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Green Crocodile group at Forest School
Weeks 2 2015
Come and share our adventure!
The Giant’s bed.
Today we visited the Giant’s bed. He had gone out, so we could have great fun playing on it.
Reece thought that it would be a good idea to sing the song, ‘Monkeys on the bed.’ The bed was very bouncy and we kept falling off! When Reece jumped off, Kerry said that there were nine monkeys left. Reece said, “Was I ten?”
We are like monkeys jumping on the bed and frogs.
Harley thought that jumping on the bed was like...
Jumping in muddy puddles.
Getting on and off...
Getting up was tricky until Yaseen had a great idea.
Sometimes a gentle push was also needed!
Getting off was easy.
Today we walked by...
Reece thought that 10,000 could fit into this hole.
The rings in a tree can tell you how old it is. Andrew and Charlie tried to count them, "1,2,3,4,5,6,7,8,9,10."
Moles...
Dig,dig,dig! Reece
Jayden thought that the trees in the shade felt, "Cold, like ice."
It looks like a jungle. Keerat
We've found another crocodile! Ava
We've found a hidden lake! Ava
Ellis spotted this water and said...
Ducks and frogs could live it that water!
You have to sit on a boat, so the sharks won't get us! Jayden
I can see a holly bush. Lyra
We always see something new, every time that we walk through.
Trees, trees and more trees!
The forest is full of trees of all different colours, shapes and sizes. When we walk to Forest School we all follow in a long line. Harley thinks that this is like a, “Choo, choo track.”
A tree is great for...
...having a rest and a chat with a friend.
...balancing and climbing. We were very high today.
...climbing in and out of.
...Seeing what you can find.
If you look really carefully on the trees you can find holes and...
I found a teenie, tiny snail. Lyra
It’s a big hole - elephants no, tigers, no! Andrew
Try, try and try again!
We are all getting very good at helping one another and always remember to encourage our friends. We can do whatever we set our minds to. Look how high some of us can climb!
Sticks from the Elder tree are perfect for blowing bubbles. Dip the tube gently into the mixture and then blow through the end. It’s quite tricky though!
We taught Julia a song about a tiny turtle who likes bubbles.
Junior, Zhe and Kym really enjoyed saying, “Dip, dip, dipety, dip!”
Keiran noticed a rainbow in the bubble and told us that...
The world is like a rainbow.
Today was very sunny and we noticed that things look different when the sun is shining on them.
The sun is shining on my shoe. Keiran
Look, I see my shadow in the forest.
Oh no! Where is it?
Yaseen was very interested in the shadows that he noticed and said...
It’s a rabbit hole. It’s a burrow. The holes lead into tunnels.
I’m making hole bigger with sticks.
Adam started to use a stone to make the hole even bigger.
What can it be?
Does my stick look like a snake?
A green woodpecker always talks to us when we are in the forest. We watched as one of our friends showed us how a woodpecker uses its beak to make holes in the trees.
I found a dandelion. It’s got yellow petals. It looks like the sun.
How do you climb over a stile?
Slowly, Slowly!
Jayden
This way!
Over
That’s the right path!
Yaseen
Under
Our confidence continues to grow and we are getting really good at taking turns.
Harley was saddened by the rubbish that he saw and wanted to help to clear it all up!
What new adventures will next week have in store for us? | web | https://www.gloucesternurseryschool.co.uk/attachments/download.asp?file=61&type=pdf | 0.473556 | {
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Friday 2nd of Lent
Gospel text ( Mt 21,33-43.45-46): Jesus said to the chief priests and elders, «Listen to another example: There was a landowner who planted a vineyard (…), leased the vineyard to tenants and then went to a distant country. When harvest time came, the land¬owner sent his servants to the tenants to collect his share of the harvest. But the ten¬ants seized his servants, beat one, killed another and stoned another (…). Finally, he sent his son (…). But when the tenants saw the son, they thought: 'This is the one who is to inherit the vineyard. Let us kill him and his inheritance will be ours' (…).
Jesus replied, «Have you never read what the Scriptures say?: 'The stone which the build-ers rejected has become the keystone (…)'. Therefore I say to you: the kingdom of heaven will be taken from you and given to a people who will yield a harvest» (…).
News of the "Parable of the vineyards and its tenants"
EDITORIAL TEAM evangeli.net (based on texts by Benedict XVI) (Città del Vaticano, Vatican)
Today, Jesus takes up again, by modifying it, Isaiah's "song of the vineyards" (5,17): the vineyards looked like the image of the "wife", Israel: those whom God had shown the way to the "Torah", but answered by breaking the law…
Now, in the words of Jesus, Israel is represented by the tenants. The story of God's struggle —continually renewed— by and with Israel is shown in a succession of "servants" who, on behalf of the owner, come to collect the rent. The abuse to the servants reflects the history of the prophets, their suffering… Although the "son" will run the same fate; the "Master" will not abandon the vineyards: he will rent it to others…
—Isn't this a description of our present? We declare that "God has died" and thus we are god and the "vineyard" is ours! Let's now begin to unveil the consequences of all this… However, the death of the "Son" is not the last word: He is the "cornerstone" through his death and resurrection brings a new beginning. | web | http://evangeli.net/gospel-master/day/II_21/pdf | 0.438149 | {
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Join NCJW as we travel to Birmingham, Montgomery, and Selma, Alabama to commemorate the 60th anniversary of the bloody confrontation at the Edmund Pettus Bridge and the march from Selma to Montgomery that followed.
The Selma Jubilee commemorates Bloody Sunday, which originally occurred on March 7, 1965, when a group of 525 African-American demonstrators crossed the Edmund Pettus Bridge, in Selma, Alabama, demanding the right to vote. The demonstrators were met by more than 50 state troopers, horses, and possemen. When they refused to turn back, the demonstrators were brutally beaten. The attack was broadcast on national television and caught the attention of millions of Americans, becoming a symbol of the brutal racism of the South. Two weeks later, the Reverend Dr. Martin Luther King Jr. and 3,200 civil rights protesters marched the 49 miles from Selma to Montgomery — an event that prompted Congress to pass the Voting Rights Act.
NCJW’s Selma 60th Anniversary Experience will provide participants with the opportunity to engage in meaningful dialogue while learning about the rich history of Jewish life in the South. They will connect with civil rights partners and hear stories of resilience from one of the most influential Civil Rights moments of our time.
This trip provides an extraordinary opportunity for relationship building while visiting historical Civil Rights sites and sharing in Jewish practices and prayer. Participants will hear stories and updates from individuals who are continuing the legacy of the brave demonstrators who crossed the Pettus Bridge in Selma 60 years ago.
SELMA EXPERIENCE ITINERARY (subject to change)
Friday, March 7
Birmingham, AL
Optional early arrival (by 12:00CST) for those interested in seeing the Birmingham, AL historic sites:
- Kelly Ingram Park
- 16th Street Baptist Church
- Congregation Beth El Civil Rights Experience
Official Trip Kick-Off (7:00CST):
- Shabbat Welcome Dinner
Saturday, March 8
Montgomery, AL
- Legacy Museum
- Memorial for Peace and Justice (Lynching Memorial)
- Freedom Monument Sculpture Park
- Mothers of Gynecology Monuments
- Congregation Agudath Israel Etz Ahayem
Sunday, March 9
Selma, AL
- Congregation Mishkan Israel
- Selma Bridge Crossing Jubilee 60th Anniversary Events
We anticipate that Jubilee events will go late into the afternoon. While the trip events will end on March 9th, please plan to stay over and fly out on March 10th.
Accommodations: NCJW has a hotel room block ($179 + taxes & fees) at Marriott Birmingham located at 3590 Grandview Pkwy, Birmingham, AL 35243. We will depart from and return to the Marriott Birmingham each day.
Food: All meals will have vegetarian options. Due to limited availability of Kosher food in Alabama, anyone requesting Kosher food may be served pre-packaged items for most meals.
Cost: We anticipate costs to range between $700–$1,000 per person, which will include all event transportation, meals, site admissions tickets, and religious services. This cost does not include transportation to/from the airport, airfare, or hotel accommodations. We will finalize this price before registration opens this winter.
Activity Level: Please note that the days will be long (especially Saturday and Sunday) and will require lots of standing and walking in unpredictable (and sometimes very hot) weather.
QUESTIONS? Please email Rachel at [REDACTED_EMAIL]. | web | https://www.ncjw.org/wp-content/uploads/2024/08/Selma-1Pager-v2.pdf | 0.479196 | {
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The Circumpolar Arctic Vegetation Map (CAVM) shows the types of vegetation that occur across the Arctic — between the Arctic Ocean to the north and the northern limits of forests ("treeline") to the south. Here, environmental and climatic conditions are extreme, with long, cold winters and short, cool summers.
The region supports plants such as dwarf shrubs, herbs, lichens, and mosses, which grow close to the ground. As one moves southward, the amount of warmth available for plant growth increases, allowing the size, complexity, and diversity of plants to increase. Other environmental controls, including climate, topography, soil chemistry, and landform, as well as the past history of plant colonization, also influence the distribution of plant communities.
The colors on the map indicate the differences that occur in the outward appearance of vegetation. The CAVM team grouped 403 descriptive plant communities into 16 map units based on their overall appearance, which are described in the legend below. The total area of each map unit (in square kilometers) is shown in the chart at upper right.
An international team of Arctic vegetation scientists representing six Arctic nations — Canada, Greenland, Iceland, Norway, Russia, and the United States — prepared the map. Methods, additional thematic maps, detailed descriptions of the 16 map units, and photos of representative plant communities and species appear on the reverse side. | web | https://geobotany.uaf.edu/cavm/raster/RasterCAVM-complete.pdf | 0.424926 | {
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Resilient Cities
In the 21 st century we are confronted by a number of unpredictable challenges, both physical and logical, that test the resilience of our cities. As these cities increasingly become the epicentre of cultural requirements, further accelerating the speed of human development, our "wants and needs" now require greater resilience in order to protect and preserve national and international interests. Resilience should therefore be seen locally and regionally, internally and externally, extending to a wide range of known threats that if not dealt with could weaken the fabric of a building or an entire city, potentially impacting on the structure of our societal safety & security.
Known threats become more critical when space is a premium within large cities thus placing more pressure on local resources and services. The need for existing within a limited space should not therefore compromise the ability of any building to protect individuals against internal and external disabling events.
Resilience then becomes extremely important when considering the building design and construction, as well as its ability to continue supporting critical functions against a range of physical and logical threats. This resilience should take into account the local and regional infrastructure, identifying water and power supplies that are critical in maintaining the working environment.
However, the pressure on budgets and continual review of costs is highly likely to reduce the level of resilience within communities and organisations. This can often be found in building infrastructure, where through a lack of attention to detail, either during the planning, installation and maintenance phases, services fail.
External resilience is just as important as internal resilience; when looking at these macro issues that people generally take for granted, it is easy to overlook simple challenges such as a burst water main in a street local to the building. This could mean a disruption to the water supply thus causing a problem with the system used to cool the building; on a hot day this could disrupt staff productivity and even cause a stoppage to business. This disruption will negatively affect the business economically and any loss of profits is a blow to businesses in tough economic times.
On the basis that buildings can be made resilient by proportionate planning, accepting that "if it can fail, it will", we must put in place specific contingencies for major incidents. This will require monies spent and a greater attention to detail, calling upon support from government agencies and suppliers. A topical area today is that with wider access to external public networks, we would seem to have compromised security against productivity, thereby allowing sensitive and critical data to "leak" out of our control.
In summary, individuals and organisations much consider a "vulnerability assessment" against the level of "realistic" threats that currently exist, physical & logical, and a proportionate response should be put in place.
Author: Steve Yates FBCI, FICPEM
Director of Acertia Limited specialising in delivery of Resilient Solutions – www.acertia.co.uk | web | http://bangportal.com/wp-content/uploads/2017/06/Resilient-Cities.pdf | 0.508144 | {
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Reflection Friday 5 th Week of Easter 2020
Did you note in the Acts of the Apostles that the decision, not to impose circumcision on the pagan Christians or subject them to Jewish Law, was delivered by Paul and Barnabas and two appointed lay people, Judas and Silas (also known as Silvanus). The early Church recognised the importance of the lay faithful and involved them in their decision making. Silas went on to accompany and assist Paul with his missionary activities. Paul never missioned alone. Once again, we see the importance and value of the lay faithful in the development of the early Church. A role that was both recognised and affirmed as being valuable, necessary and important.
The role of the faithful cannot be stressed and valued enough during this time of lockdown. It is the laity who are keeping the faith alive in their homes and families, just as they have done down through the centuries. Many of the grass-root Christian communities in South America and Africa are led by lay people supported only by rare visits from the priest who can stay for only short amounts of time. These grass-root communities are thriving. "The pastoral ministry offered by the Basic Ecclesial Communities aims to meet the challenge of establishing caring communities in which faith is lived out in daily life by paying closer attention to believers' lifestyles and tangible desires; communities which not only exist formally and institutionally, but which offer scope for spontaneity and in which diverse charismatic manifestations are given space to emerge. They can be smaller communities than the conventional parish communities, in which the practices of agape, sharing and solidarity are encouraged via human intimacy. In short, communities tailored to human needs in which the humanity of faith is experienced. André Kabasele Mukenge. With the growing shortage of priests in the West, the lay faithful are stepping forward to maintain and sustain the faith of the people in their community with the blessing of the Bishop. The Holy Spirit is always present among us, so we should keep the words of Jesus in the forefront of our minds and actions, "Love one another as I have loved you!" Then, as Julian of Norwich said "All shall be well! And all shall be well and all manner of things shall be well! She added: "The greatest honour we can give Almighty God is to live gladly because of the knowledge of his love." And: God loved us before he made us; and his love has never diminished and never shall." When Jesus says I command you to love one another, it is tantamount to him saying that we are given the authority to love others with the love of Jesus, the Father and the Holy Spirit. And that is true love!!
Now here is something to really groan about . . . .
I used to work in a shoe recycling plant . . . . .
It was sole destroying!!"
What do you get when you cross a snowman with a vampire? Frostbite!
What goes down but doesn't come up?
A yo.
What's E.T. short for?
Because he's got little legs.
What do you call a boomerang that doesn't come back?
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Imagine you’re a migrating monarch butterfly, following the Lake Michigan coastline on unlikely papery wings, searching for places to rest and refuel. Your sensors tell you there are ample flowers in the prairie below, so you stop to check them out. You’ve found SWMLC’s W.E. Smith Wau-Ke-Na Preserve, South Tract.
Nineteen years ago, a man named William Erby Smith did a wonderful thing: he donated 365 acres of prairie, wetlands, forests, farmland, and Lake Michigan shoreline to SWMLC. Divided into separate north and south tracts, he called them both Wau-Ke-Na (WKNA). With generous forethought, he set aside an endowment to protect, maintain, and enhance the land’s special natural features and biodiversity habitats. With this endowment, SWMLC has turned farmland into prairie, removed invasive plants, maintained trails and infrastructure, and planted nearly 4,000 native trees. Looking ahead, we’re eager to put a new set of initiatives into action that will continue this legacy of care.
**Grasslands Initiative – Wau-Ke-Na South Tract**
Imagine you’re three inches tall and feathered. You search the grass for bugs to feed to your babies back at the nest. You belt out a song to warn others to keep out, this is your plot. Yours is a pretty good, open territory – except for the nearby tree line where hawks sometimes spy from the branches and lurking raccoons come in the night to look for food, including baby birds.
Recent studies show that grassland bird populations have dropped by a staggering 75% in the last 50 years, and desperately need help. Rare grassland species like bobolinks, Henslow’s sparrows, savanna sparrows, eastern meadowlarks, sedge wrens, American kestrels, and Northern harriers need large, open spaces for successful nesting – and all these birds have been documented in WKNA-South’s restored prairies. But the preserve’s potential is stunted by the planted conifers, invasive shrubs, and old brushy tree lines that break the large areas into small ones. A grassland bird that needs 40 open acres to nest successfully may see a 50-acre prairie with a brushy tree line through the middle as two separate 25 acre prairies – neither of them large enough for nesting.
We want to unite these smaller habitats into one great big one to enhance the preserve’s appeal to grassland birds. The initiative will begin by heavily thinning the tree lines, using prescribed fire to kill the invasive shrubs, and removing the overgrown “Christmas trees” that block these grassland connections. Planted prairie vegetation will fill the gaps in the tree lines, using a custom mix of grasses, sedges, and wildflowers that are fine-tuned for grassland bird species. When all of these future improvements are finished, WKNA-South’s grassland complex will be over 100 acres – beyond the critical threshold that many of these bird species need to thrive!
**Forest Initiative – Wau-Ke-Na North Tract**
Imagine you’re a sapling tree, planted by humans far away from your parent. Safely nurtured inside a plastic tube that protects you from rabbits and deer, you reach for the sky and unfurl your leaves in a burst of enthusiastic foliage at the top.
While the South Tract is open to the sky, WKNA-North is forested. Some of this is native tree species but, many years ago, about 30 acres were planted with non-native Douglas firs to replace an old orchard. These trees don’t offer good wildlife habitat and are so poorly suited to our climate that most are diseased or dead. So, in an effort to turn this area into a diverse future forest that traps carbon and can survive in the face of climate change, SWMLC staff and volunteers planted nearly 3,000 individual trees and shrubs of 20 different native species in a 10-acre area between 2020 and 2022 (see the story in *Protecting Nature*, Vol. 30, No. 2). Over the next five years, we will continue this initiative by planting native trees in another 10 acres of this degraded habitat and create study areas to monitor the existing forest. In the coming decades, these climate-adapted forests will stretch their canopies to touch one another, creating young forest habitat, and shading preserve visitors as they leisurely walk the trail to the lake.
**Infrastructure Initiative – Updating Buildings and Trails**
WKNA-South’s web of wet trails is admittedly a confusing puzzle. We aim to solve this issue by tangle-taming the trail system, re-routing where needed, and providing better info to visitors with a trailhead kiosk. We also plan to pull down two of the old buildings that are in poor shape, while improving the one that is structurally-sound with upgraded electricity and a frost-free water spigot.
**Outreach – Elevate recognition of the critical role these preserves play in both ecological and human communities.**
Imagine you’re a human child scampering down the trail, excited to have a natural place to explore and look for colorful leaves, fancy fungi, and neat bugs.
We feel that Wau-Ke-Na and our other nature preserves are essential to the wellbeing of both people and wildlife – and want the community to understand the true value of these beautiful natural areas by using them, cherishing them, then translating that affection into support for all of SWMLC’s important conservation work across the region.
One way to do this is by helping people understand the important role that a natural Lake Michigan coastline plays for migrating animals. Working with Kalamazoo Valley Bird Observatory, we plan to install a Motus radio telemetry tower, a device that tracks the flight of migrating birds, bats, and insects, then uploads the data to a online public hub. Similar towers have been placed at many locations around the region to create an overlapping network that detects migrating animals as they fly by. A Motus tower at WKNA-South will collect critical information that fills a hole in that network, while also exciting and informing the public. Stay tuned for more about this in the future!
We’re also very grateful for the vigorous efforts being made by SWMLC Friend Mo Lewandowski to have WKNA officially recognized as a Dark Sky Park – an international designation that preserves dark night skies by identifying special locations with little to no light pollution. With miles of dark lake to the west and little inland development, we hope that WKNA has a very good chance. And because light pollution is also bad for migrating birds (which often fly at night), this designation would pair nicely with the rich habitat being created for migrating birds. If achieved, this status would provide a great platform for future community connections. (See more about Mo’s work in the Summer 2023 issue of *Protecting Nature*).
William Erby Smith provided the vision and means to see that the two properties that make up WKNA remain valuable and critically important to our community of people and wildlife. We look forward to carrying that legacy into the future! | web | https://www.lakemichiganshore.org/uploads/2/5/9/9/25999725/2024_swmlc_nl_vol._33_no._1_wkna.pdf | 0.480356 | {
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Voting Theory Discussion Prompts
Mathematics of Social Choice Duchin, Spring 2021
Discuss!
1. Which is a better system, beatpath or PWC?
2. Should we Smithify our election systems?
3. Is it ethical for voters to form interest groups and attempt to vote strategically?
4. Plurality voting is best because it is most transparent and easy to understand.
5. Should a fair voting system make it easy for minority groups to get proportional representation? (Possible? Likely?) If you think this is important, what counts as a minority group— race? religion? home renters? Republicans in Massachusetts?
6. Most of our work has assumed all voters rank all candidates—including the ones they dislike. How reasonable is it for voters to have to rank all candidates?
7. If voters don't rank all candidates, it's hard to know which candidates they strongly oppose. Try to come up with a system that would take into account the candidates voters support, dislike, or don't have information about.
8. Suppose you knew every preference schedule for voters in every actual election in the U.S. for the last hundred years. 1 If you have a system of election that would satisfy your fairness axioms 98% of the time but would give a really weird and bad outcome 2% of the time, is that acceptable?
9. Can you come up with some real-world scenarios that would lead to a Condorcet cycle? Where cycles exist, do you expect them to be among similar candidates or very different types of candidates?
10. Are party primaries a good idea? If we used ranked voting, should we get rid of primaries?
1For instance, you know the true rankings of Gore vs. Bush vs. Nader preferences for all voters from the presidential race in 2000, and you know the true rankings of all voters from the Republican presidential primary in 2016, etc. etc.
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The following table summarises research by Ashden into the relative climate change benefits of a number of actions in Friends of the Earth's Climate Action Plan for councils and a small number of additional actions 1 . All the actions reduce some reductions in greenhouse gases, and to deliver the scale of emissions reductions required will require all of them to be undertaken, but this analysis is intended to help prioritise which to focus on first.
The research also identifies which of these actions will bring co-benefits (e.g. for health or equity), as well information on affordability for hard-pressed councils.
Much more detailed information and methodology of this research is available on the Ashden website. Please note that in places the wording differs slightly in this analysis from the wording in the Climate Action Plan; this was necessary to constrain the scope of the research.
1 Note that not all of the 50 actions in Friends of the Earth's Council Action Plan for councils are easily measurable, for example, some are procedural, and some are primarily focused on nature recovery.
Action (number in Friends of the Earth's Climate Action
Plan for councils)
Climate change
Co-benefits Affordability | web | https://takeclimateaction.uk/sites/files/climate/documents/2019-11/Top%20climate%20actions%20for%20councils.pdf | 0.429992 | {
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2
What are ADLs and how are they used in Healthcare?
Definition…
Basic ADLs
Activities of daily living (ADLs or ADL) is a term used in healthcare to refer to people's daily self care activities. Common ADLs include feeding ourselves, bathing, dressing, grooming, work, homemaking, ambulation, cleaning oneself after defecating and leisure.
Consist of self care task.
Instrumental ADLs
Not fundamental but allows an individual to live independently in a community.
- Shopping, Playing, etc.
ADL is a standard metric used to quantify a person quality of life often after experiences a medical procedure. The goal is to find better ways to score a person's performance to more accurately evaluate their outcome! Focusing on keeping people independent.
DARI has the ability to quantify function like never before for ADLs!
Let's demonstrate the capabilities and applications
DARI capabilities.
Utilizing the DARI database we are able to find how different data points inside movements statistically compare to age. Now, we have a focused data approach to better understand expectations for ADL with a precise measurement tool.
Past Research.
Multi studies have been done utilizing motion capture data to give us an initial understanding of patient expectations. We can utilize their learnings and apply it to our reporting logic.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4690598/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5537477/
In healthcare this style of testing is being used more regularly and has more research coming out over the last 3 years supporting it as a strategy to document patient outcomes.
4
What are the next steps to communicate ADL through DARI?
Data Science.
ADL Research.
Feedback.
DARI's statistical approach will allow us to rate a movement based on "what" the person did (performance-based outcome).
Additionally, we will be able to supplement the scoring with attributes of "how" they movement. (vulnerability).
After reviewing the movements currently done for a standard ADL you quickly notice that subjective approval metrics are used widely for different task. DARI will work to transform those movements to remove subjective judgements. Example – what squat depth is needed to get functionally get off a toilet?
Each ADL is complemented with a standard questionnaire. This information easily collected and continually applied to our data science approach to further the insight extrapolation.
5
Visualization of an ADL protocol through DARI
6
7
Impact Decisions
Document Outcomes
Combination of Objective + Subjective = Full Experience driving next version insights | web | https://darimotion.com/wp-content/uploads/2023/01/ADL-Presentation-Readiness-for-activity.pdf | 0.427672 | {
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The California Hydrology Update is a regular summary of current weather conditions in the State of California and serves as a supplement to the data on the California Water Watch website. It is produced by the California State Climatologist, Mike Anderson, and the hydrology and forecasting team at the California Department of Water Resources. For the latest on drought conditions, visit drought.ca.gov. For tips and resources for conserving water, please visit saveourwater.com.
Precipitation
The first quarter of water year 2023 (October 1, 2022 to September 30, 2023) has passed. Statewide water year precipitation to date up through January 3, 2023 is 10.1 inches which is 120% of average for this time period. That ranks as the 35 th wettest opening to a water year with records dating back to water year 1896. A significant weather pattern change arrived with the winter solstice with the blocking high pressure moving south and a stronger jet stream pushing a series of warm storms into California. That pattern is expected to continue through at least the first half of January.
Temperature
The statewide average temperature for October/November 2022 is 55.1 degrees Fahrenheit which is 0.7 degrees above the period of record average based on Western Region Climate Center's California Climate Tracker. Expectations are for temperatures to be near average with a greater potential for cooler than average temperatures over the Sierra Nevada mountains. Historically La Niña years are some of the State's colder years. While not as warm as recent La Niña years, the current year is still running above average. This is consistent with the warming trends that we have seen over the past decade due to California's changing climate.
Reservoirs
Statewide reservoir storage at the end of December is 75% of average. Storage can vary significantly based on size of reservoir and purpose. Reservoir levels have come up with the series of storms to end December and into January. As this continues, the smaller reservoirs with flood control requirements will shift from drought recovery to flood mitigation operations. Both Shasta and Oroville still have significant deficits to overcome before this happens and the storms at the beginning of January will help to offset some of those deficits.
Snowpack
At the beginning of January, the automated snow sensors are reporting approximately 175% of average snowpack for this time of year. This is one of the strongest starts to a snowpack in the last 40 years. On average the snowpack grows until around April 1 when the snowmelt season typically begins. The timing, pace, and scale of storms and their temperature characteristics through the rest of January through the end of March will determine how big the snowpack gets and when it peaks.
As we saw last winter, we had a great December and ended 2021 with above-average snow for that time of year. But it disappeared following the driest January through March on record. If January through March of 2023 turn out to be similar to last year, we would still end this water year in severe drought. Early snow is always welcome, but we still have a long way to go before the critical April 1st snow survey. Due to depleted soil moisture following multiple consecutive dry years, we still need above-average annual precipitation and a good spring snowpack to refill reservoirs once the flood control season has ended.
Streamflow and Groundwater
Streamflow is elevated across much of the state as the series of storms drop significant amounts of rain. Some areas have experienced flooding and more may be expected with the continuing storms in the first part of January. Groundwater is slower to respond and 64% of monitoring wells remain below average. Continued storms and high water can help to replenish groundwater although the effects may not be seen until the spring seasonal measurements. | web | https://cww.water.ca.gov/service/document/hydroreport?_=1663956947040 | 0.428905 | {
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Statement for Brighton and Hove
The NHS in Brighton and Hove and Public Health England (PHE) are extremely well prepared for outbreaks of new infectious diseases. The NHS has put in place measures to ensure the safety of all patients and NHS staff while also ensuring services are available to the public as normal.
The risk to the general public is very low, unless you have recently returned from or transited through Wuhan, Hubei province, mainland China, Thailand, Japan, Republic of Korea, Hong Kong, Taiwan, Singapore, Malaysia or Macau, or been in close contact with an individual with confirmed coronavirus.
Anyone who has travelled to China or the places listed above in the last 14 days and develops symptoms of cough or fever or shortness of breath, should immediately:
- Stay indoors and avoid contact with other people as you would with the flu
- Call NHS 111 to inform them of your recent travel to the country
Information for the public is available at gov.uk/coronavirus
Like the common cold, coronavirus infection usually occurs through close contact with a person with novel coronavirus via cough and sneezes or hand contact. A person can also be infected by touching contaminated surfaces if they do not wash their hands.
The risk of being in close contact with a person with coronavirus or contaminated surfaces is very low at the current time, as members of the public who have visited Wuhan, Hubei province, China are currently in isolation.
Testing of suspected coronavirus cases is carried out in line with strict regulations. This means that suspected cases are kept in isolation, away from public areas of the hospital and returned home also in isolation. Any equipment and staff that come into contact with suspected cases are thoroughly cleaned. Patients can be reassured that their safety is a top priority, and are encouraged to attend all appointments as usual.
Following the announcement that an individual in the Brighton and Hove area has been confirmed as having the coronavirus, PHE is carrying out a thorough risk assessment to trace this individual's movements in the last fortnight. The local NHS and Brighton and Hove Council are working closely with PHE to support this work. PHE is prioritising contacting people who might have had close and sustained contact with the individual to provide them with health advice about symptoms and emergency contact details in case they become unwell. If you have not been contacted you do not need to take any action.
Everyone is being reminded to follow Public Health England advice to:
- Always carry tissues with you and use them to catch your cough or sneeze. Then bin the tissue, and wash your hands, or use a sanitiser gel.
- Wash your hands often with soap and water, especially after using public transport. Use a sanitiser gel if soap and water are not available.
- Avoid touching your eyes, nose and mouth with unwashed hands.
- Avoid close contact with people who are unwell.
You can find the latest information and advice from Public Health England at www.gov.uk/coronavirus | web | https://cardensurgery.co.uk/website/G81014/files/Statement%20-%20Coronavirus.pdf | 0.492542 | {
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DL Kids – T-Shirt Designing
You will need: TShirt template below or if you are unable to print the template off draw a template onto a piece of paper. For Tie Dye – white TShirt/dye/rubber bands/cling film.
Design a t-shirt: Being as creative as possible, you could follow a theme (superheroes / princess / pirates / sports stars) or design a DL Kids tshirt you could wear to DL Kids sessions.
Tie Dye:
1. Lay fabric flat on work surface. Decide the area on the fabric you want the swirl to be. Pinch fabric at this point. Twist fabric around into a flat spiral.
2. Bind with rubber bands, creating 6 wedge shapes. Use more rubber bands as desired.
3. Apply dye on wedges using as many colours as desired, in the desired arrangement – alternating wedges, connecting wedges, etc. or use a single colour.
4. Cover fabric with cling film. Let set 4 to 6 hours. Remove rubber bands. Fill washer to large load setting with hottest water suitable for fabric and a small amount of non-bleach laundry detergent and wash.
