，是韩国唯一全 面展示民俗生活历史的国立综合博物馆。尔后送往韩国人参专卖店和 护肝宝专卖店。过后，前往紫菜博物馆参观。过后，将安排体验DIY韩 式海苔饭卷，在专人指导下及采用韩国正宗配料，您可自行DIY制作饭 卷，充份享受自己制作饭卷的乐趣，亲身体验韩式海苔饭卷的魅力； 随后安排传统服饰体验，全团贵宾均将成为今天的最佳男女主角，换 上古代传统的韩服，体验韩国传统文化。毕后前往明洞及天免税店， 此外还有各种品牌店聚集在中央大街的两边。
酒店：城际首尔酒店或同级（当地4星级酒店）
第四天 首尔 / 光明 / 龙仁 （早午晚)
早餐后，驱车前往光明市。抵达后，将游览首都圈唯一的觀光洞窟─ 光明洞窟，是由廢棄的礦坑改建而成，全長為7.8公里，深度則有275 公尺。因為韓國人氣綜藝節目《Running Man》曾在此取景，而吸引了 許多觀光客，成為新興的熱門景點。因洞窟內的溫度較低，吹起的陣 陣涼風能消除夏日的炎熱。毕后，驱车前往爱宝乐园（含门票+自由卷 ），园内分为五个区域，是一个结合了休闲、娱乐、教育与文化的国 际性度假胜地。在这里，一年四季都独有不同的主题庆典。夜宿于龙 仁市。
酒店：龙仁中央合作酒店或同级（当地4星级酒店）
倘若原定的景点不对外开放，将由其他景点取代
If a place of visit is closed to visitors, it will be replaced with an alternative
以上的景点先后顺序可根据具体的情况有所调整。 The itinerary are subject to the final discretion of the local land operator.
早餐后，驱车前往全州，游览全州韩屋村，这里汇集了800多间韩国传 统韩屋。隐于瞬息万变现代都市中的全州韩屋村因保存至今的传统面 貌而闻名。全州韩屋村的传统美感尤其体现在韩屋的屋檐曲线上。屋 檐角向天翘既是韩屋的特征又是韩舞韵为所在。毕后，前往大邱，游 览马飞亭壁画村，韓國似乎每個城市都會有"壁畫村"這個景點，大多 數的壁畫村是集合多種不同畫風和主題而成，但『馬飛亭壁畫村』很 特別，整個村莊的壁畫主題只有一個，風格很一致，就是一幅描繪著 鄉下農村純樸生活的圖畫。游毕后，将前往大邱西门市场自由购物。
酒店：大邱水晶酒店或同级（当地4星级酒店）
第六天 大邱 / 釜山
（早午晚)
早餐后，将驱车前往釜山。首先将游览韩国唯一一座位于海边的寺庙海东龙宫寺，周边景色非常优美。毕后，将前往五六岛天空步道，也 是知名的攝影勝地，站在此处，可见大海於眼前開展，无时无刻都呈 現美丽的姿态，依天气瞬时变幻各种色彩。当天气晴朗时，甚至还可 以以看到日本的对马岛。之后，前往素有釜山"蒙马特高地"之称的 海云台迎月路，自古就被大海、沙滩、冬柏林、松树所环绕，跻身于 釜山八景之一。毕后，前往游览海云台海水浴场，这里最出名的是规 模广阔的沙滩和美丽的海岸线，加之水深较浅且清凉，可谓是釜山具 有代表性的观光地。此外，海云台沙滩的沙子和贝壳碎片经由风化作 用而变得细腻而平整，海浪也十分平静。过后，前往西面站购物街自 由购物。
酒店：釜山阿班酒店或同级（当地4星级酒店）
第七天 釜山
（早午晚)
早餐后，我们将带领您前往被人们为釜山的马丘比丘-甘川文化村，呈 階梯式聚集在一起的房子以巷弄为中心所形成的美丽村落。毕后，前 往Nurimaru APEC世峰楼，是为2005年召开的世界首脑峰会而建，是日 均客流量达四五千人的知名景点。世峰楼不仅是高水准的世界会展中 心典范，更是釜山人引以为傲的建筑。之后，我们带您游览釜山最具 代表性的名胜之一-太宗台。因长期受波涛的侵蚀，形成长达100米的 悬崖绝壁。郁郁葱葱的树林和汹涌澎湃的波涛构成了太宗台绝佳的美 景。续往韩国最大的水产市场扎噶其市场，市场里可以吃到现做现卖 的生鱼片，十分有意思。过后，将前往彩妆店参观。完毕后，将安排 前往BIFF广场（也称为釜山国际电影街），这里已不单单是看电影的地 方，也是享受购物和娱乐的综合性文化空间。
酒店：釜山阿班酒店或同级（当地4星级酒店）
第八天 釜山 / 吉隆坡 （早/机上用餐）
享用早餐后，将前往土特产店自由购物，作最后冲刺，购买韩国当地 特产。之后前往国际机场乘搭班机，带着美好回忆飞返吉隆坡。
在主要节日，商业展览，旅游旺季期间，住宿酒店可能需要安排在另一个城市。 During major events / trade shows / peak season, accommodation may not be in the city mentioned .