Your finished product will look something like this!
Family Manager Duke at DLC Northwood creating t-shirts. | web | https://www.davidlloyd.be/-/media/david-lloyd/files/family-workouts/dl-kids-creative-activities---tie-dye-t-shirt.pdf?la=en&hash=79CF8B8B561F41C6BC5047AC6B32056A59260BBF | 0.42516 | {
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Classroom Schedule For TK/K Room 3
- Office hours – MWF from 10:30am – 2:00pm;
Tues & Thurs 11am-1:30pm
- Additional resources and communication will be through Class Dojo.
- Contact me anytime you need clarification or need help with technology issues. I will do my best to answer any questions or concerns.
Zoom Learning (Tuesdays and Thursdays) at 9am
9:00 am (15 minutes) Morning business – Welcome songs, days of the week, month of the year, day of schools, counting by 1's, 2's, 5's and 10's)
9:15 (30 minutes) Language Arts (phonics, blending, segmentation, rhyming, reading, reading comprehension, and writing, Read aloud)
9:45 (20 minutes) Mathematics
10:05 (5 minutes) break Time
10:10 (15 minutes) Science or Social Studies
10:25 (15 minutes) Art, Music, or Technology
10:40 (10 minutes) Physical Education
10:50 (10 minutes) Reflection of learning time and say goodbyes
11:00 (30 minutes) Parent Virtual Office Conference
1. Suggested Daily Classroom Schedule
2. Morning Business 7:50 – 8:30 am Get dressed, wash up, brush teeth, makeup bed, and eat breakfast.
3. Language Arts 8:30 – 9:30 am – Wonders workbooks and assigned classwork packets. Reading, writing, phonics, rhyming, blending, and other language skills will be assigned through Class Dojo using learning websites (Wonders, You tube, PBS, KCET, KLCS, ABCYA.com, Khan Academy, Amplified Reading, Go Noodle, Engenuity, Epic Books, or other educational web based learning).
4. Breaktime/ Snack time 9:30 – 10am
5. Independent Learning time Language Arts based 10:30- 11:30
6. Lunchtime 11:30 – 12:30
7. Mathematics 12:30 – 1:30 Use assignments from math workbooks, Happy Number website and classroom math packet.
8. Electives 1:30 – 2:05 Choose a different one each day of the week (Science, Social Studies, Music, Art, Physical Education)
9. Educational day end reflection 2:05 | web | https://www.tolucatigers.com/uploads/2/6/2/6/2626610/03_-_weekly_schedule_v2.pdf | 0.476861 | {
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Many communities Caritas support weave baskets to use and to sell. Can you design and weave your own Easter basket?
Make your own heart shaped Easter basket. A heart shape is chosen because Caritas is a Latin word meaning love and compassion.
Step One: cut out the two halves of the Easter basket. Colour and decorate each piece. Step Two: fold in half and cut along the dotted lines. If you have not made this before you might find it easier to label each tip of the template with pencil as shown.
Step Three: Begin to weave the basket one side at a time. To begin take Strip 1 and weave it through the loop of Strip A. You will have to weave the loops inside one another to ensure the basket will open.
Next weave strip 1 around strip B, then weave through Strip C, around Strip D and through Strip E.
Step Four: Take Strip 2 and weave it around Strip A.
Step Five: Next weave Strip 2 through Strip B, then weave around Strip C, through Strip D and around Strip E.
Repeat process for Strip 1 with 3, Strip 2 for 4 and Strip 1 for 5.
Step Six: Once you have completed weaving Strip 5 attach the handle with either glue or sticky tape to the inside.
The final product will be a basket shaped like a heart.
Curriculum – Technologies F-2: Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) | web | https://www.caritas.org.au/docs/default-source/caritas-resource-hub/easter-basket-weaving_f-2.pdf | 0.492712 | {
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Northern Cass County
Location Map
See Southeastern Cass County Water Access map for this portion of Cass Co.
© 2024 Minnesota Department of Natural Resources
Public Water Access in Minnesota:
Minnesota has approximately 3,000 public water access sites, 275 fishing piers and shore fishing sites and 35 state water trails. The Minnesota Department of Natural Resources (DNR), federal agencies and local government units share in the ownership and operation of these facilities.
DNR public water access sites are usually open 24 hours a day however, access sites owned by others may have different hours and rules. Most trailer access sites have concrete launch ramps and are designed for launching watercraft up to 18 feet in length. There are some boat ramps that can handle larger boats. There are typically no launch fees unless the access is located within a park requiring a vehicle permit.
The following activities are unlawful at public water access sites: littering, camping, overnight mooring, shooting/hunting, fires, storage of watercraft, vehicles, or equipment of any kind, and consuming alcoholic beverages. See Minnesota Rules, chapter 6218 for complete rules.
Boating Access Etiquette
Keep the launch ramp area clear unless actively launching or loading. Be sure to launch/load is formed away from piers and try to be on the dock by the order of the boats in the water or at the dock). Conditions will vary from site to site and with the changing seasons so boaters should check the condition of the ramp and depth of water before each use.
Watercraft Inspectors are Here to Help
Inspectors will inform you about AIS and will physically inspect your boat, trailer, other water-related equipment, and compartments that hold water. Be prepared:
When entering:
- Arrive cleaned and drained. Open the lids of closed compartments that could hold water, like live wells, so the inspector can see they are drained.
When exiting:
- Pull all drain plugs. Clean off any plants, mud and invasive animals.
Tell us how we are doing by emailing: [REDACTED_EMAIL]
All motorized watercraft regardless of length and nonmotorized watercraft over 10 feet must be licensed and pay the registration fee (exceptions may apply).
Own Your Wake
Under Minnesota law, the damage your boat wake causes is treated the same as damage caused by an actual collision. Respect others so everyone can enjoy their time on the water.
- Stay more than 200 feet away from shorelines, docks, swimmers, and watercraft. Boats that create an artificial wake require even more distance to lower the impact.
- Minimize repetitive passes.
- Keep the noise down and be courteous to other boaters.
Top Boating Safety Tips
- Wear your life jacket—ensure children less than 10 years old always wear theirs.
- Stay sober—Alcohol is the #1 factor in boating fatalities.
- Share your Float Plan—Tell someone where you are going and when you will be back. If you’re not back, they should call 911.
- Know your boat - stay alert while operating, scan for dangers; stay seated and low in the boat to prevent falls overboard.
Know the Laws
- You may not transport aquatic plants or prohibited invasive species, dead or alive.
- You may not leave your craft or place a trailer in the water if it has aquatic plants, zebra mussels or other prohibited invasive species attached or water present in compartments.
- You must drain all water, remove the drain plugs and leave all water-draining devices open when transporting watercraft, gear and equipment.
- You may not release bait or non-native species into Minnesota waters.
- You may need a permit to harvest bait or transport water from an infested water body.
Accessible Accesses
Public water access sites developed after 2012 will have accessible parking spaces and accessible routes to the top of the boat ramp. Some sites have additional accessible routes to a dock and other site amenities. When known, these sites are identified with the red, accessible symbol shown above.
Fishing piers and developed shore fishing sites have been designed to meet the needs of people with disabilities. Parking is generally located within 300 feet of the site and there is a hard surface path from the parking area to the facility. The DNR cooperates with a variety of local units of government to maintain the fishing pier.
If a facility is out of compliance or you have difficulty using any part of an access or pier, please report the problem to the site administrator listed in this guide, or contact the DNR Information Center, [REDACTED_PHONE] (888-MINNDNR) or email [REDACTED_EMAIL].
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BELLA GAIA®
BEAUTIFUL EARTH
www.bellagaia.com
BELLA GAIA is an unprecedented NASA-powered immersive experience that communicates without words, the BEAUTY of the planet both natural and cultural (BELLA) - and the INTERCONNECTEDNESS of all things on Earth (GAIA).
A visceral flow of unencumbered beauty manifests for all the senses by combining supercomputer data-visualizations from NASA, high-fidelity orbital views of Earth, cultural photography, and stirring LIVE performances of music and dance from around the world, with an “iridescent landscape of gossamer melodies and labyrinthine rhythms” (Nooga.com) to create the “Sublime” and “Out of This World” experience (Village Voice, USA Today).
The award winning BELLA GAIA tells a cosmic story, exploring both human and natural expressions of the Living Universe, illuminating the relationship between civilization and nature as we enter the Anthropogenic Age by visualizing our effects on the biosphere, while celebrating the evolution of art and culture.
Inspired by astronauts who spoke of the life-changing power of seeing the Earth from space, BELLA GAIA successfully simulates this Overview Effect* from space flight, and makes audiences “Discover what it’s like to be an astronaut” (Washington Post). The moving experience leaves audiences with a transformative sense of wonder and inspiration seeing the Earth as a multifaceted yet cohesive working organism, and to realize deeply, emotionally, that there IS something to lose, and therefore there IS something to preserve, to steward.
Crafted by the neuroscience-driven methodology of director-composer Kenji Williams, the “transcendental” and “Stunning” effect of BELLA GAIA (Village Voice, Scientific American), has proven to generate the elusive but critical emotional response: A Reason to Care.
GLOBAL PERFORMANCES
Over 200 Performances in 13 countries including:
Strathmore DC • Marin Civic Center CA • Miller Outdoor Theatre TX • Shantou Sports Stadium, China • Winspear Opera House • Smithsonian Folklife • Guggenheim Museum NY • NYU Skirball NY • Herbst SF • American Museum of Natural History NY • UNESCO HQ • Smithsonian National Air & Space Museum IMAX • Aspen Ideas Festival • Eyebeam Art & Technology Center NY • Granada CA • Paramount Theatre TX • Congressional Auditorium DC • US Department of State • IMF • Sonoma Film Festival • George Lucas Theater USC
BELLA GAIA LIVE
BELLA GAIA Live exists as a globally touring show, able to accommodate any venue from conferences, planetariums, auditoriums, outdoor festivals, and concert halls. The show is scalable in size and length; with customized content pertinent to the host venues’ interests. Collaborating with NASA, education workshops available.
Bella Gaia Ensemble is a 5-12 piece Ensemble of top world-class musicians and dancers providing an audio-visual spectacle for Performing Arts Centers and Theaters. The concert-length Ensemble show is represented by Cadenza Agency.
COLLABORATORS & PARTNERS
[REDACTED_EMAIL]
“BELLA GAIA transported me back into orbit, to feel the beauty and power of the Earth”
(John Grunsfeld - Astronaut, Spacewalker, Shuttle Missions – STS 81, 103, 109, 125)
“BELLA GAIA is a live concert that mixes music, dance, & NASA immersive imagery that turns the stage planetary…with sublimity and transcendence” (Village Voice)
“A sound and visual environment that mesmerizes audiences” (Hollywood Progressive)
“One of the best World/Chill out albums ever” (One World Music)
“BELLA GAIA creates an iridescent landscape of gossamer melodies and labyrinthine rhythms, with a sense of celestial wonder which finds itself operating within some grand heavenly mechanism – a rhythmic conflagration of stars, planets, moons and their interconnected gravities. BELLA GAIA melds a classical approach to composition with a more modern sense of rhythmic elasticity, creating music that is sourced from some point just outside the pull of Earth’s gravity – intended to move and affect, not content to simply be observed and passed over.” – Joshua Pickard - Nooga.com
BIO
Kenji Williams is a composer and director for multi-media live theater, immersive fulldome planetariums, and interactive datavisualization. Named a “100 Top Creative” by Origin Magazine, and an artist in residence at the University of Colorado at Boulder, Williams explores the nexus of art and science through collaborations as diverse as commander Koichi Wakata orbiting live aboard the (ISS) International Space Station, Deepak Chopra, top world music musicians, and institutions such as NASA & UN. With over 30 years of experience in music composition, film direction, and live immersive theater, Williams expresses his work around the world, at places like, TEDx, Aspen Institute, Smithsonian, Guggenheim Museum, Strathmore, Marin Civic Center, and film soundtracks. Williams has earned film awards like the CSC (Canadian Society of Cinematographers), Sundance Film Festival, Science Media Awards, Best Soundtrack (Macau International Fulldome FilmFestival), & has garnering media exposure from the Washington Post, USA Today, and NPR among others.
Credit: SCISS, NASA
“Out of this World” (USA Today)
“BELLA GAIA is a live concert that mixes music, dance, & NASA immersive imagery that turns the stage planetary with sublimity & transcendence” (Village Voice)
Kristin Hoffmann
Yumi Kurosawa
NASA
BELLA GAIA®
BEAUTIFUL EARTH
www.bellagaia.com | web | https://www.bellagaia.com/_files/ugd/f5c174_b014414ffa5d46a1a16e8baf4cfbe410.pdf | 0.470168 | {
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Update November 2016
Bangladesh
New horizons
We first met Morsheda Begum during Christian Aid Week earlier this year. Morsheda had given up dreaming that things would get better in the Bazetilcupi Char. With no assets and four children to care for, she was forced to make a daily three-hour journey to the fields, where she earned as little as 74p a day harvesting chilli and gourd. Her house was regularly flooded and she was forced to shelter with neighbours.
'I didn't even dream that things could be better. I felt very scared of the river. When I looked at it, I kept thinking: "It's coming"'
But now, with Christian Aid partner GUK's support, Morsheda no longer has to be afraid. GUK rebuilt her house on higher ground, close to her parents, and provided livestock and seeds. Thanks to this, Morsheda can now work on her own land and create a thriving livelihood and resilient home for her family. The move came just at the right time. Her old house is currently flooded.
Morsheda's message for Commitment for Life supporters is: 'Last year, my house was full of water but now we are standing on a dry place. I am safe now.'
cforl.org.uk facebook.com/comm4life
Commitment for Life, 86 Tavistock Place, London WC1H 9RT
Tel 020 7691 9867
Morsheda's home is now safe and dry.
Morsheda is one of the lucky ones. Heavy, persistent rainfall since mid-July has forced hundreds of thousands of people in northern Bangladesh to abandon their homes. The downpours have caused extensive damage to tens of thousands of houses, and to water sources, food stores, land and roads.
Christian Aid is leading a £250,000, multi-agency response, financed by the Start Fund (a multi-donor pooled fund managed by NGOs to respond quickly to emergencies), for the 3.5 million people affected.
Thank you so much for your committed support, which helps communities address both their immediate and long-term needs.
Help us #changethestory
The stories we hear and retell are important. They help us shape our thoughts, form our opinions and set the agenda. So when refugees are portrayed negatively in the media, their dignity is challenged.
In times of political uncertainty at home, telling our message of shared humanity is more important than ever.
Today, more than 65 million people have been forced from their homes by violence, fear or desperation – each is deserving of safety, freedom and hope.
Join us in changing the story about refugees: write to your newspaper and tell them that refugees deserve to be treated with dignity and compassion.
To help us change the story, go to: caid.org.uk/changethestory | web | http://urc.org.uk/images/mission/commitment/mis_resources/J10637-CfL-Nov2016-Updates-BANGLADESH-AW-web.pdf | 0.48544 | {
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Staying Safe Online from Online Predators and Cyberbullies
Things you need to know
1. Internet Safety is everyone's business
Young people have got unlimited internet access, but often lack the awareness and the life skills to handle it properly. Simple awareness of the risks is half the battle.
2. The internet is everywhere
You can't stop young people getting online. Minimum age limits on websites are easy to get around. Education is the key to keeping young people safe on the internet.
3. There is a generation gap
Young people are the first to use new technology. Young people are the first to be abused using new technology. Those with a safeguarding role have a continuing professional responsibility to stay up to date.
4. Boundaries shift too easily online
Criminals of all kinds find it much easier to shift victims' perceptions of what is normal and right using the internet.
5. Cyberbullying is a whole-school issue
It can affect anyone – teachers are often victims too. What goes on outside school can and does have a devastating impact on life and wellbeing inside school. School acceptable behaviour policies need to take account of this.
Advice you can give
1. If you wouldn’t do it in “real life”, don’t do it online
Would you share all your photos with a total stranger in “real life”? Would you make friends with an random adult stranger in “real life”? If it’s not normal in “real life”, it shouldn’t be happening online.
2. Everyone that you’ve only met online is a stranger, and stays a stranger
You’ve got no way of knowing who they really are. Just because they’re a friend of a friend doesn’t make it any safer. Everything about identity – appearance, age, location and even voice – can be faked online.
3. Take active control of your privacy
Learn how to control privacy settings on Social Networking & Instant Messaging. Privacy is your protection. Once you’ve given someone access to a photo or something private, you’ve lost control of it. Don’t do it unless you’re completely happy with that.
4. Don’t be pressured
Don’t be pressured into giving away details about yourself, photos of yourself or passwords. They’re yours, and nobody else’s. You don’t have to give away anything about yourself if you don’t want to.
5. Record, Block and Report
Every Online Predator and every Cyberbully leaves evidence. This can be used against them. You can Record, Block and Report online abusers - learn how to do it. Hit the CEOP button.
For more information, see thinkuknow (www.thinkuknow.co.uk), CEOP’s videos at www.youtube.com/user/ceop and Childnet’s UK Safer Internet Centre at www.saferinternet.org.uk. Know IT All resources at www.childnet-int.org/kia and Cyberbullying resources at www.digizen.org. | web | https://www.oakwoodacademy.co.uk/documents/parents/communication-with-parents/staying-safe-online.pdf | 0.435403 | {
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NASA Announces University CubeSat Space Mission Candidates
February 6, 2015
NASA has selected more than dozen small research satellites that each could fit in the palm of your hand to fly in space on future rocket launches.
These cube-shaped nanosatellites, called CubeSats, which measure about four inches on each side and weigh less than three pounds, are small but pack an outsized research punch. They will enable unique technology demonstrations, education research and science missions, and will study topics ranging from how the solar system formed to the demonstration of a new radiation-tolerant computer system.
The 14 CubeSats selected are from 12 states and will fly as auxiliary payloads aboard rockets planned to launch in 2016, 2017 and 2018. They come from universities across the country, non-profit organizations and NASA field centers.
As part of the White House Maker Initiative, NASA is seeking to leverage the growing community of space-enthusiasts to create a nation that contributes to NASA's space exploration goals. In the first step to broaden this successful initiative to launch 50 small satellites from all 50 states in the next five years, the agency has made a selection from West Virginia, one of the 21 "rookie states" that have not previously been selected by the CubeSat Launch Initiative.
The map above shows the 2015 CubeSat Launch Initiative selections.
Image Credit: NASA / Google Maps
The selections are part of the fifth round of the agency's CubeSat Launch Initiative. The selected spacecraft are eligible for placement on a launch manifest after final negotiations, depending on the availability of a flight opportunity. The organizations sponsoring satellites are:
- **Montana State University, Bozeman, Montana**
- A Satellite Demonstration of a Radiation Tolerant System, RadSat, is a technology demonstration of a new radiation tolerant computer system in a low-Earth orbit satellite mission to demonstrate a technology readiness level 9 of the technology. | web | https://www.montana.edu/blameres/figures/news/2015_NASA_Announces_University_CubeSat_Space_Mission_Candidates_NASA_Press_Release_2-6-15.pdf | 0.428139 | {
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A Christian Declaration on Marriage
Reprinted from the National Council of Churches website.
As we celebrate the 2000th anniversary of the birth of the Lord Jesus Christ, entering the third millennium, we pledge together to honor the Lord by committing ourselves afresh to God's first institution—marriage.
We believe that marriage is a holy union of one man and one woman in which they commit, with God's help, to build a loving, life-giving, faithful relationship that will last for a lifetime. God has established the married state, in the order of creation and redemption, for spouses to grow in love of one another and for the procreation, nurture, formation and education of children.
We believe that in marriage many principles of the Kingdom of God are manifested. The interdependence of healthy Christian community is clearly exemplified in loving one another (John 13:34), forgiving one another (Ephesians 4:32), confessing to one another (James 5:16), and submitting to one another (Ephesians 5:21). These principles find unique fulfillment in marriage. Marriage is God's gift, a living image of the union between Christ and His Church.
We believe that when a marriage is true to God's loving design it brings spiritual, physical, emotional, economic, and social benefits not only to a couple and family but also to the Church and to the wider culture. Couples, churches, and the whole of society have a stake in the well being of marriages. Each, therefore, has its own obligations to prepare, strengthen, support and restore marriages.
Our nation is threatened by a high divorce rate, a rise in cohabitation, a rise in non-marital births, a decline in the marriage rate, and a diminishing interest in and readiness for marrying, especially among young people. The documented adverse impact of these trends on children, adults, and society is alarming. Therefore, as church leaders, we recognize an unprecedented need and responsibility to help couples begin, build, and sustain better marriages, and to restore those threatened by divorce.
Motivated by our common desire that God's Kingdom be manifested on earth as it is in heaven, we pledge to deepen our commitment to marriage. With three-quarters of marriages performed by clergy, churches are uniquely positioned not only to call America to a stronger commitment to this holy union but to provide practical ministries and influence for reversing the course of our culture. It is evident in cities across the nation that where churches join in common commitment to restore a priority on marriages, divorces are reduced and communities are positively influenced.
Therefore, we call on churches throughout America to do their part to strengthen marriage in our nation by providing:
- Prayer and spiritual support for stronger marriages
- Encouragement for people to marry
Education for young people about the meaning and responsibility of marriage
Preparation for those engaged to be married
Pastoral care, including qualified mentor couples, for couples at all stages of their relationship
Help for couples experiencing marital difficulty and disruption
Influence within society and the culture to uphold the institution of marriage
Further, we urge churches in every community to join in developing policies and programs with concrete goals to reduce the divorce rate and increase the marriage rate.
By our commitment to marriage as instituted by God, the nature of His Kingdom will be more clearly revealed in our homes, our churches, and our culture. To that end we pray and labor with the guidance of the Holy Spirit.
May the grace of God, the presence of Christ, and the empowerment of the Holy Spirit be abundant to all those who so commit and be a blessing to all whose marriages we seek to strengthen.
Bishop Anthony O'Connell, Chairman, National Conference of Catholic Bishops,
Committee on Marriage and Family Life
Dr. Richard Land, President, Ethics and Religious Liberty Commission, Southern Baptist Convention
Dr. Robert Edgar, General Secretary, National Council of Churches (Name withdrawn 11/17/2000)
Bishop Kevin Mannoia, President, National Association of Evangelicals
November 14, 2000
Read more at https://www.beliefnet.com/faiths/christianity/2000/12/a-christian-declaration-on-marriage.aspx#dWX6chuCmdoTgriD.99 | web | http://kevinmannoia.com/Documents/A%20Christian%20Declaration%20on%20Marriage.pdf | 0.487039 | {
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Thea -Krauß-Seeger Jugendmusikschule württ.Allgäu Wolfgangstraße 88239 Wangen
Camille Saint-Saëns The cuckoo in the deep forest from Le Carnaval des animaux, 1921
Example of active music listening
Intention of the online example :
Most children enjoy drawing. You can also draw or paint to music. Especially when the music sets such clear tasks, as in this piece about the cuckoo. You have to concentrate if you really want to catch every cuckoo call, because sometimes it is very close, sometimes far away and quiet, sometimes it is a young cuckoo with a high voice, then again an older one with a darker voice.
This example is suitable for a child to do it alone, maybe with a sibling or a parent. But of course it can also be used in an online music lesson for a class. It needs and causes concentration on the music, and presumably the picture will be completed and decorated after the end of the music, the better !
Task definition:
Before the music begins, a tree is drawn or painted on a large piece of paper.
German.
English:
https://youtu.be/62GTrTnaVug https://youtu.be/Eh-e_0ewizg
As soon as the music starts, attention should be paid to when and how the cuckoo call sounds. When you hear it, a cuckoo's beak is quickly drawn into the tree.
Before you listen to the piece for the second time, you can talk about the children's impressions. By the way, why does the cuckoo sound so sad?
When listening to the piece repeatedly, different additional tasks can be set, for example:
* Depending on the dynamics of the call, the beak is drawn larger or smaller.
* Instead of drawing, you can also point to a cuckoo's beak at each acoustic signal.
Thea -Krauß-Seeger
Studied music pedagogy at the Stuttgart University of Music in the subjects oboe and elemental music education, recorder as minor subject Active in these subjects at the JMS for over 20 years. Member of the Kammerphilharmonie Bodensee/ Oberschwaben
Thanks to my colleagues from the youth music school :
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Try This Hearty and Colorful Salad!
Directions:
Pour the lettuce into the bottom of a large bowl, then arrange each additional salad ingredient in a line on top of the salad (as pictured).
When you're ready to serve your salad, stir together the dressing ingredients in a small bowl and pour the mixture over the salad. Then simply toss and serve.
Nutrition Information:
Serves 4. Each serving has 318 calories, 11 g fat, 2 g saturated fat, 0 g trans fat, 38 mg cholesterol, 127 mg sodium, 36 g carbohydrate, 7 g fiber, 4 g sugars, and 22 g protein.
Each serving also has 187% vitamin A, 68% vitamin C, 8% calcium and 22% iron.
Chef's Tips:
Oil and vinegar make a good dressing substitute but take care to measure the oil.
This salad is versatile, so feel free to replace any ingredient.
©www.foodandhealth.com
Quinoa Salad
Serves: 4 | Serving Size: 3 cups
Salad Ingredients:
6 cups ready-to-serve Romaine or another green, leafy lettuce
2 cups of cooked quinoa
2 cups of cooked and diced chicken
1/2 cup sliced carrots
1/2 cup sliced cucumbers
1/2 cup broccoli slaw
1/2 cup sliced green onion
1 cup halved cherry tomatoes
1/4 cup pumpkin seeds
1/2 cup croutons
Cilantro Lime Dressing Ingredients:
1 cup lime juice
1 tablespoon olive oil
1 tablespoon chopped cilantro
Br o ught t o yo u b y : | web | https://foodandhealth.com/blog/wp-content/uploads/2017/01/Quinoa-Salad.pdf | 0.435773 | {
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C13 to C15: Groups, rates and heat changes Knowledge Organiser
water
**Explaining
When metals react they lose their
**Displacement
Reactions in which a more
5. Rates of reaction group 1
outer electrons. Further down the reactions
reactive metal displaces a less
*Rate of
The rate at which reactants are
***Energy change example:
Hydrogen and chlorine react to form hydrogen chloride. The bond strengths are as follows: H-H = 436 kJ/mol, Cl-Cl = 240 kJ/mol , H-Cl = 428 kJ/mol. Calculate the energy change of the reaction
H-H + Cl-Cl 2(H-Cl)
Bonds broken= 436 + 240 = 676
Bonds made= 2 x 428 = 856
Reaction energy = 676 – 856 = -180 kJ/mol, the reaction is exothermic because the answet is negative. | web | https://www.ephs.org.uk/attachments/download.asp?file=167&type=pdf | 0.435549 | {
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Enrichment Project
This project is designed to individualize and enrich the children's learning experiences. All projects are planned according to Howard Gardner's Multiple Intelligence theory. Those students that complete projects will receive extra credit.
The students are to pick any topic of interest to them. Research can be done at home on the computer, through interviews or with the use of books. If they would like, students can bring research materials to school to use independently when they finish their work in the classroom.
Projects are due on the first of each month.
Students will present their report to the class upon completion.
Musical
- Write a rap or song to tell about your topic.
Interpersonal Intelligence
Linguistic Intelligence
- Write a poem to tell about your topic.
- Make an ABC book.
- Create a picture dictionary .
- Create a brochure.
- Write a report. The report should be a minimum of one typed page or be written neatly.
Interview an expert on your topic and share a summary of that conversation.
Create a documentary.
- Write a screen play.
Intrapersonal
- Research a famous person. Write a journal entry as that person.
- After reading a biography, compare and contrast character traits of that person with your own traits.
Bodily—Kinesthetic
- Make up a dance to tell about your topic.
Write a campaign speech or advertisement in support of your topic. Be ready to share it with the class!
Learn about a famous person and come dressed as that person to tell their story to the class!
Logical/Mathematical
- Make a time line.
- Create a Power Point presentation.
Visual / Artistic
- Paint or draw a picture to tell about the topic that you researched.
- Construct a diorama or a mobile!
- Make a comic strip.
- Make a scrap book.
- Take pictures pertaining to your topic and place them on a display board with captions. | web | https://www.mrsmayo.com/wp-content/uploads/2018/08/MultipleIntelligenceEnrichmentProject.pdf | 0.436617 | {
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June is Perennial Gardening Month
Perennials are the backbone of our gardens. These plants are a permanent investment that returns year after year. Perennials add unique foliage, height, grand borders and color to any garden. Here are some tips for growing a successful perennial garden:
- Amend the soil with compost such as Gardener & Bloome Soil Building Compost to enhance moisture retention and add nutrients to the soil.
- Mulch with bark or Steer Compost after planting to retain water and retard weed growth.
- Fertilize all your perennials with Osmocote 14-14-14 after planting. This slow-release fertilizer will feed your plants throughout the season.
Landsystems Nursery can guide you in designing a delightful perennial garden.
Gorgeous shade perennials add flowers and striking foliage in that hard-to-grow area. Hostas, Jack Frost Brunnera, and Heuchera are wonderful options for shady areas.
WE’RE IN THE DESERT!
Gardening in the high desert requires patience and water. Here is a guide to help you determine if you are watering enough or too much.
**LAWNS:**
Spring 1-1 1/2 inches per week
Summer 2-3 inches per week
**SHRUBS:**
Spring 1 inch per week
Summer 2 inches per week
**LARGE TREES:**
Spring 2 inches per week
Summer 3 inches per week
For new plantings, this amount of water is in addition to the Root Stimulator solution we recommend!
When it’s HOT…you CAN plant.
Water is the most important thing. Use root stimulator to encourage root development.
**BLOOMING BEAUTIES!**
options for your sunny locations include: Salvia, Blanket Flower, Catmint, Shasta Daisy, Lavender, Monarda (Bee Balm), Day lilies, and Dianthus.
CELEBRATE PERENNIAL PLANT MONTH!
We are fully stocked with perennials that thrive in Central Oregon
**WHAT TO DO NOW….**
- Feed everything that has a long blooming season. We recommend Fertilome’s Rooting & Blooming once a week. Do not fertilize during the hottest part of the day, early morning or late evening is best.
- Fertilize perennials after they bloom. If you did not apply Osmocote 14-14-14 in the spring, do so now.
- Fertilize flowering shrubs after they finish blooming with Fertilome Tree & Shrub.
Keep your baskets and planters looking fresh all season. Occasionally trim broken and spent flowers to encourage blooming. Water regularly. Continue to fertilize with a water-soluable fertilizer such as Fertilome Rooting & Blooming once a week all season.
**SOJI SOLAR LANTERNS**
Create a light show in your own back yard. Lanterns are available in a variety of shapes, colors, and sizes. Enjoy a pleasant Bend evening watching your lanterns glow!
Another round of blooms.
- Care for flowering plants by removing faded flowers and feeding with a complete fertilizer such as **Fertilome Systemic Rose & Flower Food**. This product will protect against insects and disease as well as fertilize your roses and flowering plants.
- Deep water trees and shrubs.
- Cut back Shasta Daisies, Lupines, and Delphiniums after the first flowering to encourage a second blooming.
- Fertilize your lawn for the second time. We recommend our **Summer Blend 20-8-12-9** packaged by Redman. An organic fertilizer option is **Cascade Natural**.
**SMALLER GIANTS....DWARF CONIFERS**
**NO MORE 15 FOOT MUGO PINE FOR YOUR TEENY GARDEN!!**
**Slowmound Mugo Pine** - The mugo pine you always hoped for is now here. This rugged, water-wise pine is finely textured with dense deep green foliage. Beautiful year-round, it produces many showy buds and matures to a wide, even shape that is naturally compact, working well in even the most confined areas. Grows 4 feet high and about 6 feet wide.
**Mops Mugo Pine** is another great choice for a dwarf mugo pine. It grows 3-5" a year, topping at 4 feet tall and wide. In the cold months of winter the foliage takes on a warm, golden hue.
**NOT YOUR ORDINARY CEDAR!!**
**Dwarf Western Red Cedar** - "Gruene Kugel" is a slow growing globe-shaped mound with thick, coarse looking foliage. This unique plant has heavy textured foliage with bronze tips in the winter. Growth is mound-like 3' tall and 4' wide.
**SPRUCE UP YOUR GARDEN WITH A SPRUCE**
TURF
ROLL OUT A NEW LAWN FROM LANDSYSTEMS NURSERY!
We are proud to carry sod from McPheter’s Turf. Call ahead to reserve your new lawn.
39 cents per sqft. for less than 400 sqft.
35 cents per sqft. for 400 or more sqft.
We pick up sod Wednesday and Friday nights. Call to reserve your sod today. [REDACTED_PHONE].
VISIT OUR PRIVATE RESERVE FOR MORE SELECTIONS OF “SMALLER GIANTS”. PERFECT FOR YOUR SMALLER GARDEN.
WHAT A “COOL” TREE!
Siberian Weeping Peashrub
This delightful small tree is drought and deer resistant. The weeping form makes this tree an outstanding ornamental for small spaces. Yellow pea-like flowers appear in the spring. Grows only 8-10 feet tall and wide. Also available in shrub and upright tree form.
Do you love tomatoes? How about salad, salsa, pizza or spaghetti sauce?
While it is too late to start tomatoes from seed it is not too late to get a tomato plant. Landsystems has a wonderful selection of fabulous tomatoes from 6"-36" tall. All you need to do is take them home, plant them in a larger container (or in the ground), care for them, and enjoy the fruits of your labor. We recommend planting in Harvest Supreme compost and feeding regularly with Down to Earth Vegetable fertilizer for best results. | web | http://landsystemsnursery.com/wp-content/uploads/2019/06/June-18-Newsletter.pdf | 0.482691 | {
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WHAT IS LICHEN?
A lichen is a composite organism consisting of a fungus and an alga (plural algae). The fungus and alga grow together and form a symbiotic relationship, meaning they help each other out! The alga photosynthesizes and makes food for the fungus, while the fungus provides protection from the environment for the alga.
Lichen vs. moss: Mosses are non-flowering plants. Lichen are not plants. Moss does not have roots or stems, but does have tiny leaves and threadlike rhizoids that hold the moss to a surface. Multiple leaflets create a green, leafy, spongy mat. Lichen, though, does not have leaves.
THREE KINDS OF LICHEN
How would you describe each type of lichen? What does each type remind you of?
1. **Crustose**: Two dimensional, flat, crusty, firmly attached to a surface entirely; underside of lichen cannot be viewed.
2. **Fruticose**: Three dimensional, sticks out from surface, shrubby.
3. **Foliose**: Somewhere between crustose and fruticose, is three dimensional but does not stick out far, grows out in sheets, leafy, and is not attached by entire lower surface.
WHERE CAN I FIND LICHEN?
Lichen needs water, air, nutrients, and light and can live on a variety of surfaces that other organisms cannot, which is what makes lichen a pioneer species.
Once you start looking for lichen, you’ll start finding it all over. The most common places you’ll find lichen are on trees, rocks, and soil, but it can grow on many other surfaces, such as:
- sidewalks
- rusty metal
- buildings
- statues/tombstones
- wooden signs
What are other surfaces around you where you could possibly find lichen?
SEARCHING FOR LICHEN
Go out and explore an area near you! Take a journal and keep track of all the different kinds of lichen you see and the surfaces you find lichen growing on.
- How many different kinds did you find?
- What kinds of surfaces was it growing on? Where did you find the most?
- Did you notice any patterns in your observations of the types of lichen or where they were growing?
- What are you still curious about?
Reviving Lichen
When lichen dries out, it shrivels up, becomes brittle, and has a dull color. If you find lichen like this, spray some water on it and watch it expand and its color brighten right before your eyes! | web | https://gsmit.org/wp-content/uploads/2021/01/Know-your-Neighbor_Lichen-Mini-Guide.pdf | 0.479165 | {
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Key Questions
Why on earth did the Romans leave sunny Italy to invade this cold island on the edge of the empire?
Why did Boudicca stand up to the Romans and what image do we have of her today?
How were the Romans able to keep control over such a vast empire?
How did the Roman way of life contrast with the Celtic lifestyle they found when they arrived and how do we know?
How can we solve the mystery of why this great empire came to an end
How much of our lives today can possibly be influenced by the Romans who lived here 2,000 years ago?
-
Queen Boudicca's Rebellion
- Leader of the Iceni tribe.
- Romans stole her land and attacked her family
- She persuaded Celts to join her.
- Defeated Romans in Colchester.
- Eventually her forces were defeated.
- Proved tribes could stand up to Romans.
The End of an Empire
- The Roman Empire lasted for nearly 400 years in Britain.
- Back in Rome, Barbarians were invading Rome and other towns and cities.
- Romans loved wasting money on entertainment so the funds for the army soon ran out.
- The emperor tried to raise taxes to pay for their defence but the people couldn't pay.
Roman Emperors
Julius Caesar
Popular Roman ruler. Invaded Britain twice but failed.
Subject:
History
later and succeed.
The Roman Army
- They used clever tactics
- They had great weapons
- They wore effective armour.
- There was good morale.
- Soldiers were well trained
- Soldiers were very experienced.
- They built good road networks.
A Roman Town
- A town was laid out in a square or rectangle.
- There were 2 main axes: North to South and East to West.
- 4 main gates protected each entrance.
- Houses were made out of stone or brick.
- Thick town walls were built for protection.
- Aqueducts brought water into the town.
- The Basilica was in the centre and was where the town was run from.
- Amphitheatres were for entertainment.
- Temples were where they worshipped their gods and Emperors.
- Baths were close to the town centre.
- Shops ran along the side of houses.
- A Circus Track ran outside the town for chariot racing.
- Roman villas were for the wealthy and had central heating.
- People kept fighting for power and killing the emperors.
- The army became less powerful
- Christianity become a Roman religion which was a religion of peace, not war.
- The army left Britain in 410CE as they had to defend other parts of the Empire.
Key Vocabulary
| Empire | A group of territories under one rule |
|---|---|
| Emperor | A man who rules an Empire |
| Invasion | To enter as an enemy, by force, to take control |
| Conquest | A military invasion |
| legionary | A solider in a Roman legion |
| legion | A division or 3,000 – 6,000 men and cavalry in a Roman army |
| Auxiliary soldier | A ‘helper’ recruited from a non- Roman tribe |
| Revolt | To rise up and fight against a government |
| Rebellion | A fight against the ruler |
| Celts | The people if the Iron Age who occupied Britain |
| Archaeology | The study of history by looking for things people in the past have left behind. |
| Evidence | A sign to show something existed or is true |
| Excavation | To dig out and remove. |
| Taxes | The way government collects money to pay for things |
| Barbarian | A person from a different land believed to be inferior |
Historical sources
These can be interpreted in different ways depending on where they came from. (E.g. Romans or Celts)
Chronology | web | https://www.georgegrenville.co.uk/uploads/9/9/4/3/9943888/year_4_knowledge_organiser_-_roman_britain.pdf | 0.477634 | {
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What is chronic low back pain?
Low back pain is considered to be chronic if it has been present for longer than three months.
What causes chronic low back pain?
Chronic low back pain may be caused by many different sources. It may start from diseases, injuries or stresses to many different structures including bones, muscles, ligaments, joints, nerves or the spinal cord. The affected structure will send a signal through nerve endings, up the spinal cord and into the brain where it registers as pain.
In general, it is believed that the nerve pathways that carry the pain signals from the nerve endings through the spinal cord and to the brain may become sensitized. Sensitization of these pathways may increase the perceived pain out of proportion to the source of the pain. Stimuli that ordinarily are not perceived as painful, such as light touch, can be amplified or changed by these sensitized pathways and experienced as pain. Sometimes, even after the original injury or disease process has healed, sensitized pathways continue to send signals to the brain. These signals feel just as real and sometimes worse than the pain caused by the original injury or disease process.
Please visit knowyourback.org for more information on chronic low back pain and other spine-related topics.
How is it diagnosed?
A good patient history and a thorough physical examination by a well-trained clinician are the most important aspects of the evaluation. Serious injuries and illnesses can often be diagnosed or ruled out based on the history and physical examination alone. However, lack of a definite diagnosis does not necessarily mean more testing is needed. Needless tests do not add anything to what your health care provider has already discovered in his or her physical examination.
If your health care provider feels that more testing is needed based on your history and physical examination findings, he or she will discuss with you the appropriate tests to be ordered. Testing may include blood tests, radiography (X-ray films), bone scans, computed tomography scans, magnetic resonance imaging, diagnostic injections, electromyography and many other specialized tests.
How should chronic pain be treated?
Treatment for chronic pain includes several different general categories. These categories include physical therapy, medications, coping skills, procedures and complementary medicine treatments. Your health care provider will tailor a program involving a combination of these general options which best addresses your needs.
Tear this out and use it as a resource to educate your patients about chronic low back pain. Use KnowYourBack.org for more patient information. | web | https://www.utahspinemed.com/_files/ugd/5d18e9_962f28e02322442baaede654c4f55fad.pdf | 0.487961 | {
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EXAM DATE: 29.04.2017
ROLL No…………….
NATIONAL COUNCIL FOR HOTEL MANAGEMENT AND CATERING TECHNOLOGY, NOIDA ACADEMIC YEAR 2016-2017
COURSE:
2 nd Semester of 3-year B.Sc. in H&HA
SUBJECT : Foundation Course in Accommodation Operations - II
TIME ALLOWED : 03 Hours MAX. MARKS: 100
(Marks allotted to each question are given in brackets)
_______________________________________________________________________
_______________________________________________________________________
OR
Q.1. Draw a labeled layout of a standard double room listing the supplies kept in wardrobe and in writing table.
Draw a labeled layout of a duplex room.
(10)
Q.2. List the steps of occupied room cleaning and show how is it different from that of a check-out room.
(10)
Give the steps for:
OR
(a) Turndown service
(5+5=10)
(b) Vacant room cleaning
Q.3. The façade of a hotel contributes towards creating the first impression about the hotel. Keeping this in mind, explain how the various types of facades can be kept clean and presentable.
OR
Why should inspection of guest room cleaning be carried out? Which is the format used during the inspection? Draw the format.
(10)
Q.4. How does key control ensure the safety of guests? Support your answer with the format.
Why do hotels adopt integrated pest management system? What are the preventive measures hotels take to stop pest infestations?
OR
(10)
(a) Lobby is cleaned between 1.00 AM – 5.00 AM
Q.5. Justify (any five):
(b) Expected arrival rooms are given second preference in sequence of cleaning.
(d) Preventive pest control measures are implemented before eradication methods.
(c) Mattresses pads are put on mattresses.
(e) Fire exit map is placed behind the main door.
(5x2=10)
(f) Staff placement register is maintained in spite of having attendance chart at entrance and duty schedules.
Q.6. Draw the format for (any two):
(b) Housekeepers report
(a) Maintenance job order
(c) L&F slip
Q.7. (a) Give full form (any five):
(iii) NB
(i) LS
(ii) SR
(iv) VD
(v) GRA
(vi)
DL
(vii) UR
(b) Define in one sentence (any five):
(iii) Loofa
(iv) Coverlet
(i) Vestibule
(ii) Section master key
(v) Jacuzzi
Q.8. Differentiate (any five):
(b) Sauna and Turkish bath.
(a) Open spring mattresses and continuous spring mattress.
(c) Bed board and Head board
(e) Continuous pest and Potential pest.
(d) Grand master key and Emergency master key
(f) Duvet and Eiderdown.
(g) Crib and Roll away bed
(2x5=10)
(5x1=5)
(5x1=5)
(5x2=10)
Q.9. Fill in the blanks:
(a) Publicity cards placed in guestrooms are called __________.
(b) __________ is used for keeping luggage in guestroom.
(c) __________ is the control measure used for birds.
(d) __________ is the register used to pass messages from one shift to another.
(e) Passage in the form of a tunnel for sending soiled linen to laundry is called
__________.
(f) Other name of top sheet during bed making is __________.
(g) __________ key is used to open all guest rooms in a floor.
(h) __________ is a unit surrounding a wash basin and mirror where guest supplies are placed.
(i) __________ is a thin strip encircling a toilet seat in sanitised room.
(j) Another term for taps is__________.
(10x1=10)
Q.10. Match the following:
(10x1=10)
************* | web | https://nchm.nic.in/sites/default/files/2020-06/AO_SEM_II.pdf | 0.483915 | {
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STD III
I . Punctuation
1 seema ravi and rohan went to the park yesterday
2 where is my bag
3 wow what a beautiful dress
II Write the opposite gender
1 duck
2 goose
3 queen
4 monk
5nephew
III underline the prepositions
1 Put your bag on the desk
2 Sit between your friends.
3 Come into the classroom.
4 The goat is jumping over the fence.
5 The teacher is standing near the blackboard.
IV Fill in with suitable collective nouns
1 a ___________ of puppies.
2 a _____________ of musicians.
3 a ________ of fish.
4 a__________ of stars.
5 a___________ of paper.
PON VIDYASHRAM GROUP OF CBSE SCHOOLS ANNUAL EXAMINATION (2017-18)
ENGLISH LANGUAGE WORKSHEET
V Write the short forms
1 could not __________
2 has not __________
3 shall not__________
4 did not Under
5 must not _______
VI Poetry comprehension
When I was just a little bear,
Penny dragged me everywhere,
She filled me up with cold mud pie,
She scratched my eye and lost my tie,
She left me outside in the rain,
and spilled her juice that left this stain.
But I didn't cry or scold,
Because she was only two years old!
And what's a faithful bear to do
When his little girl is only two?
I Circle the things that Penny did to the teddy bear
dragged it scratched its eye stained it with juice bathed it dressed it up IIPick out the rhyming words from the poem and list them.
III Write the opposites
1 cry×
2 old×
VII Write the full form for the following contractions
3
1 could'nt
2 can't
3 it's
4 they're
VIII Underline the adjectives in the given sentences
1 Chidren grow a little every month.
2 There are dark clouds in the sky.
3 My mother is pretty.
4 The wood cutter as honest.
5 There are seven days in a week.
IX Underline the adverbs and classify
1 We went to the library yesterday._______
2 Go there.__________
3 Renu danced gracefully._________
4 Rahul sometimes cooks dinner for his friends._________
5 Where is the book?_________
X Underline the verbs and identify the tense
1 The tree sheds its leaves in Autumn.
2 Raj will leave for Ajmer on Saturday.
3 It rained heavily yesterday.
4 Father is listening to music.
5 Arun studies in the afternoon.
XI.Choose the correct homophone
1 The son/Sun shines brightly.
2 The constable
4
blew/blue the whistle.
3 Ram won/one the race.
4 The brave knight/night fought vallantlý.
XII Definitions
1 classroom
2 airport
3 table
4 computer
XIII Letter writing (informal)
Write a letter to your friend inviting him/her for your birthday party.
XIV Complete the tabular column with suitable tenses.
Present Past Future.
1 fly ______ _______
2 eat _______ _____
3 ------- sang _____
4 ____ ______ will write.
5 take took _______.
XV State whether the given sentence is affirmative, negative, interrogatory ,declarative.
1Children were asked to complete the notes.
2 He does not play the guitar.
3 Where is my book?
4The mangoes are tasty.
XVI Use or,but,because,so, and .
1. Shyam likes coffee ___ he drinks it everyday.
2. Lata ran fast ___ she missed the school bus.
3.You can have tea ___ coffee.
4. We have to get up early ___ we have school tomorrow.
5.As it was raining ___ they took shelter in a shop. | web | http://www.ponvidyashram.in/worksheet/III_STD/english-Language.pdf | 0.483565 | {
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Private Cecil Frederick John WELLS
Private No 1450, Cecil Frederick John Wells was born at Maryborough, Victoria to Stephen and Caroline Marion Jane (Tuck) Wells. He was the third of five brothers and three sisters.
Private Wells enlisted 9 Nov 1914 as a 25 year old farm hand, listing his mother Mrs C J Wells, 5 Emily Street, Brighton, as next of kin. He was 5'9 tall, weighed 12 stone, with fair complexion, grey eyes and brown hair.
He embarked from Melbourne with the 7 th Battalion, 2 nd Reinforcement, on board HMAT A46 Clan Macgillivray on 2 Feb 1915.
He was killed in action 7 July 1915 and has no known grave, but is commemorated on the Lone Pine Memorial (Panel 29); on the Roll of Honour at the Australian War Memorial (Panel 52); on the Brighton Avenue of Honour (Point Nepean Road/Nepean Highway and North Road); and on the Memorial Plaque to Bayside's Fallen at Green Point, Brighton Beach, Victoria.
WELLS.-In loving memory of our dear brother, Private Cecil (Fred) Wells, of 7th Batt., who died of wounds, at Gallipoli, 7th July, 1915, aged 23.
A hero to his country's cause, He answered to the call; Sad was the day that brought the news, Of his untimely fall.
-(Inserted by his loving sister and brother-in- law, Amy and Horace Smith, Port Melbourne.)
Siblings&Spouses:
Mrs LillianKENNEDY | web | https://www.hamptonrsl.com.au/wp-content/uploads/pdf/Cecil-Frederick-John-WELLS.pdf | 0.481222 | {
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For Immediate Release
8/13/2009
Results from Asia's first ever Space Elevator Competition
As the Japan Space Elevator Association continues to work toward the realization of a Space Elevator (SE), they held the first Japan Space Elevator Technical & Engineering Competition (JSETEC) just outside of Tokyo on the 8 th and 9 th of August 2009. At this event Climbers developed by each team were evaluated on their merits, and important data has been accumulated which will be used to further the development of components of a future Space Elevator.
【Technical Competition Results】
Host：Japan Space Elevator Association and Nihon University Department of Science and Engineering
In Cooperation with：Kanagawa University
Details：Participants competed to see whose battery-powered Climber would be the fastest to ascend a 50mm wide 150m long tether elevated by a helium-filled balloon.
Date and Time：2August 8 th and 9 th 2009 from 6:00am to 5:00pm
Place：Nihon University's Futawa-nishi field
Competition Details：
- Each team will produce a climber that will ascend and descend a 50mm wide tether autonomously
- Compete to be the fastest to ascend to 150ｍ
- Climbers should be built to withstand gradients and vibrations caused by wind
- Use 12V batteries, and be less than 10kg with no dimension exceeding 1m
- After ascending, the climber must descend safely
- Safety is of utmost concern
- Data is measured and logged using a data logger and camera prepared by the organizers. This data will be used to evaluate each climber.
Comments and Impressions：Despite the somewhat uncooperative weather and some strong wind, teams were able to test their respective climbers once on each day of the competition. Sporting a variety of styles and unique engineering, hopefully the climbers brought out some insight into what a real Space Elevator Climber may be.
Competition Results：
Looking Forward：Each year we will look toward increasing the height 2-fold and refining the regulations and categories which will be evaluated. JSEA looks forward to participating in other areas related with Space Elevator development. Please see our Home Page for details.
【For related inquiries】
For additional details please visit http://jsea.jp/ja/media or email [REDACTED_EMAIL]
Japan Space Elevator Association http://www.jsea.jp/ 104-0004 Tokyo, Minato-ku, Shinbashi 6-11-12 HT Bldg. 3F 03-6459-0535
E-mail： [REDACTED_EMAIL]
Media Relations: Kayoko Oshima（090-9246-2156） | web | https://www.spaceelevatorblog.com/media/2009JSETEC/2009-08-13-PressRelease_english.pdf | 0.43193 | {
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1. Turn on a computer and open the program you use to go on the internet: the most common ones are Internet Explorer, Google Chrome, Firefox, and Edge.
2. Go to www.google.com and type these words: Tax Assessor Lynn MA (change the city and state to match where you lived)
3. Look through the list of results for a link that says something about a "Property Database" or an "Online Database". After you've done this a few times, you'll get a better sense of which link is the best one to use for each city. Here are some examples:
4. Click the link that seems like it would lead you to an online database. ON the next page, you may have to search for the database by clicking a few more links. General rule: if you can't find the online database in 3 clicks or 45 seconds, just call the City Hall for that particular town, ask for the Property Assessor or Tax Assessment department, and then ask them if they have an online database for Property Assessment; chances are, they do and they will give you the link.
5. These Online Databases all work a bit differently and they won't work if you ignore their rules! Here are two different examples:
Example 1: Dallas Texas Online Database
1. Click "Address Search" button.
2. Enter the address where your client used to live. Notice how the address has to be separated into three parts?
3. On the next page you'll see the landlord's address.
Example 2: Lynn, Massachusetts Online Database
1. Type the Street name and the results will appear automatically.
2. Notice how the word "Street" and the name of the street "Liberty" are in separate boxes?
3. You may need to leave the street number blank: in this example, I couldn't find 59 Liberty Street until I erased the "59" - now I can see there is a 57-61 Liberty Street in the results!
The last step is to get the Landlords phone number. You can often get this by going to www.homemetry.com
1. Type the Landlord's address in this box. Once you start typing, you'll see that the webpage will help you by offering some suggestions just below where you are typing. If you see the correct address appear below the box, click on it; this saves you the trouble of having to type the entire address.
2. Two important suggestions:
a. Type EXACTLY like you see here: every comma and space, and be sure to use Capital letters where appropriate.
b. Don't enter the landlord's name, but do include the words, "United States"!
3. Click the magnifying glass to the right of the address to start the search.
4. On the next page, scroll down till you see the landlords' name and phone number. | web | https://smallwall.net/wp-content/uploads/2017/11/landlord_references.pdf | 0.437581 | {
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Data Submitted (UTC 11): 1/10/2023 5:07:22 PM
First name: holly
Last name: huwe
Organization:
Title:
Comments: To whom it may concern,
The proposed gold mine is extremely detrimental to the environment and community in Idaho. It will require using and transporting dangerous chemicals to the site. This leaves an opportunity for spills and for the aforementioned toxic chemicals to seep into the groundwater. This will harm the community. Toxic chemicals in the groundwater also could kill off the population of fish wildlife in this area. Orcas, Chinook Salmon, Snake River Basin Steelhead, and Columbia River Bull Trout are all known to inhabit the area, or downstream. All four of these species are federally threatened, with three having Designated Critical Habitat. This not only endangers people, but animals too.
I live in an area similar to Valley county in Idaho. Just like our forests are huge for recreation, the same applies there. It's also important for tourism which further helps the economy of these areas. The gold mine not only prevents people from recreating in the area (damaging the tourist industry), but it also uproots the wildlife that depend on the area to survive. For example, wolverines are considered a threatened population. They inhabit the area where the mine is proposed. This could potentially kill off multiple wolverines, and due to their low reproductive rate they could become extinct from this area. The SDIS fails to address this.
There was a mine here before. They ended up shutting down and leaving the area in terrible condition. Perpetua Resources claims to clean up after they're done, but as seen before, there's a potential for them to go bankrupt and leave the area irredeemable. There has been a history of not cleaning up the area. Idaho residents will end up paying for it all. This will only end up hurting the economy.
Thank you, Holly Huwe | web | https://cara.fs2c.usda.gov/Public/DownloadCommentFile?letterid=3901004&project=50516 | 0.487852 | {
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Just one more week to go until Rosh Hashanah! Many of us are looking forward to our tried and true rituals of hearing the shofar, eating apples and honey, and focusing on the personal meaning of the holidays. While our services will feel different on Zoom this year, we will still sing "Avinu Malkeinu/Our Father, Our King" (at least some things don't change). We'll also sing it this Saturday night at 8:00 pm, along with hearing the shofar and preparing for the upcoming holidays. (Join us for Havdalah and Selichot.)
Jewish tradition is replete with images, songs, and stories about G-d as King. Just think of our basic blessing structure, "Baruch atah...melech ha'olam/Blessed are You...King of the world." For some, the image of G-d as King just doesn't work. It may only be a metaphor, as all images of G-d can only be, but for some it rings of irrelevance, patriarchy, power, etc. For others, it conveys respect, honor, awe, judgment, and maybe a little fear too. Being king was once upon a time seen as the most powerful human image on earth, and thus it was projected upwards to represent the Ultimate King. We also find the symbol for monarchy and majesty, the crown, adorning our Torah scrolls. Some say this is a stand in for G-d, and others say this puts a crown upon the ultimate Jewish achievements of learning and values!
Where do we first find the words, "Avinu Malkeinu?" They are used in the Talmud by Rabbi Akiva, as he prays for an end to the havoc caused by a drought in the land. Rabbi Akiva descended before the ark and prayed: Our Father, our King, we have no King other than You. Our Father, our King, for Your sake, have mercy on us. And rain immediately fell. The Sages were whispering among themselves that Rabbi Akiva was answered while his teacher, Rabbi Eliezer, was not. A Divine voice emerged and said: It is not because this Sage, Rabbi Akiva, is greater than that one, Rabbi Eliezer, but that this one is forgiving, and that one is not forgiving. G-d responded to Akiva's forgiving nature in kind by sending rain. (Ta'anit 25b)
Avinu Malkeinu is a beautiful part of our liturgy. It compels us to seek forgiveness. May our prayers and aspirations for forgiveness and loving-kindness bring about a rainstorm of change, blessing, sustenance and hope to our world. As the saying goes, "To err is human; to forgive, divine."
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Kremmling Preschool Newsletter
November 15, 2023
MISS SARA'S SECTION – "Hello! It is unbelievable that we are already heading into Thanksgiving break and what about this weather?!? In the classroom we have been talking a lot about manners, sharing, and what are we thankful for. Our friends came up with some things they are thankful for and the poster is hanging on our door. Last week we did a taste test on chocolate! We tried dark chocolate and milk chocolate, which one is your favorite? I hope you all have a great break and enjoy your family time!"
CRAFT FAIR FUNDRAISER – We need your help! The preschool's Annual Craft Fair will be Saturday, December 2 nd . This is a fundraiser for the preschool and a great way to get involved! Signup information came out on ParentSquare. Helping will go to satisfy your fundraising hours. If you need help signing up, please reach out! Thank you!
WINTER CLOTHING – Please send your children with their cold weather gear. Outside time is vital to a childs physical and mental development. We go outside everyday for 30 mins at a time and they need the extra padding to keep warm. Thank you for sending your children with their winter gear!
FAMILY TREE – If you haven't done so already, don't forget to send us a picture of your family. You may send in a copy or email them to us at [REDACTED_EMAIL]. Thank you and we are looking forward to learning all about our families!
THANKSGIVING BREAK - The preschool will be closed November 17-26 so that our staff may enjoy the Thanksgiving holiday with their families. Happy Thanksgiving!
CALENDAR of EVENTS:
Nov. 17-26
Thanksgiving Break, Preschool closed
Dec. 2
Preschool Craft Fair
Dec. 14
Christmas Program, 630p, TENTATIVE
Dec. 21
Cookies, Movie, & PJ Day!
Dec. 22-Jan 7 Winter Break, Preschool closed
Please do not hesitate to call or stop by with any questions or concerns! ([REDACTED_PHONE] Michele DeSanti, Director
Impress your family with these Thanksgiving Day facts:
* The first Thanksgiving was held in the autumn of 1621 and included 50 Pilgrims and 90 Wampanoag Indians and lasted three days. Many historians believe that only five women were present at that first Thanksgiving, as many women settlers didn't survive that difficult first year in the U.S.
* Thanksgiving didn't become a national holiday until over 200 years later! Sarah Josepha Hale, the woman who actually wrote the classic song "Mary Had a Little Lamb," convinced President Lincoln in 1863 to make Thanksgiving a national holiday, after writing letters for 17 years campaigning for this to happen.
* No turkey on the menu at the first Thanksgiving: Historians say that no turkey was served at the first Thanksgiving! What was on the menu? Deer or venison, ducks, geese, oysters, lobster, eel and fish. They probably ate pumpkins, but no pumpkin pies. They also didn't eat mashed potatoes or cranberry relish, but they probably ate cranberries. And no, Turduckens (a turkey stuffed with a duck stuffed with a chicken) were nowhere to be found during that first Thanksgiving.
* No forks at the first Thanksgiving! The first Thanksgiving was eaten with spoons and knives — but no forks! That's right, forks weren't even introduced to the Pilgrims until 10 years later and weren't a popular utensil until the 18th century.
* Thanksgiving is the reason for TV dinners! In 1953, Swanson had so much extra turkey (260 tons) that a salesman told them they should package it onto aluminum trays with other sides like sweet potatoes — and the first TV dinner was born!
* Thanksgiving was almost a fast — not a feast! The early settlers gave thanks by praying and abstaining from food, which is what they planned on doing to celebrate their first harvest, that is, until the Wampanoag Indians joined them and (lucky for us!) turned their fast into a three-day feast!
* Presidential pardon of a turkey: Each year, the president of the U.S pardons a turkey and spares it from being eaten for Thanksgiving dinner. The first turkey pardon ceremony started with President Truman in 1947. President Obama pardoned a 45-pound turkey named Courage, who has flown to Disneyland and served as Grand Marshal of the park's Thanksgiving Day parade!
* Why is Thanksgiving the fourth Thursday in November? President Abe Lincoln said Thanksgiving would be the fourth Thursday in November, but in 1939 President Roosevelt moved it up a week hoping it would help the shopping season during the Depression era. It never caught on and it was changed back two years later.
* The Macy's Thanksgiving Day Parade began in 1924 with 400 employees marching from Convent Ave to 145th street in New York City. No large balloons were at this parade, as it featured only live animals from Central Park Zoo.