行程特色 Highlights:
首尔进、釜山出，不走回头路 In Seoul, out Busan, no return routes
住宿一晚于滑雪度假村 Stay one night at Ski Resort
体验DIY韩式海苔饭卷 Experience DIY Kimbap (Korean Sushi Roll)
光明洞窟，RUNNING MAN取景地
Gwangmyeong Cave, RUNNING MAN shooting place
特点美食 Meal Highlights:
韩式传统火锅 Korean Steamboat
猪骨汤 Gamjatang (Korean Pork Bone Soup)
人参鸡汤 Samgyetang (Chicken Soup With Ginseng)
韩式烤五花肉+鱿鱼风味 Osam Bulgogi (Roast Pork belly+Squid)
海鲜汤 Haemultang (Seafood Steamboat)
甘川文化村，呈階梯式聚集在一起的房子以巷弄为中心所形成的美丽村落。 Gamcheon Culture Villiage is formed by houses built in staircase-fashion on the foothills of a coastal mountain, earning this village the nickname of
韩式烤鱼 Korean Grilled Fish
部队锅 Budaejigae (Korean Army Stew)
"Machu Picchu of Busan.
铁板鸡 Dakkalbi (Sizzling Plate Chicken)
Seoul / Nam-i Island / Gwangmyeong / Yongin / Jeonju / Daegu / Busan
WINTER SKI DELIGHT SEOUL+BUSAN
Nights Days 8 6
DAY 1
KUALA LUMPUR / INCHEON
(MOB) DAY 5
YONGIN / JEONJU / DAEGU
(BLD)
Assemble at Kuala Lumpur International Airport for your departure flight to Korea.
DAY 2
INCHEON / SEOUL / SKI RESORT (LD)
Morning arrival at Seoul, transfer to Chuncheon. Take boat proceed to famous Korean drama - "Winter Sonata" shooting place Nam-i Island. Here the broad grasslands and forest complement each other. After this, will proceed to visit Soyanggang Skywalk, is an observatory facilty set up on Uiamho Lake. The walking path, comprised of transparent glass, is 156m long and offers a thrill to tourists as they feel they are walking over the lake. Then will proceed to check in to Ski Resort where you can enjoy skiing all day long (4paxs/apartment, 2paxs/room). For the first time skiing, you definately will feel a whole different experience that very fresh and stimulating.
Hotel: Bear Town SKI RESORT or similar (Local 5stars hotel)
(ski equipment + coat at own expenses - USD50)
DAY 3 SKI RESORT / SEOUL (BLD)
After breakfast, start our itinerary today, first will proceed to South Korean president's official residence Cheongwadae, will make arrangement for take pictures. Then, transfer to visit to Korean "Myeongseong" shooting place Gyeongbokgung, is the royal palace located in Seoul City. Built in 1394 and reconstructed in 1867 during Joseon Dynasty. Continue visit to National Folk Museum (closed on Tuesday), showcase the traditional Korean lifestyle, it is Korea's only comprehensive display of folk life history of national. Then will proceed to visit Seaweed Museum. After this experience DIY Kimbap (Korean Sushi Roll) + Hanbok. Here can learn the art of making Kimbap and also get a change to snap a photo dressed in Traditional Korean Costume "Hanbok". After that, proceed to Ginseng Shop and Herba Shop. Upon finished, shopping at Myeongdong and Lotte Duty Free shop.
Hotel: Seoul Intercity hotel or similar (Local 4star hotel)
DAY 4
SEOUL / GWANGMYEONG / YONGIN (BLD)
After breakfast, proceed to Gwangmyeong, visit Gwangmyeong Cave, is where joys and tears of coal mining workers remained intact. It was the heart of the evolution of modern industries in Korea and also a historical site of the Japanese colonial period. It takes pride itself as being the only one cave found in the metropolitan cities. Continue visit to the world's seventh-largest playground Everland (included unlimited ticket). A combination of leisure, entertainment, education, and culture of an international resort, it is a twenty four years history of the joy of the world. It is home to over 40 heartpounding rides and attractions. In addition to 'Safari World' featuring white tigers, tigers, lions and bears.
Hotel: Yongin COOP hotel or similar (Local 4star hotel)
After breakfast, proceed to Jeonju visit Jeonju Hanok Village, is especially beautiful for its unique roof edges, which are slightly raised to the sky. Hanok houses are generally divided into two sections, Anchae and Sarangchae. After that, proceed to visit Mabijeong Mural Village, if you are a kpop lover, you will recognize this place right away! A extremely famous TV show "Running Man" once shoot its episode here. A number of locals and tourists visit this village to immerse themselves into Korea's 1960's to 70's spirit. Upon finished, shopping at Seomeun Market.
Hotel: Daegu Crystal hotel or similar (Local 4star hotel)
DAY 6
DAEGU / BUSAN
(BLD)
After breakfast, proceed to Busan, visit Haedong Yonggungsa Temple, most temples in Korea are located in the mountains. It was first built in 1376 by the great Buddhist teacher known as Naong during the Goryeo Dynasty. After this, proceed to Oryukdo Skywalk, the regional name in olden times for the area of Oryukdo Skywalk was Seungdumal, as the shape resembles a saddle, and it was originally called Seungduma as well as Jallokgae by residents and women divers. Then visit to Dalmaji-gil Road, called Busan's Montmartre, Dalmaji-gil Road is famous for its views of the blue ocean, white sand field, Camellia forest, and pine tree forest, creating one of Busan's eight scenic sites. Haeundae Dalmaji Hill and the moon seen from Cheongsapo are added to the eight scenic sites for their beautiful ambience. Then will proceed to Haeundae Beach, is the most famous beach in Busan.
Hotel: Busan Arban hotel or similar (Local 4star hotel)
DAY 7 BUSAN
(BLD)
After breakfast, visit to Gamcheon Culture Villiage is formed by houses built in staircase-fashion on the foothills of a coastal mountain, earning this village the nickname of "Machu Picchu of Busan." proceed to APEC House, the name Nurimaru APEC House is created by combining the Korean words nuri ("world") and maru ("summit"), and "APEC House," which refers to an APEC conference hall. Collectively, it means "a house where the world summits gather together for an APEC meeting." Then will visit to Taejongdae Park, designated as a Busan monument, along with Oryukdo Island, Taejongdae represents Busan, and is especially famous for its rock beach. Featuring its highest peak at 250 meters, there are forests of pine trees and 200 other varieties of trees. After this will visit to Jagalchi Market, located on the shoreside road in Busan's Jung-gu, is Korea's largest seafood market, selling both live and dried fish. After the Korean War the market solidified itself as a fish market. Then will visit to cosmetic shop. Upon finished, will visit to BIFF Square, the area is often featured in Korean movies and dramas such as the film "Boy Goes to Heaven (2005)" and the drama "Spring Waltz (2006)." Busan's modern movie district was originally little more than a pair of cinemas that were built following Korea's liberation from Japanese colonial rule over half a century ago.
Hotel: Busan Arban hotel or similar (Local 4star hotel)
Day 8 busan / kuala lumpur (B/MOB)
After breakfast, proceed to shopping at Local Product Shop. After that, transfer to airport for your departure flight return Kuala Lumpur.
价格 Price :
出发日期 Departure Date :
联络方式 Contact : | web | http://www.euusb2b.com/Bestour/uploads/tour_package/%7B67d01c83-1f7b-4f2a-801d-8a188d487bde%7D/8ICN+PUS-WIN.pdf | 0.495264 | {
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1. Write short notes on the following:
(a) Plinth Area
(b) Prime Cost
(c) Floor Area
(d) Carpet Area
2. Explain the general rule for measurement of work. Also, write down the various modes and their units for measurement.
3. (a) Discuss the various factors which affect the Rate Analysis.
(b) Analyse the rate of the following item of work, (assume suitable data, e.g. rates of material and labour), for “first class brick work in 1:4 cement sand mortar”.
4. Discuss about the various types of building estimates.
5. Write detailed specifications for RCC work for a three storey office building.
6. A coloniser intends to purchase a land of 1,00,000 sq.m. area located in the suburbs of a big city to develop it into plots of 700 sq.m. each after providing necessary roads and parks and other amenities. The current sale price of small plots in neighbourhood is ₹ 350-00 per sq.m. The coloniser wants a net profit of 20%. Work out the maximum price of land at which the coloniser may purchase the land.
7. Prepare a detailed estimate for earth work for a portion of road from the following data:
| Dist. (m) | RL of Ground |
|-----------|--------------|
| 0 | 114·50 |
| 100 | 114·75 |
| 200 | 115·25 |
| 300 | 115·20 |
| 400 | 116·85 |
| 500 | 118·00 |
| 600 | 118·25 |
| 700 | 118·10 |
| 800 | 117·80 |
| 900 | 117·75 |
| 1000 | 117·90 |
| 1100 | 117·92 |
| 1200 | 119·50 |
RL of formation = 115, upward gradient 1 in 200 upto 600 m, downward gradient 1 in 400. Formation width of road is 10 metres, side slopes 2 : 1 in banking and $1\frac{1}{2}$ : 1 in cutting. Adopt suitable rates.