* Turkey isn't responsible for drowsiness or the dreaded "food coma." So what is? Scientists say that extra glass of wine, the high-calorie meal or relaxing after a busy work schedule is what makes you drowsy!
* How did the tradition of watching football on Thanksgiving start? The NFL started the Thanksgiving Classic games in 1920 and since then the Detroit Lions and the Dallas Cowboys have hosted games on Turkey Day. In 2006, a third game was added with different teams hosting.
* Wild turkeys can run 20 miles per hour when they are scared, but domesticated turkeys that are bred are heavier and can't run quite that fast.
http://allparenting.com/my-life/articles/969379/20-thanksgiving-fun-facts-to-teach-kids | web | https://www.kremmlingpreschool.org/uploads/1/4/8/5/148575848/15_nov_2023_preschool_newsletter.pdf | 0.509397 | {
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Pilot's Handbook of Aeronautical Knowledge
This invaluable learning tool begins with a basic introduction to flying and a history of flight, then explores the role of the FAA, criteria for earning the various pilot certificates, how to select a flight school and instructor, and the tests associated with earning a pilot certificate.
Flygirl by Sherri L. Smith
All Ida Mae Jones wants to do is fly. Her daddy was a pilot, and years after his death she feels closest to him when she's in the air. But as a young black woman in 1940s Louisiana, she knows the sky is off limits to her, until America enters World War II, and the Army forms the WASP-Women Airforce Service Pilots.
Ferry Pilot: Nine Lives Over the North Atlantic by Kerry McCauley
What could possibly go wrong? A LOT, if you spend 30 years flying small airplanes over the North Atlantic! Join Kerry McCauley in the cockpit as he battles a fuel system malfunction over the Atlantic, a total electrical failure at night over the Sahara, being struck by lightning off the coast of Portugal and losing his engine in a thunderstorm.
Conquering the Air: A Classic Illustrated History of Flight by Archibald Williams
Revisit the romantic age of aeronautics when the rapid development of balloons, dirigibles and airplanes changed the world forever. This book will take you to an informative journey through the early days of air travel for readers of all ages in 1926, covering the earliest ascents in balloons through the Wright Brothers, trans-Atlantic flights. | web | https://www.osc.org/wp-content/uploads/dlm_uploads/2021/04/Aviation-Adventures-6-12-Literacy-Connection.pdf | 0.497782 | {
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Mrs. Long ~ [REDACTED_PHONE] ~ [REDACTED_EMAIL]
A Flash from Our Week
Soar to These Events
4/10 – Music and Gym Day –
Reading: Review and Level Testing
I will be testing reading levels this week to have accurate information for Book Clubs! We will begin those after Easter break. We will also be reviewing our skills learned up to now.
Math: Groups
Group A is working hard on subtraction with regrouping. Practice using the website below. Group B is also working on subtraction with regrouping and on rounding to the tens place. Group C is working on measurement and Group D will finish up with capacity by Wednesday.
4/11–
Art and Computers
–
T-shirt Tuesday
Stations 10:45am
PTG 3:15pm
4/12-
Music and Computers day-
Special Event 10-11:30am
Pizza Kits Jean Day
4/13- NO SCHOOL
4/14 – No SCHOOL
Social Studies: Unit 4 Economics
They will take their test on Monday. The review sheet has gone home already and we will practice beforehand. Then we will move on to US Government.
Science: Weather
We will finish up this week with our Weather chapter. The review sheet should go home Tuesday and the test will be Wednesday. Please be on the lookout for the review sheet and practice the vocabulary with your student.
Religion:
They are learning the Liturgy of the Eucharist to prepare for communion. We are also doing Lenten activities for the Passiontide and Triduum.
Sister Dorthea – [REDACTED_EMAIL]
Spelling Words
NO WORDS THIS WEEK
can position the text box anywhere in the document. Use the Drawing Tools tab Notes from Captain Teacher:
to change the formatting of the pull quote text box.] Spring Break is almost here! Please remind students to help us have a positive small week and to follow classroom and school rules. Students seem to be having Spring Fever and are struggling to follow rules. I need help on Wednesday 10-11:30, if anyone is available please email me! Registration forms for next year are due 4/12 to qualify for the discounted fees and don't forget to apply for tuition assistance and scholarships! Let me know if I can help in any way! A Scholastic order is coming home this week. Our order is due 4/24. Please send them in by 5pm that day to order.
Websites
http://www.sheppardsoftware.co m/mathgames/fruitshoot/fruitsho ot_addition.htm http://www.sheppardsoftware.co m/mathgames/mathman/mathm an_subtraction.htm
Snapshot from last week!
Last week the kids learned about Passiontide and about how some churches cover their statues in purple to encourage people to focus on the altar and the Eucharistic miracle. We covered our Mary and Joseph statues in our classroom and Angelina and Jordynn are pictured taking care of that for us. The students have been studying weather with our weather station. Each day they check the rain gauge, check the temperature and the anemometer. One group is pictured above with Mrs. Alt graphing their results. We have been studying trade and its impact. Students checked labels and classroom items to see how many were made in the USA. Jordynn is shown checking Katelyn's tag and Gabriel is checking our stapler. | web | http://421832101812570050.weebly.com/uploads/5/6/3/5/56355889/super_news_4-10.pdf | 0.491951 | {
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UPF-Australia Starts Peace Council in Victoria State
Gregory Stone April 18, 2015
Melbourne, Australia—UPF-Australia has inaugurated a Peace Council in the state of Victoria as a model for other Australian states and eventually for a National Peace Council.
A select group of Ambassadors for Peace gathered to be part of this inaugural meeting, held on April 18, 2015. The participants represented various faith traditions, including Christianity, Islam and Hinduism.
The members of the Victoria Peace Council represent Australia, Canada, France, Japan, Pakistan, India, Egypt, Iraq and several African nations. Additionally, the council has representatives from state and local governments, leaders of NGOs, academics and professionals in the fields of education, business, interfaith development, psychology and health.
This event followed two UPF conferences held in Melbourne and Sydney in 2014 on "The Role of Religion in Peacebuilding."
The Victoria Peace Council was based on the UPF proposal for the establishment of an interfaith council at the United Nations which would work alongside the General Assembly in support of the UN's peacebuilding efforts. National and state Peace Councils can model what could occur at the UN.
The Victoria Peace Council will take an interfaith, interdisciplinary, and interprofessional approach to peacebuilding, essentially modeling how diverse approaches can work alongside the political dimension. It will meet every three months.
Mr. John Bellavance, the vice president of UPF-Australia, was elected as the chair of the council for one year. The council adopted the following values: peace, love, humility, respect, trust, openness, truthfulness, integrity, the public good, equality, justice, interdependence, human dignity, freedom and security. | web | http://www.tparents.org/Library/Unification/Talks2/Stone/Stone-150418.pdf | 0.480553 | {
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Sunday, September 20 th . 202 Trinity 15 Jonah 3,10-4,11, Psalm 145, 1-8, Matthew 20, 1-16
In the name of God, Father, Son and Holy Spirit. Amen.
In recent weeks, we have heard a number of times on the news about U-turns, when members of the government have changed their minds about how to deal with the coronavirus crisis. As the situation changes, it has been felt that new decisions had to be made.
Today's first reading from Jonah contains a U-turn, this time on the part of God. In the first chapter, Jonah is sent by God to Nineveh to cry out against its wickedness. But Jonah doesn't do as he is told, but gets on a ship bound for Tarshish to escape from God. Unfortunately, there is an almighty storm, and Jonah, believing that it is his fault, suggests that he be thrown overboard, so that the storm will abate. He is swallowed up by a big fish and is eventually spat out onto dry land. Back to square one! He is told again to go to Nineveh, and this time, when he makes his proclamation, the people and their king repent.
No prophet ever experienced such a success as Jonah, but he is furious! He knew that God was soft, and that, if the Ninevites repented, he would forgive. That is why he tried to flee to Tarshish in the first place, in order to forestall the eventuality of the Ninevites' conversion. So, Jonah is rejecting the God of the covenant, who is consistently described in loving terms, as in Psalm 145:
'They shall pour forth the story of your abundant kindness and joyfully sing of your righteousness.
The Lord is gracious and merciful, long-suffering and of great goodness.'
So, Jonah, who is asked, 'Is it right for you to be angry?' asks to die. But God won't let him go without teaching him a lesson. However, Jonah still doesn't give up hope that, somehow, the doom pronounced against Nineveh will be fulfilled. He gets very cross about the plant, which shades him and then suddenly dies, and the hot wind, which torments him.
The point of the story comes at the end. If Jonah pitied the plant, with which he had nothing to do, should not God pity the Ninevites, who don't know their right hand from their left, that is, are religiously ignorant? Israel should not presume to limit God's concern to the people, with whom he has covenanted. His mercy spills out to embrace the Gentiles, as seen in Exodus:
'I will make all my goodness pass before you, and will proclaim before you the name, The Lord; and I will be gracious to whom I will be gracious, and will show mercy on whom I will show mercy.'
The Gospel seems at first sight to go against our sense of fairness. The landowner does not have a crew of regular workers, but is dependent instead on the occasional help of people from the village. In the end they are all paid the same amount, however long they have worked, and those, who have worked the longest, understandably grumble.
But the main points of the story are contained in the two questions, 'Am I not allowed to do what I choose with what belongs to me?' and, 'Or are you envious because I am generous?'
The landowner operates by a standard of grace, not of merit. The central character is the generous landowner, the parable being a defence of Jesus' message of God's grace for all, as opposed to those, who believe in a religion of merit.
The last verse, 'The first will be last and the last first' may be interpreted as though it were a contrast between the Jews, who came to God's vineyard first, and the Gentiles, who came last.
In school, we talk about "late developers". There are some pupils, who work well all the time and others, who come along later and suddenly "see the light". I have sometimes spoken of a boy in my class, who didn't work very well, had a tendency to sit on the back row and chat. I said one day, "You are a proper gasbag!" You would have thought that I had paid him the highest compliment! He grinned from ear to ear, and, as I called him the chief gasbag, he went on to score an A in his exam! He came up from behind, and got the same result as many of the others.
In church we may think that we have been faithful all our lives and that we deserve some reward. Then at the last minute come people, who haven't done much or seem to have wasted their time, and they receive an equal blessing. "Not fair," we say.
But we have to realise that we will all receive an equal blessing, and that God will make something of all our lives. Entry into his kingdom is by invitation, and we can either accept or reject it. The workers in the parable were hired at the invitation of the landowner.
When Jesus was on the cross, the criminal, crucified with him, suddenly saw the light: 'Jesus, remember me when you come into your kingdom.' Jesus replied, 'Truly I tell you, today you will be with me in paradise.' He received an equal blessing with everyone else.
So, we can be filled with thanksgiving that, in spite of our mistakes, weaknesses and turning away from God, we are chosen and receive that equal blessing. Psalm 145 makes it all clear:
'I will exalt you, O God my King, and bless your name for ever and ever.
Every day will I bless you and praise your name for ever and ever.
Great is the Lord and highly to be praised;
his greatness is beyond all searching out.'
This is the God of complete justice, inviting us, whoever we are, into his kingdom. Can we see and accept that invitation?
In the name of the Father and of the Son and of the Holy Spirit. Amen. | web | https://d3hgrlq6yacptf.cloudfront.net/5f47d0c5c06a8/content/pages/documents/1600422879.pdf | 0.435102 | {
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NATIONAL ASSOCIATION OF EDUCATIONAL TRANSLATORS AND INTERPRETERS OF SPOKEN LANGUAGES
PRE-SESSION DEFINITION & SAMPLES
CHINESE
www.naetisl.org
[REDACTED_EMAIL]
会前沟通是对口译员角色的简短介绍。会前沟通有许多目的，但其最重要的功 能之一是在所有在场各方之间建立信任，并向他们保证合格和训练有素的口译 员将以合乎道德和专业的方式管理沟通流程。会前沟通会允许口译员简要解释 口译过程的工作原理。重要的是，各方从口译员那里获得有关口译会话流程的 相同信息。家庭和学校工作人员必须明白，他们提供给口译员的所有信息都将 保密，口译员在场是为了代表家长而不是家长的代言人。
作为有效口译会面的基础，会前沟通会就口译员的角色阐明每个人的规则和期 望。训练有素的合格口译员将以英语和学生家庭的母语开始会议。
English Pre-Session Sample
My name is ____________, and I will be your interpreter in this meeting. I will be interpreting what you say when you pause and after expressing each idea.
Everything that is said in this meeting will be interpreted and kept confidential.
My job is to convey your messages from your language into the other language accurately, impartially, completely, without additions and to request clarifications if necessary. If you have any questions, please, let me know.
I might need to take some notes but they will be kept confidential and only be shared if necessary, with the authorized personnel.
Please take turns to speak and refrain from side conversations.
Speak to each other directly. I will repeat what you said in the other language. For example, if you say: "I do not understand," I would interpret: "I do not understand," in the other language instead of: "She says she does not understand."
After a complete idea, please, make a pause to allow me to interpret what you said.
CHINESE
以您的语言进 行会前沟通
我的名字是____________，我将在这 次会议中担任您的口译员。当您停顿和表达 每个想法后，我将解释您所说的内容。
本次会议上所说的一切都将被翻译并保 密。
我的工作是将您的信息从您的语言准确、 公正、完整地传达到另一种语言，无需添 加任何内容，并在必要时要求澄清。如果 您需要任何说明，也请告诉我。
我可能需要做一些笔记，但它们将被保 密，并且仅在必要时与授权人员共享。
请轮流发言，避免旁听。
直接互相交谈。我会用另一种语言重复你 所说的话。例如，如果你说"我不明白"，我 会用另一种语言解释："我不明白"，而不 是"她说她不明白"。
在一个完整的想法之后，请暂停一下，让 我来解释您所说的内容。现在我会给学生 家长同样的信息。 | web | https://storage.googleapis.com/production-constantcontact-v1-0-8/668/757668/OS7KV81J/a315ba5bc6aa426bbb554929263d4b6d?fileName=Pre-Session%20-%20Chinese.pdf | 0.458635 | {
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IPLOCA Safety Workshop, Geneva, July 1, 2015:
Instructions for Group Work
The group should choose a case study that they would like to look at in more detail, in order to understand the role of the safety myths.
- Go through the list of myths and make a note when you think a myth is recognisable in the description / analysis of the case.
- In which ways do you think the myths were useful? What are the main benefits?
- In which ways do you think the myths were detrimental to the analysis of the case, for instance by leading to ineffective recommendations? What are the main drawbacks?
- What could be done to weaken or avoid the detrimental effects of myths? When you have finished with one case study, choose another and repeat the procedure.
| Case study name / identifier: Material Transportation | |
|---|---|
| Safety myth (see presentation materials for a more detailed description) | Please describe which role – if any – the myths played in the case study. |
| All accidents have causes which can be found and fixed. | |
| Different types of adverse outcomes occur in characteristic ratios. | |
| Human error is the major contribution to accidents and incidents. | Although it looks as if only human error is the cause of the incident, investigation shows that there are other contributing factors like organizational misbehaviours. |
| Accident investigation is a rational search for root causes | |
| Systems will be safe if people comply with procedures / standards. | Procedure for material transportation was existing. No matter how good the procedure was, as people didn’t obey incident happened. Procedures don’t give 100 % guarantee of being safe. |
| Achieving world class safety performance conflicts other business objectives | |
| There is only one solution for safety: doing it the client’s way | |
| World class performance requires rigid compliance and minimal variability | |
| The prevention of minor incidents will also prevent higher consequence incidents. | Although you manage the pigs, there could always be a lone wolf. |
| All incidents should be investigated with the same thoroughness. | |
| Safety training of workers ensures that they will make safe decisions. | The driver was trained and experienced, but made a wrong judgement on the tightening of the strap and did not adopt his behaviour to changing conditions. | | web | http://www.iploca.com/platform/content/element/24757/Group2Discussion-MaterialTransport.pdf | 0.441891 | {
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Eating disorders - such as anorexia, bulimia, and binge eating disorder - include extreme emotions, attitudes, and behaviors surrounding weight and food issues. Eating disorders are serious emotional and physical problems that can have life-threatening consequences for females and males.
**BULIMIA NERVOSA** is characterized by a secretive cycle of binge eating followed by purging. Bulimia includes eating large amounts of food--more than most people would eat in one meal--in short periods of time, then attempting to get rid of the food and calories through vomiting, laxative abuse, or over-exercising.
**Symptoms include:**
- Repeated episodes of bingeing and purging
- Feeling out of control during a binge and eating beyond the point of comfortable fullness
- Purging after a binge, (typically by self-induced vomiting, abuse of laxatives, diet pills and/or diuretics, excessive exercise, or fasting)
- Frequent dieting
**ANOREXIA NERVOSA** is characterized by self-starvation and excessive weight loss.
**Symptoms include:**
- Refusal to maintain body weight at or above a minimally normal weight for height, body type, age, and activity level
- Intense fear of weight gain or being “fat”
- Feeling “fat” or overweight despite dramatic weight loss
- Loss of menstrual periods
- Extreme concern with body weight and shape
**BINGE EATING DISORDER** or **COMPUlSIVE OVEREATING** is characterized by periods of uncontrolled, impulsive, or continuous eating beyond the point of feeling comfortably full. While there is no purging, there may be sporadic fasts or repetitive diets and often feelings of shame or self-hatred after a binge. People who overeat compulsively may struggle with anxiety, depression, and loneliness, which can contribute to their unhealthy episodes of binge eating. Body weight may vary from normal to moderate or severe obesity.
**EATING DISORDER (NOT OTHERWISE SPECIFIED)** may be diagnosed when there is some combination of the signs and symptoms of anorexia, bulimia, and/or binge eating disorder that do not meet the diagnostic criteria for one of these conditions alone. All eating disorders can cause serious physical and emotional health problems and require professional help.
Get Help
Counseling Center - [REDACTED_EMAIL] or 458-8590
Confidential Helpline - [REDACTED_PHONE]
National Eating Disorder Association - nationaleatingdisorders.org
To sign up for the Disordered Eating Support Group at W&L contact Christy Barongan at [REDACTED_EMAIL]
Self assessments are available at go.wlu.edu/counseling | web | https://my.wlu.edu/Documents/student-life/student-health/eating-disorders-ssj.pdf | 0.420852 | {
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Hon. Randy R. Koschnick Director of State Courts
DIRECTOR OF STATE COURTS P.O. BOX 1688
MADISON, WISCONSIN [REDACTED_PHONE]
16 East State Capitol Tom Sheehan
Telephone [REDACTED_PHONE] Public Information Officer
Fax [REDACTED_PHONE]
CONTACT: Tom Sheehan Public Information Officer ([REDACTED_PHONE]
FOR IMMEDIATE RELEASE
Wisconsin Supreme Court to hear cases in Port Washington Oct. 15
Madison, Wis. (Sept. 13, 2021) – The Wisconsin Supreme Court will hear oral argument in two cases at the historic Ozaukee County courthouse in Port Washington on Friday, Oct. 15, as part of the Court's Justice on Wheels outreach and education program.
Justice on Wheels gives students, teachers, and the general public an opportunity to observe the Supreme Court at work without having to travel to Madison, where oral argument is normally held at the State Capitol. Ozaukee will be the 31 st county outside Dane where the Court has held oral argument since Justice on Wheels began in 1993.
During oral argument, lawyers present their strongest legal reasons why the Court should decide a case in their client's favor. Justices have an opportunity to respond or ask questions directly of the lawyers during carefully timed presentations.
As part of the program, an attorney member of the Ozaukee County Bar Association will briefly meet with students and others to explain a bit about judicial process and the issues involved in each case. The Supreme Court accepts for review only cases that present novel legal questions of statewide importance.
Attorney introductions are scheduled to begin at 9:30 a.m. and 10:45 a.m., with argument scheduled at 9:45 a.m. and 11 a.m., respectively. The hearings will be held in the county board room at the Ozaukee County Administration Center (old courthouse), 121 West Main St., Port Washington. Oral arguments are scheduled to be streamed live on the WisconsinEye Public Affairs Network. (See the calendar and brief description of cases below).
Seating to observe an argument is free and open to the public. However, space is limited. Registration is recommended and may be made by e-mail to Stephanie Blumenthal, [REDACTED_EMAIL], by Oct. 1. Area high school teachers and students are encouraged to attend. For more information, contact Ms. Blumenthal at ([REDACTED_PHONE].
Individuals who have been exposed within 10 days to someone who has COVID-19, or individuals who are experiencing symptoms consistent with COVID-19 (including fever or chills, shortness of breath or difficulty breathing, fatigue, muscle or body aches, headache, newly presenting loss of taste or smell, sore throat, congestion or runny nose, nausea or vomiting, diarrhea), are asked to not attend. Health safety precautions may also be in place at the facility.
Also as part of Justice on Wheels, the Court sponsors a civics education contest designed to help local fifth graders learn about the Wisconsin and U.S. constitutions. For rules and information on how to submit projects in the form of an essay, video, artwork or music, contact Susan K. Gray, Judicial Assistant to Chief Justice Annette Kingsland Ziegler at: [REDACTED_EMAIL]
Educational materials for teachers, students, and others interested in learning about the judicial branch of government can be found on the Wisconsin court system website at: www.wicourts.gov/courts/resources/index.htm
Since 1993, the Wisconsin Supreme Court has held arguments in the following counties: Brown, Eau Claire, Marathon, Milwaukee, La Crosse, Douglas, Rock, Kenosha, Sauk, Dodge, Oneida, Outagamie, Portage, Racine, Fond du Lac, Walworth, Waushara, St. Croix, Winnebago, Iowa, Washington, Columbia, Green, Sheboygan, Waukesha, Grant, Bayfield, Jefferson, Monroe and Marquette.
Oral arguments scheduled to be heard Oct. 15 in the county board room at the Ozaukee County Administration Center (old courthouse), 121 West Main St., Port Washington:
9:45 a.m.
2020AP1058-CR
State v. Clark
Supreme Court case type: Bypass
Court of Appeals: District III
Circuit Court: Ashland County, Judge John P. Anderson
Long caption: State of Wisconsin, Plaintiff-Appellant-Petitioner, v. Teresa L. Clark, Defendant-
Respondent
Issues presented:
1. Does the burden shift to the State when a defendant collaterally attacking a prior conviction does not point to evidence that shows that the circuit court failed to inform her of the right to counsel but merely alleges that the court failed to do so?
2. Did Clark prove that her right to counsel was violated in her prior cases?
11 a.m.
2019AP1671
Cree Inc. v. LIRC
Supreme Court case type: Petition for Review
Court of Appeals: District II
Circuit Court: Racine County, Judge Michael J. Piontek, reversed
Long caption: Cree, Inc., Petitioner-Respondent-Petitioner, v. Labor and Industry Review
Commission, Respondent-Co-Appellant, Derrick Palmer, Respondent-Appellant
Issues presented:
1. Whether the Labor and Industry Review Commission ("LIRC") and the Court of Appeals erred in their interpretation and application of the Wisconsin Fair Employment Act's ("WFEA") substantial relationship test when they found that there was not a substantial relationship between Derrick Palmer's ("Palmer") multiple convictions for assaulting and battering women and the employment he sought at Cree, through which he would have regular, unsupervised interaction with women.
2. Whether LIRC and the Court of Appeals erred in disregarding the uncontested testimony of Cree's fact and expert witnesses concerning the nature of the position to which Palmer applied and the substantial relationship between his numerous domestic violence convictions and the potential for violence against those with whom he would interact if employed at Cree. | web | http://www.thewheelerreport.com/wheeler_docs/files/091321wsc.pdf | 0.478552 | {
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You need about 1 ounce of sunscreen to cover your body. That's about the size of a golf ball or enough to fill a medicine cup.
Make sure not to miss spots. Try putting sunscreen on before you get dressed. Don't forget your lips, ears, neck, hands and feet.
Sunscreen needs time to absorb into the skin to work well.
Sunscreen gets weak when exposed to sunlight so remember to reapply, especially if you are sweating a lot or in and out of water.
Pick sunscreens with a sun protection factor (SPF) of 30 or higher. Check for one or more of the following ingredients:
Zinc Oxide
Titanium Dioxide
Avobenzone
Mexoryl
To avoid missing spots or applying too little too late, try putting on a layer of sunscreen as part of your morning routine. Then put on a second layer 20 minutes before you go outside. This way you're sure to use enough and you'll probably catch any missed spots. | web | https://azskincancerinstitute.org/sites/default/files/get_the_most_out_of_yoursunscreen.pdf | 0.458264 | {
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THOUGHTS ON LIGHT
Fish live in an environment that can become very low in light, and they need to see even then in order to survive. As a result, the eyes of fish are much more sensitive to low light conditions than our own. However, fish have no pupils or eyelids to help them adjust to changes in light. This is why fish can go very dormant (especially in clear water) when a cold front passes through, leaving sunny, clear blue skies. In his study material, Buck Perry talks about light being a major factor in fish behavior, but that we have difficulty in determining exactly what factors in light cause behavior changes. The intensity of light may have an effect, but that is difficult for humans to decipher because we squint our eyes and our pupils adjust to light unconsciously, and we usually are not very aware of changes. We usually are aware when we have a clear, bright sky or a cloudy or hazy sky, but cannot put a finger on the actual degree of light intensity present. It would be interesting to measure accurately the light intensity and see how that relates to fishing success. Could this help us determine when, where, and under what conditions we would have a better chance for fishing success? Old-fashioned photographic light meters could possibly be used to measure light intensity on a given day and time, but the direction the meter was pointed would have to be consistent. At the sun, 90 degrees from the sun, or with the sun at your back would be 3 choices. Or on cloudy days, would it be pointed at the sky or horizontal away from the source? Conclusions would be difficult with these measurements.
Buck Perry described light as being the most important factor we can see that is considered in the behavior of fish. He had developed an uncanny ability to interpret different weather conditions and predict how fish might react. This was especially true when slight changes in the weather caused a change in the light such as a drop in the wind or high cirrus clouds moving in. Yet he spoke of the "quality of light", not just light intensity. Light can be affected by the amount of moisture (humidity) in the higher atmosphere. He especially noted that there were signs in the sky and clouds that told us when conditions for fishing would be better. One of the most significant signs he mentioned was observing jet contrails in the sky. If there was little or no contrail behind high flying jets, fishing would likely be poor, and if they were narrow and broken up, not much better. The best sign of improving fishing conditions would be if contrails in the sky were long, continuouis, and spreading out. That indicates the fish may be moving and you better get out on the water!
As one can see, the factors involved in light can be quite complex and cover more than just intensity. Mr. Perry did a lifetime of studying about how weather and light affect fish, so following his simple guidelines as to light and fish behavior is still a wise approach.
Chase Klinesteker CSI | web | https://chasesfishes.com/wp-content/uploads/2020/02/THOUGHTS-ON-LIGHT.pdf | 0.434273 | {
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PATA released latest statistics showing general decline of tourism in the Asian Pacific Region. However, Indonesia, Malaysia, Korea or Taiwan recorded good tourist numbers.
Asia Pacific as many other parts of our planet recorded a decline in tourism arrivals. According to the Pacific Asia Travel Association (PATA), the number of international visitors to the 41 destinations in the Pacific Asia region dropped by 6 per cent in the first half of this year when compared to the numbers from 2008. Association of Asia Pacific Airlines even reported an 11.5 per cent drop in the number of people transported.
The reasons for the decline are obvious. It is the global economic crisis and the flu epidemics. However, these are not the only reasons for the declining tourism within the region. Among other negative factors that influence the Asia Pacific tourism industry are the weakening currencies in some of the states in the region and also the political instability of Thailand, which is one of the region’s most popular tourism destinations.
Overall the region witnessed a decline in tourism arrivals. According to PATA’s data, tourism dropped by 10 percent in May because of the flu outbreak. Strong decline was recorded e.g. in Singapore, Thailand and Vietnam.
The Vietnamese try to fight off the decline by various stimulus measures to the industry. They use the usual tools - extensive promotion campaigns to lure tourists back to the country. The latest campaign is called “Impressive Vietnam” and it is meant to lure foreigners as well as to promote domestic tourism. The Vietnam General Department of Tourism proposes various other measures that should help the industry. They e.g. proposed reduction of VAT for tourism related businesses. They also suggested exempting visa fees for foreign tourists. It is quite obvious that the country will be unable to fulfill its plan to lure 4.5 million foreign tourists this year.
Nevertheless, not everyone in the Asia Pacific region is in decline. Indonesian, Malaysian and Korean tourism industries actually continued to grow. Another successful tourism destination – Taiwan – benefited vastly from the eased travel conditions for travelers coming from China and Korea.
Related:
STUDY: BUSINESS TOURISM TO GROW IN ASIA
UNWTO REPORTS GLOBAL DECLINE IN TOURISM ARRIVALS
CHINA, KOREA & VIETNAM OFFER WAR RELATED ATTRACTIONS
ASIAN VISITOR BUREAUS COOPERATE TO PROMOTE THE REGION
Date: 2009-09-21
Article link: http://www.tourism-review.com/asia-pacific-tourism-in-decline-news1839 | web | http://www.tourism-review.com/pdf1465/asia-pacific-tourism-in-decline.pdf | 0.434726 | {
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Carrillo K-5 Communication & Creative Arts Magnet School
November 2020 Newsletter
Principal's Message:
Dear Carrillo Parents,
As a new month begins, we want to thank you for your continued support during our virtual instruction. In order to continue our communication and dialogue we have set up Parent Cafecitos. The first Monday of every month we will be alternating between a morning and evening times. Morning cafecitos will take place from 7:30 to 8:30 am and evening cafecitos will be from 6:00 to 7:00 pm. Our next cafecito will take place on November 2 nd from 6:00 to 7:00 pm. Meeting ID: 816 6393 4812Passcode: 151411 If you are unable to attend, you can always email me your questions, concerns or suggestions at [REDACTED_EMAIL].
A big concern from parents and staff is how to maintain our community involvement despite Covid-19. Mr. SV is already working on several possibilities including a STEM Night, Science Family Night, Art and the family. More information about these activities will be forthcoming. In the meantime, our first Literacy Night will be November 5 th from 5:30 to 7:30 pm.
"The man who does not read good books has no advantage over the man who cannot read them." Mark Twain
Congratulations!!
Reading at home... Can make a HUGE Difference! (Education World)
*Choose books that are at an appropriate reading level for your child
*5 to 20 minutes is plenty for a beginning reader
*How to read with a beginning reader: 1. encourage your child to use his/her finger to point at each word; 2. Read a sentence and have your child repeat it; 3. Take turns reading a sentence or a paragraph; 4. Talk about the story as you read it. Characters, what is happening? Why? Where is it taking place? How do you know?
*Don't be afraid to read the book over and over again; repeat readings actually help your child become a fluent reader!
*Check for understanding while you are reading
*Make reading a part of your family time.
Providing Homework Support (Education World)
*Set a regular time each day for doing homework. That time should be free of distractions such as TV, phone calls, and cell phone chats.
*Be sure your child has a place to do homework that is quiet and well lit.
We want to congratulate our newly elected student council members: Itzli Salcido (Secretary), Cion Olguin (Treasurer), Richard Rodriguez (Vice-Pres), and Sophia Chacon (President). We are also very proud of all the students that ran for office and want to encourage them to continue to practice their leadership skills by promoting Carrillo activities and voicing their concerns and suggestions as we move forward with this academic year. A special Cougar Paw to Mr. SV and Mrs. Espinoza for moderating the election process. It was fair, well organized and every voice was heard.
*Let your child know that homework is important and a valuable activity
Magnet Corner
Carrillo Families,
Ms. Sv is in the process of recruiting for the 2021/2022 School Year.
If you know any families or friends who are interested in coming to Carrillo, please contact
Mr. Villanueva
[REDACTED_PHONE]
(call/text)
[REDACTED_EMAIL]
Carrillo K-5 Communication & Creative Arts Magnet School
noviembre 2020 Boletin informativo
Mensaje de la Directora:
Estimados Padres,
Al empiezo de este mes, queremos darles las gracias por su continuo apoyo y durante esta instrucción virtual. Para poder seguir el dialogo y la comunicación hemos planeado varios Cafecitos para Padres de Familia. El primer lunes de cada mes estaremos alternando entre tiempos de mañana y tarde. Los cafecitos de las mañanas serán de 7:30 a 8:30 y los de la tarde de 6:00 pm a 7:00 pm. El primer cafecito de la tarde será el 2 de noviembre a las 6:00 pm. La identificación para el cafecito será: [REDACTED_PHONE] y la clave es 151411. Si usted no puede asistir, usted puede mandarme sus preguntas, preocupaciones, o sugerencias a [REDACTED_EMAIL].
Una gran preocupación de todos los padres y el personal es como mantener a nuestra comunidad actividad a pesar del COVID-19. El Sr. SV ya ha estado trabajando en varias posibilidades incluyendo "Noches de STEM," Noches Familiares de Ciencia, y Arte en Familia. Mas información se les mandara en el futuro. Por lo pronto, nuestra primera
Noche de Literatura será este 5 de noviembre de 5:30 pm a 7:30 pm
"El hombre que no lee buenos libros no tiene ninguna ventaja sobre el hombre que no puede leer," Mark Twain"
¡Leer en casa... puede hacer una gran DIFFERENCIA! (Education World)
*Escoja libros al nivel apropiado para su hijo(a)
*De 5 a 20 minutos es suficiente para alguien que apenas empieza a leer
*Como leerle a un niño que apenas empieza a leer.
1. Anímelos a que usen sus deditos para que apunten a cada una de las palabras; 2. Léale una oración y que el/ella la repita; 3. Tómense turnos leyendo cada oración en el párrafo; 4. Hablen/dialoguen acerca de la historia, por ejemplo, los personajes, que es lo que está pasando, por qué?, ¿donde toma lugar? ¿Como lo saben?
*No tema leer el libro una y otra vez; el repetir las lecturas le ayuda a su hijo(a) ser mejor lector.
*Revise la comprensión del niño mientras está leyendo
*Haga la lectura parte de su tiempo familiar.
¡¡Felicitaciones!! Queremos felicitar a los miembros del nuevo concilio estudiantil: Itzli Salcido (secretario), Cion Oguin (tesorero), Richard Rodríguez (vicepresidente), y Sophia Chacón (presidente). También estamos muy orgullosos de todos los otros candidatos que participaron en estas elecciones y queremos animarlos para que continúen practicando sus destrezas de liderazgo promoviendo las actividades escolares y usando su voz con sugerencias para que así podamos salir adelante en este año académico. Una felicitación muy especial para el Sr. SV y la Sra. Espinoza por su participación en moderar este proceso electoral. Fue justo, bien organizado y cada voz se pudo escuchar.
Magnet Corner
Carrillo Families,
Ms. Sv esta en el proceso de reclutar para el año escolar 2021/2022. Si conoce a familias o amistades que estén interesados en asistir a Carrilo, contacta a
Mr. Villanueva [REDACTED_PHONE] (call/text)
[REDACTED_EMAIL]
Upcoming Events:
Carrillo's Literacy Night 11/5/ from 5:30 to 7:00 pm
Middle School Parent's Informational Night 11/19/2020 @ 6:00 pm
Thanksgiving Break 11/22 - 11/23 | web | https://carrilloes.tusd1.org/_theme/files/Docs/Newsletters/20-21NEWSLETTERNOVEMBER2020.pdf | 0.482452 | {
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The 14 th New Zealand Chinese Essay Competition 2020 第14 届新西兰中文写作大赛 (2020)
(For Non-Native Speakers Only)
Proudly supported by H.E. Wu Xi, Ambassador of the People's Republic of China, and sponsored by the Bank of New Zealand.
Objectives
* To promote and encourage the use of Chinese among the learners of Chinese in New Zealand;
* To promote the knowledge of Chinese language and culture as an important resource in an increasingly multicultural and global environment;
* To provide an opportunity for students of Chinese language to showcase their learning;
* To inspire students to learn the Chinese language by sharing their writings with fellow students.
Requirements
* Style of writing:
Any format of ORIGINAL work
* Topic:
Any topic of your choice
Categories
* Category I - Secondary School Junior (Year 7-10):
Eligibility
* New Zealand citizens or New Zealand permanent residents
* Mandarin or any Chinese dialect is not the home language spoken by either parent
Judging Criteria
* Content (idea, originality, and creativity)
* Language (vocabulary and grammar)
* Structure (organization and style)
v The decision of the judges is final.
Registration
* School Group Registration through your Chinese teacher;
* Individual Registrations are also acceptable;
* Registrations and submit the essays online at https://forms.gle/AHJDq8yVMhjYCpS56.
Timetable
* All registration and essay submission by Friday 21st August 2020 Wednesday 30 September 2020;
* Final results and awards announced by the end of September October 2020.
* For inquiries, please email [REDACTED_EMAIL], or visit https://ci.ac.nz/.
* Past winning essay collections available at https://ci.ac.nz/resources/competitions
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Words and Their Stories: Fall Guy
Now, the VOA Special English program WORDS AND THEIR STORIES.
Every week at this time, the Voice of America tells about popular words and expressions used in the United States. Some expressions have made a jump from sports events to everyday life. One such expression is fall guy. A fall guy is the person who someone decides will be the loser or victim.
The first fall guys were men who wrestled for money. At the end of the nineteenth century, wrestling was a very popular sport in the United States. Wrestling competitions were held not only in big cities, but also at country fairs and traveling shows. As the sport became more popular, it became less and less of a sport. Many of the matches were fixed. The wrestlers knew -before the match -- which one of them would be the winner.
The goal in wrestling is to hold your opponent's shoulders down against the floor. This is called a fall. Sometimes, one of the wrestlers would be paid before the match to take the fall. He would agree to be the loser...the fall guy.
Today, a fall guy is anyone who is tricked into taking the blame for the crime or wrongdoing of someone else. There are fall guys in many situations -people who publicly take the blame when something goes wrong.
A fall guy takes the rap for something wrong or illegal. He accepts responsibility and punishment for what someone else did. The fall guy may have been involved in the situation, but was not the person who should be blamed.
The word rap has meant blame for several hundred years. The expression to take the rap first was used about one hundred years ago.
Another similar expression is bum rap. A person receives a bum rap if he is found guilty of a crime...but is really innocent.
Sometimes, a fall guy may not realize he is the fall guy until he is the victim of a bum rap. In that case, he may feel that he has been framed. To frame someone is to create false evidence to make an innocent person seem guilty.
Some word experts say the expression to frame someone comes from the way wood must be fitted closely around a painting or photograph to frame it. In the same way, evidence must be designed perfectly if it is to frame an innocent person to make him or her seem guilty.
This VOA Special English program WORDS AND THEIR STORIES was written by Marilyn Rice Christiano. This is Warren Scheer. | web | https://docs.voanews.eu/en-US-LEARN/2012/10/13/3501fde9-0a89-4a6f-a0cf-203944252ced.pdf | 0.431352 | {
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NCDA&CS
Plant Industry Division Plant Protection Section
Spotted Lanternfly
Lycorma delicatula (White) (Hemiptera: Fulgoridae)
Spotted lanternfly, Lycorma delicatula (White), is an invasive planthopper that was first detected in the United States in Berks County, Pennsylvania, in 2014. The pest is native to northern China and was introduced to Korea in 2004 where it has become a major pest. This pest is not known to occur in North Carolina but early detection is critical for protecting North Carolina businesses and agriculture.
a) Spotted lanternfly adult (photo by Lawrence Barringer, Pennsylvania Dept. of Agriculture); b) Spotted lanternfly egg mass (photo by Pennsylvania Dept. of Agriculture); c) Spotted lanternfly eggs after hatching (photo by Kenneth R. Law, USDA-APHIS-PPQ); d) Late stage spotted lanternfly nymph with early stage nymph in inset (photos by Lawrence Barringer, Pennsylvania Dept. of Agriculture); e) Spotted lanternfly adults on Ailanthus with damage to tree evident in weeping wounds (photo by Emelie Swackhamer, PennState Extension)
HOSTS:
IDENTIFICATION:
SIGNS AND SYMPTOMS:
This insect is a known pest of grapes, stone fruits, apples, maples, oaks, willows (Salix sp.), and tree of heaven (TOH; Ailanthus altissima). The known host list contains over 70 species of plant. TOH appears to be the preferred host for late stage nymphs and adults.
WHAT TO DO:
Collect a specimen. If you suspect you have found spotted lanternfly please collect a specimen and report it to [REDACTED_EMAIL]. We will assist you with specimen submission.
Take a picture: If you aren't sure if what you're looking at is spotted lanternfly you can submit a photograph of any life stage to [REDACTED_EMAIL] with the subject "Suspected Spotted Lanternfly".
Report a find: When reporting a potential find please include the location & date of the find and if possible, a size reference (e.g. a quarter) when submitting a photo.
Note: Most of the information gathered for this Pest Watch was obtained from the Pennsylvania Department of Agriculture. Currently, 34 counties in Pennsylvania and portions of Delaware, Maryland, New Jersey, and Virginia have been placed under quarantine for spotted lanternfly and as of January 2021 the pest has been intercepted in CT, DE, MD, MA, NC, NJ, NY, OH, PA, VA, and WV. Please see the Spotted Lanternfly Known Distribution Map and Life Cycle on the back of the handout.
Adults of spotted lanternfly are approximately 1" long and 0.5" wide at rest. Their forewings are light gray with black spots with wing tips patterned with lines of small black blocks. The hindwings are red and black with a white band. Their bodies are yellow with black bands down the middle. The immature stages are black with white spots which develop into red and black with white spots in the later stages.
This pest damages trees causing them to develop weeping wounds that leave a gray or black trail of sap down the trunk. This sap attracts other insects, such as wasps and ants, and can lead to the formation of fungal mats at the base of trees. In late fall, adults will lay egg masses on host trees and other smooth surfaces like outdoor furniture and equipment. These egg masses have a gray, mud-like appearance.
Please note that the above date ranges are based on Pennsylvania's climate (emergence will likely occur roughly 30 days earlier in North Carolina). | web | http://www.ncagr.gov/PLANTINDUSTRY/plant/entomology/documents/SpottedLanternflyPestWatch.pdf | 0.498025 | {
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Prince Kūhiō
March 26th is the day Hawai'i honors the birthday of Prince Jonah Kūhiō Kalaniana'ole, Hawai'i's second delegate to the U.S. Congress. Born at Kōloa, Kaua'i, in 1871, Kūhiō was the youngest of three sons born to high chief David Kahalepouli Pi'ikoi, the grandson of Kaumuali'i, the ali'i nui who ceded the sovereignty of Kaua'i without bloodshed to Kamehameha I in 1810, and Kinoiki Kekaulike, a descendant of Maui chiefs Kekaulike and Pi'ilani. After the death of his parents, Kūhiō and his brothers were cared for by King Kalākaua, his cousin, and Queen Kapi'olani, his aunt. He and his brothers were declared princes by a royal decree in 1884 and he was trained to take over the monarchy, but those plans ended with the overthrow of the Hawaiian monarchy in 1893.
In 1895, Kūhiō joined other Hawaiians in an unsuccessful attempt to restore the Queen back on the throne. He was arrested and charged with treason for his part in the counter-revolution and spent nearly a year in prison.
Educated at St. Albans ('Iolani) and Punahou School, Kūhiō was an outstanding athlete. He attended college in San Mateo, California, and at the Royal Agricultural College in England. On his return to Hawai'i from England, he was employed at the ministry of the interior and the customs service.
Kūhiō served as the second Territory of Hawai'i delegate to Congress from 1903–1921. He helped organize the first Hawaiian Civic Club in 1917 to encourage civic efforts and education within the Hawaiian community and to preserve the Hawaiian culture. As an elected representative to Congress, he orchestrated and was successful in his efforts to have Congress pass the 1920 Hawaiian Homes Commission Act, which set aside approximately 200,000 acres of public lands for agricultural, pastoral, and residential homesteading by Native Hawaiians.
Kūhiō died in January 1922 at the age of 50 and was buried at Mauna'ala, the Royal Mausoleum, in Nu'uanu Valley on O'ahu. In 1949, the legislature designated March 26 a territorial holiday. Today, festivals, parades, and special ceremonies still take place across the Islands in honor of Hawai'i's prince. | web | http://stjohnsbytheseahawaii.org/images/Kuhio.pdf | 0.497259 | {
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The geography of megafauna defaunation in the Caucasus
Kristina Gackstetter, Bachelor Thesis
Abstract
Global environmental change in the form of anthropogenically driven biodiversity loss is a characteristic of the Anthropocene. Large mammals are especially impacted because they occupy large territories, often compete with livestock, or are unsustainably hunted. As a result, many species disappeared from their historical ranges and with them their provision of ecosystem services and biological diversity. This thesis aims to answer how megafauna distribution and, therefore, the taxonomic and functional diversity of megafauna communities changed from prehistorical to modern times in the Caucasus. I analyzed the dataset using 31 mammal communities in the Caucasus. To compare the ranges over time, I used existing literature to map two historical and one present range for each species. Based on this data, the results of the taxonomic diversity analysis shows that species richness has decreased in the whole ecoregion. To derive the change in the mammalian community over time, I applied the defaunation index, showing that the defaunation over time is 0.25 for the Caucasus. Assigning body mass as species importance, this value is even higher with 0.60. This indicates that mammals with higher body mass suffered more from defaunation since historical times. The compiled defaunation maps show that its northern sectors suffered most from defaunation – the parts of the Caucasus belonging to the Russian Federation. The results of the functional diversity analysis show a strong decline of about 15 % in functional richness between the historical and mid-twentieth century. For the time between midtwentieth century and the present a small increase in functional richness can be observed. The maps show that the highest values for functional richness can be found in the south of the study region, whereas lower values occur mainly in the Northern Caucasus. These results may contribute to future conservation planning and restoration projects like reintroducing and creating new populations and help better understand how certain species will correspond to environmental changes. | web | https://pages.cms.hu-berlin.de/biogeo/website/uploads/BA_2021_Gackstetter.pdf | 0.441257 | {
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K-State Research and Extension, Harvey County, PO Box 583, Newton, KS. 67114 K-State Research and Extension is an equal opportunity provider and employer.
Horticulture News
By: Scott Eckert, Harvey County Extension Agent, Horticulture
Current Date: 1/11/21
Release Date: as soon as possible
People really love their houseplants! Some are easier to care for than others but we are always willing to give growing them a try. One unique houseplant that has colorful strap-like leaves and is easy to care for is the dracaena (Dracaena). Growing naturally only in the warm climates of U.S. Department of Agriculture plant hardiness zones 10 through 12, dracaena typically grows indoors for most Americans. Although the plants grow very tall in their native environments, the same plants reach much shorter heights indoors. One such example is the corn plant dracaena (Dracaena fragrans), which grows up to 50 feet tall outdoors in tropical parts of Africa and from 4 to 6 feet tall indoors. Dracaena exhibits an upright form no matter the cultivar.
Types of Dracaena
While all dracaena are easy to grow, they do have different features. For instance, dragontree, also known as Red Edged Dracena (Dracaena marginata), which grows up to 6 feet tall indoors, resembles a small palm tree with narrow, green leaves on woody, upright stems. Song of India (_Dracaena reflexa 'Variegata') has a more compact shape with whorls of variegated green leaves edged with yellow; it grows from 3 to 6 feet tall. The corn plant has broad, variegated leaves that are about 2 feet long and 3 inches wide.
Containers and Placement
Containers must promote good drainage. Choose clay pots with drainage holes that allow the soil to partially dry out in between watering, but don't allow the soil to dry out completely. Place your pot where the plant can get bright light but is out of direct sunlight. If the leaves on your plant begin to fade and grow longer, the plant may need more light.
Soil and Water
Dracaena thrive in rich soil with plenty of organic material, such as a well-draining, high peat moss commercial potting soil. Water the plant thoroughly once a week, allowing the water to run through the container completely. Do this by placing the pot in the sink to water or by having a saucer deep enough to catch the water as it runs through. Water slowly, only until you begin to see water in the saucer.
Feeding and Pruning
Like all indoor plants, dracaena thrive with only one or two feedings with a fertilizer designed specifically for houseplants. Feed the plant only during the growing season, between March
and September. Dracaena plants respond well to pruning, so if you want to reduce the height of a dragontree for example, cut off the stem and a new crown of leaves will grow back. If the leaves on your plant have turned brown from too little light or from underwatering, cut them off and new ones will grow in their place.
Problems
Pests and disease are rare problems with dracaena, but fluoride in your water may cause the plant's leaves to turn yellow or brown at the tips. Try using distilled water or rainwater to see if you can solve the problem. The same symptoms may result from low humidity, so add a layer of gravel in the bottom of the plant's saucer to create a more moist atmosphere. The water held by the pebbles will evaporate into the air directly around the plant in a slow and consistent way, thereby creating a small, mini-atmosphere of moist air around the plant.
Warning
Dracaena can be toxic to both dogs and cats if they eat the plant. Symptoms of poisoning can include vomiting, depression, weight loss, hypersalivation and dilated pupils. | web | https://www.harvey.k-state.edu/lawn-garden/archive/Dracaena.pdf | 0.496876 | {
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} | 0532d39fa13f02c61c82d987f31580384e2310143dcf647319680863c1f3d7c2 | ||
MAY
National Salad Month
Lunch: $2.50 Students
$3.75 Adults
Our unit priced lunch consists of 3 or more components, one must be a Fruit or Vegetable.
Food Components: Meat/Meat Alternate, Grain, Fruit, Vegetable, Milk.
All lunch rolls, tortillas, pastas and other bread items contain at least 51% whole grain.
STARR Testing Menu
TISD Elementary/Intermediate Lunch Menu
### Weekly Breakfast Menu
**Breakfast:**
- $1.25 Students
- $2.35 Adults
---
### Weekly Window Menu
**Lunch:**
- $2.50 Students
- $3.75 Adults
---
### STAAR Testing Weekly Window Lunch Menu
---
In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA. Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at ([REDACTED_PHONE]. Additionally, program information may be made available in languages other than English. To file a program discrimination complaint, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call ([REDACTED_PHONE]. Submit your complaint form or letter to USDA by: (1) mail: U.S. Department of Agriculture, Office of the Assistant Secretary for Civil Rights, 1400 Independence Avenue, SW Washington, D.C. [REDACTED_PHONE]; (2) fax: ([REDACTED_PHONE]; or (3) email: [REDACTED_EMAIL].
This institution is an equal opportunity provider. PAYMENT PROCEDURES Money may be deposited into student accounts with cash, check, online at www.schoolcafe.com OR through the School Cafe App.
STUDENT CHARGES (BORROWING/GRACE PERIOD)
Students may charge meals up to the value of two breakfasts and two lunches. An automated phone call occurs when a negative balance appears on a student’s account. If a student account exhausts the grace period/charge limit, the student must select a peanut butter and jelly or toasted cheese sandwich entree for lunch and/or a cereal entree for breakfast until the negative balance is paid. A la Carte items are not available for charging. | web | https://4.files.edl.io/b2bb/04/30/19/144231-5ce97888-adb9-456c-bf1a-9435e3daa292.pdf | 0.475536 | {
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Look what I harvested! Let’s use this for lunch.
Just over an hour distance from central Tokyo. Rejuvenate yourself in the Fujino Satoyama greenbelt nestled between the outskirts of Tokyo and Yamanashi Prefecture.
•Enjoy the Satoyama life experience.
•Make lunch with the residents using local produce.
•Natural hot springs are nearby to relax after a full day of fun.
Organizer : Fujino Satoyama Experience Tour Management Council
Enjoy a relaxing and refreshing day in the Fujino countryside.
Sample Schedule
Event fee per person
Meet your host family
Satoyama Experience
Make and eat lunch
Satoyama Experience
Host family farewell
※You are responsible for your own travel arrangements to
※The Satoyama activity is dependent on the available host family.
and from Fujino.
Other activities to enjoy in Fujino
Adult (age 13 and above) JPY 4,500
Child (age 4-12)
JPY 2,500
Infant (age 3 and below) Free
Japanese hot springs bath
Fujino has a hot springs bath where you can soak and relax after the Satoyama activity.
◎Yamanami Onsen
TEL. [REDACTED_PHONE]
4225-1 Magino, Midori-ku, Sagamihara-shi
A wide variety of Satoyama experiences
East family offers a unique activity you can enjoy together.
※The activity depends on the season and the host family.
◎Walking tour
◎Tending goats, sheep,
◎Farming
◎Preserving food
or chickens
◎River play
◎Forest play
…etc
Art Facilities
Fujino is home to many artists. There are places where you can make your own artwork or purchase works by local artists.
◎Fujino Art House
4819 Magino, Midori-ku, Sagamihara-shiTEL. [REDACTED_PHONE]
◎Fujino Art Village
5570 Magino, Midori-ku, Sagamihara-shi
Reservations
Plan A
Reserve the tour scheduled on your desired tour date via the below website.
Plan B
Provide your desired tour date and number of pax by phone or email. We will respond once we confirm arrangements with a host family.
Contact and Reservations
Fujino Satoyama Experience Tour Management Council (Division of the Fujino Tourism Association)
Access to Fujino
By train : JR Chuo Line or Keio Line to Takao Station, then JR Chuo-hon Line to Fujino (approx. 70 minutes from Shinjuku)
bound for Takao-san-guchi
Toward
Uenohara and
Otsuki Stations
◀
Second station
from Takao on the
JR Chuo-hon Line
JR Chuo Line, special express
or
Keio Line, special express
By car : Chuo Expressway, Sagamiko exit
Fujino
Station
Sagamiko
Station
Takao
Station
Shinjuku
Station
WEB. https://fujinotaiken.wixsite.com/satoyama
E-mail. [REDACTED_EMAIL]
TEL. [REDACTED_PHONE] FAX. [REDACTED_PHONE] | web | https://tokyowestside.com/pamphlet/assets/fujino_satoyama_experience.pdf | 0.488897 | {
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Adopt a Bushel, Feed a Nation
30‐Day Fundraising Challenge
to benefit the gleaning and feeding work of the Society of St. Andrew
Society of St. Andrew | endhunger.org • 3383 Sweet Hollow Road • Big Island, VA 24526 • 800‐333‐4597
How It Works:
1. Set your 30-day Adopt a Bushel challenge dates.
2. Seek any necessary board or supervisor approvals.
3. Select a Project Leader.
4. Order your Adopt a Bushel Kit from endhunger.org. Allow 3 weeks for delivery.
5. Receive kit, review the Adopt a Bushel challenge process.
6. Begin publicizing the challenge 6-8 weeks in advance of its start.
7. On the start date, set up an "Adoption Center" table in your facility, where adopters can come and choose the fruit or vegetable they want to take home and give or raise funds for.
8. Carefully log who adopts each fruit and vegetable.
9. Give each adopter the Profile Sheet that matches their fruit or vegetable, along with an Information Sheet about the Society of St. Andrew. (Or go paperless and use QR code scanning to direct adopters to this information online.)
10. At regular intervals throughout the 30 days, remind people of the challenge, encouraging adopters to continue fundraising.
11. Accept returned fruits and vegetables AND the money that accompanies them, as they are returned. If you wish, make returned fruits and vegetables available for readoption as time permits.
12. At the end of 30 days, celebrate the challenge's end by receiving returned fruits and vegetables and the money that accompanies them. In some public way, recognize adopters and total amount of money donated. Make the connection between the money donated and the amount of fresh fruits and vegetables that money will share.
13. Follow up with any adopters who did not return their fruits, vegetables, or money, offering them a small window of opportunity to complete their adoption promise.
14. Within two weeks, count the funds received, and have your group's treasurer write a check to the Society of St. Andrew for the total sum raised, mailing that check to Society of St. Andrew | 3383 Sweet Hollow Road, Big Island, VA 24526.
15. When we receive your check, we will thank you with a colorful Adopt a Bushel Certificate, marking the successful completion of your challenge.
16. Pass the entire Adopt a Bushel Kit along to another group, and invite them to take up the challenge.
17. If we haven't heard from you within 60 days of your challenge's start date, the Society of St. Andrew will bill your organization $30.00 for the cost of the Adopt a Bushel Kit and postage and handling. | web | https://endhunger.org/ABFN/ABFN-Procedure.pdf | 0.481042 | {
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Name: ___________________________ Date: 11/17/15
Name of piece: Morceau De Concours Composer: Gabriel Fauré
Describe the type (context) of performance program for which this piece would be appropriate and explain why.
A laid back dinner. It's slow and has a gentle mood.
Selecting Music Worksheet: Proficient Level
Select three contrasting pieces or sections of music. Complete one worksheet for each piece.
Name: ___________________________ Date: 11/18/15
Name of piece: Suite in A Minor Composer: Telemann
Describe the type (context) of performance program for which this piece would be appropriate and explain why.
A festive joyous concert. It’s light and crisp and makes you move.
Name: ___________________________ Date: 11/18/15
Name of piece: Toccata Composer: Girolamo Frescobaldi
A festive concert. This piece is light and moves. The high notes from the flutes give a joyful sound.
Name of Piece: Toccata
Composer/Arranger: Girolamo Frescobaldi
1. Analyze: Using appropriate musical vocabulary, identify specific examples with measure numbers of:
a) Technical challenges (e.g., pitch/rhythm reading, tone production, range, diction).
- In the key of Concert C minor.
- The notes are in the very upper range, so they need a lot of air, but keep soft.
- The counting is difficult because it is slow and in 8/8 time. m. # 15-17
- The tempo changes from slow to Allegro, from subdividing 8 to subdivide 4.
- Measure 10 the trill from an F to G I need to learn to trill faster to make it sound clearer as a trill.
b) Expressive elements and interpretive ideas that will be important for rehearsal and performance (e.g., dynamics, articulation, rhythm, harmony, melody, tonality, tone color, form, nuance, phrasing, texture).
- The high notes have to be clear and quiet.
- Dynamics need to be exaggerated when playing high.
- Keep the eighth notes short on 23 and leave space between notes.
- The accents need to be hit hard to stay on beat.
2. Rehearse, Evaluate, and Refine: Describe your specific rehearsal plan to achieve your previously-mentioned musical goals, then following each rehearsal identify the extent to which you achieved these goals and revisions made to ultimately reach an effective performance.
- My goals are to practice long tones on my high notes for clearer and crisper tone.
- I will practice at a fast speed on the Allegro part so my fingerings will not be as cloudy.
- I will practice the dynamics with everything slurred to bring them out more. | web | https://nafme.org/wp-content/uploads/2018/06/Ensemble-Performing_Proficient_Approaching_Student-2-Flute.pdf | 0.487118 | {
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SAT/ACT Information
To sign up for the tests: www.collegeboard.org www.actstudent.org
Test prep websites for online and face-to-face courses below:
KISD ACT/SAT Information Website
https://www.kellerisd.net/Page/6476
ACT vs SAT: What's the difference?
The SAT is a test of reading, writing & language, and math. The scores range from 400 to 1600 (200-800 for reading, writing, & language and 200-800 for math).
The ACT is a test of English, math, science, reading, and writing. The highest score is a 36. The writing section is optional.
Both tests are about the same time length--around 3 hours, adding 40 minutes with the ACT essay. They are also similar in cost (unless you add ACT writing).
When should I take the tests?
Most students take these tests in their junior year of high school. Each test offers 7 test dates per year.
Sophomore year is not too early, especially if you want to take the tests, then do a prep course, then take them again. But you can do this plan junior year instead if you choose.
However, you will do better if you have completed algebra II and English III first.
The latest I recommend taking a test is the summer at the end of junior year. Senior year is risky to be taking the tests for the first time while trying to apply for college and scholarships.
TSIA2 Exemption Scores
See this website for information: https://www.kellerisd.net/Page/2680 | web | https://resources.finalsite.net/images/v1726248099/kellerisdnet/gyfjb7i6nubjisewcjtu/SATACTInformationDocument.pdf | 0.477896 | {
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AGE IS NO BARRIER
By Anna Taing
“Retiree” is not a term one would use to describe Tan Sri Salleh Mohd Nor. At 74, the former director-general of the Forest Reserve Institute of Malaysia (FRIM) is as busy, active and adventurous as ever.
In his 20 years of “retirement”, Salleh has continued to be active in various projects and institutions, predominantly those involved in conservation, science and technology. At the same time, he also found time to smell the roses, so to speak, like hiking up to the Base Camp of Mt Everest in 2012, making him the oldest Malaysian on record to achieve this feat.
But science and nature, obviously, remain his first love. Whenever possible, Salleh says he still loves to go back to nature, especially the forest, which he finds serene and peaceful. He helped established the Malaysian Forestry Research and Development Board in 1978, under which is FRIM, today one of the top tropical forest research organisations in the world.
After retiring in 1995 from FRIM at 55, Salleh was made a “founder fellow” of the Academy of Sciences Malaysia, which was set up to, among other things, aid the development of science and technology in the country.
One of his more interesting projects today involves the Antarctica, a vast and remote continent in the South Pole. In fact, his first brush with the Antarctica was back in 1996, when he first visited the place. In 1997, he was appointed chairman of Malaysia’s Antarctica Task Force.
“As a forester, I knew very little of the Antarctica, and there was little reason to do so as there are no trees and more so, forests, there. Thus began a journey into the unknown for me,” Salleh says in a prelude to the book Antarctica.