8. Explain the general specifications of a first class building and modern roads with rigid pavement. 10
9. Write short notes on the following: $4 \times 2 \frac{1}{2} = 10$
(a) Depreciation
(b) Annuity
(c) Development Method of Valuation
(d) Rent Fixation of Buildings | web | https://webservices.ignou.ac.in/Pre-Question/Question%20Paper%20June%202017/SOET/BTCLEVI/BICE-010.PDF | 0.503897 | {
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Pulmonary Hypertension
Pulmonary hypertension (PH) is a rare but very complex and serious lung disease that is progressive and potentially fatal. PH is defined by high blood pressure in the lungs resulting from inflammation or scarring in the pulmonary arteries. If left untreated, PH can lead to enlargement and weakness of the right-side of the heart, a serious type of heart failure.
PH shares a number of its symptoms with other conditions, resulting in many people being misdiagnosed. Without treatment, the average life expectancy of someone with PH is less than three years. Alarmingly, many patients spend two to three years seeking an accurate diagnosis. While there is currently no cure for PH, thanks to available treatments, many patients are living longer, healthier lives.
What Happens in lungs affected by PH?
Affected blood vessel
Healthy blood vessel
Reduced blood flow
Blood vessel
Illustrations: ©katecampbell.ca
Who can develop PH?
What are the symptoms of PH?
PH can strike people of all backgrounds, ages, and genders and can develop without any known cause (idiopathic PH).
However, some individuals are at greater risk of developing PH due to pre-existing conditions, family history, or the use of certain drugs. The following conditions may increase the risk of developing PH:
* Blood clots in the lungs
* Congenital heart disease
* Liver disease
* HIV infection
* Connective tissue disease (including scleroderma and lupus)
PH is often referred to as an invisible chronic illness: people living with the disease may not look ill.
Because PH is a progressive disease, symptoms can go unnoticed at first and slowly develop until they cannot be ignored. The most common symptoms of PH include:
* Shortness of breath
* Chest pain
* Fatigue
* Exercise intolerance
* Dizziness
PH in Canada
It is estimated that approximately 5,000 Canadians have been diagnosed with PH, but as many as 10,000 may be affected by the condition.
A number of treatments are approved in Canada to slow disease progression and alleviate symptoms.
PH has significant financial, social, and emotional impacts on patients and their families.
Centres specialized in the treatment of PH in adults and children are located throughout the country.
* Bluish lips, hands, and feet
* Swollen ankles and legs
* Fainting | web | http://www.phacanada.ca/index.php/download_file/view/2968/76/ | 0.438964 | {
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Fact Sheet – Wild Bees
What’s it about?
❖ Beside the well-known honeybees and bumblebees, many of more than 500 species of wild bees, native to Europe, and also other flower-visiting insects are important pollinators of our cultivated plants.
❖ Visitation rate and flower handling by a diverse range of wild bees ensures proper seed set in apples.
❖ Especially mason bees (*Osmia*-species, Fig. 1) love to visit apple flowers in early spring, even at bad weather conditions. They are most efficient pollinators. Mining bees (*Andrena*-species, Fig. 2) are also very important.
❖ Many of these wild bees are solitary bees and need particular nesting structures for production of their progeny. They also need a diverse plant community throughout the season to collect pollen and nectar and to produce several generations per year. Also rare species can be supported by these resources.
How to manage?
❖ Use less pesticides in pest management. Check for potential side-effects on bees when choosing plant protection products.
❖ Provide suitable nesting sites for wild bees. *Osmia*-species can be easily managed in bee-houses (Fig. 3). You can “rear” your own pollinator population in this way (Fig. 4: *Osmia*-cocoons).
❖ Soil patches of vegetation-free loam or deadwood can favour many rare species like the carpenter bee (Fig. 5).
❖ Most bee species forage for flowers longer than the apple blooming period lasts. Therefore additional flowering species need to be provided in the orchard or at the surroundings.
❖ Bees have well developed mouthparts and pollen collecting structures, enabling them usually to exploit a wide range of particular flower types. A nice mixture with short- and long corolla flowers and those rich of pollen will ensure that each bee finds its favoured ones also after the apple bloom.
More information needed?
Please consult our website EBIO-Network (European Biodiversity Orchards Network) at http://ebionetwork.julius-kuehn.de
©Text and Pictures: Annette Herz, JKI | web | https://ebionetwork.julius-kuehn.de/dokumente/upload/EcoOrchard_Fact_Sheet_on_Wild_Bees.pdf | 0.428993 | {
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