Since then, he has revisited the Antarctica three times. It is not a destination that many people aspire to visit during their lifetime, much less numerous times. Additionally, the sea journey can be harrowing, especially when crossing the Drake Passage, a body of water between the southern tip of South America and the Antarctica.
Salleh remembers expecting cold, harsh and windy conditions during the first visit. But, in the end, “I was fascinated and awed by the beauty of the Antarctica’s vastness — the mountains and the sea and horizon in the distance. Here was a place where the sun does not set.”
While his first visit was by air, Salleh has stronger recollections of his second trip, which was made with Tun Mahathir Mohamad via the sea in 2002. He writes this in his autobiography, *A Portrait of a Thousand Smiles*:
“The trip was memorable due to the experience of crossing Cape Horn, for the sea was very rough and for three whole days, it [the ship] swayed, turned and dipped and did everything to make our lives miserable. I could not eat, as anything that went in was immediately vomited out. In spite of taking anti-seasick tablets, I was truly ill, which was no fun… it was a great relief when the ship arrived at the calm Antarctica waters and again we saw dolphins and the white icy continent.”
Why Antarctica? This is a question that Salleh says he is often asked. After all, Malaysia is in the tropics and the rationale of setting up a task force on the Antarctica is not something that people see value in.
This is where the “scientist” in him comes through strongly. “The continent is very large and many marine and mineral resources known to man are present there,” he explains. The Antarctica offers opportunities for Malaysian scientists to undertake research on organisms that are able to survive under extreme environmental conditions, he adds.
Salleh believes that Malaysia’s involvement in the Antarctica allows her scientists to work with other scientists anywhere in the world. This is because as a signatory to the Atlantic Treaty System (ATS) in 2011, the country can undertake joint research with other international institutions in the continent. “What else can a scientist ask for?”
There are currently some 20 to 25 scientists from Malaysia involved in the Antarctica project, a number that Salleh says is not “critical mass” yet.
Malaysia’s involvement in the Antarctica started in 1983, when then Prime Minister Tun Mahathir made a speech at the United Nations calling for the Antarctica to be a “global commons” open to all and not just members of the ATS only. In 2011, Malaysia became the treaty’s 49th member. It is the only tropical country that is active in the Antarctica.
For as long as the ATS is in force, the Antarctica will be used for conservation and research only, which means that there will be no mining or harvesting of marine or mineral resources. However, when the moratorium on exploration and exploitation of the Antarctica ends in 2048, many nations will be keen to have a say in international decisions on what happens there.
According to Salleh, Malaysia’s presence, for now, is to ensure conservation and that the continent is used for R&D purposes. | web | https://www.frim.gov.my/v1/fin/file/MY_899_20140618_M_PMN_NEWS_pg32,33_3c3ad5.pdf | 0.50069 | {
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Trail Tips Series/Quicksand
TRAIL TIP:
Quicksand does not always have a warning sign.
NOTE: This Trail Tip is recommended for 8+ years of age.
Illustration:
Use cornstarch and water to make quicksand in class. To learn how I used the video:
http://www.videojug.com/film/how-to-make-quicksand which is free online.
Several methods are listed on internet search engines, all pretty simple. Note that when under pressure the quicksand takes on a different consistency than when just in the container. It is clearly not what it appears to be just looking at it.
In the old western movies, jungle movies, or adventure movies people were always getting swallowed up by smelly quicksand pools.
In real life, if you step into quicksand, it won't suck you under. However, the more you struggle in it the faster you will sink. Being raised in Southwest Oklahoma we were aware that quicksand was not a joke. Livestock could sink deep enough into it that they could die simply because they couldn't walk out of it. They might starve to death because no one was around way out in the pasture to rescue them.
It would be nice if every quicksand pool had a warning sign on it; but alas, this is not the case. And whether or not there is a warning sign or label; quicksand is STILL quicksand and the results are still the same, sometimes fatal.
The Bible tells us in plain terms that we should be the warning signs for the folks that have not accepted Christ.
Ezekiel 33:8-9
….. if thou dost not speak to warn the wicked from his way, that wicked man shall die in his iniquity; but his blood will I require at thine hand. Nevertheless, if thou warn the wicked of his way to turn from it; if he do not turn from his way, he shall die in his iniquity; but thou hast delivered thy soul.
If you are a born-again believer, then you have an obligation to witness to others concerning your faith in Jesus.
What are you doing to bring others to Christ? The quicksand is awaiting anyone that does not have Jesus.
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Good Opinion Topics for Essays - 2022
As the name suggests, this essay lets the essay writer offer their viewpoints on the given topic. This essay is very comparative in nature to a story essay. In a story essay, the writer can likewise communicate their imagination and contemplations.
This form of essay is generally allocated to understudies by their educators for them to work on their scholastic abilities to look at different topics. However, an understudy can likewise look for assistance in making a great assessment essay from an essay writing service to write my essay.
An assessment essay permits students to put themselves out there to general society and inform everybody about their thought processes regarding a particular topic. To this end, teachers decide to relegate it to understudies consistently.
Like any other essay, an assessment essay requires a decent topic, which many understudies battle to find. The topic is the main factor in the progress of an essay. This is the reason, on the off chance that you're having issues thinking of an appropriate topic, you can employ an essay writing service. Understudies with unfortunate writing skills or who cannot manage their time might benefit extraordinarily from such services.
You'll discover some really intriguing assessment essay themes recorded underneath. Peruse them generally cautiously before choosing the one to write an essay about.
Should everybody's human privileges be equivalent?
.
Firearm control is merely a tool for political control.
The United States' foreign arrangement is great and sufficient.
Ideas for compelling procedures to battle debasement are welcome.
Politicians ought to utilize innovation in their missions.
Should the government manage strict practices similarly that it controls different parts of society?
Our media does not permit each standard individual to make some noise.
On the off chance that you run into any issues while writing, you can ask a professional essay writer
What is the essential capability of a nation's President?
Make a rundown of the advantages and disadvantages of communism.
What are the vital reasons for the world's nonstop virus war?
The idea of "confidential prisons" ought to be annulled. It's untrustworthy to do so.
The most serious danger to humanity is a worldwide temperature alteration.
Infringement of the law should be tended to extremely genuinely.
Activists for human privileges are not really moral.
Fishing fighting ought to be managed on a worldwide scale.
One of the most crushing cataclysmic events is tidal waves.
Cyberbullying is the most terrible kind of desolation for a web-based entertainment powerhouse.
Is it genuine that the people who utilize online virtual entertainment networks foster a feeling of inadequacy?
On the off chance that mechanical advancement is permitted to proceed uncontrolled, it will become a menace.
Online materials are not totally solid for research needs.
Is orientation education still relevant in today's reality?
Should a worldwide tremor counteraction subsidize be laid out?
Should medical caretakers involve different nursing speculations as additional references?
To obtain more productive outcomes, drug specialists and physicians ought to team up.
Medical services are in deficient stock for different reasons.
Should grown-ups have the freedom to pick the decision about whether to live with their folks?
For a web-based entertainment powerhouse, cyberbullying is the most exceedingly terrible form of torment.
Do individuals foster a mediocrity mentality because of utilizing online media organizations?
In the event that mechanical advancement is left unrestrained, it represents a danger.
For research purposes, online materials are not totally sound.
Are orientation schools still valuable in today's reality?
Guardians ought to have the option to restrict their kids' admittance to virtual entertainment.
What should the cutting edge anticipate because of the continuous innovative insurgency?
The following stage is to write the essay after you've picked a topic. You can enlist a professional to finish it for you in the event that you pick the "pay for essay" choice. As an understudy with a weighty.
scholastic burden, this is the best choice that anyone could hope to find for you. A paper writing service can give a nice decision if you want to take some help. | web | https://git.synz.io/Synzvato/decentraleyes/uploads/49c97b097ef2eb23f2a262a88baced2b/Good_Opinion_Topics_for_Essays_-_2022.pdf | 0.424047 | {
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Free eBooks
Available To Downloads
Ira Sleeps Over
Ira is thrilled to spend the night at Reggie's, until his sister raises the question of whether he should take his teddy bear.
Lexile Measure: 310L (What's this?)
Paperback: 48 pages
Publisher: HMH Books for Young Readers; Later Printing edition (August 13, 1975)
Language: English
ISBN-10: [REDACTED_PHONE]
ISBN-13: 978-[REDACTED_PHONE]
Product Dimensions: 0.2 x 8 x 10.5 inches
Shipping Weight: 6.4 ounces (View shipping rates and policies)
Average Customer Review: 4.8 out of 5 stars See all reviews (58 customer reviews)
Best Sellers Rank: #9,762 in Books (See Top 100 in Books) #11 in Books > Children's Books > Holidays & Celebrations > Non-religious #64 in Books > Children's Books > Growing Up & Facts of Life > Family Life > New Experiences #363 in Books > Children's Books > Growing Up & Facts of Life > Friendship, Social Skills & School Life > Friendship
Age Range: 4 - 7 years
Grade Level: Preschool - 3
Ira has a dilemma - he is thrilled to be invited over to Reggie's house for his very first sleep over, but his older sister got him really thinking. At home Ira sleeps with a teddy bear named Tah Tah. He's never slept without him. But what will Reggie think if he knew Ira slept with a teddy bear? What would Reggie say if he learned the bear's name is Tah Tah?"Suppose Ira doesn't like sleeping without his teddy bear.Suppose he absolutely hates sleeping without his teddy bear.Should he take his teddy bear with him? Will Reggie laugh at him?"Ira Sleeps Over is an outstanding, read-aloud bedtime tale. It is written with a firm grasp of kindergarten logic and will appeal to children and parents alike. Bernard Waber did a wonderful job of properly pacing the dialogue and it really is a delight to read out loud. There are a couple characters, providing an enjoyable opportunity to affect different voices and even different styles for the same character at different times.The book runs 48 pages, but it is very easy to finish in under ten minutes. My wife and I frequently read it to our two boys. It is a favorite of our 4-year-old and occupies a proud place among the top bedtime books on our shelf.
This book is wonderful. As a second grade teacher, I read it so often to my class that the paper back book pages have fallen out. I'm purchasing the hard back version now.
Great book to read to the family at bedtime. It is definitely on of the best books to read aloud. You are forced to sound like a seven-year-old boy as you read. Addresses the fear of what one's best friend might think when he finds out that you still sleep with a teddy bear.
This is a childhood classic and favorite. If your child is having his/her first sleepover, or has a special bed buddy, then your family will enjoy this book. My son named a teddy after Ira's...and as an adult asked for new copy of this book. I think we will be reading this to HIS children.
Throwing a crazy pillow fight, rummaging through the treasures of a junk collection (bottle caps, fake mustaches, stamps, office supplies), telling scary ghost stories... who can resist the magic of a sleepover with your best friend Reggie? Ira Sleeps Over is a timeless and relatively undiscovered jewel of a story that was a favorite of mine when I was a kid and now is a favorite of our three boys almost forty years later. No helicopter parents in this book, but there is the bratty older sibling that a lot of kids have to learn to put up with, plus the great message that it is truly okay to be yourself and that if you feel scared and insecure there's a good chance the other guy or gal feels the same way.
This story is about a boy named Ira who is going to sleep over his friend's house. Ira is nervous about it because he still sleeps with a teddy bear and he thinks Reggie will make fun of him. Ira finds out that he isn't the only one with a teddy bear. We liked this story because it had a lot of funny parts. You should read this book because the story is fun and the pictures are really good.
This is one of my favorite children's books. My classrooms of preschoolers, kindergarteners and first graders always loved it. It's about a little boy who sleeps over at his friend's house and is afraid his friend will laugh at him if he brings his teddy. All children this age can relate to that quandaryand how the issue is resolved is heart-warming.This is an amusing tale which captures children's attention. Every child's library should have it. Parents and teachers enjoy reading it aloud, too.
I love this book! I begged my mom to read it to me over and over again when I was little. Now I am going to be a teacher and I plan on having this book in my classroom at all times! It would be an excellent book to read to a child going on his/her first sleep over. But, actually, I think anyone (child or adult) would enjoy this book.
Ira Sleeps Over The Dragon Who Never Sleeps: Verses for Zen Buddhist Practice Beauty Sleeps (Fairytale Shifter Book 2) Secrets Of New York: A Mythos Guide to the City That Never Sleeps (Call of Cthulhu Horror Roleplaying) The Right Dog for the Job: Ira's Path from Service Dog to Guide Dog SOS Ayuda Con Las Emociones: Como Manejar la Ansiedad, la Ira, y La Depresion (Spanish Edition) La ira de los justos (Apocalipsis Z nº 3) (Spanish Edition) IRA: The Bombs and the Bullets: A History of Deadly Ingenuity Irène (Un caso del comandante Camille Verhoeven 1) (Spanish Edition) Narcoterrorismo, la guerra del nuevo siglo: Farc, Eta, Ira, Al Qaeda, la cadena del terror al descubierto (Colección Terrorismo Internacional nº 1) (Spanish Edition) Ira Aldridge: Performing Shakespeare in Europe, 1852-1855 (Rochester Studies in African History and the Diaspora) The Mind of the Terrorist: The Psychology of Terrorism from the IRA to al-Qaeda The Ultimate Book of Dad Jokes: 1,001+ Punny Jokes Your Pops Will Love Telling Over and Over and Over... Russian, German & Polish Food & Cooking: With Over 185 Traditional Recipes From The Baltic To The Black Sea, Shown Step By Step In Over 750 Clear And Tempting Photographs The Instinctive Weight Loss System - New, Groundbreaking Weight Loss Product- 7 CD's, Over 7 hours of Hypnosis for Weight Loss and Mind Reconditioning Sold in Over 40 Countries Worldwide Carrier Grade Voice Over IP (McGraw-Hill Networking Professional Carrier Grade Voice Over IP Second Edition) Baroque And Folk Tunes For Recorder: An Unusual Collection of Music Arranged for the Recorder, containing over Fifty Pieces from Over 300 Years of Music USN/USMC Over Korea: U.S. Navy/Marine Corps Air Operations Over Korea 1950-53 - Aircraft Specials series (6048) Getting Over A Breakup: 75 Easy Steps To Get Over A Breakup Starting Over: Your Life Beyond Regrets | web | https://ebooks-websites-8940f.firebaseapp.com/aXr732GDjx70pxwB1Zb/Free%20eBooks%20Ira%20Sleeps%20Over%20Available%20To%20Downloads.pdf | 0.513049 | {
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Jonah learns to obey God
BY JOE SARNICOLA
"Jonah! I want you to go to Ninevah when the sun rises."
Jonah woke up and looked around. He was the only person in the room. The voice continued, "The people of Ninevah have sinned against me. You are to warn them that they are a wicked city." Jonah realized that it was God who was speaking to him.
In the morning, Jonah packed a traveling bag, but instead of heading toward Ninevah, he went toward the sea and paid his fare on a ship bound for Tarshish. He was hoping the Lord would not find him.
When the ship was out in deep water, the sky turned black, and a powerful wind tossed the ship about as if it were a toy. The sailors were afraid, and the captain ordered them all to pray to the gods. Jonah came up on deck and said, "It is my fault the weather is bad. I have tried to hide from the true God, but he has found me. I will meet my reward and the Lord will deal with me as he sees fit."
The superstitious sailors were only too happy to do what Jonah had asked. As soon as Jonah landed in the water, the sky cleared and the wind calmed. The sailors immediately became followers of the God of Jonah. Then a huge fish surfaced and swallowed Jonah. Jonah spent three days inside the fish, so he had plenty of time to think and pray. The fish then spit Jonah up onto the shore. Exhausted, Jonah immediately fell asleep.
When Jonah woke up he again heard a voice, "Jonah! I want you to go to Ninevah when the sun rises." This time, Jonah went as fast as he could to the city. As soon as Jonah entered the first gate, he cried out, "Repent, or in forty days God will destroy your city."
When the king of Ninevah heard Jonah's message, he ordered a day of prayer and fasting.
"From this day forward," he declared, "Ninevah will be a city of God's people. We shall turn from our wicked ways and obey the Lord."
When God saw that the people of Ninevah had changed their hearts to serve him, he promised he would now bless, rather than destroy the city.
READ MORE ABOUT IT:
Jonah 1-4
Q&A
1. What did Jonah do when God called him the first time?
2. What happened to the people of Ninevah?
Bible Accent
The Book of Jonah was written as a parable. It was also written with a sense of humor. The characters and events are exaggerated, but there is still a lesson in the story. Jonah was swallowed by a big fish and spent three days in its stomach, and then the fish spit him out onto dry land.
But maybe Jonah was like we are. When God first asked him to do something, Jonah did not want to do it. He was stubborn, and he did not want to take God's message to the Assyrians who lived in Ninevah, because they had always been the enemies of the Israelites.
And maybe he was afraid, too. Jonah thought he could run away from God, but God found him. Jonah delivered God's message of warning to the people of Ninevah, and they repented and obeyed the Lord. The Assyrians were spared God's anger, and Jonah learned about obedience.
St. Paula
Paula had wealth, a good husband, and five beautiful children, and she was happy. But when she was 32, her husband died. She was so heartbroken, Paula lived day after day in unhappiness until a friend suggested she try daily devotionals to God. Paula prayed regularly, she donated money and materials to the poor, and she let visiting missionaries stay in her home until they were ready to go somewhere else to preach. But then three of her children died.
In order not to be weighed down with grief, Paula went on a pilgrimage to Bethlehem with St. Jerome and some of his companions. There she used her money and influence to establish a convent, monastery and a guest house for pilgrims. She died in the year 404, and was buried under the Church of the Nativity in Bethlehem. We honor her on Jan. 26.
Kids' Club
You can win a $50 savings bond by writing an essay (100 or fewer words) answering this question: What will you be doing in the year 2000 to show that you want to follow God's commandments?
Send your essay -- including name, home address, telephone number, age and grade -- to Catholic Courier, P.O. Box 24379, Rochester, N.Y. 14624. Deadline for entries is Feb. 1, 2000. The winner will be notified by phone and receive the savings bond by mail. In addition, the winner's essay will be published in an upcoming issue of Kids' Chronicle.
Last month's winner was Taylor Volkman, a sixth-grader at Our Mother of Sorrows School, Greece. In response to the question, Why is it important for us to worship God together in church? Taylor wrote, It is important to worship God together in church because together we are a parish, a family, and a community. We are united in prayer. The church is people. People praying together gives strength to one another. We are all members of the Mystical Body which means we are all united in Christ. In unity there is strength so to me praying together in church gives me a real sense of peace, joy, and strength.
THANKS TO OUR SAVINGS BOND DONOR
651 Plymouth Ave. N., Rochester, NY 14608 ([REDACTED_PHONE]
Quality Sausage and Meat Products Since 1888 | web | http://lib.catholiccourier.com/2000-catholic-courier/catholic-courier-2000%20-%200012.pdf | 0.49265 | {
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Mrs. Frisby and the Rats of NIMH
Group Presentations
Guidelines:
1. Each Literature Circle will give an oral presentation of the novel Mrs. Frisby and the Rats of NIMH in class on Thursday, December 6, 2012.
2. There will be a 12 minute time limit per group for their presentation.
3. Each group will prepare a visual board in class. The board should contain the following:
- A plot structure diagram (Freytag's Triangle) which labels the exposition, rising action, climax, falling action, and denouement (resolution) of the book. This should include specifics from the book. Label aspects of the exposition. List elements of the rising action- -indicate conflicts within the story. What was the climax? Label this on the diagram. List aspects of the falling action—key events that take place after the climax. How did the story end? Label this as the denouement. These should all be short and concise descriptions.
- Literature Circle work completed by each group member- Discussion Director, Illustrator, Language Lover and Vocabulary Vulture. Group members are encouraged to be as creative as possible as they consider how they will present their work on (or in front of ) the display board and to the judges.
4. There will be a panel of judges who will evaluate each presentation based on this criteria:
- Above guidelines have been met.
- Group demonstrates teamwork which is evident through a shared and balanced workload AND full participation in the oral presentation (meaning EVERY group member has an opportunity to speak during the presentation. It should not be just one or two members doing ALL of the talking about the book.)
5. Group members are expected to work together as they plan HOW they will complete their presentation in an orderly and interesting manner. There will be one class period after the Thanksgiving break devoted to practicing the presentations.
6. Each student should dress "professionally" on the day of the presentation. No jeans, t-shirts or uniform shirts. Khakis or dark pants, collared shirt and tie (optional) for the boys. Khakis, slacks, skirt or dress for the girls. Hair neat and pulled away from your eyes. | web | https://mrsfostersliteratureclass.weebly.com/uploads/1/2/2/3/12233368/mrs._frisby_group_presentation_guidelines.pdf | 0.474489 | {
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DATA SLICE
Issue Number 3
April 9, 2019
More Kindergarteners are Exempted from Required School Vaccinations than in the Past
Kent Jason G. Cheng
Measles cases in the U.S. have soared over the past two years. After ending 2018 with 372 measles cases, 206 cases were reported in the first two months of 2019 alone. Outbreaks like these are mostly occurring in communities with low childhood vaccination rates. Parents are required by law to vaccinate their children before they go to kindergarten except when the student has medical issues or when states allow exemptions for religious or philosophical reasons. Twenty states have proposed new vaccination exemption bills already in 2019. The percentage of kindergarteners being granted exemption from vaccination is growing across the U.S. as parents increasingly request exemptions for philosophical reasons. During the 2017-18 school year, 2.2% of kindergartners were exempted from vaccination. This is up from 1.6% during the 2011-12 school year. These percentages seem small, but in 2017-2018, this was equivalent to 81,000 children not receiving vaccines. Increases in the number of unvaccinated children dramatically raise the risk of more measles outbreaks.
The Percentage of Kindergarteners Exempted from Vaccinations is Growing
Data Source: SchoolVaxView via the U.S. Centers for Disease Control and Prevention
(https://www.cdc.gov/vaccines/imz-managers/coverage/schoolvaxview/data-reports/index.html).
Data are not available for IL, MN, and MS. CO, TX, and WY had incomplete data points. Analysis: Kent Jason Cheng.
About the Author
Kent Jason G. Cheng is a PhD Social Science student at the Maxwell School of Citizenship and Public Affairs and a graduate research assistant in the Aging Studies Institute at Syracuse University. [REDACTED_EMAIL]. | web | https://surface.syr.edu/cgi/viewcontent.cgi?article=1106&context=lerner | 0.49089 | {
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Mosquito larvae
eat detritus, bac-
teria, and algae.
They make good
food for fish and
ducklings.
Diving beetle larvae,
known as
ANTHONY MERCIECA, DEMBINSKY PHOTO ASSOCIATES
Adults eat tadpoles, fish, and insect larvae. When adult beetles dive, they carry E.R. DEGGINGER, DEMBINSKY PHOTO ASSOCIATES
Copepods are tiny crustaceans that eat bacteria, algae, and detritus. Some ALEX RAKOSY, DEMBINSKY PHOTO ASSOCIATES
diatoms
are brownish
and shaped like tiny covered boxes.
Their shells contain silica, a hard
photosynthesize. That makes them
When you see a desmid, you might think you're seeing double. It has two parts that are mirror images of each other. Desmids come in different shapes. Sometimes they live in through the water, slowly then be used again by other life
splitting into
two. They are
eaten by
crustaceans
and other
animals.
ROBERT MEGARD | web | https://files.dnr.state.mn.us/mcvmagazine/young_naturalists/young-naturalists-article/pondlife/pondlife.pdf | 0.431726 | {
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Predictive Poster
A Predictive Poster has been added to this kit as a consumable item. The obvious questions are, "Why?" and "What am I supposed to do with it?"
The short version: It is vitally important to the neurological development and learning of children to help them consciously go through the process of making predictions, thinking about the consequences of their predictions, testing the predictions, and evaluating the results (also called hypothetico-predictive thinking).
If - the length of the arms on the air-copter doesn't make a difference in how fast the air-copter falls (initial idea)
then and - we make an air-copter with longer arms (behavioral test)
Because
- the air-copter with longer arms took longer (what really happens)
- it should fall the same as one with shorter arms. (prediction)
therefore
- the length of the arms makes a difference in how fast it falls. (conclusion)
Suddenly there is a contradiction between what we thought would happen and what actually happened. Attention increases as the search for new answers, tests, and predictions begins. Neurologically, brain activity increases as past experience is searched for alternative answers or new ideas are generated.
If - when adding fractions you're supposed to add the numerators and denominators (initial idea)
Because - I get 2/4 when I do the problem that way (what really happens)
and - I follow that rule when adding ½ and ½, (behavioral test) then - I should get 1 for the answer because two halves make one whole. (prediction)
therefore
- that's not the rule and I have to try something else. (conclusion)
Without the testing step, no learning occurs. That's why hands-on instruction is so important. Ideas can be generated, tested, and accepted or rejected immediately. Reading the chapter and answering the questions involves little of this kind of thinking–especially when the feedback comes next week when the assignment is handed back.
Intellectual development can stall at any age if there is not practice making and testing more complex hypotheses. Learners need feedback to know if their thinking is correct and they need to practice this kind of thinking so they get better at it. As teachers, our goal should be to help learners internalize the process of the Predictive Statement (If, and, then, Because, therefore) as well as learn the content. Only then are we helping to develop life-long learners.
That's why the poster is in the kit and that's why you should use it. It is considered consumable so you can keep it up and use it throughout the day in any kind of lesson. | web | http://centerforhandsonlearning.org/wp-content/uploads/2018/08/predictive.pdf | 0.495371 | {
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Painful Ears And Flying
Some people experience earache when flying in a plane. Usually this happens as the plane descends to land. The pain is worse the lower the plane gets and can be quite severe on landing.
What causes the pain?
The small space behind the ear drum should normally be filled with air. This air space is connected to the back of the nose by a tiny channel, the Eustachian tube. The air on either side of the ear drum should be at the same pressure. As a plane descends the air pressure becomes higher nearer the ground. This pushes in the ear drum. To relieve this, the pressure inside the middle ear has to rise quickly too. If there is any blockage of the Eustachian tube that stops air then the ear drum becomes more and more tense from the outside pressure. This is painful. Common reasons why this might happen are; ear infections, throat infections, hay fever etc . In fact, any condition causing extra mucus in the ear tubes can be a problem. In some people it just happens as their Eustachian tube does not drain very well or is rather narrow and becomes easily blocked with mucus.
Treatments
If there is pain when the plane has landed, although it may be severe, it normally goes quickly. Regular painkillers such as paracetamol are useful until it does. Travellers may be advised to take some with them just in case. Fluid sometimes accumulates in the middle ear for a few days which may make hearing rather dull for a while.
Preventing ear pain when flying
Strictly speaking, anyone with colds, respiratory infections, ear infections, etc. should not to fly. However, not many people will cancel their holiday trips for this reason. The following may help people with excess mucus and those people who experience ear pains when flying.
Valsalvas manoeuvre - pinch the nose and blow hard against the nose (not against the mouth). This forces air into and up the Eustachian tube to equalise the pressure behind the ear drum. A popping sensation should be felt in the ear. As soon as the plane starts to descend and a change in pressure is sensed, this should be done and repeated every few seconds until landing whenever the pressure drop sensation is felt.
Antihistamines - anti-histamine tablets (available at pharmacies) at full dose, taken the day before and the day of travel, will help to limit mucus production.
Decongestants - sucking menthol sweets helps to open the 'tubes' and decrease mucus on the flight. A decongestant nasal spray can also be used (such as one containing Xylometazolene - available at pharmacies). Spray the nose about one hour before the expected time of descent. Spray again 5 minutes later. Then spray every 20 minutes until landing.
Return to top
Mrs Diane Taylor
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05 August 2003 3:54.04pm
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Dear Parent / Carer,
This is to inform you that your child will take a science assessment on Friday 6
th science lesson. This test will cover biology, chemistry, and physics in that lesson.
A half – period 5
B half – period 1
Students have been given a Science revision workbook they can use and keep, which has a timetable they should be following as a minimum guideline for revision (set 5 students – this is kept in
school). Students have also been given exam question packs to practice and mark; answers for these packs are available on FROG.
It is essential that your child attempts these exams with the aim of achieving the best possible results they can
as these exams will give the pupils the indication of how their summer public exams will be received.
Topics that will be tested
Biology: B1 Cell level systems, B2 Scaling up, and B3 Organism level systems
Chemistry: C1 Particles, C2 Elements compounds & mixtures, and C3 Chemical reactions
Physics: P1 Matter, P2 Forces, and P3 Electricity and Magnetism (or P4 Magnetism in separate science).
Your child will also have Science assessments in March, covering the same topics, so that we can assess progress.
Revision resources can be found on Frog which include past paper questions, board works quizzes and mindmaps. Students also have access to the online textbook and further practice
questions at https://www.kerboodle.com.
If you have any further questions please feel free to contact me on 0208 575 8222 (Ext 442)
Yours faithfully
Ms Ul-Haq
Second in Science/Key Stage 4 Manager
19
th
October 2019
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What colour is sunlight?
Sunlight is white. When it hits a prism or water at the right angle, sunlight is dispersed into the colours of the rainbow: red, orange, yellow, green, blue, indigo, and violet.
Different colours of light travel at different speeds, then exit the prism or water at different angles, which creates a rainbow.
Add some scenery to the picture on this sheet. Draw buildings, plants, animals or anything you want, and colour everything in.
To add a rainbow to your scene, fill a bowl ¾ full of water and place a mirror in the bowl at a 45-degree angle.
By Kira Vermond & Suharu Ogawa | annickpress.com
Position the bowl by a sunny window so that the sun hits the mirror and creates a rainbow on your wall. Then, tape your drawing to the wall where the rainbow appears!
No sunshine? No problem! Simply use a flashlight instead. | web | https://www.ontariosciencecentre.ca/media/1961/activitysheet_annick.pdf | 0.438766 | {
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TOLL-FREE CALL 0508 299 299
WEED FILE:
CALIFORNIAN THISTLE Part 1
REVISED: JUNE 2014
Californian Thistle – Cirsium arvense
DISTRIBUTION
This Weed File comes in two parts (Part 1 and Part 2, of course) because there's a bit more information than will reasonably fit on one page. So please make sure you read both parts to get the full story.
WHY IS THE CALIE DIFFERENT?
The Californian thistle (also known as the "Calie" thistle) differs from other thistles in New Zealand in that it is a perennial. All our other thistles are annuals or biennials, and they all have tap roots on the individual plants. But the Californian thistle instead has a far-creeping root system that sends up a large number of aerial shoots, and it is these that we normally think of as being "a thistle" rather than just part of the thistle. Thus a clump of Calie thistles is almost invariably all growing from a single root system, and is thus effectively a single plant. This can extend to an entire paddock's population of Californian thistles all actually being one giant plant.
The aerial portion of the plant dies back in the late autumn or winter with the early frosts, but the huge root system remains viable and fresh growth emerges in the spring.
Because of the extensive nature of this root system, Californian thistles can be difficult to eradicate, and virtually impossible with any single treatment. The aerial growth that is "killed" by mowing or spraying is soon replaced by fresh growth. The implication of this is discussed in detail in Part 2 of this Weed File.
DESCRIPTION
Californian thistle is an erect perennial that grows to about 150cm tall and generally in dense colonies or patches. The stems are erect and furrowed, and multi-branched towards the top. The stems do not have spines. The leaves are fleshy and lance-shaped, dark green on top and lighter below, are about 150mm long by 50mm wide, and have small-toothed edges as well as 5-10mm spines.
The flowers of the Californian thistle are purple, mauve or white, egg-shaped and about 20mm long by 15mm wide. This is smaller than Scotch and nodding thistles, although of similar size to the winged thistle.
The flowers on a single plant (or plant complex) are either all male or all female, and therefore pollination is often very poor with little if any viable seed being produced in a pastoral situation. Flowering occurs in summer and autumn.
The Californian thistle is common throughout all parts of New Zealand and in many areas is the major thistle problem, indeed in some regions it is the major pastoral weed pest of any kind. It will inhabit pastoral, arable and waste areas, and is able to grow in almost any climate. The plant was introduced from Europe.
PASTURE THEFT
Stock (except goats) will avoid grazing close to Californian thistle because of the sharply spined leaves. This leads to very poor utilisation of the closely adjacent pasture. The total effect of effective pasture loss with Calis has been reported as 600kg/Ha in a low thistle density paddock! The Californian thistle is without doubt the most economically significant of NZ's pastoral weed species.
Additionally, sheep grazing pastures containing Californian thistles can suffer from scabby mouth, a viral infection of the punctures in the lips and mouth caused by the thistle spines.
CROPS
Californian thistle is highly competitive in crops, and can quickly establish in a new crop from an old root system. The residual herbicides that are often used in advance to protect new crops are not necessarily effective against the Cali because the thistle's root system lies deeper in the soil than the effect zone of the residual herbicide, so that the thistle plant is unscathed and can produce new growth that is both unexpected and considerable.
AN IMPORTANT CONSIDERATION
At different stages of its growth, the sugars within the aerial (above ground) portion of Californian thistles will move in one direction or the other. At early flowering (late spring/early summer) the sugars are flowing predominantly up and out, from the upper leaves into the flowers. In late summer, at the end of flowering, the sugars begin flowing actively in the other direction, down into the root system. This change of direction of the plant's "biological flow" can be exploited to maximise the effect of both chemical and non-chemical control measures, as will be discussed in Part 2 of this Weed File.
The library of Rainbow & Brown Weed Files now covers over 60 common problem weeds. You can read or download all of these Weed Files at our website. Click the "Weed Files" tab at the top of any page for the alphabetical list of titles. | web | http://rainbowbrown.easyretail.co.nz/Weed%20Files/WF%20californianthistle1.pdf | 0.434006 | {
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General Education Learning Outcome – Public Speaking
Outcome
Demonstrate effective public speaking skills.
Subcomponents
* Demonstrate an audience-centered purpose that adapts to the audience, occasion, and time limit of the speech.
* Demonstrate the effective use of an introduction, body, and conclusion of a formal speech.
* Deliver the speech with effective eye contact relative to the use of presentational aids (when applicable) and the audience.
* Demonstrate appropriate attire, gestures, good posture, and meaningful body movement.
* Vary the tone of voice appropriate to the content of the speech and context of the audience.
Sample Artifacts
* Students will present a 15-minute formal oral presentation to the class on a current physical therapy intervention (treatment technique, strategy, or modality). They will include a BRIEF demonstration of this treatment strategy or a component of it. Finally, they should be able to discuss the underlying rationale for this treatment approach and what evidence currently exists in the literature about when and with which types of patients to use this intervention. (Systems, Problems, and Physical Therapy)
* The Computer-Aided Technology Presentation is a speech that should inform an audience of the nature, scope and details of your capstone design project. The main points should consist of generalizations/conclusions that are supported by your report, graphics, models and drawings. The student should focus on the overall nature and scope of the project, include at least two aspects of the project which are noteworthy and describe an overall review of you project. (Design Project)
* A mock interview is the equivalent of a dress rehearsal for your real interviews. Dressing professionally will allow you the opportunity to become accustomed to professional attire and to receive feedback on your professional appearance. An interview is not an acting session. It is a chance to showcase the "real you" and to see if you fit the job and if the job fits you. Be yourself! Be professional!
* Career in Engineering, Presentation #2: The "Career in Engineering" presentation is designed to make you consider aspects of your career path above and beyond a field of study or academic major in engineering. The introduction should provide information about the things that are most important to you in terms of choosing a career path (salary, location, schedule, benefits, etc.) Start strong! Under no circumstances should you begin with "Hi, my name is _______". You should outline your ideal career as an engineer. You should identify your chosen engineering discipline, along with the ideal job function and industry you would prefer to work in. Provide supporting comments for your decisions and identify one or two companies that would fit the career you have just
described. Provide a grand summary of your presentation, wrapping together all the highlights of your talk in a brief sound-bite. End strong! Do not just say "Thank you" as your conclusion… "Thank you" should only come after you have concluded your presentation with a strong statement of finality! | web | https://www.occc.edu/wp-content/legacy/institutionalcommittees/document/outcomepublicspeaking.pdf | 0.490985 | {
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Devon Rex - Information Sheet
ORIGIN - The Devon Rex breed stems from a curly-coated cat found in 1960 by Beryl Cox, in Devon. She attempted to take him in, but he refused to be tamed. Beryl kept an eye on the cat, though, and noticed that he had mated with a local female cat. She found the litter in a field at the end of her garden, and one of the resulting litter also had curly fur - she named the curly kitten Kirlee, and took him home. Like the Cornish Rex, the Devon's coat is caused by a recessive gene, and inbreeding was necessary to perpetuate the breed - the Devon gene is different to that which curls the coat of the Cornish Rex, and crossing Devon and Cornish Rexes produces litters of straightcoated kittens. The two mutations must have arisen independently, despite arising so close geographically, ie in Devon and Cornwall. Within 10 years the breed was recognised in Britain.
DESCRIPTION - The first impression of a Devon Rex is of an impish face and a crinkly coat. The cheeks are wide, the eyes are large, and the ears are very large, and set low on the head. The cat's face has a distinct dip, or stop, in its profile, and the chin is well defined. The short coat has almost no guard hairs at all and is mostly made up of the undercoat of down hairs. Like the Cornish Rex, the Devon has the characteristic Rex 'Marcel Wave', and the fur forms ripples and waves, particularly on the back. The whiskers and eyebrows also curl, and are prone to snapping off. The legs are slender, and the hind legs are longer than the fore legs. The paws are small and oval.
COLOUR - The Devon Rex can be any cat colour or pattern.
COAT LENGTH – Short
AGE EXPECTANCY - The Devon Rex weighs between 2.5 - 4kgs.
WEIGHT / HEIGHT RANGE – 2.5-4kgs
AILMENTS - Despite its somewhat fragile appearance, the Devon Rex is a healthy and vigorous breed. Rexes may be considered elderly at between eight and ten years old and regular check ups from this age on are advisable. Yearly blood tests may be advisable to aid early diagnosis of problems such as kidney disease which is unfortunately common in older cats. Most geriatric cats will benefit from appropriate adjustment to their diet, and many cats will live well into their teens. Because of the back-crossing needed to establish the breed's initial gene pool, there have in the past been genetic spasticity problems, but careful breeding has all but eliminated this now.
PERSONALITY - Devons are fondly described as "little terrors", and "monkeys in cats' clothing" whose antics include swinging from the curtains and climbing the wallpaper! These lively and extrovert cats seem to be born comedians. They have several 'dog-like' qualities, such as a fondness for fetching toys, and can be trained to walk on a harness and lead. They are very gentle and loving cats, and hate to be bored or alone. Visitors to the house may be surprised to find that they are thoroughly investigated by a nosy Devon Rex before they have a chance to sit down. The cat will respond well to cat-loving guests and will snuggle up to them. However Rexes are not lap cats and will soon be off and attempting to get the visitor to dangle and throw its toys. Lots of things to play with and climb on should be provided for this cat, and multilevel scratching posts will be much appreciated for the opportuni- www.passionforpets.com.au
ties they present. If you are looking for a cat that will really value your attention, and you have the time to give it the attention it deserves, then a Rex may be the cat for you.
ENERGY – High
NOISE – High
CHILD SUITABILITY – Medium
COMPATABILITY WITH CATS – High
OTHER ANIMAL COMPATIBILITY - High
FEEDING & GROOMING
FEEDING – The Devon Rex is an active cat - and usually very hungry - cat, and requires around 80kcal of good quality food per kg of bodyweight, per day. Care must be taken not to let this breed become obese, due to its fondness for food!
UPKEEP - The Devon Rex's wavy coat needs the minimum amount of care - just a quick stroke with a chamois leather, or the owner's hands, will smooth the fur and emphasise the waves of the coat. A good quality diet will ensure that the cat receives all the natural oils its coat needs to stay in good condition. Rubber brushes may be used to help remove dead hair, but caution should be exercised as excess use may permanently damage the hair. Like all cats', the Devon Rex's teeth also benefit from care. Many cats will allow you to brush their teeth if they are introduced to it over time, and your vet or veterinary nurse should be able to advise you on how to do this and what products to use. Special chews are also available to help control plaque, and again your veterinary surgery can advise on this. Like any cat, the Cornish Rex should have its ears checked for wax regularly, and its claws clipped occasionally. Like the Cornish Rex, although these cats shed much less than other breeds, it is not true to say that they do not shed at all, or are hypoallergenic. However, they are less likely to cause allergies than other cats.
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Love is...
LOVE is kind, it is patient, it does not envy, it does not boast, it is not proud, it is not dishonorable, it does not seek its own, it is not easily angered, it does not keep a record of wrongs, love does not delight in evil but rejoices with the truth. It always protects, always trusts, always hopes, always perseveres.
1 Corinthians 13:4-7
MEDIA PACK
The bible tells us that others will know us by our love.
We want to display God’s love to our world.
By This Shall All Men Know
Ye are My disciples If Ye Have Love One to Another
JOHN 13:35
Each week please bring along your __________ so that we can send them off to ______________ at the end of the term.
Let love be your highest aim
1 Cor 14:1
God wants to give you a heart just like this one...
Love before anything
kindness
forgiveness
Love always
patience
generosity
gratefulness
Whoever does not love does not know God, because God is love. 1 John 4:8
GOD IS LOVE
JESUS LOVES ME
Love is Patient
Be patient with others like Jesus is with us
LESSON 4:
LESSON 6:
I love ME, Others and God
1. Decorate the heart
2. Cut the whole shape on the solid line
3. FOLD on the dashed lines (5 - 6)
4. FOLD on the dotted lines (7 - 8), but reverse the fold so the dotted line is tucked inside
love GOD
love others
love me
love keeps no record
of being wronged
1 cor 13:5
LESSON 7
Page 13 of 15
Love is...
Love is generous
Love is patient & kind
Love forgives
God’s love is FOREVER & FOR EVERYONE
Love is the most important
God Is Love
Love has a grateful heart
Love bears ALL things
Love is generous
Love is patient & kind
Love forgives
God’s love is FOREVER & FOR EVERYONE
Love is the most important
Love has a grateful heart
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April Holmes was lying in a hospital bed when she first heard of the Paralympic Games. She had lost part of her leg in a train accident, and a doctor told her of the competition for disabled athletes. Immediately April began setting goals to wear the USA uniform, to break records, and to win gold medals.
April’s key to success throughout her recovery and training was perseverance. As she puts it, It’s not about how bad you want something, it’s about how bad you are willing to work to get that something. April never gave up and, one by one, she met all of her goals.
Training for the Paralympics sounds difficult. How much of your preparation is physical and how much is mental? I consider training 100% physical and 100% mental, for it takes all you have physically and mentally to represent the United States and also to be a gold medalist. One of the more challenging things is to make sure you stay focused at all times on your goals. If so, regardless of the outcome, you will be successful knowing you gave your best.
When you were a young athlete, what were your biggest challenges off the track? In particular, how did you decide to say YES to a healthy lifestyle and NO to underage drinking? Having attended school in the inner city, I constantly reminded myself not to fall victim to some of the negative things around me. I knew so many people in jail, pregnant, on drugs, and consuming alcohol. With every decision I had to make, I always asked myself, “Is it worth it?” My answer dictated my action. So I always allowed school, track, and basketball to keep me busy so I would stay out of trouble.
How did belonging to a team affect your approach to your sport? When I train, I think about what an honor it would be to be considered one of the best in the United States and one of the best in the whole wide world. So when there comes a day when I am too sore to practice or want to skip practice and do something else, I think of how badly I want to wear the USA uniform and represent this great country.
How do you measure a good race? I measure a good race based on if I did what I had trained to do, then by what place I finished. You always have to consider that there are times when others may grow, excel, or do better than you. That in no way should reflect how you feel about yourself. Just look in the mirror and ask yourself if you are doing your best and that should determine how you feel.
1. **Get Involved!**
Being a member of a community involves both giving and receiving. Giving your time and energy keeps a community strong. But being involved also benefits the giver! Working with others brings joy, knowledge, and new skills.
2. **Represent Your Community Well!**
Members of a community are representatives of that community. This means that your behavior in public affects how people view your community. That’s why it’s important to be mindful of your manners and to respect others.
3. **Give Back!**
Communities need your help to survive and thrive. Your community has likely helped and supported you in the past, so be sure to give back. Doing this holds the community together and also helps the community accomplish its goals. Every bit of effort and care counts!
Be a Champion for Your Body
You are a complex organism that consists of many moving parts and countless physical and chemical processes. Your body parts are intricately interconnected and you’re still growing. The lungs and brain work together to aid in respiratory function. Your mouth, esophagus, stomach, and intestines work together to digest food and distribute nutrients into the blood, which is siphoned through to other vital organs. See below to learn more about your body as well as how saying “YES” to a healthy lifestyle and “NO” to underage drinking affects these functions.
**Brain**
Alcohol can damage the frontal lobes while they’re still developing, which is part of the brain that makes decisions.
**Muscle System**
Alcohol can deprive the body of nutrients and water that your muscles need to work properly. Too much alcohol can also lead to weight gain, which is a burden on the body.
**Immune System/Thymus**
Alcohol can deplete the body of vital minerals and vitamins. The immune system depends on these nutrients.
**Heart**
Too much alcohol can contribute to heart disease.
**Liver**
Too much alcohol can cause liver disease.
### Your Major Organs and Physical Processes
| Organ or System | Function |
|-----------------------|--------------------------------------------------------------------------|
| **Brain** | The brain and spinal cord govern your nervous system, which spreads throughout your body. |
| **Blood Vessel/Artery** | The cardiovascular system sends blood throughout the body. The heart is its central pump. |
| **Muscle Group** | Your bones and muscles give your body structure and allow it to move. |
| **Thymus** | Your thymus is part of your immune system, which keeps you healthy. |
| **Liver** | The liver plays a crucial role in the digestive process. | | web | http://asklistenlearn.org/wp-content/uploads/AskListenLearn_56_Student_Magazine.pdf | 0.482401 | {
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Select performance skills associated with a theatre form or period.
'Theatre of the Absurd'
At the end of act one, after an entire day of Waiting for Godot, Estragon and Vladmir decide to leave "Well shall we go?, "yes, let's go". However, they stay exactly where they are without moving. This is a typical convention of absurdist theatre as their actions contradict their words, and the action of the play ceases to develop. My dependency on Estragon is shown as I continually distance myself from him and create my own personal space. However, within this personal space I am prone to the feeling of alienation. This causes me to return to Estragon's side, in order to prevent myself from feeling lonely or abandoned, depicting my roles insecurities.
Cyclic pattern of absurd theatre prevents the plot from developing and therefore nothing is achieved or fulfilled. I highlight this feature by repeating actions within the scene such as continually having Estragon fall asleep on Vladmir. We also highlight it by never resolving any of the issues raised. For example: Estragon falling asleep, Vladmir losing Estragon, teaching Estragon to defend himself, thus forcing the plot to move on without actually accomplishing anything.
Mood changes are also a significant feature of Absurdism that I highlight. I do this by quick shifting of mood. In the space of only a few minutes my characters mood changes from angry (that Estragon won't look at me), to happy (to be back with Estragon), to frustrated upset (that Estragon has disappeared), to despairing (that I can't find Estragon), to happy (that Estragon has returned). This means the past is irrelevant to characters and that they do not dwell on their situation and actions even just a few moments before. This prevents character development and also halts development of the play.
The plot continues to circulate, reinforcing the meaningless aspect of the absurdist play and consistently returning to the focal point of 'Waiting for Godot'. The situation of our scene has a similar motif. Estragon incessantly falls asleep on me, and I continuously wake him, in fear of being alone. He then falls asleep and despite my determination, I fail in waking him. This displays the cyclic style of the play and reinforces lack of development.
My fears of losing Estragon surface when I think he is lost. In desperation I search for him, but event this is pointless as I give up and begin to cry. Once found, my mood brightens and I decide to teach Estragon how to defend himself. However my motivations and actions contradict each other, as despite my attempts to help Estragon fight- I don't want to lose. Therefore the outcome of the scene is of little development and thus reflects the play in itself, which also has minimal progress and development. | web | https://www2.nzqa.govt.nz/assets/NCEA/Subject-pages/Drama/Exams-and-exemplars/Level-3/91515A/91515A-Exemplar-Low-Achieved.pdf | 0.502461 | {
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Escrow All about
What is an escrow?
How does it work?
An escrow is something of value, such as a deed, stock or money that is put into the custody of a third person by its owner to be retained until the occurrence of a contingency or performance of a condition.
Why do I need an escrow?
If you are the buyer, seller, lender or borrower, you will want to ensure that your currency or real estate will not change hands until all of the stipulations in the transaction have been followed.
The escrow holder has the obligation to safeguard the funds and/or documents while they are in their possession, and to disburse funds and/or convey title only when all provisions of the escrow have been complied with.
Who chooses the escrow?
The selection of the escrow holder is normally done by agreement between the principals. If a real estate broker is involved in the transaction, the broker sometimes recommends an escrow holder. However, it is the right of the principals to use an escrow holder of their choosing and who is competent and experienced in handling the type of escrow at hand.
The buyer, seller, lender and borrower will usually have the escrow instructions created, usually in writing, and then signed and delivered to the Escrow Officer. If a broker is involved, s/he will normally provide the Escrow Officer with the information necessary for the preparation of the escrow instructions and documents.
The Escrow Officer will then process the escrow, according to the instructions, and when all of the required terms have been met, the escrow will be "closed". Although each escrow will follow a similar pattern, each one is different as it deals with the property and the transaction at hand.
The duties of an escrow holder include: following the instructions given by the principals and parties to the transaction in a timely manner, handling the funds and/ or documents, paying all approved bills, responding to authorized requests from the principals and closing the escrow only when all terms have been met. | web | https://www.ncslenders.com/wp-content/uploads/All-About-Escrow-Flyer-NCS.pdf | 0.444243 | {
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Teller County Environmental Health Department P.O. Box 1886 * 540 Manor Court Woodland Park, CO 80866
([REDACTED_PHONE] * Fax ([REDACTED_PHONE]
SAFE FOOD-HANDLING PRACTICES for
RETAIL FOOD SERVICE ESTABLISHMENTS and their EMPLOYEES
(Published June 2000)
FOR A COMPLETE PAPER COPY OF THIS BOOK, PLEASE CALL THE E.H. DEPT. AT THE ABOVE PHONE, FAX, E-MAIL OR ADDRESS.
STATISTICS - All food may contain some natural bacteria. Improper handling gives bacteria the opportunity to grow and be transferred to other food items. Contaminated food can be very dangerous, especially to children, the elderly, and immune suppressed individuals.
DID YOU KNOW that annually, up to 9,000 people die as a result of food-borne illnesses? Additionally, 80 million Americans (about 1 in 3 people) experience fever, stomach cramps, vomiting and diarrhea from improperly handled food.
A FEW WORDS FROM THE HEALTH OFFICER - Many of the frequent mistakes I see food handlers make during regular inspections are due to lack of proper training. With the following information we provide valuable information to food service establishments and their employees, thus reducing possible incidents of food-borne illnesses, and improving the quality of service within all establishments. The format identifies food handling practices and how they directly relate to regular inspection reports and food-borne illness. We also include a test and answer key for your convenience should you choose to conduct training sessions with this guide. If you have questions or comments regarding the information included here, please contact our office in one of the manners listed above.
TEN FACTORS CONTRIBUTING FOR FOOD-BORNE ILLNESSES
1. Using food/water from an unapproved source;
2. Cross-contamination of raw foods with cooked foods or foods ready for service without further cooking;
3. Working with food when affected with diarrhea, vomiting, fever, sore throat, colds, infected cuts, burns, wounds, boils;
4. Failure to wash hands between tasks;
5. Poor employee training by management;
6. Failure to practice the kill steps: Hot & cold hold, rapid reheat;
7. Failure to thoroughly cook foods to proper temperatures;
8. Failure to properly cool foods;
9. Failure to properly clean and sanitize utensils and equipment; and
10. Insect/rodent infestations.
BASIC FOOD-BORNE MICROBIOLOGY - What makes us sick and how they work:
Bacteria: are single cells that grow by binary fission. They may be gram negative or gram positive and some bacteria are spore formers which means they can be extremely resistant to temperature and chemical agents, and spores may become dormant when conditions aren't favorable for growth. Factors which affect the growth of bacteria are: nutrients, temperature, water activity, inhibitors, pH, and atmosphere.
Viruses: are not 'alive,' they are smaller than bacteria, and only infect a particular type of a cell in a particular species of animal. It only takes a small number to make you ill, and they do not replicate in food. Viruses are extremely persistent, difficult to detect, resistant to freezing, pH extremes, heat and radiation.
Parasites: many have a low infective dose and require longer incubation periods. They do not multiply in food, they need a host to survive and multiply. Some life stages of parasites can be very resistant to control measures.
TYPES OF FOOD-BORNE ILLNESSES
Food-borne Infection: The Microorganism itself is ingested and multiplies in the host's body.
Food-borne Intoxication: Microorganisms grow in food and release a toxin. The preformed toxin is ingested when the food is consumed.
Toxicoinfection: A combination of the two. Noninvasive bacteria are ingested and produce toxin while in the intestine. | web | http://www.co.teller.co.us/PublicHealth/EnvironmentalHealth/Food%20Safety/FoodHandling.pdf | 0.42572 | {
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(revision date:3/22/2021)
True Fir: Giant conifer aphids
Use Integrated Pest Management (IPM) for successful plant problem management.
Biology
Giant conifer aphids are large (up to 1/5") and dark brown to black in color. They overwinter as eggs on twigs or branches. Adults and nymphs begin feeding on stems in the spring. They excrete large amounts of honeydew (a sweet, sticky material), which may become covered with sooty mold, a black fungus.
Management Options
Non-Chemical Management
~ Provide proper plant culture. Healthy plants can tolerate more insect damage.
~ Hose infested trees with a strong stream of water to wash off insects.
~ Avoid overfertilization. High levels of nitrogen in the foliage encourages aphid reproduction. Switch to a slow-release or low-nitrogen formula if necessary.
~ Where practical, prune and destroy individual, heavily-infested branches.
~ Encourage natural aphid predators, including ladybird beetles and green lacewings.
Select non-chemical management options as your first choice!
Chemical Management
IMPORTANT: Visit Home and Garden Fact Sheets for more information on using pesticides
Thorough coverage of the foliage is important, including all needle surfaces. Apply one of the following in the spring. Homeowners should not make foliar applications to trees over 10 ft tall. Consult a commercial pesticide applicator for treatment of trees and shrubs over 10 ft. tall.
Listed below are examples of pesticides that are legal in Washington. Always read and follow all label directions.
~ Ortho Max Malathion Insect Spray Conc
-EPA reg no: 239-739
-active ingredient: malathion
~ R-T-U Year-Round Spray Oil
-EPA reg no: 6218-78
-active ingredient: oil/pet distillate
~ Safer Brand BioNEEM Multi-Purpose Insecticide & Repellent Conc [Organic]
-EPA reg no: [REDACTED_PHONE]
-active ingredient: azadirachtin
~ Safer Brand Insect Killing Soap Conc II [Organic]
-EPA reg no: 42697-60
-active ingredient: potassium salts of fatty acid
~ This list may not include all products registered for this use.
True Fir: Giant conifer aphids
Images
Caption: Giant conifer aphids ~
Photo by: A.L. Antonelli ~
Caption: Giant conifer aphids ~
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What If?
Task:
Take an AP Chemistry exam problem from AP Classroom and modify it. Play the "What If?" game. "What will happen if I change this (number, compound, tool, condition, etc.)?" After you modify the question slightly, make a video including the modified question and a worked-out answer and explanation.
Modification Goals:
When modifying the AP problem, keep the following features in mind.
1. Highlight misconceptions and/or confusion common with the topic.
2. Provide additional practice.
3. Highlight how your change or modification changed the answer (if it did) and why.
Video Creation with Flipgrid:
These are possible options for capturing video. Feel free to use whatever works with the tools you have access to.
1. Cell-phone or Chromebook camera video using Flipgrid (info.flipgrid.com)
a. Prop up your phone/Chromebook above paper or a whiteboard using books or a tripod.
b. Write out the complete answer on paper. Flim the paper with your cellphone in one hand as you verbally answer the question and point out important parts on the paper. You can also prop up the paper/whiteboard in front of your Chromebook camera and then record your verbal answer.
c. Create your video using the Flipgrid video editing tools through your phone or Chromebook.
d. Make sure your writing is dark enough to show up on video!
Video Layout:
This is the general layout I am looking for.
1. Question on screen: Make sure it is clear and readable for the audience.
2. Five-second Pause: Instruct the audience to pause the video to try out the question on their own.
3. Worked-out answer with verbal-description | web | https://www.chemedx.org/system/files/_what_if_ap_problem_flipgrid_assignment_0.pdf | 0.452189 | {
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The Life of Saint Monica
By Frances Alice Forbes
This book is above all things the story of a mother. But it is also the story of a noble woman—a woman who was truly great, for the reason that she never sought to be so. Because she understood the sphere in which a woman's work in the world must usually lie, and led her life truly along the lines that God had laid down for her; because she suffered bravely, forgot herself for others, and remained faithful to her noble ideals, she ruled as a queen amongst those with whom her life was cast. Her influence was great and far-reaching, but she herself was the last to suspect it, the last to desire it, and that was perhaps the secret of its greatness. The type is rare at the present day, but, thank God! there are Monicas still in the world. If there were more, the world would be a better place. (Summary from the book)
Read by Librivox volunteers. Total Running Time: 02:07:51
This recording is in the public domain and may be reproduced, distributed, or modified without permission. For more information or to volunteer, visit librivox.org.
Cover picture 'St. Monica' (1616) by Luis Tristan (1586-1624)). Cover design by Maria Therese | web | https://ia800908.us.archive.org/8/items/LibrivoxCdCoverArt33/lifeofstmonica_1403.pdf | 0.516021 | {
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NEIPAGE LAKE COMPLEX
Wood Township, Muskoka Lakes
Status: Recommend Heritage Area
Site Characteristics
This extensive area just north of the Severn River includes three bog lakes and their immediate watersheds, set within a complex of gneissic ridges and low wetland areas. Because of the undulating terrain but low overall relief, surface drainage is poor, and often impeded by beaver activity. Most of the area drains south into the Severn through seven permanent streams; the most northerly wetland area drains northwards into the Gibson River system.
Much of the upland area is exposed Precambrian bedrock supporting mesic to dry mixed forests of Sugar Maple, Red Oak, and White Pine, or Large-tooth Aspen and Red Maple early successional. In the more southerly sections of the site, deeper pockets of glacial drift support deciduous forests, together with smaller stands of White Pine, Red Pine and Eastern Hemlock forest.
In low-lying areas, peat deposits representing virtually all stages of peat bog development have accumulated. Neipage Lake has an extensive open spagnum mat, supporting a range of shrub and herbaceous poor fen communities that are also conspicuous at the two other main lakes and in some of the other ponds. Scattered Black Spruce and Tamarack are common throughout the area. In beaver ponds and open water areas, floating-leaved and submergent aquatic plants such as Waterlilies, Water-shield, and Bladderworts predominate.
Flora and Fauna
Total numbers of species recorded were:
Vascular Plants 339 native; 22 introduced
6 A.C.P.F. with a score of 29 (Moderate)
Birds 71 observed during breeding season
Mammals 7
Herpetofauna 13
Butterflies 19
Significant Natural Values and Selection Criteria Met
1. Hydrology - (A3) The extensive wetlands within this complex act as headwaters for at least eight permanent streams, and act to regulate the release of surface and ground waters into the surrounding hydrological system.
2. Representation - (B1) The area provides representation of an Oak-Maple-Black Cherry Open Forest (warmer/sand/dry-mesic) community which is not well represented elsewhere in Muskoka.
3. Diversity - (B2) As shown in Figure 1, the Neipage Lake Complex has a diversity of native vascular plants relative to its size that is higher than the expected for Muskoka.
4. **Quality and Disturbance** - (B3) The area contains Sphagnum dominated poor fens of several types and nearly all stages of successional development, including graminoid, several types of herbaceous and shrub open treed and closed treed treed forest. Beaver meadow wetlands are also present at various successional stages. This sequence of wetland types provides a high quality example of wetland succession with very little human disturbance.
5. **Rare Species** - (B4) The Neipage Lake Complex provides habitat for the following rare species:
**Wildlife**
- *Buteo lineatus* Red-shouldered Hawk [NR PR]
- *Sistrurus c. catenatus* Eastern Massasauga [NR PR]
- *Wallengrenia egerement* Northern Broken Dash [RR]
- *Euphyes dion* Dion Skipper [PR RR]
- *Hesperia leonardus* Leonardus Skipper [PR]
**Vascular Plants**
- *Bidens discoidea* Small Beggar-Ticks [NR PR]
- *Epilobium palustre* Marsh Willow-Herb [RR]
- *Pedicularis canadensis* Wood Betony [RR]
- *Platanthera blephariglottis* White Fringed Orchis [PR]
- *Polygonum arifolium* Halberd-leaved Tearthumb [PR RR]
- *Polygonum careyi* Carey’s Knotweed [PR]
- *Scirpus hudsonianus* Bulrush [RR]
- *Utricularia geminiscapa* Hidden-fruited Bladderwort [PR RR]
- *Xyris difformis* Slender Yellow-eyed Grass [PR]
In addition, regionally uncommon species found within the area include 23 species of plants, four birds, and three herptiles. The nationally and provincially rare Caspian Tern was also seen within the area, but almost certainly did not breed there.
**Ownership and Disturbance**
The Neipage Lake Complex area is approximately 95% Crown land. Except for several snowmobile trails across the area, there is little evidence of human activity away from the railway line and Severn River. The area apparently was burned in the last century, but the vegetation is well recovered by now. Moderate cottage development has occurred along the Severn River, just outside the area’s boundary.
**Sensitivity**
Because the bog lakes within this area are unlikely to attract cottage development, threats to the future integrity of the Complex are unlikely. Road construction and intensive logging within the area should be avoided, in order to prevent fragmentation of the natural communities and sediment impacts to the wetlands.
**Major Sources of Information** - Kamstra, 1992; MacDonald, 1986; Bajc and Paterson, 1992. | web | https://map.muskoka.on.ca/exponare/Hyperlink_Files/Muskoka_Heritage_Areas_NHE/Neipage%20Lake%20Complex%20NHE1994.PDF | 0.48429 | {
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Fanny Lemberger, née Bensinger Deported to Theresienstadt in 1942.
Fanny was born in Bodersweier near Kehl on November 3rd 1867. Her parents were Marie Braunschweig and Leopold Bensinger. She married Siegfried Lemberger, a cattle-dealer from Rexingen. The couple lived in Geissgasse, today 17 Osterhalde, and had five children. In 1933, their daughter Frieda emigrated to Haifa where she married Arthur Heimann from Rexingen. In 1941 Siegfried Lemberger died at the age of 78. That same year the eldest son, Isidor, was deported to Riga together with his wife and four sons. The daughters, Mina Kahn and Elsa Godlewsky, were also deported and murdered together with their husbands. The second son Karl Lemberger married Dorothea Wälder from 'Gasthaus Rose' in Rexingen. The couple fled to Palestine.
Fanny Lemberger was deported to Theresienstadt on September 23rd 1942 and then taken to Treblinka where she was murdered in the gas chamber.
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Natural Life Consulting, LLC
7 Hodges Street, North Andover, MA 01845 [REDACTED_PHONE] fax: [REDACTED_PHONE]
http://NaturalLifeConsulting.com
RAW MILK VS PASTEURIZED MILK
RAW MILK
Contains important minerals for man – including calcium, phosphorus, magnesium and potassium in forms that are easily usable by the body
PASTEURIZED MILK
Heat converts most of the calcium to insoluble calcium which is not usable by the body. So pasteurized milk products do not prevent osteoporosis. Heat changes other minerals to forms that are less available to the body. Heat converts lactose to beta lactose which acts like refined sugar causing excess insulin production (causing extreme blood sugar fluctuations and excess steroid production by the adrenal glands). Vegetable oil is added to milk by some companies -- this oil is oxidized when heated, producing free radicals. Powdered milk requires higher heat temperatures which (1) creates large amounts of nitrate compounds which are potent carcinogens and (2) degrades proteins into neurotoxic products. Powdered milk is added to many of the 1% and 2% milk products.
The USDA does not require that all milk additives be listed on the label.
The plastic and plastic-coated paper milk cartons leach chemical contaminants into the milk, including di(2)ethylhexyl phthalate, which is a hormone disruptor and probable human carcinogen.
***** Be sure the dairy cows are pasture-raised (cleaner than confinement operations) and regularly tested for Brucellosis and Tuberculosis and that the farm is inspected for proper cleanliness procedures before and after milking and during milk handling. Bad bacteria can get into milk before or after it is pasteurized. But if the milk was contaminated after pasteurization, the antibodies and good bacteria were destroyed by the heat and are no longer there to help kill the bad bacteria. The vast majority of human Salmonella outbreaks have been from drinking pasteurized milk.
Sources
Nourishing Traditions, Sally Fallon and Dr. Mary Enig, New Trends Publishing, Inc., 1999. Nutrition and Physical Degeneration, Dr. Weston A. Price, 7 th Edition, Price-Pottenger Nutrition Foundation, Inc., 2006. "A Campaign for Real Milk - The Biochemical Magic of Raw Milk: Glutathione", Chris Masterjohn, Wise Traditions Journal, Winter 2010.
"A Campaign for Real Milk – Those Pathogens, What You Should Know", Dr. Ted Beals, Wise Traditions Journal, Summer 2011.
Fresh Unprocessed Milk – A Nutrient-rich Whole Food, Sandra Redemske and Joyce R. Young, Redemske Design, Jefferson, ME, www.HealthBrochures.info. | web | https://naturallifeconsulting.com/wp-content/uploads/2022/10/Raw-Vs.-Pasteurized-Milk-1.pdf | 0.428713 | {
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Snapkick
Dojo student newsletter
West Valley Martial Arts
"Should you desire the great tranquility, prepare to sweat." ~ Hakuin
Each Person Shines Their Own Way
A samurai who was known for his nobility and honesty, went to visit a Zen monk to ask him for his advice.
When the monk had finished his prayers, the Samurai asked, "Why do I feel so inferior? I have faced death many times, have defended those who are weak. Nevertheless, upon seeing you meditating, I felt that my life had absolutely no importance whatsoever."
"Wait. Once I have attended to all those who come to see me today, I shall answer you." – replied the monk.
The samurai spent the whole day sitting in the temple gardens, watching the people go in and out in search of advice. He saw how the monk received them all with the same patience and the same illuminated smile on his face.
At nightfall, when everyone had gone, he demanded: "Now can you teach me?"
The master invited him in and lead him to his room. The full moon shone in the sky, and the atmosphere was one of profound tranquility.
"Do you see the moon, how beautiful it is? It will cross the entire firmament, and tomorrow the sun will shine once again."
"But sunlight is much brighter, and can show the details of the landscape around us: trees, mountains, clouds."
January, 2015
Mat Chats
Stranger Alert/ No-Go-Yell-Tell
Week 1.
What is a stranger?
a. Bribery lure
Week 2.
What is a lure?
Week 3.
Week 4.
b. Job lure
a. Assistance lure
What is a lure? (continued)
b. Directions lure
a. Internet lure
What is a lure? (continued)
b. Kids are strangers too
"I have contemplated the two for years, and have never heard the moon say: why do I not shine like the sun? Is it because I am inferior?"
"Of course not." – answered the samurai. "The moon and the sun are different things, each has its own beauty. You cannot compare the two."
"So you know the answer. We are two different people, each fighting in his own way for that which he believes, and making it possible to make the world a better place; the rest are mere appearances."
Kicking off the new year with…
Kicks!
All month long in our classes we will be practicing kicks. We will practice snap kicks, thrust kicks, round kicks, all kinds of kicks! The goal this month is to improve everyone's kicks on all levels; Speed, accuracy, power, and all around technique.
We will have many new and unique kicking drills and games to keep it fun and interesting.
Dates and times to remember:
When:
Where:
Saturday, January 31st 10:00 am to noon
West Valley Martial Arts 2290 S. Winchester blvd. suite 102 Campbell, Ca 95008
* Recognize and avoid dangerous situations.
* Do not be a victim
* Fight off an assailant if you have to.
Jan. 8th & 9th: Chanbara Competition
Jan.19th: Closed for Martin Luther King Jr. Day
Jan. 31st:
Women's self defense seminar 10am to noon
Jan. 29th & 30th: Testing, regular class times
(Ages 16+)
Fee is $25
EMPOWER YOURSELF | web | http://nebula.wsimg.com/9b98d60b3896e52204b4f2f4dc66c29e?AccessKeyId=60792A6E32E4F1CCBFB3&disposition=0&alloworigin=1 | 0.426709 | {
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'C' LANGUAGE COURSE
(CODING SYLLABUS)
Course Overview
'C' Programming courses offered learners with knowledge on programming fundamentals; ways to solve complex problems by writing computer programs; systematic ways to read and write the C code; understanding of computing processes at a deep level; basics of algorithms and object-oriented software.
Duration:
1 Month
Job Prospects
'C' programming has a very good career like opportunities in different field like robotics, Artificial intelligence, machine learning, etc.
Job Profiles
- Junior Programmer
- Quality Analyst.
- Game Programmer.
- Programming Architect
Course Content
Introduction to 'C'
- What is Language & History of 'C'.
- 'C' language Environment
Basics of 'C' Language
- Identifiers in 'C'
- Variables and Datatypes
- Storage Classes
- Constants and Literal Constant
- Printf and Scanf
- Input and Output Instructions
Operators
- Expressions and Arithmetic Operators
- Relational and Logical Operators
- Bitwise Operators
- Conditional Operator
Decision Making Statements
- If Statement
- Nested If
- If-else-if ladder
- Multiple if
- Switch Statement
- Nested switch
- Unconditional Branching using goto statement
Contact: [REDACTED_PHONE], [REDACTED_PHONE], [REDACTED_PHONE]
Control Statements (Loops)
- For loop
[x] Nested for loop
- While Loop
[x] Nested while
- Do-while loop
[x] Nested do-while
- Break and Continue
Array in 'C'
- Introduction to Array
- One-D array
- 2-D array
- Array addition, subtraction and multiplication
Pointers & String
- Pointer
- Pointer with string
Functions in 'C'
- Introduction and Writing Functions
- Types of function
- Array with function
- Array as an argument
ENUM
Structure
- About Structure
- Nested structure
- Structure with function
- Pointer with structure
- Structure as Parameter
Union
File Management
- Creation of own library header files
Preprocessor
- Preprocessor directive #define macro
- Preprocessor directive typedef
Dynamic Memory Allocation
- malloc(), calloc(), free() and realloc() etc.
Stream in 'C'
- Reading file
- Writing file
- Appending file
- Retrieving cursor position
- Set cursor position
- Rewind cursor
- Pointer with function
- Call by value and call by reference
- Recursive function
- Formatted function with difference | web | https://iecs.in/Syllabus/_C_-Language.pdf | 0.43522 | {
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Sharing
We all know that sharing is a good thing to do. Obviously Jesus talked a lot about sharing and that is proven in His teachings. The BIble has a lot to say on the subject of sharing, so let us take a glance at some scriptures that support this practice.
Acts 4:32 says, "The multitude of those who believed were of one heart and soul. Not one of them claimed that anything of the things which he possessed was his own, but they had all things in common. (WEB) True Christians are called to share the things which they posses. We are not to hoard and keep everything we have to ourselves. We should be sharing our time our money our food/ clothing and also our Testimonies. Jesus said that the poor will always be among us, so there will always be opportunities to share. When we truly begin to care about others, sharing becomes so easy.
Luke 3:10-11 says, "10 The multitudes asked him, "What then must we do?" 11 He answered them, "He who has two coats, let him give to him who has none. He who has food, let him do likewise." (WEB)
The people were told directly by Jesus that they should share what they have. That way no one would go without. If everybody shared a little, then everyone would have what they need. That is one of the marks of a real Christ follower. Sharing is easy and was a practice that was believed in by the early church, and we should also believe in the power of sharing.
There are many people in the world who are In need. We can change that by sharing. People will truly know that you care for them if you share things with them. Pray and ask God to show you areas in your life where you may have they opportunity to share. Hebrews 13:16 says, "But don't forget to be doing good and sharing, for with such sacrifices God is well pleased." (WEB)
Sharing will definitely help us get a better grasp on being more like Jesus. | web | https://www.lookylamb.org/uploads/6/3/5/6/6356038/sharing.pdf | 0.437679 | {
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Your Amazing Body
Discoverkidshealth.com
Back to School Time!
When I was a kid, my family had a very definite routine leading up to September and back to school time. Of course there was shopping for new clothes and new shoes and new school supplies including notebooks, pens and pencils and other necessities. There were also doctors' visits because my brother, my sister, and I all wore glasses, so we had our eyes checked every single August since I can remember. In fact, I still routinely have my eyes examined every August many, many years later.
Another routine that parents usually make their kids start, often in August, is going to bed a little earlier to adjust their sleeping patterns prior to the first day of school. Sleep is one of the most critical and amazing things we can do for ourselves to be our smartest, healthiest, most fabulous selves.
If you're like some kids, you probably argue with your parents when they tell you it's time to go to sleep. But you should know that most kids also can't get up in the morning and if they are honest, they admit that they really wish they got more sleep. So your parents might be on to something.
So much happens when you sleep that is beneficial to your body and your brain. Most kids between the ages of 5 and 12 need between 10 and 11 hours of sleep, but we are all different so some may need more, others less. During those hours your body repairs and rests and your brain sorts, files, and reorganizes information. This allows you to get up and go with your strongest body and your clearest thinking mind the next day.
Miss even one night's sleep and you will probably feel clumsy and cranky the next day. Miss two night's sleep and it will be difficult to think and do things. Miss five night's sleep and you will begin to hallucinate and see things.
A good night's sleep is critical for almost every body function including your immune system, your digestive system and so much more.
As important as a good night's sleep is, you can't get the maximum benefits from your sleep if your nerve system isn't functioning at its optimum. Your nerve system directs the filing, healing, and restoration that occur when you sleep so it's critical to keep it at its healthiest and clearest.
Chiropractors check to make sure that the bones of your spine aren't disrupting the function of your nerve system. The clearer your nerve system, the better the communication and the better you can benefit from all the great things that happen when you sleep. So see your chiropractor regularly and get to bed at a reasonable time and have your best school year yet!!!
- Judy Campanale, DC, ACP, FCSC (hon)
Establishing and Advancing the Chiropractic Family Wellness Lifestyle
Kids Coloring Page
Compliments of ICPA Member:
Dr. Heathyre Sayers Due North Wellness 116 Chestnut St E, Stillwater, MN 55082 [REDACTED_PHONE], duenorthwellness.com
Provided and published by ICPA, Inc. For more information visit: www.discoverkidshealth.com | web | https://docs.wixstatic.com/ugd/e7b86c_33aa7c96663743d2ba44a28d1631dfcf.pdf | 0.498923 | {
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Created by: Karen Shank, Menlo Park Elementary School
Grade level: 4-5
Primary Source Citation: Photographs of the slave pen housed at the National Underground Railroad Freedom Center, Cincinnati, Ohio; taken on February 9, 2008 by Karen Shank.
Photograph #1
Photograph #2
Allow students, in groups or individually, to examine the photographs above while answering the questions below in order. The questions are designed to guide students into a deeper analysis of the source and sharpen associated cognitive skills.
Level I: Description (Photograph #1)
1. What materials were used to make this building?
2. How many windows do you see and where are they located?
3. Describe one of the windows.
Level II: Interpretation (Photograph #1)
1. Look closely at the row of cut log ends about halfway up the wall. What might they tell you about the inside of the building?
2. Make a smart guess about when and where this building was built.
3. How is the building different from other log houses and buildings you have looked at?
Level III: Analysis (Photograph #2)
1. Look at the close-up photo of one of the windows. Why do you think there are steel bars on the window?
2. Now look through the window to the inside of the building? The log beams make up the floor of the "upstairs". What do you think the upstairs would have been used for?
3. Why do you think there are no hooks or shelves for storing household good and clothing on the inside of the walls? | web | http://hti.osu.edu/sites/hti.osu.edu/files/btn-slave-pen.pdf | 0.477209 | {
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Mrs Dowdell's Parenting Pointers
Effective praise and encouragement
This week, I delivered my favourite session of the Incredible Years programme. It's really exciting to hear about the progress that the parents in the group are already making and I know that the effective use of praise will enhance all the great stuff they are already doing. So, what did we learn about how to praise and encourage our children more effectively? Here are some pointers …
We need to make sure praise is specific and labelled; not just telling children they're wonderful (because often they won't agree) but telling them what we like about their picture, how proud we were when they stayed calm in a tricky situation, how helpful they are when they get their shoes on straight away. Our children need to know exactly which behaviours they are being praised for and then they're more likely to do them again. It is not possible to praise a child too much, as long as the praise is specific and labelled.
We need to remember to praise immediately. For example, we can thank them for coming to the table straight away, praise them for tidying their toys as soon as they've done it, recognise when they are kind or polite by telling them how much we appreciate it. We also need to keep praising them, even for the things that we feel they "should just know" how to do, then they'll keep doing them. Praise children's efforts or steps in the right direction, not just perfection or completion of a task. "Well done you tried really hard to do your coat up"; "Look how much progress you've made with your spellings"; "Thank you for coming upstairs when I asked you, now we can clean your teeth."
Try to ignore "secondary behaviours". For example when our child moans and whinges about putting the rubbish out, but in spite of the eye-rolling they put the rubbish out anyway, we need to praise them for complying with our request and ignore the complaining. Children are more likely to repeat behaviour that is noticed, so notice the good behaviour through praise and encouragement.
It's difficult to praise children after there has been a period of negative behaviour because we just don't feel like being nice to them. Sometimes it might not even be the children who have upset us. I have a saying, "don't let Mum brush your hair when she'd mad at your Dad!"
But, we need to try and put our negative emotions to one side, so that we can take time to notice our children's positive behaviours. The important thing is that our children constantly have the opportunity to try again and succeed. The most effective way to modify our children's behaviour is by noticing, praising and encouraging the good stuff. Sometimes, we have to remember to be the grown up and get over ourselves, in order to give them the chance to try again.
Got any questions? Need any help or advice? E-mail me at [REDACTED_EMAIL] | web | https://www.foundrylaneprimary.co.uk/attachments/download.asp?file=467&type=pdf | 0.431861 | {
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Communities can work together to eliminate TB!
TB is curable and preventable...
Think TB!
For more information contact your local health center:
PRODUCED BY FIRST NATIONS AND INUIT HEALTH BRANCH, ALBERTA REGION. SUMMER 2005
T
What is tuberculosis (TB)?
Symptoms of TB disease
People with TB disease have one or more of these symptoms.
If you or someone you know has any of these symptoms, see your doctor or nurse. They will conduct tests to determine if you have TB.
Is TB curable?
Yes, medications can be taken to kill the bacteria and cure TB disease.
Is TB preventable?
Yes, medications can be taken to cure TB infection and prevent TB disease from developing. | web | http://slfnha.com/files/7314/0007/4535/What-Is-TB.pdf | 0.458472 | {
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Cranberries: a tart look back and forward
Contributed by Lee Roscoe
September 27, 2013
Cranberries. We see them harvested in the fall. But who’d think that a scraggly looking plant not much more than six inches high would have such an amazing history?
LEE ROSCOE PHOTO
BABYING THE BERRIES – Farmer Leo Cakounes cradles a sample of the fruits of his labor.
With a visit to an organic grower
Cranberries. We see them harvested in the fall. But who’d think that a scraggly looking plant not much more than six inches high would have such an amazing history?
Author and professor Robert Cox of the University of Massachusetts-Amherst spoke recently at the Cape Cod Museum of Natural History in Brewster about the cranberry’s cultural impact. Used for food, dyes and medicine by Indians prior to colonization, then by invading Europeans, the tart red berries trace patterns of history from communitarian to incipient capitalism – the creation of private property for profit.
At first, they were gathered in common as poverty food, and a way to liven bland Puritan diets. After colonists found shipping them overseas profitable, Cox said, laws in Barnstable and elsewhere began to exclude pickers from other towns. The first to privatize the growing in a big way was allegedly Captain Hall of Dennis in 1815, after sand covering wild bogs seemed to make the berries grow more vigorously. In fact, Cox says, Europeans used their indigenous version of the berry in cultivation for food and extra money for impoverished Europeans. As the industry of privatized cranberries grew in the New World, so did rivalries. In 1842, Gay Head Indians wanted protection from “thoughtless white neighbors” who plundered their berries.
As the cultivation enlarged, labor became important to turn land into bogs, as well as to harvest the berries. Immigrants such as Cape Verdeans cycled from ship hand to mill hand to bog picker in season. Pickers worked down a lane and were paid by the quart or scoop. Hard work, piercing skin, tough on knees. In the 1880s off and on through the Depression, labor tried to organize against the bog owners, with at least one big walkout staged by union and communist leaders. State police were called in and violence occurred.
In the end, scoops and dry picking were replaced by less labor-intensive wet harvesting relying on increased use of machinery, herbicides and pesticides. The landscape was so altered and became so dependent on chemicals, Cox said, that growers have told him they would go bankrupt if they went organic.
But one farm is the second largest organic cranberry grower in New England, according to Andrea and Leo Cakounes and their daughter Evangeline of Cape Farm Supply and Cranberry Company in North Harwich, who conducted a tour
that brought some of Cox’s story to life.
The family farms some 20 acres of bogs, some of which have been here for 350 years. It took them three years to turn organic. USDA certification is stringent. So much so that one agent told Leo they were licensed to take 11 million gallons of water from their pond for berries only and not even a pail-full for their goats. Leo, who uses separate well water for his animals, asked, how would you know? A few days later he received a detailed satellite photo of him, his wife and his truck.
Organic growers must use only insect-specific pesticides, which kill bugs by ingestion and last no longer than four hours. In contrast regular growers can kill pests on contact with poison, which is allowed to last longer in the environment.
Andrea talked about the yearly cycle. “We rely heavily on mother nature,” she said, from pollination by bees (now scarcer) to bug-eating bats and birds, to their sheep and goats, natural weeders. She spoke of sanding plants in winter, especially over ice, as a method of increasing growth.
Leo described dry farming techniques from hands to scoops, which “rocked and raked.” Wet harvesting, more common, is quick, 24 hours: Flood, machine, board up and corral the berries, pump them into trucks (specially certified for organic cargo) and cart off to be sorted for sale through a dealer. Either way, he said his plants’ feet don’t like to be wet, but dry and warm.”
Dry whole berries are a fraction of the market. Wet berries can be used for everything, from baking to jams to sauce, especially used for juice, but are very perishable. (Cakounes added that famed Captain Hall traded berries for mackerel and spices and used them against scurvy.)
It can take Cakounes six months to be paid. Though he does harvest cooperatively with other growers some 200 acres, he is not an Ocean Spray cooperative grower, because they don’t take organic, and he isn’t happy that the CEOs get $800,000 a year while the growers get 40 cents a pound.
More for Cranberry Lovers:
For organic cranberry preserves, the museum invited littlebayjams.com to Cox’s talk for folks to sample. (Yummy!)
The Cakounes farm gives tours: www.cranberrybogtours.com/
Cox’s book, with Jacob Walker, is Massachusetts Cranberry Culture: A History from Bog to Table | web | http://www.barnstablepatriot.com/home2/index2.php?option=com_content&do_pdf=1&id=34217 | 0.49532 | {
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Jewish Values Exemplified at the Transition from Life to Death
The Jewish life cycle has traditionally been taught in chronological order. Even in the last transition, from life to death, Jewish practices are usually taught from final illness, to funeral, through the first year of mourning. An innovative Jewish educator, Rabbi Joshua Elkin has proposed another way: organizing Jewish practice by the values the customs exemplify. This gives the student a sense not only of “what” is done, but “why.” The values are not in a one to one correlation, but woven throughout the various customs. Matching the customs and values can be a thought provoking exercise.
Rabbi Me’irah Illinsky will illuminate these eight values with stories from Torah and Talmud, illustrations, and explanations of Jewish practice at the end of life.
The eight values and some practices associated with them are:
1. Facing the reality of death
Neither hastening nor prolonging death
Shoveling earth upon the grave
Various phrases from liturgy
2. Respect for the Dead
*Shmira*, the guarding of the deceased
*Taharah*, the ritual washing of the deceased’s body
*Levayah*, attending the funeral
Speedy burial
*Hesped*, eulogy
3. & 4. Equality and Simplicity
Plain pine box
Simple burial clothing
Simple pot luck food for *shiva*, the first period of mourning
No flowers at the funeral
5. Full expression of feelings
Tearing of clothing
*Shiva* period set aside to fully feel the loss
6. Communal Responsibility & Support
Attending the funeral
*Kevurah*, Burying the deceased
Feeding the mourners their first meal after the funeral
Attending *Shiva*
Making up a *minyan*, a quorum needed for prayer,
so that the mourners may recite *kaddish*, the mourner’s prayer
7. Affirmation of Life
*Bikur Holim*, Visiting the sick
Ethical Wills
*Hesped*, eulogy remembering the life of the deceased
Naming babies after the deceased
Articulated, graduated periods of mourning
8. Memory
Headstones
Naming babies after the deceased
Reciting *Kaddish* | web | http://gamliel.institute/projects/endoflifevalues.pdf | 0.44048 | {
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Common Course Outline MNGT 154 Advertising 3 Semester Hours
The Community College of Baltimore County
I. Catalog Description
3 credit hours
Advertising
Introduces the fundamental principles of advertising; covers the strategic, managerial, creative, and financial elements of advertising.
Prerequisite: MNGT 150
II. General Course Objectives
When the student completes the course he/she will be able to:
A. Identify the functions of the advertising manager.
B. Construct an advertising budget from given information.
C. Prepare basic plans for campaigns and individual advertising.
D. Determine costs using local rate cards of Standard Rate & Data Service.
E. Explain what products, and services to advertise and why.
F. Select local media when media information is given.
G. Be familiar with advertising association and services they offer.
H. Prepare rudimentary print and broadcast copy based on "givens."
III. Methods of Instruction:
A. Lecture
B. Discussion
C. Case problems
D. Audio visual aids
IV. Method of Evaluation:
A. Class participation
B. Periodic examinations
C. Final examination | web | https://www.ccbcmd.edu/~/media/CCBC/Programs%20and%20Courses/Common%20Course%20Outlines/Management/MNGT154.ashx | 0.477244 | {
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The “Consent-Based” View of Marriage
The consent-based view of marriage is primarily about an intense emotional union—a romantic, caregiving union of consenting adults. It’s what the philosopher John Corvino describes as the relationship that establishes your “number one person.”\(^4\) What sets marriage apart from other relationships is the priority of the relationship. It’s your most important relationship; the most intense emotional, romantic union; the caregiving relationship that takes priority over all others. Andrew Sullivan says that marriage has become “primarily a way in which two adults affirm their emotional commitment to one another.”\(^5\) And as we will see in chapter 3, this vision of what marriage is does all of the work in Justice Anthony Kennedy’s majority opinion in *Obergefell*.
The Comprehensive View of Marriage
Someone who wants to explain what marriage is has the difficult task of explaining something that every one of our grandparents simply took for granted, that everyone two generations ago thought was common knowledge—that marriage is a permanent, exclusive union of husband and wife. Much of human wisdom is tacit knowledge. Only when it is attacked does it need a formal, explicit defense. Explaining why marriage is the union of a man and a woman is like explaining why wheels are round, but it has to be done. That means going back to first principles, and there’s no better guide to first principles than Aristotle. | web | https://wildmen.files.wordpress.com/2017/04/landmines-session-three-truth-overruled-excerpts.pdf | 0.437724 | {
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Lives of Our Old Testament Saints
Zaner Bloser intermediate Cursive Paideaclassics.org
September 1
Righteous Joshua, the Son of Nun (Navi )
(Life taken from OCA.org)
AINT Joshua (Jesus), the son of Navi, was leader of the Israelites after the death of the Prophet Moses. He was born in Egypt around 1654 B.C. and succeeded Moses when he was eighty-five. He ruled the Israelites for twenty-five years. S
Joshua conquered the Promised Land, and led the Hebrew nation into it. The Lord worked a great miracle through Joshua. He stopped the Jordan from flowing, allowing the Israelites to cross over on foot as if on dry land (Joshua 3). Saint Michael, the Leader of the Heavenly Hosts, appeared to Joshua (Joshua 5:13-15).
The walls of Jericho fell down by themselves after the Ark of the Covenant was carried around the city for seven days (Joshua 6:20). Finally, during a battle with the enemy, Joshua, by God's will, halted the motion of the sun (Joshua 10:13) and prolonged the day until victory was won.
After the end of the war, Joshua divided the Promised Land among the Twelve Tribes of Israel. He died at 110 years of age (1544 B.C.), commanding the nation to preserve the Law of Moses. All these events are recounted in the Book of Joshua, the sixth book of the Old Testament.
Lives of Our Old Testament Saints
Zaner Bloser intermediate Cursive Paideaclassics.org
As we celebrate the memory
of Thy P`rophet Jesus of
Navi O Lord, through
him we beseech Thee to `save
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Parent Curriculum Overview
Spring Term 2 2023 Bigbury Class
From little acorns, mighty oaks do grow.
ENGLISH
MATHEMATICS
We have kicked off the term in English with our exciting nonfiction text, Dragonology. Pupils will write a non-chronological text about their own mythological creature which we will put together for a whole class book! Our class reading text is the Explorer by Katherine Rundell which we will delve into together, unpicking the meaning of words and literary devices used by the author. For Year 6s, we will be practising and exploring questions in a SATs style format for spelling, punctuation, grammar and reading to develop their understanding and confidence in interpreting and answering questions.
During this term, we will kick off with developing our understanding of perimeter, area, and volume for a range of shapes. We will then be focusing in on a range of concepts: algebra, measurement, ratio, statistics, and shape. For Year 6s, we will build up their confidence in solving problems and calculating in a SATs style format as the term goes on. For Year 5s, they will deepen their understanding of the formal calculation methods and explore more problem solving, as well as learning how to interpret data and draw lines graphs for statistics.
Key Information
PE: Monday PM
Forest School: Tuesday PM (fortnightly)
World Book Day: fancy dress! Thursday 7 th March
Parents Evenings: Monday 11 th March and Wednesday 13 th March
Easter Service: Thursday 28 th March
Homework:
* Reading for pleasureat least 20 minutes every day and children could summarise in a sentence or two what they have read in their
diary. Reading for pleasure is crucial for supporting vocabulary development and reading skill, but also promotes positive mental health.
* Using TT Rockstars to develop automaticity and recall.
* MyMaths links to learning in class for that week.
* Year 5/6 statutory spellinglist and spelling patterns explored at school to be reinforced at home. | web | https://www.holbeton.devon.sch.uk/attachments/download.asp?file=4327&type=pdf | 0.488741 | {
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Name ________________________ Date ________________
8th grade Word Set 6
1. If some one has a dynamic personality they would be considered which of the following terms:
lively
lifeless
ineffective
productive
2. Children under the age of five are highly susceptible to the flu in the winter months. That means children at this age (2 answers are correct)
do not get sick
are full of life and energy
are likely to get the flu
should get flu shots
3. Virtually all children like to dress up for Halloween and go trick-or-treating. Virtually means (2 answers are correct)
hardly
practically
almost none
basically
4. There is no plausible excuse for being two hours late and not calling home. The term plausible means
unlikely
impossible
logical
unbelievable
5. If your teacher gives you a coherent set of directions, the directions would be very (choose two):
orderly
disorganized
clear
confusing | web | http://bcusdacademicvocab.weebly.com/uploads/1/6/1/7/16175806/8th_grade_set_6.pdf | 0.4501 | {
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